Seven Steps of the IEP Process
ESE 254:
M1A2
Rachel Jacob
Step
Description
Expanded information
1:
Prereferral
“The general education teacher and the schools’ support
team ensure that the target student has received highquality instruction and additional assistance if necessary.
They also document how and when the student struggles,
describe how the student responds to additional assistance,
and they monitor the student’s progress by collecting
classroom data” (Smith & Tyler, 2014, pg 83).
2:
Referral
“At this step an actual referral for formal testing is made to
determine of the student has a disability. Students whose
academic performance is significantly behind that of their
classmates are prime candidates for special education
referrals, as are those who continually misbehave and
disrupt class” (Smith & Tyler, 2014, pg 83).
3: Assessment
Assessment is one foundation of the identification process
and is conducted by a multidisciplinary team. The purpose
of this step in the IEP process is to determine whether a
student has a disability that requires special education
services” (Smith & Tyler, 2014, pg 83).
4:
Eligibility
“Results from many standardized tests and other
assessments are analyzed by experts for areas of concern.
The type of disability, how that disability affects
educational performance, and the extent of special and
related services to be delivered are topics of consideration.
Also, careful steps are taken to ensure culturally and
linguistically diverse students are not incorrectly identified
as having disabilities” (Smith & Tyler, 2014, pg 83).
Response to intervention: “RTI is a multi-tiered framework for addressing academic
skills. The first tier, referred to as primary instruction or primary intervention, is the
high-quality instruction that all students receive in the general education classroom.
The second level, secondary intervention or secondary prevention, provides
additional supports of moderate intensity to students who are not making adequate
progress with primary instruction alone. The third tier, tertiary intervention or
tertiary prevention, provides intensive, individualized interventions for students for
whom secondary supports are still insufficient” (Smith & Tyler, 2014, pg 48)
Prior Written Notice: “Under 34 CFR §300.503(a), the school district must give you a
written notice (information received in writing), whenever the school district: (1)
Proposes to begin or change the identification, evaluation, or educational placement
of your child or the provision of a free appropriate public education (FAPE) to your
child; or (2) Refuses to begin or change the identification, evaluation, or educational
placement of your child or the provision of FAPE to your child. The required content
under 34 CFR §300.503(b) is listed below in this model form. The school district must
provide the notice in understandable language (34 CFR §300.503(c))”
(http://idea.ed.gov/download/modelform2_Prior_Written_Notice.pdf)
Multidisciplinary Evaluation Team: “Multidisciplinary teams are a unique feature
of special education. These teams always include the general and special education
teachers. Related services providers with expertise in the student’s specific areas of
need join these educators. IEP teams are often referred to as multidisciplinary teams
because many different disciplines can come together to develop and provide services
that meet the individual needs of each student with a disability” (Smith & Tyler, 2014,
pg 92).
Timelines: “Under 34 CFR §300.301(c)(1), an initial evaluation must be conducted within 60
days of receiving parental consent for the evaluation or, if the State establishes a timeframe
within which the evaluation must be conducted, within that timeframe. The IDEA 60-day
timeline applies only to the initial evaluation. Public agencies are not required to make the
eligibility determination, obtain parental consent for the initial provision of special education
and related services, conduct the initial meeting of the IEP Team to develop the child’s IEP, or
initially provide special education and related services to a child with a disability during the
IDEA 60-day initial evaluation timeline”
(http://idea.ed.gov/explore/view/p/,root,dynamic,QaCorner,3,)
After parental consent: 60 timeframe
IEP: once every year
MET evaluation: every 3 years
Seven Steps of the IEP Process
ESE 254:
M1A2
Rachel Jacob
5: IEP
Development
“For students who have a disability that requires special
services, the multidisciplinary team and parents develop an
individualized education plan. They determine the
resources needed for the student to access the general
education curriculum, list the goals for student and
teachers to achieve, and outline the services and supports
needed by the student” (Smith & Tyler, 2014, pg 83).
Parental Rights and Safeguards: “The Individuals with Disabilities Education Act
(IDEA), the Federal law concerning the education of students with disabilities,
requires schools to provide parents of a child with a disability with a notice
containing a full explanation of the procedural safeguards available under the IDEA
and U.S. Department of Education regulations. A copy of this notice must be given to
parents only one time a school year, except that a copy must be given to the parents:
(1) upon initial referral or parent request for evaluation; (2) upon receipt of the first
State complaint under 34 CFR §§300.151 through 300.153 and upon receipt of the
first due process complaint under §300.507 in a school year; (3) when a decision is
made to take a disciplinary action that constitutes a change of placement; and (4)
upon parent request. [34 CFR §300.504(a)]” (http://www.azed.gov/specialeducation/files/2011/09/procedural-safeguards-07-2013.pdf)
6:
IEP
Implementation
“The IEP details what comprises an appropriate education,
maximum participation in the general education
curriculum, supported by the accommodations both for
instruction and for assessment, and provision of related
services that support the student’s education program”
(Smith & Tyler, 2014, pg 83).
7:
Evaluation and
Reviews
“In most states, students’ IEPs are reviewed annually to
ensure that students are meeting their goals and making
educational progress; in some states they are reviewed
every three years. Some students may no longer need or
qualify for special education services; others may need a
new IEP and different services; and for some students, the
IEP is updated and revised” (Smith & Tyler, 2014, pg 83).
Entitlement to a Free and Appropriate Public Education: “Free and appropriate
public education (FAPE) and least restrictive environment (LRE) allow students with
disabilities the most access to the general education curriculum and the least amount
of segregation possible [without cost to the family]” (Smith & Tyler, 2014, pg 84, italics
from glossary) “FAPE is individually determined because what is appropriate for one
student with a disability might not be appropriate for another” (Smith & Tyler, 2014,
pg 16).
Transition plans: “(A) is designed to be a results-oriented process, that is focused
on improving the academic and functional achievement of the child with a
disability to facilitate the child's movement from school to post-school activities,
including post-secondary education, vocational education, integrated employment
(including supported employment), continuing and adult education, adult services,
independent living, or community participation;
(B) is based on the individual child’s needs, taking into account the child's strengths,
preferences, and interests;
(C) includes instruction, related services, community experiences, the development of
employment and other post-school adult living objectives, and, when appropriate,
acquisition of daily living skills and functional vocational evaluation”
(http://www.wrightslaw.com/info/trans.index.htm).
“”The more that is known about the receiving settings and about the student’s levels
of competence to deal with these settings, the more likely a seamless transition can be
achieved…Student involvement in the transition-planning process is not only highly
desirable but also required by law” (Vaughn & Bos, 2015, pg 14)