What's Required
What We Do
These are the required members for an IEP committee
meeting:
- The parent(s) and/or guardian of the child
- At least one general education teacher who is responsible for implementing a portion for the student’s IEP
- At least one special education teacher who has academic and functional knowledge of the child
- A representative of the school who:
(a) is qualified to provide, and supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;
(b) is knowledgeable about the general education curriculum; and
(c) is knowledgeable about the availability of resources of the school district
- A person who can interpret the instructional implications of the evaluation results (Diagnostician, LSSP, SLP)
- The child, if appropriate, including whenever transition services will be addressed
- Other individuals who have knowledge or special expertise regarding the child and are invited by either you or the school
If applicable:
- A certified teacher for the child with a suspected or documented auditory impairment
- A certified teacher for the child with a suspected or documented visual impairment
- An AI certified teacher and a VI certified teacher for the child with suspected or documented deaf-blindness
- A career and technical education representative for the child who is being considered for initial or continued placement
- A language proficiency assessment committee representative for a child who is a child with limited English proficiency (must be a general education or special education teacher)
Note: Regarding dual roles: Translator - An administrator, teacher, ARD Facilitator, related service staff member, or assessment staff member may fulfill dual roles and serve as the translator. LPAC Representative - only the general education teacher or special education teacher can dual role in this capacity.
*Please ensure the documentation of dual roles as the individual must have both roles listed on the signature page. No IEP Committee member may serve in three roles.
Roles and Responsibilities
- Ensure appropriate staff members are invited to the ARD/IEP Meeting
- Prepare the ARD paperwork: opening draft when Annual ARD/IEP meeting is scheduled
- Collect and maintain data from the Special Education Case Manager to support 3 year reevaluations and full initial evaluations
- Review PLAAFP statement for accuracy to ensure a holistic picture of the student’s present level of academic performance
- Review Goals and Objectives for clerical accuracy including: dates, service providers, language of delivery, draft/accepted, method of evaluation, functional/academic/ESY/related service
- Ensure all components of the student's IEP and meeting deliberations capture decisions made by the ARD committee
- Read Deliberations aloud to the Committee members
- Archive the ARD within 5 school days unless the parent is in agreement and waives the 5 day prior written notice:
- Print the IEP document and give to the parent prior to leaving the ARD meeting
- Distribute IEP documents to campus staff within 24 hours of having the ARD meeting
- Include the implementation date when distributing the IEP documents to staff
General Education Teacher Roles and Responsibilities: - Documentation of the student’s academic, social, and behavioral strengths and needs.
*Data documentation to provide includes but is not limited to:
- Work samples
- Assessment Data
- Behavioral Data
- Scope and Sequence/Upcoming Standards (TEKS)
- Academic/Achievement Data
- Knowledge of grade level content: the day to day workings of the classroom, type of instruction provided, pace of instruction, district curriculum, and state standards (TEKS)
- provide and facilitate collaboration regarding best teaching practices (differentiation, adaptations, and accommodations, etc.) required to access the general education curriculum and provide recommendations/feedback regarding the development of the student's IEP goals and objectives.
Special Education Teacher Roles and Responsibilities Prior to the ARD/IEP Meeting
- Distribute Teacher Input Forms, collect the completed forms, and analyze the data
- Provide data collected to drive the development of the students annual program
- Present Level of Academic Achievement and Functional Performance (PLAAFP) Statement
- Based on Current student Data
- Includes analyzed/summarized information from the Teacher Input Forms
- Previous years IEP Goals and Objectives with final progress report updated and printed from eSped
- Draft
IEP Goals and Objectives
- Based on the collaboration from general education teacher and related services
- Includes analyzed/summarized information from the Teacher Input Forms and/or Behavior Intervention Plan (BIP)
- Provide to parents 5 days prior to IEP meeting date
- Update on Previous State and District Testing
- Accommodations for instruction, classroom assessments, district testing
- Recommendations for State and District Testing including accommodations
- Autism Supplement
- Personal Care Supplement
- Recommended Instructional Services
- Frequency
- Duration
- Location
- Intensive Plan of Instruction (IPI)/Accelerated Instruction Plan (AIP) recommendations for students who have not met the passing standard for state assessment
Paperwork to be turned in to Diagnostician 5 days before the Annual ARD
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