Who is on your IEP team?

IEP teams will include team members based on each student’s services and specific program, but typically a team is composed of:

• Case manager

• Special education teacher

• School psychologist

• Service providers

• Administrator

• General education teacher

Case manager

The case manager is typically also the special education teacher. On some occasions, the case manager can be the school psychologist. For initial IEPs, since there are no services being offered yet, the school psychologist coordinating a student’s assessments would take on the role of case manager. There are less common circumstances, like implementing a 30-Day IEP, during which a special education administrator could serve as case manager.

Generally speaking, case managers coordinate the IEP team. They collaborate with all team members to ensure the IEP process is moving forward properly. They draft most of the IEP documents, and they communicate with the other team members who have sections of the draft to make sure they complete them.

They communicate directly with the parents to schedule an upcoming meeting, to share draft documents and assessment reports, and to send other necessary documents before a meeting. They lead the IEP meeting by following the agenda, facilitating conversations, and doing their best to keep everyone on track. Case managers walk parents through the draft IEP document after the meeting, support parents with getting answers to questions they may have from the meeting, and help them provide their consent to implement the IEP.

Special education teacher

The special education teacher holds an important role on the IEP team. Even if a student receives minimal special education services, the special education teacher is the expert in the special education. They are knowledgeable in the:

• Special education classes available

• Curricula used to support students enrolled in special education classes

• Appropriate accommodations and modifications to support students access the general education curriculum and standards

• Developing appropriate and measurable goals to ensure students are making progress

In addition to their role and responsibilities as case manager, the special education teacher has their own responsibilities during the IEP process. They collect data and update a student’s progress toward existing goals. They complete the sections of the Present Levels of Performance or PLOPs pertaining to the services and support they provide. And they make recommendations associated with their knowledge of curriculum and standards. During the meeting, special education teachers recommend new goals to be worked on for the following year.

School psychologist

The school psychologist plays a major role in initial and triennial IEPs. Typically this is because those two types of IEPs require assessments. However, school psychologists can participate in IEPs for a variety of reasons.

If an IEP team is in need of an administrator for the meeting, a school psychologist can fill in. School psychologists bring a unique perspective and knowledge to the role of administrator. With their understanding of disability categories, the power of assessments, and facilitating conversations.

School psychologists can provide counseling and mental health services to students, so they could attend IEPs as a service provider. In this role, a school psychologist would complete the same steps as any other service providers. Before the meeting, they update current annual goals and complete their section of the PLOPs. During the meeting, they recommend new goals for the upcoming school year.

A school psychologist could also be in attendance if the team is recommending additional assessment for a student. The school psychologist would attend to learn about the student’s current IEP and present the assessment plan to the parent(s). The school psychologist being in the meeting could offer the parent(s) an opportunity to ask questions.

Service providers (SLP, OT, PT, APE)

Not every IEP team involves service providers—or related service providers—but they can be an important addition. Service providers hold a very specific knowledge base. Their specialization can be in a variety of areas: occupational therapy, physical therapy, adapted physical education, or speech language pathology. Those are just a few of the most common related services that a student may receive.

Each service provider offers a unique perspective tied to the services they provide. For example, speech language pathologists (SLPs) have a wealth of information about alternative communication, language development, and social aspects of interactions. As members of an IEP team, an SLP can support the team with making recommendations for goals, accommodations and modifications, and support for accessing the general education curriculum and other activities.

Much like a special education teacher or school psychologist, related service providers must complete certain steps before the IEP meeting is held. They provide a progress report detailing the student’s progress toward meeting their current goals. These team members also recommend new goals, accommodations and modifications, and other support to help the student access the general education environment and curriculum.

It is also common for related service providers to recommend assessments be done more often than the required triennial testing. The services they provide are so specific to a child’s current needs. So, it can be essential to assess their progress more frequently to ensure the services and goals are appropriate for where the student is at that moment.

Administrator

An IEP team administrator can play a small role or a significant role depending on the team’s needs. This role can be fulfilled by a variety of people. The role of administrator can be assumed by school psychologists, principals or assistant principals, directors of special education, or a special education faculty member who isn’t actively involved in that student’s IEP. Most often, the administrator takes meeting notes. But, in some cases, administrators can take on a more active role to help mediate a conflict, address a concern, or speak to a recommended program change. 

General education teacher

There’s a reason every IEP team is required to have a general education teacher present at meetings: they hold essential expertise in the general education curriculum, standards, and environment. While in some cases the general education teacher may not have a student enrolled in their class, they offer an important perspective during discussions about access to general education classes and activities. A general education teacher can weigh in on goals that may be measured in a general education classroom or environment, recommend accommodations to support a student access the general education curriculum, and share their deep knowledge about grade level standards.

More questions? Email me:

mischamcmanus@centered-consulting.com