The IEP Process

This process begins with a referral stating that it is believed the student has a disability and the reasons this assumption is being made. Referrals can be made to determine eligibility for either Special Education or Section 504. (If the student has a disability requiring accommodations that can be met in the general education setting, typically a Section 504 referral is made).

Students who are suspected to have a disability requiring special education must be evaluated by an IEP Team to determine if they have a disability and if they are eligible to receive special education services. Students are eligible to receive services starting from age 3 through the end of the school year that they turn 21.

Evaluation is an essential first step in the special education process for a child with a disability. Before a child can receive special education and related services for the first time, a full and individual initial evaluation must be conducted to see if the child has a disability and is eligible for special education. Parents will first sign-off with their approval for the evaluation to be conducted. The evaluation process is then guided by requirements in the Federal Individuals with Disabilities Education Act (IDEA) and state eligibility criteria.

Evaluations occur no less than every three years. One intention is to reexamine the student's disability areas to ensure we are identifying disabilities accurately and providing services accordingly. Every evaluation is a comprehensive evaluation, so if a new disability area is being considered, the existing disability areas must also be addressed.

The Individual Education Plan (IEP) documents how the student will be served in special education. The IEP is designed annually by an IEP team, yet can be adjusted at any point during the school year via the review/revise process. An IEP is designed to explain how the student's disability affects his or her learning, state the student's present level of academic and functional performance, identify annual goals for improving the present level of performance, and describe the services that the student needs in order to achieve the stated goals.  Language support and interpretation is available for families whose native language is other than English. See a guide to the contents of an IEP from the Center for Parent Information and Resources (available in English and Spanish).