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7 Steps in the IEP Process
17
Step-By-Step Guide to the IEP
Shannon Scoville
EDUC 574
REFERRAL
1
If Response to Intervention in the pre-referral are unsuccessful, then the student is referred for special education services.
Depending on the severity of the child's disabilities, the referral process may begin sooner because the disabilities are present at birth or soon after.
REFERRAL
Formal Evaluation
The student is referred for a formal evaluation, usually by school personnel or their parent(s).
A referral can be made orally, in writing, or electronically.
Once the school receives the referral, they have 3 business days to decide whether to:
- Begin evaluation (Step 2)
- Refer the child to the school-based team to review (and team must meet within 10 business days)
- Deny the request
Informed Consent
To begin the evaluation,
The student’s parent(s) must give written,informed consent.
That is, they must understand that they are allowing their child to be evaluated to determine whether she has a disability that affects educational performance.
EVALUATION
2
EVALUATION
Requirements
The IEP team must complete a comprehensive, individualized assessment of the student in all areas of concern, including academic and functional performance.
The data collected during this step form the foundation upon which the IEP will be developed.
Time Frame
If needed...
Required
- Speech and/or language tests (if needed)
- Behavioral evaluation (if needed)
- Functional performance evaluation (if needed)
Within 65 business days of receiving the initial referral
- Intelligence tests
- Achievement tests
- Pre-referral data, including Response to Intervention
- Social history evaluation
- Classroom observation data
- Parent and/or teacher interviews and surveys
Eligibility Determination
3
Does the student have a disability?
Does that disability affect the student’s academic and/or functional performance to such an extent that she requires special education services?
ELIGIBILITY DETERMINATION
Where do we go from here?
If the answer to both these questions is “yes,”
the student is considered eligible for special education services.
IEP Development
Time Frame
4
IEP DEVELOPMENT
TIME FRAME
When a student meets the eligibility criteria, the IEP team develops the IEP.
This meeting must be conducted within 30 calendar days of the eligibility determination.
The IEP team, including the parent(s), determines and documents:
The student’s academic and/or functional needs, as identified in the evaluation
Measurable annual goals that are reasonably calculated to enable the student to make meaningful progress
GOALS
SERVICES & SUPPORTS
Which education professional(s) will provide them
The frequency and duration of services
The setting(s) in which the services will be delivered, sometimes referred to as
placement
The method and time-frame for monitoring the student’s progress
The mode and frequency for communicating the student’s progress to her/his parents
IEP IMPLEMENTATION
5
IEP IMPLEMENTATION
Education professionals provide the special education supports and services to the student as outlined in the IEP.
The implementation must take place as soon as possible after the IEP is developed.
Parents must give informed consent to implement the IEP.
If the student does not make appropriate progress, the IEP team meets to determine possible reasons for her lack of progress, and makes adjustments accordingly
6
ANNUAL REVIEW
Annual Review
- The student’s progress toward meeting her IEP goals is to be evaluated annually, unless the IEP team and the student’s parents agree otherwise.
- At this time, the student’s current performance, progress, needs, and placement are revisited and her IEP updated accordingly.
- The annual review must occur within 12 months following the development of the previous IEP.
Most districts conduct these reviews toward the end of the school year so they can discuss appropriate goals and any needed updates for the next school year.
7
RE-EVALUATION
RE-EVALUATION
- The student must be re-evaluated every three years, unless the IEP team members and the student’s parents agree otherwise.
- The purpose of the re-evaluation is to determine whether the student is still eligible for and requires special education services. This usually entails another comprehensive, individualized evaluation.