-General education teacher

- Special education teacher

-LEA

-PARENTS

-Any other providers for support such as speech, physical therapy, occupational therapy, audiology, visual therapy, etc.

The parents are part of the IEP team. They are the final say in the IEP process. Not all parents want their child on an IEP. They may choose not to sign the IEP to receive the 'label' for their child and to receive the services. It is important to allow parents to speak and provide input throughout the IEP process and meeting. If they feel involved, they are more likely to agree with the plan. Getting the students the service they need is important and ultimately, everyone in the meeting has the interests of the child in mind.

-IEP team evaluations, data, collection of information

-Parents are a part of this team! They must be involved, or due process may be considered.

-Rules of IDEA and FAPE

-Least restrictive environment possible for the student in all school settings

-FAPE: Free and appropriate public education. The team should first consider serving the child in the general education classroom with support, modifications, and accommodations.-IDEA: Individuals with Disabilities Education Act. This ensures that students who have a labeled and/or diagnosed disability that have been evaluated, receive FAPE.

-LRE: Least restrictive environment. Students on IEPs should be with their peers and classmates as much as possible. Special education isn't a place within the school, it is a service provided by the school, to help the student be more successful in reaching goals.

-progress/evaluation data regarding all academic areas and social-emotional status.

-Goals: Goals are made for specific areas that the data showed low.

-What the student may need to be most successful in the LRE.

---accommodations, modifications, type of support and how many minutes of support