IEP provides befitting plans for every eligible special student based on their needs. These could be for non-verbal disabilities, cognitive disabilities, as well as other learning disabilities like dyscalculia.
While we know that IEP paves the path for children who need special education or extra attention; however, to implement it duly, a set of preplans and meetings are needed. And that is why there are multiple types of IEP meetings that take place at various levels polishing out the strategy and their employment.
In this post, we will take you through what role these meetings possess, and what are the various types of meetings that exist! We will dig deeper and help you better understand the concept and process of crafting an IEP goal.
IEP plan-role of meetings
IEP( Individual Education Program Plan) is developed by the special needs education team of the particular school in collaboration with the teachers and with a focus on the student’s academic goals.
Once The Individual Education Program Plan is decided, a meeting is organized where the various steps and strategies are discussed. While there are types of IEP meetings, it is crucial to know why they are important, and what roles do they actually possess —
- These meetings are held to discuss the various documents needed in the next following steps.
- IEP Meetings are also conducted to take input so that services can be improved and are beneficial to the child.
- Annual targets for the child are set up in these meetings, and parents, teachers, and children are informed about the same.
- Once the IEP is written, the meeting is held once a year to review and revise the performance of the children and to identify whether any modifications have to be made.
- These meetings are important as different teams bring different perspectives. The team members go over the evaluation results regarding the child, accordingly, an informed decision is taken.
Types of IEP meetings
Now that we know the role of the IEP meetings, let us also discuss the various types of meetings. The structure and sequence of IEP meetings are the same, but the purpose and agenda for every meeting vary. Let’s have a look at these in detail:
1. Initial IEP meeting
In the meeting the initial eligibility of the IEP is worked on. Assessments are made on various attributes of disability. This can be for reading fluency, time telling, or phonological grounds. It is understood by parents that if they agree to the assessment, this implies the document can go further for a recommendation for special education eligibility. The first meeting is held to review all data/reports to find out eligibility. If eligible, the team addresses all types of needs through goal development, needed support, and services.
2. Annual Review
The annual review procedures are conducted so that the IEP is planned to keep the next curriculum year in mind. Parents are informed about their rights in this review meeting. Every child’s learning is unique, thereby the IEP team makes sure if the following changes are needed
- Lack of any expected progress towards the student’s IEP goals and in the general education
- Results of revaluation
- Information about the child is provided to or by the parents.
- The child’s needs
3. Triennial meeting
This meeting is held every three years as according to the IDEA federal law the students should be evaluated once every three years to assess if they should keep getting education under the special education services. This meeting is organized keeping the following goals in mind:
- Assess student progress
- Determine continued eligibility
- Develop a new IEP with appropriate recommendations.
4. Continuation meeting
Continuation meeting is organised with members with the concern of addressing the unfinished business of the IEP. Simply put, whenever stakeholders feel at the end of the year that goals have not been met, a continuation meeting can be called for.
A notice is sent regarding this meeting where the work that was not finished in the previous meeting has to be handled and a solution regarding the topic has to be taken.
5. Amendment meeting
An amendment meeting is held to discuss a specific issue or to bring in a minor revision to the IEP document. As the name suggests, this meeting is generally held to modify a document in the IEP. This meeting also looks at the new revisions that have to take place pertaining to the child and their needs under IEP.
6. Transition meetings
These are held when a student is shifting to a new school from their older school. Such meetings can be held for any grade starting goals of preschoolers. The transition from high school to post-high school begins at the tender age of 16. As per IDEA, every child’s special needs have to be attended to till the time they reach the age of 16. This plan is then reviewed annually.
This is the meeting when a student moves to a new district. This gives the new district to hold a meeting and assess and know that the needs of the child are met. The main purpose of this meeting is to check on the new location, new details, and present situation of the child in the new environment and what new developments have taken place after the child has changed districts, and what benefit the change of district has got for the child.
8. Manifestation Determination
This meeting is held if a child is facing any sort of behavioral change. The changes seen are also observed from a teacher’s perspective and a fellow mate in the classroom that the child is studying in. The team members evaluate whether the behavior was caused due to the disability of the job. For eg; if a special needs child is misbehaving and showing violent behavior in which consultation with the doctor is required it is necessary for the doctor to examine whether this behavior is due to any disability.
9. Possible change of placement
This type of meeting takes place to decide whether a child would be moving to a more or less least restrictive environment. This decision cannot be taken just like that and requires prior permissions and intimations. Therefore, a possible change of placement meeting is held to discuss the same.
After a meeting..
If the child is eligible then assessment and the performance become the basis of the measurable development goals. Placement and services are determined based on the where and how the goals can most appropriately be conducted in the least restrictive environment. In the final phase, parents’ written consent is taken.
Decisions are made through consensus by involving the agreement of the whole group for the next course of action. Though one or two members of the meeting may differ on the decision, they do come to agree with the consensus decision regarding the ideology if they can live with it and support it. Progress monitoring should be done as suggested and the team members should review the IEP annually and implement the modifications for the child if any are required.
After the meeting has ended, it’s necessary that all the team members of the meeting, especially the parents are on the same page when it comes to the Individual Education Program Plan and that the parents of the child have understood the document and should have all the aid under the IEP Plan in writing as written word will be the last word. The parents can keep a check if their child with special needs is meeting the requirements of their IEP
With this we understand…
The Individual Education Program Plan goes through many steps and is much more complex than it looks like. The types of meetings remain integral to the steps of how the child receives the IEP under the IDEA Act to be able to sit in the least restrictive environment. This is because schools can provide ample support only after discerning what the pupil precisely needs. A series of meetings at particular instances and intervals make sure to address the issue, thereby smoothening the IEP implementation. The above-stated insights guide you through all the types.