Roles and Responsibilities of IEP Team Members

• Develops draft IEP with goals based on assessment data and current performance, while also gathering data to report on previous goal progress (For more information on this, see El Dorado Charter SELPA’s Padlet on Data Collection & Progress Monitoring)
• Designs specialized instruction tailored to independent study setting
• Collaborates with general education teachers and related service providers on accommodations and modifications
• Schedules IEP meetings and sends out meeting notices, unless another staff member has been designated to do so
• Prepares present levels of performance and draft goals prior to the meeting
• Send DRAFT copy of IEP and/or assessment reports to guardian(s)/IEP team members (all pages clearly marked as “DRAFT” and align with special education administration on what pages to send ahead)
• Facilitates discussion of the student's needs during the IEP meeting
• Provides data-driven information when the IEP team determines independent study may not be appropriate, ensuring discussions align with the student’s needs and FAPE requirements.
• Ensures meeting notes are taken by a designated team member, preferably an Administrative Designee or trained staff, to allow the Case Manager/Special Education Teacher to focus on facilitating the IEP meeting.
• Finalizes IEP documents, affirms them in SEIS, sends out for signatures, and uploads signed items to SEIS afterward.

• Provides input on curriculum and potential accommodations in independent study
• Collaborates on implementing IEP in the independent study context
• Shares information about the student's performance in general education setting
• Participates in discussions about least restrictive environment (LRE)
• Identifies any concerns about the student's ability to access the curriculum in independent study

• Ensures compliance with legal requirements
• Allocates necessary resources for independent study implementation
• Ensures all required IEP team members are present or excused with prior written agreement (IDEA), 20 U.S.C. § 1414(d)(1)(C)
• Maintains relationships with local districts/charters for potential placement options**
• Oversees development of more restrictive placement options within the independent study school when necessary.
• Manages contracts with Non-Public Agencies (NPAs) and Non-Public Schools (NPS) when necessary**

• Provides crucial input about the student's needs, strengths, and preferences
• Participates in decision-making process
• Shares concerns and goals for the student's education
• Provides consent for the IEP implementation (Cal. Ed. Code § 56341(b)(1))
• Parents are NOT responsible for IEP goals or service implementation, even in independent study

• Shares personal goals and preferences for independent study
• Participates in transition planning (invitation is required if 16 or older)
• Provides input on accommodations and supports that have been helpful (Cal. Ed. Code § 56341(b)(6))
• If 18 or older, acts as the educational decision maker in place of the parent. As their own educational rights holder, the adult student has the right to invite or exclude the parent as an IEP team member.

• Provides insights and interprets data on the student’s cognitive and social-emotional functioning.
• Recommends appropriate accommodations and supports for independent study
• Interprets assessment results during the IEP meeting (Cal. Ed. Code § 56341(b)(4))
• When appropriate, manages Behavior Intervention Plans (BIPs), behavior-related assessments, and services to support student success

• Offer expertise in their specific domains
• Propose strategies for service delivery in the independent study setting
• Present assessment results and recommendations in their areas of specialty (Cal. Ed. Code § 56341(b)(7))

Best Practices for IEP Development and Meetings

• Send a parent input form 2-3 weeks before the IEP meeting
• Conduct a pre-meeting phone call to discuss parent concerns and goals
• When appropriate, offer a parent-teacher conference to review draft goals and discuss progress
• This discussion should also take place within the context of the IEP meeting. Obtaining parent input prior to the meeting can help streamline the conversation during the IEP meeting, but be cautious not to engage in predetermination. All decisions should remain open and flexible until the IEP team collectively discusses and agrees on the final plan during the meeting.
• Provide parents with any assessment reports prior to the meeting for review

• Focus on the student's needs and strengths, not predetermined placements
• Develop draft goals based on current assessment data and performance
• Prepare present levels of performance that clearly illustrate student's abilities
• Leave sections related to service minutes and placement blank for team discussion
• Ensure all drafts are clearly marked as such to avoid predetermination concerns

• Schedule interpreters for language services as needed for parent participation 
• Test technology in advance and provide tech support to parents if needed
• Use screen sharing to review the IEP document together
• Establish clear communication protocols (e.g., raise hand feature, chat function)
• Provide breaks during longer meetings to maintain engagement
• Ensure privacy and confidentiality in the virtual environment
• Obtain electronic signatures 
• Send drafts of the IEP with page numbers in advance, as this is best practice; without drafts, virtual meetings can be challenging to navigate effectively.

IEP Team Discussion: Continuum of Placement Options

• General education with accommodations
• General education with Specialized Academic Instruction (SAI) push-in support
• Hybrid model with some on-campus instruction

• Small group Specialized Academic Instruction
• Social skills groups or other specialized support services
• Intensive one-on-one support

• Consider collaborative agreements with local districts, SELPAs or charter schools for placement, including creating a Memorandum of Understanding (MOU) to purchase a seat in a setting more appropriate for the student to access FAPE along the continuum of services.
• Non-Public School (NPS) placement
• County program placements

• Detail all placement options considered
• Provide rationale for accepting or rejecting each option
• Send a Prior Written Notice (PWN) outlining the reason for rejecting any placement option, in accordance with legal requirements.
• Include parent input on placement preferences
• Document educational impact for each option

Developing the Offer of FAPE

• Review all areas of suspected disability
• Consider challenges specific to independent study
• Evaluate the student’s ability to work independently

• Consider Least Restrictive Environment (LRE)
• Evaluate whether the placement can provide the services necessary for the student to receive educational benefit (IDEA), 20 U.S.C. § 1400 et seq., and the Endrew F. v. Douglas County School District decision, 137 S. Ct. 988 (2017).
• Consider whether the student requires in-person or virtual services
• Evaluate social-emotional impacts of placement options
• Consider transportation needs for alternative placements

Service Delivery Options

• Virtual services
• In-person services at a resource center 
• In-person services in the home
• Hybrid service delivery model

• Contracted agencies
• Interagency agreements with local districts
• Non-Public Agencies 

Implementation Considerations

• Provide detailed learning coach/parent training plan
• Set a clear progress monitoring schedule
• Define criteria for placement review

• Develop transition planning
• Arrange transportation
• Coordinate with the receiving program
• Ensure continued oversight by the independent study school

• Clearly document discussion regarding the harmful effect of all placement options including those considered but not chosen
• Provide a detailed rationale for placement decisions
• Include parent concerns and the team’s responses
• Specify criteria for reviewing placement effectiveness
• Develop contingency plans to revisit the IEP through another meeting if the current placement proves ineffective, to reassess the student’s needs and determine necessary changes in placement, services, or supports.

• Evaluate the student’s ability to:
• Work independently
• Manage time effectively
• Self-advocate in a virtual environment
• Assess the parent/learning coach’s ability to:
• Support daily instruction
• Implement accommodations
• Facilitate service delivery
• Consider technological needs:
• Equipment requirements
• Internet access
• Assistive technology

Learning Environment at Home

• Quiet Space to Work
• Does the student have a designated, distraction-free area to complete their schoolwork?
• Is the environment conducive to focused learning, free from household noise or interruptions?
• Student Ability to Attend to a Screen
• Consider the student's developmental stage, especially for younger students, in terms of their ability to remain engaged during screen-based learning.
• Are there concerns about screen fatigue, attention span, or the need for movement breaks?
• Supervision of Technology
• Is there adequate oversight to ensure that technology is being used appropriately for educational purposes?
• Are parents or learning coaches monitoring online activities, limiting distractions such as non-educational websites or apps?
• Parental/Guardian Involvement in Maintaining Learning Environment
• Is the parent or learning coach able to maintain the learning space and ensure it remains a productive area for the student?
• Can they effectively set and enforce boundaries for technology use during school hours?

• Review and finalize goals, services, and accommodations as a team
• Ensure parent understanding and agreement with the proposed IEP
• Obtain necessary signatures and consent
• Provide parents with a copy of the finalized IEP
• Develop a clear plan for implementing the IEP in the independent study setting