All persons who regularly work with the student should contribute to, or be part of, the team. Core team members include the class teacher (in secondary schools this may be one of the student's class teachers or their form/care teacher), the parents/carers, team coordinator, support teacher with expertise in the disability area, other specialist support staff (e.g. therapist) and the student (where appropriate). The principal should clarify roles and responsibilities and ensure all members understand the IEP process. The position of team coordinator may be negotiated.
Before IEP planning can commence, team members need to gather pertinent information about the student.
Information gathered could include:
Information about the student can be gathered by both formal and informal means across school, home, and community environments. A portfolio of the student 's work samples and test results may be useful.
It is important for the family and school staff to exchange information and rationale about what they see as the current educational priorities.