WHO MUST PARTICIPATE IN THE IEP MEETING?
Participants at IEP Meetings for students eligible for special education or eligible for speech-language services shall include the following participants:

·         Parent/guardian/adult student (a meeting may be conducted without the parent in attendance if the district board of education documents that it is unable to secure the participation of the parent). Parental consent must be obtained before implementation of initial IEP.

·         Student (when appropriate)

·         Case manager

·         Special education teacher (not required for ESLS students)

·         General education teacher

Note - All mandated participants of the IEP Team must be present for the entire IEP meeting

In addition the IEP team can include as appropriate:

·         At least one CST member who can interpret instructional implications of the evaluation results (may be the case manager).

·         A representative of the school district qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of students with disabilities (may be the case manager or other appropriate school personnel).

·         At the discretion of the parent or school district, other individuals who have knowledge or special expertise regarding the student, including related services personnel.

·         If the purpose of the meeting is to consider transition services, the student with disabilities and a representative of any other agency that is likely to be responsible for providing or paying for transition services

·         If the student does not have a special education/provider and/or general education teacher, then a special education/general education teacher who is knowledgeable about the district’s program will participate.

Note 1: For participants who are unable to attend mandated meeting but wish to participate, a conference call or video conference can be considered.
 
Note 2: Participants at the IEP meeting shall be allowed to use an audio recording device during the meeting, providing notice is given to the other participants prior to the start of the meeting.
 
Note 3: In cases where the teacher has been absent for a significant amount of time, a long-term substitute may attend the IEP meeting to give input on the student’s current performance. The long-term substitute can sign as a participant. However, a certified teacher who is knowledgeable about the program would need to participate and sign off on the IEP.
 
Note - If the parent/guardian/adult student/ informs the case manager that he/she has invited an attorney to be present at an upcoming CST meeting, the meeting must be delayed while the case manager contacts the legal department. CST cannot conduct a meeting where there is legal representation for the parent/guardian/adult student.

SCHEDULING AN IEP MEETING
The case manager must provide written notice to all invited parties, including: the parent, adult student, teachers, related service provider(s), and administrator at least 15 calendar days in advance to ensure that they will have the opportunity to attend.

·         Meetings shall be scheduled at a mutually agreed upon time considering teacher preparation periods. If this is not possible because of parent or case manager availability, the principal will be responsible for providing coverage for the classroom teacher(s) to ensure compliance with the code’s time frame.

·         Complete the Notice of Meeting

·         The parent must be provided with 3 notices beginning at least 15 calendar days before the scheduled meeting. One notice should be mailed home, another notice can be sent home with the student and the third notice can be a phone call or 3rd letter sent with the student, approximately 1 week before the meeting. Documentation of all attempts to secure parental participation shall be maintained in student’s case record on the Summary of Contacts form.

·         Team members providing related services (i.e. counseling or speech) must be notified of the scheduled IEP meeting via email.

·         Other related service provider(s) and the invited teacher(s) must be provided with a copy of the Notice of Meeting when scheduled.

·         The principal must be provided with a copy of the Notice of Meeting and whether coverage is required.

Note: If the parent/guardian/adult student’s native language is other than English, written notice shall be provided in the language used for communication by the parent/student unless it is clearly not feasible to do so. The district board of education shall take steps to ensure that:

·         the notice is translated orally or by other means to the parent in his or her native language or other mode of communication; and

·         the parent understands the content of the notice. 
 

Prior to convening the IEP meeting, the case manager should gather information about the child as follows:

·         The teacher(s) will provide input to the IEP:

o    Via the IEP Planner (Pre-school, Elementary, or Secondary). The teacher(s) will be provided with a copy of the IEP Planner (Pre-school, Elementary, or Secondary) when written notice is first sent to the parent. The principal will ensure that the teacher(s) complete the planner and submit to the case manager at least 10 days prior to the scheduled meeting.

o    The teacher will provide case manager with copies of the cumulative record, report card, work samples, and standardized test scores.

·         The related service provider(s) may enter their PLAAFP Statement and goals directly into the Related Service Provider IEP Input form, which shall be submitted to the case manager at least ten days before the scheduled meeting.

·         The provider(s) will clearly delineate the student’s strengths, weaknesses, and current performance, as well as the location, frequency, and duration of when services will be delivered. These provider(s) will also include a goal page. The provider(s) will return the form at least ten days prior to the IEP meeting.

·         The case manger will conduct a CST file review. In addition, a classroom observation or student interview should be conducted.

TIME FRAMES FOR IEP COMPLETION  

·         A meeting to develop the IEP shall be held within 30 calendar days of a determination that a student is eligible for special education and related services or eligible for speech-language services.

·         An IEP shall be developed before special education and related services or speech/ language services are provided to the student.

·         The initial IEP shall be implemented as soon as possible following the development of the IEP but within 90 calendar days after parent signed consent for the initial evaluation.

·         The annual review IEP shall be completed at least 15 days prior to due date. A month prior to due date, the planner should be given to teacher and the letter to parent should be prepared for mailing.

·         The reevaluation IEP shall be completed within three years of a previous classification. If conditions warrant or if the student’s parent and/or teacher request the reevaluation, the reevaluation shall be completed within 60 days. 
 

WHAT MUST BE INCLUDED IN THE IEP

• All aspects of the IEP must be addressed including: PLAAFP strengths and weaknesses, other educational needs, special factors, transition, goal and objectives, program modifications, related services, district and statewide test/modifications, and extended school year provision.

• If the child will receive consultation services, specify the type of consultation (i.e. If there is consultation with special & general-ed. teachers, specify “Special Ed Teacher Consultation with General Ed Teacher”). Enter frequency, location duration for each related service. Some services such as transportation, assistive technology, and audiology may be difficult to equate a number of minutes to in some cases. Use your best estimate.
   

• Specify if ESY (Extended School Year) is required.
   
• Students with disabilities are included in statewide and district wide assessment programs, with appropriate accommodations, where necessary according to N.J.A.C. 6A:14- 4.10. All students with disabilities will participate in statewide assessments or the applicable Alternate Proficiency Assessment, in grades 3, 4, 5, 6, 7, 8 and 11 in accordance with their assigned grade level.

·         Notice Requirements form is complete as they correspond to the student’s needs.

·         Behavioral Interventions form if a BIP is needed.

·         Goal pages are required for academic areas that require remediation, modifications, or supplementary aids/services. They are also required for related services, including speech-language, counseling, occupational therapy, physical therapy, and personal aides. Choose criteria & evaluation procedures as appropriate.

• Add supplementary aids/services as applicable for student needs.
   
• For related service goal pages: any grade, instructional area, goal, and objective can be chosen if customizing is needed.
   
• For speech-language goals, there are goals/objectives listed for speech-language in the drop down menu that can be used.
   
• For counseling goals, there are goals/objectives listed under CPI- Career Education in the drop down menu that can be used. Goals may also be chosen from the Cumulative Progress Indicators (located on the NPS Web Page special education e-board under “Social/Emotional” or “Physical Education/Health)”.

COPIES OF THE IEP WILL BE GIVEN TO:

·         The parent/guardian/ and/or adult student. At the conclusion of the IEP meeting, the parent/guardian/ and/or adult student must be provided with either a copy of the IEP or written notes setting forth agreements with respect to the IEP, as agreed to by the IEP team.

·         The student’s teacher(s), related service providers, and others with IEP responsibilities. IEP Sign Off (word document) should be utilized to document the receipt of the IEP, which should also be noted in the Summary of Contacts.

Note 1: Foreign language interpreters or translators and sign language interpreters (educational interpreters) for the deaf shall be provided, when necessary, by the district board of education at no cost to the parent.
 
Note 2: If English is not the spoken language of the parent, the parent must be provided Notice Following IEP Development translated into the parent’s native language. A complete copy of the IEP, in English, must also be sent to the parents.

IF A PARENT REFUSES TO SIGN CONSENT TO IMPLEMENT AN INITIAL IEP
Written parental consent is required to implement an initial IEP. In the event consent cannot be obtained or the parent refuses to sign for the implementation of the Initial IEP, the case manager should:

·         Complete the “Refusal to Consent to Initial IEP” form delineating reasons for non-acceptance. This document will ensure that the identified student will not be placed into a Special Education program.

·         Obtain parent/guardian/adult student’s signature, which will certify their decision.

·         Place “Refusal to Consent Initial IEP” form into student’s record.

·         Refer student to the school’s I&RS/504 committee. 
 

IF A PARENT WANTS TO WITHDRAW HIS/HER WRITTEN CONSENT TO IMPLEMENT AN INITIAL IEP BECAUSE OF THE SITE/LOCATION WHERE THE SPECIAL EDUCATION PROGRAM AND SERVICES ARE GOING TO BE DELIVERED
The case manager should:

·         Contact placement officer and confirm the availability of required program at various sites.

·         Reconvene IEP meeting with the parent, teacher, and respective supervisor to review program and to provide parent with alternate program site /location.

·         Advise parent of their rights which include but are not limited to:

o    Mediation

o    Refusal for special education implementation of the Initial IEP