Individualized Education Program (IEP) Meeting Agenda
1. Introduction of IEP team participants
2. Statement of purpose for the meeting (initial, annual, addendum, or manifestation determination)
3. Review of Procedural Safeguard Notice (Special Education Rights of Parents and Children, Under Federal and State
Requirements)
4. Determination of Eligibility for Special Education (or review relevant data from most recent eligibility determination
conference)
5. Information to be considered
a. Parent/Family report
b. Student’s strengths and interests
c. Progress reports, assessments and evaluation results
d. Academic, developmental, behavioral, and functional needs of the student
e. Other ____________________________________________
6. Present Levels of Academic Achievement & Functional Performance (PLAAFP)
a. Competencies and deficiencies in the general curriculum and functional areas
b. How with disability affects the students involvement and progress in the general curriculum and functional
areas
c. Demonstrate the direct relationship between present levels of academic achievement and functional
performance to the other components of the IEP (annual goals, transition, test preparation, and
accommodations).
7. Identification of Student Needs
a. Specialized instruction
b. Measurable annual goals
c. Accommodations
d. Related services
e. Modifications to the general education curriculum
f. Promotion/grading standards and/or requirements
g. Transition Plan
h. Extended School Year (ESY) services determination
i. Supplementary aids and services
j. Supports for school personnel and parents
k. Determine Least Restrictive Environment (LRE) placement
8. Review/Summary of recommendations
a. Questions
b. Finalize recommendations by consensus
9. Plan for follow-up activities
a. Identify activities to be completed before next IEP meeting
b. Anticipate date and purpose of the next meeting
10. Distribute copies of the IEP documents
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IEP Meeting Sequence
The case manager, or Individualized Education Program (IEP) team chairperson, starts the meeting with the
introduction of all participants. The chairperson of the meeting may request that the IEP team members
introduce themselves and provide a brief description of their roles in the meeting. At a minimum, IEP team
members required by the IDEA 2004 include:
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Parents of the student;
Not less than one regular education teacher of the student if the student is, or may be,
participating in the regular education curriculum;
Not less than one special education teacher or, where appropriate, service provider of the child;
A representative of the public education agency (PEA) who –
Is qualified to provide, or supervise the provision of specially designed instruction,
Is knowledgeable about the general education curriculum, and
Is knowledgeable about the availability of resources of the public education agency
An individual who can interpret the instructional implications of the evaluation results, who may
be a member of the PEA representatives previously listed;
Other individuals, at the discretion of the parent or the agency, who have knowledge of or special
expertise regarding the student; and
The student when appropriate.
A statement about the purpose of the IEP conference and the agenda should be shared with each participant.
The time participants have available for the meeting should be confirmed and an additional meeting scheduled,
if needed, to complete the agenda.
The Procedural Safeguard Notice should be reviewed and the parents encouraged to ask questions regarding its
content.
The parent and/or student should have an opportunity to share their expectations and vision of the student's
future, including short-term and long-term issues.
Eligibility determination, initial or reevaluation, should be presented. At this point, a profile of the student's
functioning called Present Levels of Academic Achievement and Functional Performance (PLAAFP) should be
developed. A discussion should take place regarding characteristics exhibited by the student that support the
identification of a disability and a determination of whether there is or continues to be an adverse impact on the
student's educational performance.
The educational needs of the student should then be discussed and documented. Resources will be identified
that are needed to provide specialized instruction and related services necessary for the student to reach annual
goals in the general education curriculum. The IEP team must consider behavior, limited English proficiency,
visual impairment, communication needs, hearing, and assistive technology devices and services. Supports for
school personnel and parents must be individualized for the student’s needs and pertain to what the staff needs
to effectively work with the student.
Extended School Year (ESY) decisions must be made annually on an individual basis. The decision should be
based on data and a student cannot be excluded because of disability, age, or resources. If the decision is
deferred, the team must reconvene no later than 45 days from the end of the school year to make the
determination. A Transition Plan needs to be developed beginning not later than the first IEP to be in effect
when the student turns 16, or younger if the IEP team determines it is appropriate. Select the least restrictive
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environment in which the student's IEP can be implemented and document an explanation of the extent, if any,
to which the student will not participate with non-disabled peers. In concluding the IEP meeting, the IEP team
should (1) identify any activities that are to be completed before the next IEP conference; (2) anticipate the date
and purpose of the next conference or meeting; and (3) identify strategies for ongoing communication among
participants, if appropriate. Copy and distribute the IEP documents as appropriate, ensuring the parents receive
a full copy at the conclusion of the conference.
The following is a tool that can be used to track the development of the IEP and facilitate a smooth summary of
consensus items at the conclusion of the meeting. For example:
Item Proposed:
Speech and Language Therapy
Accepted:
X
Rejected:
Rationale for Decision: Evaluation results
Date Targeted for Implementation: 09-01-06
Person Responsible: District SLP (Speech and Language Pathologist)
Item Proposed
Accepted
Rejected
Rationale for Decision
Date
Targeted for
Implementation
Person
Responsible
References
Chicago Public Schools, Office of Specialized Services. (1998) Education students with disabilities in Chicago public
schools: A procedural manual. Chicago, IL: Author.
Chicago Public Schools, Office of Specialized Services. (1998). IEP workbook: From evaluation through implementation.
Chicago, IL. Author.
Individuals with Disabilties Education Improvement Act of 2004. (2004) U. S. Congress. Washington, DC: Pub.L. 108-446.
The contents of this publication were compiled by Teri Rademacher, Contract No. ED06-0026-03, with funds allocated by the U.S. Department of Education under
IDEA 2004. The contents do not necessarily represent the policy of the agency nor should endorsement by the federal government be assumed. The Arizona
Department of Education of the State of Arizona does not discriminate on the basis of race, religion, color, national origin, sex, disability or age in it s programs,
activities or in its hiring and employment practices. If you have any questions or grievances related to this policy, please contact the Administrative Services DAS at
602-542-3186. This document is in the public domain and may be freely reproduced in its current format. For more information, call the Parent Information Network
at 602-542-3852 or 800-352-4558.
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