In IEP meetings, who typically leads the discussion of present levels of performance?

In Individualized Education Program (IEP) meetings, the special education teacher typically leads the discussion of present levels of performance. This is due to their specialized training and expertise in understanding the educational needs of students with disabilities. The special education teacher has direct knowledge of the student’s academic and functional performance and is responsible for assessing and reporting on the student’s progress in relation to their IEP goals.

They provide valuable insights by presenting data, work samples, and relevant observations that illustrate how the student is performing in the educational setting. This comprehensive understanding enables the entire team—comprising parents, school administrators, and other professionals—to make informed decisions about the student’s needs and the adjustments required for effective support.

While other stakeholders, such as school principals, parents, and school psychologists, may also contribute valuable perspectives during the meeting, it is the special education teacher who is predominantly charged with discussing the present levels of performance. This aligns with their role as advocates for the student and their unique position in the educational framework.