Orcutt Union School District

The IEP Team meets when any of the following occurs: 

• A student’s placement or instruction is to be initiated, changed, or discontinued 
• A student demonstrates a lack of anticipated progress 
• A parent or teacher requests a review of the IEP 
• At least annually to review the IEP 
• At least every three years to reevaluate eligibility for special education 
• Within 30 days if a student with an existing special education placement transfers into LMUSD from a district outside the Special Education Local Plan Area (SELPA) 
• Within 60 days of receipt of signed parental consent for assessment 
• As part of disciplinary proceedings related to suspension/expulsion of a student with disabilities

The IEP Team shall include all of the following: 

• Parent/legal guardian or designated representative of the student
• Adult student with educational rights
• Administrator or designee
• General education teacher
• Special education teacher

The IEP Team may also include the following: 

• Related service providers
• Other individuals who have knowledge of or special expertise regarding student
• Language Interpreter as needed
• Representative of Non-public school
• Representative of regional program
• Transition representatives of other agencies invited by parent or adult student

Student & Meeting Information

• Student demographics, school, grade
• Date of IEP, type of meeting (annual, triennial, amendment)
• Who attended the meeting and their roles

Eligibility

• Identifies the student’s primary and secondary disability categories under IDEA (e.g., SLD, Autism, OHI)
• Confirms the student qualifies for special education

Parent/Student Concerns

• Parent and/or student input about strengths, concerns, and priorities

Present Levels of Performance 

• Snapshot of how the student is currently performing
• Includes academics, behavior, communication, social/emotional, motor, etc.
• Explains how the disability impacts access to the general curriculum

Annual Goals

• Measurable goals the student should achieve within one year
• Tied directly to needs described in the Present Levels
• Includes how progress will be measured and reported

Special Education & Related Services (Offer of FAPE)

• What services the district is offering (instruction, speech, OT, counseling, etc.)
• Frequency, duration, and location of each service

Supplementary Aids, Accommodations, Modifications, & other Supports

• Classroom accommodations (extended time, preferential seating, visual supports, etc.)
• Support for staff (training, consultation, etc.)
• Modifications to the curriculum when warranted
• English Language Learner supports when warranted
• Emergency plan should school close for more than 10-days

Placement & Least Restrictive Environment (LRE)

• Percentage of time spent in general education setting vs. special education setting
• Explanation of why this placement is appropriate

Statewide & District Assessments

• Participation in CA assessments (e.g., CAASPP, CAST)
• Lists accommodations or alternate assessments if applicable

Behavior Plan (if applicable)

• Behavior goals, interventions, or a Behavior Intervention Plan (BIP)
• Based on behavioral needs impacting learning

Extended School Year (ESY)

• Determines eligibility for services beyond the regular school year
• Focuses on preventing regression

Transition Plan (age 16+)

• Postsecondary goals (college, career, independent living)
• Transition services and activities to support those goals

Notes, Agreements, and Disagreements

• Summary of discussion points
• Any areas of agreement or disagreement
• Parent consent or partial consent documented here

Signatures

• Confirms attendance and consent (or refusal)
• Documentation of meeting participation

Education Code 56329 (a) “An individualized education program team conference, including the parent and his or her representative, shall be scheduled, pursuant to Section 56341, to discuss the assessment, the educational recommendations, and the reasons for these recommendations.”

Education Code 56340 “Each district, shall initiate and conduct meetings for the purpose of developing, reviewing, and revising the individualized education program of each individual with exceptional needs.”

Education Code 56341 (a) “Each meeting to develop, review, or revise the individualized education program on an individual with exceptional needs, shall be conducted by an individualized education program team.”

Education Code 56342 “The individualized education program team shall review the assessment results, determine eligibility, determine the content of the individualized education program, consider local transportation policies, and make program placement recommendations.”

Education Code 56342 “An individualized education program team shall meet whenever any of the following occurs: 

1. A pupil has received a formal assessment
2. The pupil demonstrates a lack of anticipated progress
3. The parent or teacher requests a meeting to develop, review, or revise the individualized education program
4. At least annually, to review the pupil’s progress, the individualized education program and the appropriateness of placement, and to make any necessary revisions. The individualized education program team conducting the annual review shall consist of those persons specified in subdivision (b) of Section 56341. Other individuals may participate in the annual review if they possess expertise or knowledge essential for the review.”
    

Education Code 56343.5 “A meeting of an individualized education program team requested by a parent to review an individualized education program pursuant to subdivision (c) of Section 56343 shall be held within 30 days, not counting days in July and August, from the date of receipt of the parent’s written request. If a parent makes an oral request, the school district shall notify the parent of the need for a written request and the procedure for filing a written request.“