When should a special education teacher collaborate with other school personnel to review and adjust a student's Individualized Education Program (IEP)?

Collaboration with other school personnel to review and adjust a student's Individualized Education Program (IEP) is crucial when a student has failed to meet academic goals. This scenario indicates that the student's current supports and interventions may not be effective, prompting the need for a reassessment of the IEP. Such collaboration allows the special education teacher to engage with colleagues who can provide insights and resources, fostering a multidisciplinary approach to address the student's needs.

Involving the rest of the educational team can lead to developing targeted strategies, modifying goals, or adjusting the level of services provided. This proactive response ensures that the student's educational plan remains relevant and effective, ultimately supporting their success.

While other situations, such as a formal complaint or parent requests, may also warrant IEP meetings, they are typically reactive rather than focused directly on the ongoing performance and progress of the student. Receiving a passing grade is a positive outcome but does not necessarily prompt a review of the IEP in the same urgent manner that failure to meet goals signifies.