Questions about the IEP
An IEP meeting will include the parents, one special education teacher if the student is receiving special education services, a general education teacher if the student is or may be receiving services in the general education classroom, a person who can interpret evaluation results, a person representing the school/district, other people who have express knowledge of the student, and the student. This list includes required and optional team members. If transition planning is taking place, representatives of outside agencies may need to be invited. One person may fill more than one role. All required team members need to be present the entire time unless certain conditions are met and the parent agrees in writing to dismiss them.
IEP Meeting Excusal (Sections 4 and 5)
By law, the IEP must include certain information about the student and the educational program designed to meet the student’s unique needs. In short, the IEP will include information related to:
- current performance (present levels of academic and functional performance),
- measurable annual goals,
- how progress will be monitored,
- what special education and related services will be provided,
- accommodations and modifications (if any),
- service delivery (frequency, locations, and duration)
- time spent in general education (LRE),
- participation in state and district tests.
The IEP team will also consider whether extended school year (ESY) services are necessary for the student. For students approaching the end of their secondary school education, the IEP must also include information about transition services, which are designed to help youth with disabilities prepare for life after high school. No later than one year before a student turns 18, they will receive information related to IDEA rights, if any, that will transfer to them when they reach age 18. In Colorado, the parent’s rights defined in IDEA transfer to the student who is still in public education at the age of 21.
First, look for dates including initial evaluation, next evaluation, and next annual review. Then look for your child’s current performance which will lead to their annual goals. From the current performance and goals, there will be a description of services provided. This includes things like special education support and services in other areas like speech, occupational and physical therapies. These supports will drive the amount of time your student will participate with non-disabled peers and the necessary accommodations and modifications. Next will be details about how district and statewide tests will be given. If your student is transition age, look for transition planning.
If a parent disagrees with the IEP, they can request another IEP meeting or escalate the concerns.
If a parent disagrees with the IEP, a parent can request another IEP meeting to express concerns. Work with the team to come up with solutions. If that doesn’t work you can ask for facilitation or consider the dispute resolution processes provided by IDEA, which include requesting mediation, filing a state complaint, or filing for due process. For more information, see the questions on ADR, Special Education Facilitation, and Dispute Resolution above.
Disputes Overview | Center for Parent Information and Resources
The types of IEP meetings include initial, annual, reevaluation, amendment, and transition.
- Initial meetings are the first meeting after the child is found eligible for special education services.
- Annual meetings are the meetings held once per year to update progress and create new goals.
- Reevaluation meetings are held every three years to determine whether the student continues to qualify for special education services.
- Amendment meetings are when the team comes together to address concerns or additional needs and make changes to the IEP.
- Transition meetings are IEP meetings where planning for moving from school to adulthood takes place. Transition planning will begin by the time the student reaches age 15 in Colorado, but may begin earlier, to consider areas such as post-secondary education, employment, independent living, and community participation.
- You may also have a meeting about a transition when a student is moving from one program to another or aging out of services.
- Additional meetings may occur when a parent or another person on the team requests a meeting to discuss concerns or new information.
When the IEP Team Meets | Center for Parent Information and Resources
Parents provide information on the student’s strengths and areas of concern, background, developmental and medical information. Parents have a right to participate, to invite others to the meetings, to review educational records and to decide to accept or decline special education services. Parents cannot selectively decline special education services; if the parent declines any service, they decline all services.
In the initial eligibility meeting, a parent needs to consent to the provision of services. In Colorado, in subsequent IEP meetings, a parent signs an attendance sheet. There is no signature to signify agreement or disagreement with the IEP. If the parent lets the team know that they don’t agree, this is a signal that there is still work to be done.
Free and Appropriate Public Education
Free and Appropriate Public Education (FAPE) means that eligible students with disabilities have a legal right to be educated regardless of the nature of their disability. A free appropriate public education emphasizes special education and related services designed to meet the child’s unique needs and that prepares the child for further education, employment, and independent living.
Key Definitions in Part B of IDEA | Defining and Understanding FAPE
Extended School Year (ESY) is never required but is an option for your student based on the determination of their IEP team. This decision is made by looking at data to see if your student is showing regression of skills after long breaks and/or taking a longer amount of time to recoup those learned skills. ESY is to help those students who need it maintain skills and not lose progress made during the school year. ESY is not for new skill development. for your student determined by their IEP team if they are showing regression after long breaks and/or taking a long time to recoup learned skills.
Teachers look for current progress (over the past year), areas of need, measurable goals, and accommodations and modifications
