Thrive – September 2017 Issue

The IEP Process: Step by Step

IEP stands for “Individualized Education Plan”. This plan is a document that is developed for each public school child who needs special education. The process for developing the plan can be a long road for parent, child and education provider but it doesn’t always have to be difficult.Our newsletter this month is dedicated to the IEP process and the steps generally involved in that process. We hope that this guideline helps to clarify any questions or apprehensions you may have regarding this process.
 
Step One: Pre-Referral
The IEP process is initiated through a series of pre-referral interventions. The interventions implemented vary depending on the kind of problem the student is exhibiting.

• Document and explain students’ difficulties and challenges
• Test the effectiveness of classroom accommodations and modifications
• Assess the power of various instructional interventions
• Monitor students’ progress

Step Two: Referral

If pre-referral interventions are unsuccessful, an individual is referred for special education services. Referrals can come from many different sources. In these cases, referrals can come from parents, a social service agency, public health nurses, day care professionals, or a doctor.

Typically, the referral process begins sooner for children with severe disabilities, because their disabilities are obvious at birth or during infancy. As children grow older, other signs often trigger referrals. For example, a toddler who is not walking by age two and a preschooler not talking by age three are both candidates for early referrals. As children get older, reasons for referrals change as well. Students whose academic performance is significantly behind that of their classmates or who continually misbehave and disrupt the learning environment often draw the attention of their teachers.

Step Three: Identification

Assessment is one foundation of the planning process. The purpose of this step in the IEP process is to determine whether a youngster has a disability, whether special education is required, and what types of services are needed.

Step Four: Eligibility

The information from the assessment step is used to identify students who actually have a disability and qualify for special education services.

Step Five: Development of the IEP

After thorough completion of the pre-referral, referral, evaluation, and eligibility steps of the IEP process, it is time to develop the actual individualized program plan—an individualized family service plan (IFSP) for infants and toddlers or an IEP for preschoolers and schoolchildren and a transition component of the IEP for those students with disabilities who are 16 years or older.

For those students who qualify for special education, the next step requires that parents and the IEP Team make decisions about appropriate education, services, and placement. The assessment results are used to help make these decisions.

Step Six: Implementation of the IEP

Once the IEP is developed, the student’s services and individualized program begin

Step Seven: Evaluation and Review

The purpose of such measurements of progress is to guide instruction and be sure those interventions scheduled are effective.

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