TIP SHEET

The IEP Team and Their Roles

The IEP team consists of education professionals, school personnel, parents, the student of age 15 or older and others that have special knowledge of your child.

Full Committee on Special Education

  • Initial or Triennial meetings require full team attendance (Full Committee on Special Education) because new information about the child is being interpreted, eligibility established, and recommendations made. Unlike the CSE, all CPSE meetings are full committee.
     
  • A school psychologist explains evaluation results and shares information with team members. (At CPSE meetings, the evaluator or a representative of the evaluating agency interprets it)
     
  • The parent is a full team member and should be ready to participate. Your ability to describe your child’s needs and strengths keeps the focus on your child and can influence the outcome.
     
  • The student, age 15 or older is required to be invited. Younger students may also participate. Students can participate in all or part of the meeting, and participating is an important first step in developing self advocacy skills.
     
  • General education teacher whenever your child may be participating in a general education classroom.
     
  • Special education teacher assists decisions about supports, services, curriculum modification and goal setting.
     
  • A parent member may be requested by written request 72 hours before the meeting if the parent wishes. This individual helps parents understand and participate in the meeting by explaining procedures, asking questions and clarifying information.
     
  • The District Representative acts as the chair, facilitates discussion and must be knowledgeable about special education services. The District Representative is appointed by the school’s principal, and it is common for one member to “wear two hats”. At CPSE meetings, the Chairperson will guide the meeting and may double as District Representative.
     
  • Other attendees may include a school social worker, related service providers, school physician or others having special knowledge of your child. Parents of children transitioning from Early Intervention (EI) to CPSE may invite an EI representative.

Subcommittee on Special Education

Annual reviews are not as comprehensive as Initial Meetings or Triennials, and are primarily used to review progress and make minor changes. As a result, the membership requirements are fewer. The team includes the parent, teachers, and student if appropriate. Multiple requirements, including District Representative and the individual responsible for interpreting any new evaluation material are often fulfilled by one person.

  • A sub-committee does not have as much authority as a full committee. It may not recommend a full time special education class for the first time, agree to a special class in another school, or recommend a more restrictive placement such as in District 75, private school, or Home or Hospital instruction.
     
  • If parents believe that a substantially different or more intensive program is required, they should arrange for a comprehensive and through reevaluation, submit the new information to the IEP team and request a full committee meeting.
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Learning and School, Education resources and programs, Special education, Parenting and Advocacy, Advocacy
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