IEP Team Members-Self Reflection
Each IEP team member brings important information to the IEP meeting.
Members share their information and work together to write the student’s IEP.
Each person’s information adds to the team’s understanding of the child and
what services the child needs to access the general curriculum and succeed.
Directions: The following are suggestions for how each team member may contribute. Please
find your role and rate yourself as you reflect on your performance within the team. You may
use a 3-point scale to assess each item:
1 = I do this rarely
2 = I do this sometimes
3 = I do this always
For those items receiving a low score, think about ways to improve your performance within the
team, ways to ask for support from the team or ways to support other team members.
Parents
‫ڤ‬Describe your vision and your child’s vision for the future
‫ڤ‬Describe your child’s strengths and needs
‫ڤ‬Present ideas for enhancing your child’s education and development
‫ڤ‬Offer insight into how your child learns
‫ڤ‬Describe your child’s interests
‫ڤ‬Share suggestions related to the other team members’ ideas
‫ڤ‬Report on whether your child is using skills learned at school in other settings
Regular Education Teacher
‫ڤ‬Describe the general curriculum in the regular classroom
‫ڤ‬Suggest aids, services or changes to the educational program (accommodations) that would
help your student learn and achieve
‫ڤ‬Discuss strategies to help your student with behavior, if behavior is an issue
‫ڤ‬Identify supports that will enable public agency staff to assist your student—
Toward his/her annual goals
To be involved and progress in the general education curriculum
To participate in extracurricular and other activities
To be educated with other children, both with and without disabilities as appropriate
‫ڤ‬Identify the method of data collection in order to track your student’s IEP goal progress
Special Education Teacher or Provider
‫ڤ‬Provide expertise regarding educating children with disabilities
‫ڤ‬Suggest ways to modify the curriculum
‫ڤ‬Identify supplementary aids and services that your student may need to be successful in the
regular classroom and in the life of the school
‫ڤ‬Discuss how to modify testing so that your student can show what she/he learned
‫ڤ‬Describe ways you might work with your student to carry out and achieve the IEP
‫ڤ‬Identify the method of data collection in order to track your student’s IEP goal progress
Public Agency/Transition Services Agency Representative
‫ڤ‬Describe necessary resources and commit to them
‫ڤ‬Ensure provision of services identified in the IEP by your agency
‫ڤ‬Actively help plan transition services
Individual Who Can Interpret Evaluation Results
‫ڤ‬Discuss evaluation results
‫ڤ‬Discuss instructional implications of evaluation results
‫ڤ‬Identify the student’s strengths and needs
Student (as appropriate)
‫ڤ‬Discuss personal goals and objectives
‫ڤ‬Describe your strengths and needs
‫ڤ‬Describe the way you learn best
‫ڤ‬Share suggestions related to the other team members’ ideas
‫ڤ‬Participate in developing the IEP
‫ڤ‬Describe accommodations and modifications that help you learn
‫ڤ‬Lead the Team Meeting
Others with Knowledge or Special Expertise About Student
‫ڤ‬Discuss the student’s strengths and needs from your special perspective
‫ڤ‬Discuss how particular services may help the student address identified needs