DD Running Effective IEP and 504 Meetings: Roles, Responsibilities, and Best Practices

Running Effective IEP & 504 Meetings is an asynchronous course that prepares Bellevue School District administrators, administrative designees, and other team members to understand the legally required role of the District Representative in IEP meetings and to support effective, collaborative decision-making in IEP and 504 meetings. Participants will explore legal foundations, team member roles and responsibilities, the importance of family and student participation, and best practices for facilitating successful meetings before, during, and after the meeting process. The course also includes practical resources, frequently asked questions, and opportunities to assess understanding through knowledge checks. Designed for both new and experienced administrators, this training supports compliance, strengthens meeting facilitation skills, and promotes meaningful collaboration among educational teams and families.

Learning Objectives By the end of this course, participants will be able to:

1. Describe the legal foundations of IEP and 504 meetings and the required role of the District Representative and Administrative Designee.
2. Apply effective facilitation practices before, during, and after IEP and 504 meetings to support compliance, collaboration, and productive decision-making.
3. Promote meaningful participation of students, families, and educational team members through inclusive and legally compliant meeting practices.

Format: Self-Paced Online Learning Audience: Administrators, Administrative Designees, Program Administrators, District Representatives, and other staff who facilitate IEP or 504 meetings Estimated Completion Time: 90 minutes Clock Hours: 1.5

Course Link: https://share.articulate.com/-WccN8uwE4TUha31JPLkV  

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Content standards for continuing education credit hours that apply to this PD are highlighted below.

The content and objectives of in-service continuing education credit hours must relate to one or more of the following:

1. Opportunities for participants to collect and analyze evidence related to student learning; 
2. Professional certificate standards;
3. Paraeducator standards of practice as described in Title 179 WAC;
4. School and district improvement efforts;
5. Education frameworks and curriculum alignment;
6. Research-based instructional strategies and assessment practices;
7. Content of current or anticipated assignment;
8. Advocacy for students and leadership;
9. Supervision, mentoring, or coaching; or
10. Building a collaborative learning community.

Source: State Content Standards (Chapter 181-85 WAC)