Pre-refferal
Re-Evaluation
Annual Review
Refferal
The IEP Process
EvALuation
IEP Implementation
IEP Development
Eligibility Determination
Eligibility Determination
- The team reivews the results of the student's evaluations.
- The team answers the following key questions:
- 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?
- The student is considered eligible if the answer to both these questions is "yes".
Who is part of the of the student's team? Click the question mark for more information!
IEP Implementation
Educators provide the special education supports and services as outlined in the IEP that was created. If the student is not making adequate progess, the team may meet to determine contributing factors to the lack of progress and should make adjustments. Note: Implementation must take place as soon as possible after the IEP is developed. This occurs once the parents/guardians have signed the IEP.
Pre-Referral
When a child is struggling academically or behaviorally, educators work to determine whether changes to the learning environment or systemic changes will be adequate enough to support the student. If these changes are sufficient - no further interventions are needed. If these changes are not sufficient - a formal referral may be made.
One such system for intervention is MTSS.
https://matoolsforschools.com/resources/mtss-blueprint
IEP Development
After meeting eligiblity critera, the team develops the IEP (Individualized Education Program). This IEP must identify the following:
- Student's Present Levels of Performance
- Student's Academic and/or Functional needs based on the evaluation
- Measurable Annual Goals which are resonably calculated to ensure meaningful progress
- Services and Supports Student will receiving, including:
- Who will provide the Services
- Frequency and Duration of Services
- The Setting(s) where Services will be delivered
- Method and Timeframe for monitoring student progress
- Mode and Frequency for Communicating Progress to family
Evaluation
An individualized, comprehensive assessment is conducted in the areas of concern. This may include both academic and functional performance. The data collected in this process is extremely important as this is what is used as the foundation to develop the IEP. Note: This evaluation must be conducted within 60 days of receiving consent or within other state timelines.
There are a variety of assessments that can be given to students during this process. Learn more about those here.
Referral
If Pre-Referral interventions are not sufficient, the child may be referred to special education for a formal evaluation. Parents must receive informed consent in writing. This is used to help parents understand that they are giving permission for their child to be evaluated to determine if their disability impacts their educational performance.
Annual Review
Team meets annually, unless agreed upon by the team, to discuss progress toward meeting the IEP goals. The current levels of performance, progress, needs and placement are revisited and the IEP is updated to reflect any necessary changes. Note: The annual review must occur within 12 months following the development of the previous IEP.
Re-Evaluation
Every three years the student must be re-evaluated, unless agreed upon by the team. The goal of this re-evaluation is to determine whether the student is still eligible for special education and whether they still require special education services. Another comprehensive evalution (as outlined in the "evaluation" step is completed at this time. Note: The re-evaluation must occur at least once every three years.
Guiding Principals of IDEA
- The guiding principals of IDEA provide guarentees for students with disabilities and their families during the IEP process. They include:
- A Complete and Individualized Evaluation
- Free Appropriate Public Education (FAPE)
- Individualized Education Program (IEP)
- Least Restrictive Environment (LRE)
- Parent Participation
- Procedural Safeguards
The IEP Process
Kerrie Carlozzi
Created on April 4, 2024
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Transcript
Pre-refferal
Re-Evaluation
Annual Review
Refferal
The IEP Process
EvALuation
IEP Implementation
IEP Development
Eligibility Determination
Eligibility Determination
Who is part of the of the student's team? Click the question mark for more information!
IEP Implementation
Educators provide the special education supports and services as outlined in the IEP that was created. If the student is not making adequate progess, the team may meet to determine contributing factors to the lack of progress and should make adjustments. Note: Implementation must take place as soon as possible after the IEP is developed. This occurs once the parents/guardians have signed the IEP.
Pre-Referral
When a child is struggling academically or behaviorally, educators work to determine whether changes to the learning environment or systemic changes will be adequate enough to support the student. If these changes are sufficient - no further interventions are needed. If these changes are not sufficient - a formal referral may be made.
One such system for intervention is MTSS.
https://matoolsforschools.com/resources/mtss-blueprint
IEP Development
After meeting eligiblity critera, the team develops the IEP (Individualized Education Program). This IEP must identify the following:
Evaluation
An individualized, comprehensive assessment is conducted in the areas of concern. This may include both academic and functional performance. The data collected in this process is extremely important as this is what is used as the foundation to develop the IEP. Note: This evaluation must be conducted within 60 days of receiving consent or within other state timelines.
There are a variety of assessments that can be given to students during this process. Learn more about those here.
Referral
If Pre-Referral interventions are not sufficient, the child may be referred to special education for a formal evaluation. Parents must receive informed consent in writing. This is used to help parents understand that they are giving permission for their child to be evaluated to determine if their disability impacts their educational performance.
Annual Review
Team meets annually, unless agreed upon by the team, to discuss progress toward meeting the IEP goals. The current levels of performance, progress, needs and placement are revisited and the IEP is updated to reflect any necessary changes. Note: The annual review must occur within 12 months following the development of the previous IEP.
Re-Evaluation
Every three years the student must be re-evaluated, unless agreed upon by the team. The goal of this re-evaluation is to determine whether the student is still eligible for special education and whether they still require special education services. Another comprehensive evalution (as outlined in the "evaluation" step is completed at this time. Note: The re-evaluation must occur at least once every three years.
Guiding Principals of IDEA