How to notify teachers of IEP accommodations and responsibilities
By the IEP Atlas editorial teamLast updated
Short answer
To notify teachers of IEP accommodations, send each teacher and provider who works with the student a short list of their specific responsibilities: accommodations, modifications, supports and any goals they help with. Send it before the first day or within days of an IEP change, by a secure method, and collect a signed or emailed acknowledgment. Then check in within two weeks.
Federal rules put two duties on the district. The IEP must be accessible to every general education teacher, special education teacher, related service provider and other service provider responsible for carrying it out. Each of them must be told their specific responsibilities and the specific accommodations, modifications and supports they provide.[1] The case manager usually does both.
"Here is the IEP, let me know if you have questions" meets the first duty on paper and almost never the second. This page covers a notice that actually gets read, an acknowledgment form, and the follow-up. It is one of the core tasks in the case manager's handbook.
What you need before you start
- The current IEP, with the accommodations, modifications, supplementary aids and services, and testing pages.
- The student's full schedule, including electives, lunch and any period with a different adult.
- Your district's acknowledgment form, if it has one.
- A secure way to send: the IEP system, district email or a sealed paper copy.
Step-by-step
Step 1: List every adult who carries out part of the IEP
Go period by period. Include electives, PE, the librarian if the student has a library block, paras, the bus aide if transportation is a service, and related service providers.
Example: a 7th grader's schedule gives 9 adults: 4 core teachers, PE, art, a para in math and science, the SLP and the counselor.
Step 2: Write each person's part, not the whole IEP
Pull out only what applies in that class. Use the IEP's wording for each accommodation, then add one line on what it looks like there. Keep modifications separate, because they change what is graded. The IEP at a glance template covers the one-page format; this step is about cutting it to fit each person.
Example for PE: "Directions given one step at a time. Visual demo before a new game. May take a 2-minute break at the side of the gym using his break card. No goals in PE."
Step 3: Send it securely, with a deadline to reply
Send through the IEP system or district email, never a personal account or a group text. Ask for a reply by a set date.
Example: sent Monday, August 25, reply requested by Friday, August 29.
Step 4: Collect acknowledgments
Track each reply on one line per adult. Chase the missing ones in person.
Step 5: Follow up within two weeks
Stop by each class once, or send one targeted question: "How is the read-aloud for quizzes working?" This catches the accommodations that look fine on paper and are not happening in class.
Step 6: Repeat after every change
Any amendment or annual review restarts the process for the parts that changed. New staff and long-term subs get the notice on their first day.
Acknowledgment form template
Use one form per student per adult. Keep it to half a page.
| Field | Fill in |
|---|---|
| Student (initials and ID) | ______ |
| Teacher or provider, class or service | ______ |
| IEP date and date sent | ______ |
| Accommodations you provide in this class | ______ |
| Modifications, if any, and how they affect grading | ______ |
| Goals you collect data on (if any) and the data sheet | ______ |
| Behavior or health plan on file (yes or no, where) | ______ |
| Testing accommodations for classroom and state tests | ______ |
| Case manager contact | ______ |
| "I have received and read my responsibilities for this student." Signature or emailed reply, and date | ______ |
The signature does not make a teacher deliver accommodations. It does show the information reached them, which is the first thing anyone asks when an accommodation is missed. Many districts require it.
Worked example: Elena, 7th grade
Elena is a fictional 7th grader with an IEP for reading and attention. Her case manager sends notices on August 25.
| Adult | Items sent | Acknowledged | Follow-up finding |
|---|---|---|---|
| ELA teacher | 5 accommodations, 1 goal (data on reading responses) | Aug 26 | Using audiobooks; data sheet started Sep 2 |
| Math teacher | 4 accommodations | Aug 27 | Read-aloud on tests not happening; fixed Sep 4 |
| Science teacher | 4 accommodations | Aug 29 | Fine |
| Social studies teacher | 5 accommodations | Sep 2, after in-person visit | Notes provided |
| PE teacher | 2 accommodations | Aug 26 | Fine |
| Art teacher | 2 accommodations | Aug 28 | Fine |
| Math and science para | 4 accommodations, data on 1 goal | Aug 25 | Trained on the data sheet Aug 27 |
| SLP | Own goals and services | Aug 25 | Fine |
| Counselor | Own goal and services | Aug 26 | Fine |
Result: 9 of 9 acknowledged in 8 school days, and one real problem (math test read-aloud) found and fixed in week 2. Without the follow-up, that problem would have surfaced on the first progress report as a parent question.
Common mistakes
- Weak: Emailing the full 22-page IEP to every teacher. Better: Send each adult their part, and tell them where the full IEP is if they want it.
- Weak: "Extended time" with no amount. Better: "Time and a half on tests and quizzes; finish in the resource room if needed."
- Weak: Forgetting electives, lunch and the bus. Better: Go period by period through the whole day.
- Weak: Collecting signatures and never checking. Better: One check-in per class within two weeks.
- Weak: Sending notices once in August. Better: Resend after every IEP change and to every new staff member.
Using the caseload tracker for this
Add a "notices sent" and "acknowledged" date for each student next to their row in the caseload tracker, or keep them in the contact log in your teacher binder. After an IEP meeting, the notice is a task on your IEP compliance calendar. General education teachers who want the classroom side can read how to implement IEP accommodations and what general education teachers need to know.
Frequently asked questions
Do teachers have to sign an IEP acknowledgment form?
Federal rules require that teachers be informed of their responsibilities, not that they sign a form. Many districts require a signature or emailed acknowledgment as proof the information was received.
Who needs to be told about a student's IEP accommodations?
Every general education teacher, special education teacher, related service provider and other provider responsible for carrying out the IEP. In practice that includes electives, paras and anyone else who works with the student during the day.
Should I send teachers the whole IEP?
Make the full IEP accessible, but send each teacher a short list of their own responsibilities. A one-page summary for their class is far more likely to be read and followed.
Use it in IEP Atlas
- Accommodation in the IEP glossary
- Modification in the IEP glossary
- Caseload tracker
- Supplementary aids and services in the IEP glossary
Related guides
- The IEP case manager's handbook: responsibilities, calendar and tools
- Beginning-of-year checklist for special education teachers
- End-of-year checklist for special education teachers
- Time management for special education teachers
- IEP at a glance: one-page summary template for teachers
- What general education teachers need to know about a student's IEP
Sources
- 34 CFR §300.323: When IEPs must be in effect, U.S. Department of Education (IDEA website)
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.