The IEP Team
By: National Dissemination Center for Children with Disabilities (NICHCY)
To write an effective IEP for a child with a disability, parents, teachers, other school staff — and often the child — must come together at a meeting to look closely at the child's unique needs. These individuals combine their knowledge, experience, and commitment to design an educational program that must help the child to be involved in, and progress in, the general education curriculum — that is, the same curriculum as for children without disabilities. The IEP guides the delivery of special education and related services and supplementary aids and supports for the child with a disability. Without a doubt, writing — and implementing — an effective IEP requires teamwork.
So — who's on the team? Here's a list, as specified in IDEA, our nation's special education law. Note that the order in which the IEP team members are going to be listed and discussed has nothing to do with their priority on the team, that every member has an equal say and important expertise to contribute.The IEP team, short and sweetIDEA describes the IEP team as including the following members:
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Massachusetts Department of Elementary and Secondary Education: 2017 Special Education Data
Massachusetts Department of Elementary and Secondary Education: 2018 MCAS Results by Subgroup by Grade and Subject - Hingham
Massachusetts Department of Elementary and Secondary Education: 2018 Hingham Middle School Evaluation
About the Data
Massachusetts Department of Elementary and Secondary Education: 2018 Accountability Data Card - Hingham
All Massachusetts districts and schools with sufficient data are classified into one of five accountability and assistance levels, with the highest performing in Level 1 and lowest performing in Level 5. Hingham is classified as a Level 2 district.
Massachusetts Department of Elementary and Secondary Education: 2017 Report Card - Hingham
This report card contains information required by the federal Elementary and Secondary Education Act (ESEA) for our district and its schools including: student enrollment and teacher qualifications, student achievement, accountability, and the progress our school is making toward narrowing proficiency gaps for different groups of students.