Written Notice (PWN). Time, location and purpose of the meeting are part of the communication. This ensures parents have the chance to prepare for and more fully participate in the discussion.

IDEA 2004 is a great place to read guidelines about these meetings. Here's a quick look to gain some insight into some of the IEP meetings you may be a part of.

• Initial/Eligibility: Think of this one as a meeting of discovery and next steps. Blending data, input and federal guidelines, the team determines if the student meets the qualifications for having an educational disability. If the student is found to have a qualifying condition, a draft will be available providing a proposal of services. The draft is a living document. Rounding out the plan, as discussion moves forward, gives team members a chance to review strengths/concerns, appropriate goals/objectives, accommodations/modifications and the recommended least restrictive environment (LRE), where the student will receive free appropriate public education (FAPE). Recommendations cover services and the percentage of time that the student should receive services, as well. The team must have parental signature of consent before special education services can start.
• Triennial Review: These occur every three years from the date of the previous initial or triennial review. With a focus on re-evaluation, the team determines if the student continues to meet qualifications, and if they will continue receiving services through an updated IEP.
• Annual Review: This yearly meeting happens on or before the calendar date of the prior initial or annual meeting. With a focus on reviewing the student's overall progress, the team discussion centers on bringing up-to-date: annual goals, accommodations and services based upon updated present levels of performance (PLOP). Periodic Review/Amendment: Sometimes making a change to the IEP before the student's annual review is necessary. Here are a few reasons these meetings may happen:
  • Speak to or seek clarification
  • Adjust a clerical error
  • Propose an adjustment to service hours or placement
  • Discuss and determine whether an evaluation in a different area is appropriate
• 30-Day Review: Typically held after a move to another school district in or out of the state, or if appropriate, when services have changed.
• Manifestation Determination: When a student with an IEP is demonstrating a pattern of behaviors violating a code of student conduct, and the team is considering a change of placement, they come together to determine two points:
  • Whether the cause of the behavior is due to the child's disability.
  • If the behavior is a direct result of the school's failure to implement the IEP.

The school will hold the meeting within ten school days of any decision to change placement. Members include: parents and relevant members of the student's IEP Team. Together,

they review the IEP, teacher observations and information from parents. If the team determines that the behaviors directly relate to the student's disability, and the result of the school's failure to implement the IEP, the school takes immediate steps to remedy the deficiencies.

• Placement Meeting: In the case that a team is discussing a placement outside of a student's home school, they hold a special placement meeting. Team members who are not at the student's current school, often attend placement meetings.
• Transition: The purpose of a transition meeting is to help students with an IEP prepare for life beyond high school. IDEA 2004 requires that IEP transition plans begin by the time they turn 16. Transition process covers vocational goals, daily life skills, planning for college or vocational education, etc. Goals are specific to the student's interests and strengths.
• Exit: Formally exiting from special education is the aim of this meeting. Students exit for many reasons or circumstances. Parents or the school team can call for the meeting. Reviewing data and presenting the details about reasons for exiting, are topics of the discussion.

In addition to sharing and listening, parents should ask clarifying questions to increase understanding. Focusing upon solutions, hearing all voices, and maintaining understanding through the process of reviewing the student's strengths, challenges and progress, guides the IEP team in ensuring educational benefit occurs.

TIP NO. 5

For highly mobile military families, keeping a binder of all IEPs, assessments, multi-disciplinary reports (MDR) and communications is vital. To lessen confusion, archive previous documents in a separate section of the binder or in a digital folder. The archive may help the team understand what the child needs to temporarily rely on, until the child settles in.

Understanding the basics of various school meetings gives parents the ability to improve partnership and increase learning for their child. •

ABOUT THE AUTHOR:

Angela Shaw is a retired special educator with dual Master's degrees in special education and school counseling. She synthesizes her diverse education and experience to provide information in support and encouragement of families as they navigate the special needs of their children. Shaw's son-in-law is active-duty military. She and her husband spend much of their free time adventuring to various PCS locations and enjoying every single possible minute with their son-in-law, daughter, and awesome grandson.