Facilitated Individualized Education Program (FIEP) Process
The West Virginia Department of Education (WVDE) Office of Special Education (OSE) encourages parents and local educational agencies (LEAs) to work together to resolve disputes before calling upon other formal dispute resolution processes. A Facilitated Individualized Education Program (IEP) Team meeting is the same as any other IEP Team meeting except that a facilitator joins the meeting. This is considered a dispute prevention process. The facilitator helps with communication among team members and does not make decisions about the student’s IEP.
What are the goals?
The goal of a Facilitated IEP Team meeting is to develop an IEP that is supported by team members and benefits the student.
- Families and schools agree to have a facilitator join an IEP Team meeting.
- Facilitators maintain open communication and ensure that everyone at the IEP Team meeting participates fully.
- If disagreements arise during the meeting, a facilitator can help the teak clarify and resolve them.
- The facilitator typically does not address issues that are not related to the IEP.
What are the benefits?
The facilitator models effective communication and listening techniques, and assists the IEP Team in identifying points on which they agree and disagree. In addition, IEP Facilitation can:
- Build and improve relationships among IEP team members, especially when they are having difficulty working together;
- Enable parents and professionals to consider new options to address unresolved problems;
- Help prevent disagreements and avoid other dispute resolution processes; and
- Assist team members with decision-making.
Who may request a meeting?
A district, parent or adult student may request a FIEP Team meeting by submitting a written request to the WVDE at least 2 weeks prior to the IEP Team meeting. The parties must agree to use the FIEP process. The WVDE provides an FIEP Request Form; however, the form is not required.
Preparing for a Meeting
Before the Meeting
The IEP team should prepare for the meeting by considering the following questions, which will be used to develop the student’s education program:
- What are the student’s strengths at school, at home and in the community?
- What are the student’s needs?
- What special education services and supports would help him/her be successful?
School staff can make copies of the IEP for team members and gather supplies such as a flip chart, colored markers, and tape. Parents can help their child get ready for the meeting by asking them to answer the questions on the attached student form.
During the Meeting
To help develop the student’s education program, the facilitator guides the team through the IEP process. The facilitator encourages clear communication, teamwork, and understanding among team members. Based on the purpose of the meeting, the facilitator may follow the IEP steps listed below or adjust the process to fit the team’s needs.
- Review the student's current performance. Talk about the student's strengths, current skills, test results, progress reports, parent input, evaluation data, and educational needs. Discuss how the student's disability affects progress in general education classes.
- Develop measurable annual goals and objectives. Decide how progress toward each goal will be measured.
- Determine the services and supports the student needs. Consider these questions:
- How will the student meet the goals?
- What special education services, supports, or accommodations are needed?
- How often will the services be provided and for how long?
- Who will provide the services?
- Where will the services take place, and why?
- Decide how and when progress will be shared with parents.
- Discuss any other needed topics. These may include testing plans, transfer of rights, behavior supports, extended school year services, transition planning, and graduation planning.
After the Meeting
After the meeting, school staff and parents may have follow-up tasks to complete. School staff will share copies of the student's IEP with the appropriate team members. Parents may have questions after reviewing the IEP and can contact the IEP Chairperson for more information. Regular communication and teamwork between parents and school staff help support the student's educational plan and success.
Questions for a Student to Prepare for a Meeting
- What are your strengths at school, at home or in your community?
- What is easy for you at school?
- What is difficult for you at school?
- What helps you to be successful in school?
- Are there some things you need to learn that you feel are more important than other things?
- Is there anything else you would like the team to know about you?
Facilitators
Facilitators are assigned by the OSE on a rotational basis from a list of qualified facilitators who are available during the timeframe for the IEP Team meeting.
The Facilitator...
Is trained, experienced and impartial.
Works with the IEP Team to create an agenda and ground rules for the meeting.
Guides discussion by asking student-focused questions.
Keeps team members on task and the meeting within the scheduled time.
Asks questions to clarify points of agreement and disagreement and helps identify workable solutions to conflicts.
Helps ensure that the language in the IEP reflects decisions made during the meeting. Does not take sides, impose decisions on the team, place blame or determine whether decisions are right or wrong.
Forms and Documents:
Additional Information
For additional information contact Teresa Brown (teresa.l.brown@k12.wv.us), or the WVDE.