Parents have a right to be notified of meetings and to participate in all meetings with respect to the identification, evaluation, and delivery of services to the child. The school must also provide the child’s parent(s) with a copy of the evaluation report and documentation of its decision regarding eligibility. Note: if the adoptive/biological parent retains education rights, foster parents are still encouraged to be present at the MET meeting unless a judicial order would otherwise prevent them from attending. Child is found eligible for services. If the parents and other members of the MET Team decide the child is eligible for special education, they will develop an Individual Education Program (IEP) for the child. An IEP must be developed within 30 calendar days of the determination that the child needs special education. The IEP must be based on the child’s individual needs, and must respond to the concerns raised by the child’s evaluations. Special education services may not be provided until an IEP has been developed and the parents have provided written consent. An IEP meeting is scheduled. The school system schedules and conducts the IEP meeting. The school staff must: Schedule the meeting at a mutually agreed upon time and place Notify parents of the meeting early enough to ensure that they will have the opportunity to attend Inform the parents that they may invite people to the meeting who have knowledge or special expertise about the child IEP is written. Many people come together to develop a child’s IEP. This group is called the IEP team and includes many of the same individuals who were involved in the child’s MET meeting. The team members could include: the child’s parents; at least one regular education teacher of the child; at least one of the child’s special education teachers or special education providers; the child, when appropriate; other individuals (invited by the parents or the school) who have knowledge or special expertise about the child. For example, a foster parent, a relative who is close to the child, a child care provider, or related services personnel. During the IEP meeting, the members of the IEP team share their thoughts and suggestions. If this is the first IEP meeting after the child’s evaluation, the team may discuss the evaluation results, so the child’s strengths and needs are clear. IEP meeting at a glance: School staff reviews area of eligibility/services; presents the level of academic performance, goals, accommodations/modifications, assessment needs, and
Parents have a right to be notified of meetings and to participate in all meetings with respect to the identification, evaluation, and delivery of services to the child. The school must also provide the child’s parent(s) with a copy of the evaluation report and documentation of its decision regarding eligibility. Note: if the adoptive/biological parent retains education rights, foster parents are still encouraged to be present at the MET meeting unless a judicial order would otherwise prevent them from attending. Child is found eligible for services. If the parents and other members of the MET Team decide the child is eligible for special education, they will develop an Individual Education Program (IEP) for the child. An IEP must be developed within 30 calendar days of the determination that the child needs special education. The IEP must be based on the child’s individual needs, and must respond to the concerns raised by the child’s evaluations. Special education services may not be provided until an IEP has been developed and the parents have provided written consent. An IEP meeting is scheduled. The school system schedules and conducts the IEP meeting. The school staff must: Schedule the meeting at a mutually agreed upon time and place Notify parents of the meeting early enough to ensure that they will have the opportunity to attend Inform the parents that they may invite people to the meeting who have knowledge or special expertise about the child IEP is written. Many people come together to develop a child’s IEP. This group is called the IEP team and includes many of the same individuals who were involved in the child’s MET meeting. The team members could include: the child’s parents; at least one regular education teacher of the child; at least one of the child’s special education teachers or special education providers; the child, when appropriate; other individuals (invited by the parents or the school) who have knowledge or special expertise about the child. For example, a foster parent, a relative who is close to the child, a child care provider, or related services personnel. During the IEP meeting, the members of the IEP team share their thoughts and suggestions. If this is the first IEP meeting after the child’s evaluation, the team may discuss the evaluation results, so the child’s strengths and needs are clear. IEP meeting at a glance: School staff reviews area of eligibility/services; presents the level of academic performance, goals, accommodations/modifications, assessment needs, and
5.11SpecialEducationProcess.docx