IEP TEAM Clause Samples
The IEP Team clause defines the group of individuals responsible for developing, reviewing, and revising a student's Individualized Education Program (IEP) in the context of special education. This team typically includes educators, school administrators, the student's parents or guardians, and, when appropriate, the student themselves. The clause outlines who must be present at meetings, their respective roles, and how decisions regarding the student's educational needs are collaboratively made. Its core practical function is to ensure that all relevant stakeholders are involved in creating a tailored educational plan, promoting a comprehensive and legally compliant approach to meeting the student's unique needs.
IEP TEAM. Any site impacted by full inclusion and/or mainstreamed students shall organize an IEP team which will include the Teacher, members referenced in the IEP, and the site administrator. The purpose of this team is to coordinate, support, and evaluate the implementation of the program. The IEP Team, through the IEP process, shall determine the program for the full inclusion and/or mainstreamed student.
IEP TEAM. 1. Each teacher with responsibility for the education of a student on an IEP shall have access to a copy of the IEP.
2. Any teacher whose duties include the instruction of a student with disabilities is able to request an IEP meeting.
3. Employees whose duties would be impacted by an IEP shall be provided the opportunity to contribute to the development of the IEP. The composition of the IEP team shall be in accordance with law.
4. The Board of Education shall provide supplementary aids and services, including personnel that the IEP deems necessary to provide instruction, medical procedures, or custodial care in a regular education environment.
5. The decision of the IEP team is not grievable.
6. Teacher participants will be allowed the opportunity to provide input into scheduling IEP, MFE, FBA/BIP, 504, MTSS and EL meetings. In the process of establishing meeting dates and times, a teacher can decline to meet on a given date and/or time outside the contract day provided that the teacher suggests an alternative date and/or time when he or she can participate. Special Educators will advise non-employee participants of the hours of the contract day as part of the scheduling process. Every reasonable effort will be made to schedule IEP, MFE, FBA/BIP, 504, MTSS, and EL meetings during the contract day.
7. Student needs as defined by the IEP drive the determination of the provision of paraprofessional assistance/staffing. In the High School, specific attention will be given to the scheduling of students with special needs in elective courses. Teachers instructing in such elective courses who have a demonstrated need may request the addition of paraprofessional assistance to support the teacher in meeting the academic and/or behavioral needs of the student(s)/class. Such assistance will not be unreasonably withheld.
IEP TEAM. 1. Each teacher with responsibility for the education of a student on an IEP shall receive a copy of the IEP.
2. Any teacher whose duties include the instruction of a student with disabilities is able to request an IEP meeting.
3. Employees whose duties would be impacted by an IEP shall be provided the opportunity to contribute to the development of the IEP. The composition of the IEP team shall be in accordance with law.
4. The Board of Education shall provide supplementary aids and services, including personnel that the IEP deems necessary to provide instruction, medical procedures, or custodial care in a regular education environment.