The IEP Meeting

Who will attend my child’s IEP Meeting?

Administrator/Designee

Every IEP meeting is required by law to include an Administrator or Designee. This person serves as the representative of the HCPSS who is qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of students with disabilities, knowledgeable about the general curriculum, and about the availability of resources of the HCPSS.

The specific staff member filling this role often depends on the school level:

Elementary School: This role is typically filled by a school administrator, such as the Principal or Assistant Principal.

Middle and High School: This role is often filled by the Special Education Instructional Team Leader (ITL).

Regardless of who serves in this capacity, the school must clearly identify this individual to the parent during the meeting. Their name and role will also be officially documented in the IEP Team Report provided after the meeting.

Special Educator

The Special Educator is a legally required member of every IEP meeting. Because they work closely with the student, they often serve as the Case Manager, acting as the primary point of contact for the parent and coordinating the delivery of services among different staff members.

The Special Educator brings two critical areas of expertise to the table:

Specially Designed Instruction (SDI): They are experts in adapting teaching methods and materials to meet the unique needs of a student. They help the team determine exactly how a student should be taught so they can attain their annual goals.

Data and Progress Tracking: They monitor the student’s progress toward their annual goals and provide the data used to decide if the current supports are effective.

Exceptions for Speech-Only Services There is one common exception to this requirement: if a student is found eligible for Speech services only (and does not require other specialized instruction), a Speech-Language Pathologist (SLP) acts as the service provider and case manager. In these “Speech-Only” cases, the SLP fulfills the role of the special education representative, and a separate Special Educator is not required to attend.

General Educator

The General Educator is a legally required member of the IEP team for any student who participates—or may participate—in the general education environment. As the expert on the general education classroom experience, they provide the “big picture” of how the student is performing alongside their peers.

The General Educator provides essential insight into two main areas:

• Curriculum Expertise: They are the experts on grade-level standards and expectations. They help the team understand exactly what the student is required to know and do to find success in the general education curriculum.

• Real-World Progress: They share data on how the student is currently progressing in the classroom, how they interact with the material, and how they utilize their accommodations during daily lessons.

Why Their Presence Matters: By collaborating with the rest of the team, the General Educator ensures that the IEP is practical and effective within a standard classroom setting. They help identify which accommodations are most necessary to bridge the gap between the student’s current skill level and the demands of the grade-level curriculum.

Parent

The parent is also a legally required member of the IEP team. Unlike other team members who may change as the student moves from grade to grade, the parent remains a consistent team member who is able to provide input regarding the child’s life, history, and personality.

The parent’s role is vital for several reasons:

The Holistic Perspective: While school staff see the student through an academic lens, the parent provides a “whole-child” perspective. They share information about the child’s strengths, interests, and challenges that may not be visible in a classroom setting, such as how the child completes homework or their social interactions outside of school.

Historical Knowledge: The parent provides the context of the child’s developmental and medical history, previous successes, and past interventions. This continuity ensures the team doesn’t “reinvent the wheel” and builds on what has already proven effective.

The Principle of Meaningful Participation: Under the Individuals with Disabilities Education Act (IDEA), the parent has a legal right to meaningful participation. This means the parent is not just there to listen; they are an equal participant in IEP team discussions and determinations.

Advocacy and Vision: The parent brings a long-term vision for the child’s future. By sharing their hopes and concerns, the parent helps the team prioritize goals that will impact on the child’s independence and quality of life.

Student

As a student grows and prepares for life after high school, their voice becomes a central part of the IEP process. In Maryland, the student becomes a required member of the IEP team when they reach the age of 14 (or if they will turn 14 during the period covered by the upcoming annual IEP).

The student’s participation is a key step toward self-advocacy and independence. Their role includes:

• Sharing a Vision for the Future: The student is the primary source of information regarding their “Post-Secondary Transition.” They help the team understand their goals for college, vocational training, employment, and independent living.

• Identifying Strengths and Interests: No one knows the student’s preferences better than the student themselves. By sharing what subjects they enjoy or what hobbies they pursue, they help the team create a plan that is engaging and motivating.

• Providing Feedback on Supports: Students can provide invaluable insight into which accommodations actually help them in the classroom and which ones they feel are less effective.

• Developing Self-Advocacy: Attending IEP meetings allows the student to practice explaining their disability and requesting the supports they need—skills that are essential for success in adulthood.

Parent Tip: Student Involvement While Maryland law requires students to be invited to their IEP meeting starting at age 14, a parent does not need to wait until then to involve their child in the process.

• Early Participation: Students of any age can attend their IEP meeting, even if only for a few minutes. Their presence allows them to share their own perspectives on what helps them learn and feel successful.

• Gathering Input Indirectly: If a child is unable or chooses not to attend the meeting, their input is still highly valuable. Parents can capture their child’s voice by asking them about their favorite subjects, what they find difficult, or which classroom tools they like best, and then sharing those insights with the team. Encouraging participation early helps students build the self-advocacy skills they will need throughout their education.

Related Service Providers

Related service providers are specialists who provide developmental, corrective, and supportive services that a student needs to benefit from their special education program. These professionals are members of the IEP team when their specific expertise is required to address a student’s suspected or identified disability.

Common Related Service Providers include:

• Speech-Language Pathologist (SLP): Supports communication needs, including articulation and language processing.

• Occupational Therapist (OT): Focuses on “the job of being a student,” including fine motor skills and sensory processing.

• Physical Therapist (PT): Helps with gross motor skills, mobility, and navigating the school safely.

• School Psychologist: Provides insight into cognitive processing and social-emotional health.

• Audiologist: Addresses hearing needs and assistive technology like FM systems.

• School Nurse: Develops health plans for students with medical needs.

• Adapted Physical Education (APE): Adapts physical education activities to ensure the student can access the PE curriculum.

• Teacher of the Deaf: Provides specialized instruction and support for students who are deaf or hard of hearing to access the curriculum.

• Teacher of the Blind: Provides specialized instruction and support (such as Braille or orientation and mobility) for students with visual impairments.

Their Contribution to the Meeting

Related service providers play a key role in the collaborative process by:

Conducting Specialized Evaluations: They perform the assessments in their specific area of expertise to determine if a service is necessary.

Developing Specific Goals: They draft the measurable goals that target the student’s functional needs.

Delivering Direct and Indirect Services: They explain how they will work with the student—either directly (one-on-one or in a small group) or through “consultation” (training the classroom teacher on how to support the student).

Parent Tip: Coordinating Services

Because related service providers often work in multiple schools, the parent may want to ask:

“How will the related service goals be integrated into my child’s daily classroom routine?”

Interpreting Evaluation Results

A critical part of the IEP process is ensuring that the data from various tests and assessments is translated into a practical plan for the classroom. For this reason, the team must include at least one individual who can interpret the instructional implications of evaluation results.

This role is not necessarily a separate person; it is often a responsibility fulfilled by an existing team member, such as the School Psychologist, a Speech-Language Pathologist, or the Special Educator.

Why This Role is Essential

The primary goal of this individual is to bridge the gap between “scores” and “teaching.” They help the team understand:

• From Data to Action: They explain what a specific test score (like a percentile or a standard score) actually means for the student’s daily learning. For example, if an evaluation shows a deficit in “working memory,” this specialist explains that the student may struggle to follow multi-step oral directions.

• Identifying Specific Needs: They help pinpoint exactly where the student’s learning process is breaking down. Is the student struggling with receiving information, processing it, or expressing what they know?

• Recommending Strategies: Based on the data, they suggest specific Specially Designed Instruction (SDI) and accommodations. If a student has a slow processing speed, this specialist might recommend that the teacher provides guided notes so the student can focus on listening to support comprehension.

Ensuring Clarity for the Parent Because evaluation reports can often be filled with technical jargon and complex statistics, this team member serves as a “translator” for the parent. Their job is to ensure that everyone at the table—especially the parent—clearly understands the student’s learning profile before any goals are written.

Parent Tip: Asking for Interpretation

If a report feels overwhelming, a parent can ask this team member:“Can you explain how this specific test result will change the way my child is taught in the classroom?”

How are IEP Meeting dates determined?

In Howard County, scheduling is a collaborative effort designed to ensure all required team members can attend and that the parent has ample time to prepare. While the specific date is coordinated by the school’s IEP Case Manager, there are several key factors that drive the timeline:

• The Compliance Date: Every student has a “due date” for their Annual Review (held at least once every 12 months) and their Reevaluation (held at least once every 3 years). The school must hold the meeting on or before these specific anniversary dates to remain in legal compliance.

• Proactive Planning: Many schools begin mapping out their meeting calendar early in the school year—or even over the summer—to ensure a balanced schedule. This allows the school to provide parents with notice well in advance of the deadline.

• The 10-Day Requirement: As a reminder, the school must provide the parent with a written Meeting Notice at least 10 calendar days before the proposed date.

• Mutual Agreement: Meeting times should be scheduled at a mutually agreed-upon time and place. If the proposed date does not work for the parent, they should contact the Case Manager as soon as possible to discuss alternative options.

Parent Tip: Staying Ahead of the Calendar

Parents can find the “Next Annual Review Date” on the front page of their child’s current IEP. Marking this date on a personal calendar can help parents anticipate when the meeting will be held based upon the due date.

IEP Meeting Notice

The IEP Team Meeting Notice is a formal invitation that allows the parent enough time to prepare for the discussion. By law, this notice must be sent to the parent at least 10 calendar days before the scheduled meeting unles an expedited meeting is being conducted to:

• Address disciplinary issues

• Determinate the placement of a student with a disability not currently receiving educational services or

• Meet other urgent needs of the student to ensure the provision of FAPE.

Exceptions to the 10-Day Notice Rule

The team may hold an IEP meeting without the full 10-day notice in the following instances:

• Move-In Meetings: When a student transfers into the district from another school system, a meeting must be held quickly to determine if the student is eligible for services in Maryland and to establish “comparable services” so the student can begin learning as soon as possible.

• Manifestation Determination: If a behavioral incident occurs that could lead to the student being removed from school for more than 10 days, the team must meet urgently. This meeting determines if the behavior was a “manifestation” (a direct result) of the student’s disability.

• Restraint Reviews: If an incident involving physical restraint occurs, an interim IEP meeting must be held promptly to discuss the incident, review the student’s current behavioral supports, and determine if changes are needed to prevent future occurrences.

Key Components of the Notice

When the parent receives the notice, it should clearly outline the following details:

• Logistics: The specific date, time, and location (or virtual link) of the meeting.

• Purpose: A clear statement of why the team is meeting (e.g., Annual Review, Reevaluation, or Initial Eligibility).

• Participants: This allows the parent to know who to anticipate at the meeting.

• Document List: A list of the documents that will be discussed (such as a draft IEP or evaluation reports) and a note regarding when they were or will be shared.

• Procedural Safeguards: A notification of the parent’s legal rights and how to obtain a copy of the Procedural Safeguards document.

Prior Written Notice prior to the IEP meeting

In Maryland, parents have a specific legal protection—often called the “5-Day Rule”—designed to prevent “surprises” during an IEP meeting. This rule allows the parent time to review all the documents and proposals before the team meets to make decisions.

Documents You Must Receive 5 Days Before

At least 5 business days before any scheduled IEP meeting, the school must provide the parent with an accessible copy of every document the team plans to discuss. This includes:

• The Draft IEP: A working version of the proposed goals, accommodations, and services.

• Assessments and Reports: Any new testing results or evaluations conducted by school staff (e.g., psychological, educational, or speech-language reports).

• Data Documents: Any additional data documents that will be discussed at the IEP meeting.

• Other Documents: Any additional reports or teacher data documents that will be used to make decisions.

Note: If the school does not meet this 5-day deadline, the parent may request that the meeting be rescheduled to allow for 5 business days to review the documents.

What to expect at the IEP meeting

An IEP meeting is a structured, collaborative session where the parent and school staff come together to make decisions for the student. While every meeting is unique, they generally follow a consistent format to ensure all legal requirements are met and all voices are heard.

While most meetings are held virtually over Google Meet, IEP meetings can still be in person. If you have a preference for one or the other, be sure to let your child’s case manager know.

The Meeting Flow

Introductions and Roles: The meeting begins with everyone introducing themselves. Each member’s specific role (e.g., General Educator, Administrator, etc.) will be identified as well to ensure the parent knows who is responsible for each part of the plan.

Articulating the Purpose: The team will state the specific reason for the meeting, such as an Annual Review, a Reevaluation, or an Interim Review.

Reviewing Data: This is the most critical part of the meeting. Decision-making is always based on data. The team consider available data to inform decisions about your child’s educational program.

Parental Input: Your insights and input are woven throughout the discussion. The school team will provide explanations to help with your understanding of the data being presented so that your suggestions are integrated into the decision-making process.

How Decisions are Made

The goal of the IEP team is to reach a consensus. This does not mean a formal vote, but rather that the team members can come to a general agreement to support a specific plan ot action for the student.

Reaching Consensus: Most teams find common ground through open discussion. The focus remains on what the data shows the student needs to make progress and access the general education curriculum.

When Consensus Can’t Be Reached: If the team is at an impasse, the Administrator/Designee will make a final determination so the team can move forward with a plan. This way, the student does not miss services or supports while a disagreement is being resolved.

If There is a Disagreement

Disagreement is a natural part of a complex process. If a parent does not agree with a team decision:

Document the Disagreement: Your specific concerns and stated reasons for your disagreement will be recorded in the IEP Team Meeting Report.

Procedural Safeguards: The Administrator/Designee will explain your rights and provide a copy of the Procedural Rights: Maryland Procedural Safeguards, which outlines options for dispute resolution.

Next Steps: The school will provide the IEP Team Meeting Report (Prior Written Notice) after the meeting, which documents what the school is proposing or refusing to do and the data used to make that decision.

What to do if you disagree:

IEP teams typically are able to come to an agreement, but there are times where disagreements occur. Because you are an equal partner in the process, your perspective is vital. If you find yourself in disagreement with the school team’s proposals, here are productive steps you can take to move forward.

During the Meeting

• Ask for the “Why”: If the school proposes a change (or refuses your request), ask them to explain the specific data they used to reach that conclusion. This shifts the conversation from opinions to evidence.

• Share Your Input: You are the expert on your child at home. Share concrete examples, such as: “At home, it takes two hours to complete a 20-minute math assignment,” or “My child can only focus on reading for five minutes before becoming frustrated.”

• Request Documentation: Ensure your disagreement is clearly noted in the IEP Team Meeting Report. You can say, “I would like it recorded in the minutes that I do not agree with the reduction in speech services because [reason].”

• Contact School or DSE Leadership If the meeting felt unproductive, you can reach out to the School Administrator or the Special Education Instructional Team Leader (ITL) to discuss your concerns informally. Additionally, if after talking with the School Administrator or ITL you would like additional support, you may reach out to the Department of Special Education Instructional Facilitator who works with your child’s school.

If informal discussions do not resolve the issue, you have the legal right under the Maryland Procedural Safeguards. Access your Procedural Safeguards document for additional information:

• Access the Procedural Rights Document

• Access translated Procedural Rights Documents

Post-Meeting Documentation: The 5-Day Rule

In Maryland, the collaboration doesn’t end when the meeting adjourns. The school will provide specific follow-up documentation within 5 business days of the IEP meeting.

This documentation is referred to as the Prior Written Notice (PWN) and is a written explanation of the actions the team has decided to take (or refused to take) regarding the student’s identification, evaluation, placement, or services. It acts as the official “summary of record” for the meeting’s outcomes.

Implementation of the IEP: When do services begin?

Once the meeting concludes and the plan is developed, there is a period of time before the new goals and services officially begin. This timeframe is designed to allow you to have time to review the final documents and to allow the team to prepare to implement the updated IEP. The start dates are indicated in the Services section of the final IEP.

Note that there is one additional step if this is the student’s very first IEP (Initial Eligibility). Unlike an annual update, an Initial IEP cannot begin until the parent provides written consent for the initiation of services.

Accommodations for Parents

If you require certain accommodations in order to be an informed and active participant of the IEP meeting, please let your child’s case manager know prior to the IEP meeting. Here are some of the most common:

Audio Recording MSDE allows each district to determine policies around audio recording IEP meetings. HCPSS policy states that parents can audio record an IEP meeting, but they must provide the IEP Team with notice so they can record as well. Note that even with a recording, the IEP Team Report is still the official record of the IEP Meeting. Video recording and transcribing IEP Meetings is prohibited due to security issues.

Interpreter If you speak a language other than English and require an interpreter for the IEP meeting, the IEP team is required to provide you with one. You should let your child’s case manager know as soon as possible so they can be prepared with an interperter at future IEP meetings.

Translation of Documents You should also let your child’s case manager know if you require translation of documents. There are certain documents that the team has to have translated (Prior Written Notice, consent forms, assessments, etc.) if you speak a certain language (Spanish, Korean, Chinese- Mandarin, Telegu, Urdu) and there are some documents that can be translated upon request in any language (IEP).

Digital vs. Paper Copies Most IEP documents will be sent home digitally; however, if you prefer to have paper copies (or vice versa), ask your child’s case manager.