INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM MEETINGS AND CHANGES TO THE IEP - Regulations

11. Add a new provision for amending the IEP without another meeting.

In making changes to a child’s IEP after the annual IEP Team meeting for a school year, the parent of a child with a disability and the public agency may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the child’s current IEP.

If changes are made to the child’s IEP in accordance with 34 CFR 300.324(a)(4)(i), the public agency must ensure that the child’s IEP Team is informed of those changes.
[34 CFR 300.324(a)(4)] [20 U.S.C. 1414(d)(3)(D)]

Changes to the IEP may be made either by the entire IEP Team at an IEP Team meeting, or as provided in 34 CFR 300.324(a)(4), by amending the IEP rather than by redrafting the entire IEP. Upon request, a parent must be provided with a revised copy of the IEP with the amendments incorporated.
[34 CFR 300.324(a)(6)] [20 U.S.C. 1414(d)(3)(F)]

Dialogue Starter - Cross-stakeholder

Reaction Questions

  1. What might be the benefits of allowing amendments to the IEP without convening an IEP meeting?


  2. What concerns might various stakeholders (or their representatives) have about not convening a meeting for proposed changes to the IEP?


  3. Who in your district is authorized to represent the public agency in an agreement to amend the IEP without a meeting?


  4. What types of changes might easily be handled under this provision without a team meeting? What types of changes might require a team meeting?


  5. How might the student benefit from a change in the IEP without convening another meeting?


Application Questions

  1. What procedures would assist in documenting input/suggestions from teachers, related service providers, and parents which later result in IEP changes?


  2. What is a good process to ensure team input is solicited regarding the proposed changes?


  3. What procedures would ensure all persons having an educational need to know receive and understand the changes to the IEP as a part of the entire IEP?

    These questions were developed by the following stakeholders working together:

    Role: Family Member
    Location: Arizona

    Role: Special Education Administrator
    Location: California

    Role: Teacher
    Location: Colorado

    Role: Educational Consultant
    Location: Florida

    Role: Special Education Administrator
    Location: Georgia

    Role: Higher Education
    Location: Indiana

    Role: Service Provider
    Location: Kentucky

    Role: Teacher
    Location: South Carolina

    Role: Family Member
    Location: West Virginia

    Role: Family Member
    Location: Wisconsin