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The Seven Steps in the IEP Process

Created by Jessica Timm

Step 1: Prereferral

Identifying and implementing a plan for the student's problems

At this step, the general education teacher and the school's support team ensure that the target student has received high-quality instruction and additional instruction if necessary.

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Step 1:

Prereferal

A prereferral team, a multidisciplinary team, or an RTI team may be called to:

  • document and explain how and when the student is struggling
  • determine the effectiveness of classroom adaptions and additional assistance
  • monitor the student's progress during the application of high-quality instruction

Teams

Step 2: Referral

Learning more about the student's problem

Referral refers to the request to have a child evaluated for special education services

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Step 2:

Referral

Reasons for Referral

There are many different reasons why a student may recieve a referral. Some examples are:

  • student has an academic performance significantly behind their classmates
  • student continously misbehaves and interrupts the learning environment
  • student has a disbility which is actively sought

Step 3: Indentification

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Step 3:

Identification

Testing and monitoring progress to be sure a disability exists

This step is important because it is used to determine whether a student has a disability, whether special education services are required, and what types of services are needed.

Data used to inform team about the student's abilities

  • Medical history
  • Information about social interactions at school and at home
  • Adaptive behavior in the community
  • Educational performance

Data Used

Formal Assessments

  • Tests of intelligence
  • Tests of academic achievement
  • Tests of acuity (vision and hearing)

Informal Assessments

  • Assistive technology evaluations
  • School observations of classroom and social behavior
  • Examples of academic assignments
  • Direct measurements of academic performance
  • CBMs of reading
  • Mathematics skills being taught
  • Portfolio samples of classroom performance

Informal Assessments

Step 4: Eligibility

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Step 4:

Eligibility

Determining whether the student qualifies for an individualized education

The IEP team determines what components of the full range of special education services are needed so that an appropriate education can be planned and delivered

Students who do not meet the eligibility remain under the instruction and responsibility of general educators

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Step 5:

Development of IEP

Step 5: Development of the IEP

Specifying an individualized program

The parents and the educational professionals (who are all part of the IEP team) make decisions about what services and placements constitute as an appropriate education for the student

Role of the IEP Team

Role of the Team

The IEP team determines the appropriate goals for improvement, and then craft an educational plan for the student

The services and supports that become part of the student's appropriate education are specified

Step 6: Implementation of the IEP

Delivering servies

The student's services and individualized program begin

Minor adjustments in students' goals or in the benchmarks that indicate attainment of those goals do not require for a new IEP or another IEP meeting

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Step 6:

Implementation of IEP

Step 7: Evaluation and Reviews

The purpose of the IEP review meetings is to ensure that students are meeting their goals and making educational progress

The purpose of frequent assessments and measurements of progress is to guide instruction and to ensure that scedualed interventions are effective

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Step 7:

Evaluation and Reviews

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