Each team member brings important information to the PPT meeting. Members share their information and work together to write the child’s Individualized Education Program. The student’s strengths, needs and concerns are determined and documented on pages 4 and 5 of the IEP form. Each team member’s information adds to the team’s understanding of the child and to a determination of what services he or she needs. Parents may ask for the qualifications of the team members working with their child.

The PPT team determines if the child meets eligibility requirements for special education services and for specific related services. If so, an IEP will be developed to include appropriate goals and objectives, levels of service and placement for the child.

Excusal from IEP Meetings

A member of the IEP team may be excused from attending a PPT meeting, in whole or in part, if the parent and the school agree, due to the fact that the member’s area of the curriculum or related services is not being modified or discussed. If the member’s area of expertise is being discussed, in order to be excused, the member must submit in writing to the parents and the team, prior to the meeting, his or her input into the development of the IEP. In both instances, parents must consent in writing.

Team Members

Parents are key members of the PPT team. Parents know their child best, can describe their child’s strengths and needs and can present their own ideas for enhancing their child’s educational success. Parents can offer insights into how their child learns, what his or her interests are and other aspects of the child only a parent can know. Parents can listen to what other team members think their child needs to focus on at school and share their suggestions. They can also report on whether or not the skills their child is learning at school are being carried over at home.

Teachers are vital participants in the PPT meeting as well. At least one of the child’s general education teachers must be on the PPT team, if the child is (or may be) participating in the general education environment. The general education teacher has a great deal to share with the team:

  • the curriculum in the general education classroom;
  • aids, services, or changes to the educational program that would help the child learn and achieve; and
  • strategies to help the child with behavior, if behavior is an issue.

The general education teacher may also discuss supports needed for school staff to empower the child to:

  • advance toward his or her annual goals;
  • be involved and progress in the general curriculum;
  • participate in extracurricular and non-academic activities; and
  • be educated with other children, with and without disabilities.

Supports for school staff may include professional development, which is important for teachers, administrators, bus drivers, paraprofessionals, cafeteria workers and everyone who provides services for children with disabilities.

The child’s special education teacher contributes important information and experience about how to educate children with disabilities:

  • how to modify the general curriculum to help the child learn;

  • the supplementary aids and services that the child may need to be successful in the general classroom and elsewhere;

  • how to modify testing so that the child can show what he or she has learned; and

  • other aspects of individualizing instruction to meet the child’s unique needs.


How to Be an Effective Advocate for Your Child

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