The IEP Process
As a part of Individuals with Disabilities Education Act, schools must develop an Individualized Educational Program (IEP) for students with disabilities. According to Smith (2016) the most critical part of providing special education services to students with disabilities is outlined in the assessment and IEP process (p. 101). In order to properly develop an IEP for students, schools must follow several distinct steps in the special education process.
The main steps in the IEP process include: |
Referral
In the first stage of the IEP process the student is identified as possibly needing special education services. Before a formal referral is made, many schools use a pre-referral intervention team to identify various interventions that can be used support the student’s success. Once either the parent or teacher has reason to believe a student may need special education services, they can begin the referral process. According to Smith (2016), a referral is calling attention to the fact that a student may be eligible for special education services (p. 105). Once there has been a formal referral, the school arranges for a referral committee to meet and review the referral. Parents must be invited to the referral conference to participate in the discussion taking place (Smith, 2016). If the referral team determines that the student is likely to be eligible for special education they can make the decision to conduct a comprehensive evaluation of the child.
Evaluation
Once the referral team has concluded that the student is likely to be eligible for special education services they move forward with the evaluation process. A comprehensive evaluation is conducted to determine what area(s) the student has disabilities in. The evaluation must assess the child in all areas related to the child's suspected disability. The evaluation results will be used to decide the child's eligibility for special education and related services and to make decisions about an appropriate educational program for the child. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE (US Department of Education, 2007).
Eligibility decision
After the evaluation has been conducted, an IEP team is formed to determine the eligibility of the services. The IEP team generally includes: the parents of the child, a general education teacher, a special education teacher, and a representative of the local educational agency who is qualified to supervise special education. The IEP team looks at the child's evaluation results to decide if the child is a "child with a disability," as defined by IDEA. Parents may ask for a hearing to challenge the eligibility decision (US Department of Education, 2007). If the student is eligible for special education and related services the IEP team must write an IEP within 30 calendar days after the eligibility decision.
IEP development and implementation
Once the IEP team has determined the current functioning level of the student, it must develop annual goals and objectives and determine what services are necessary to help the student achieve them (Smith, 2016, p. 114). The first step in the development and the implementation of the IEP is scheduling an IEP meeting.
According to the US Department of Education (2007), the school must follow these steps before holding the IEP meeting:
After the school has followed each of these steps, the IEP meeting is held and the IEP is written. The IEP team convenes to talk about the child's needs and write the student's IEP. Parents and the student (when appropriate) are also a part of the team. Before the school may provide special education and related services to the child for the first time, the parents must give consent. Once the parents give consent, the child begins to receive services as soon as possible after the meeting (US Department of Education, 2007). If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available (US Department of Education, 2007).
Services Provided
Once the IEP team has agreed on the services and supports to be provided, the school makes sure that the child's IEP is being implemented as it was written. The school must also continually measure the progress of the student towards his/her goals and review the IEP at least once per year. Parents, as team members, must be invited to attend these meetings and are given the opportunity to provide input on any modifications being made.
According to the US Department of Education (2007), the school must follow these steps before holding the IEP meeting:
- Contact the participants, including the parents;
- Notify parents early enough to make sure they have an opportunity to attend;
- Schedule the meeting at a time and place agreeable to parents and the school;
- Tell the parents the purpose, time, and location of the meeting;
- Tell the parents who will be attending; and
- Tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.
After the school has followed each of these steps, the IEP meeting is held and the IEP is written. The IEP team convenes to talk about the child's needs and write the student's IEP. Parents and the student (when appropriate) are also a part of the team. Before the school may provide special education and related services to the child for the first time, the parents must give consent. Once the parents give consent, the child begins to receive services as soon as possible after the meeting (US Department of Education, 2007). If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available (US Department of Education, 2007).
Services Provided
Once the IEP team has agreed on the services and supports to be provided, the school makes sure that the child's IEP is being implemented as it was written. The school must also continually measure the progress of the student towards his/her goals and review the IEP at least once per year. Parents, as team members, must be invited to attend these meetings and are given the opportunity to provide input on any modifications being made.
re-evaluation
The final step of the IEP process involves the re-evaluation of the student. According to the US Department of Education (2007), the re-evaluation should occur at least every three years. The purpose of the re-evaluation is to find out if the child continues to be a "child with a disability," as defined by IDEA, and what the child's educational needs are (US Department of Education, 2007). The re-evaluation will also provide information that will assist the IEP team in determining whether any changes need to be made to the student’s educational program (Smith, 2016, p. 120). Depending on the information gathered from the re-evaluation, schools will either continue services, modify services, or eliminate services.
The role of the principal during the IEP process
Since principals and site administrators are responsible for providing safety and equity for students with disabilities, it is essential that they are knowledgeable about special education laws and policies that pertain to the IEP process. Although most of the time it is the parents or the student’s teacher who recommend the IEP referral, it is critical that the school’s principal be familiar with this process to ensure the proper steps are being taken. Principals should have a thorough understanding of the referral process to ensure that is it being conducted properly and that their teachers understand the process taking place.
In addition to ensuring all parts of the IEP process are in compliance with special education laws and standards, Principals must also ensure that all parts of the IEP process are non-discriminatory and provide equity to the student being considered (Smith, 2016). Principals will need to regularly support teachers and other staff members when implementing various instructional models. They will also need to ensure that teachers have ample time to collaborate and work together to develop and implement instructional strategies for students (Smith, 2016).
In addition to ensuring all parts of the IEP process are in compliance with special education laws and standards, Principals must also ensure that all parts of the IEP process are non-discriminatory and provide equity to the student being considered (Smith, 2016). Principals will need to regularly support teachers and other staff members when implementing various instructional models. They will also need to ensure that teachers have ample time to collaborate and work together to develop and implement instructional strategies for students (Smith, 2016).
additional resources
https://www.cde.ca.gov/sp/se/sr/iepresources.asp
https://www.understood.org/en/school-learning/special-services/ieps/understanding-individualized-education-programs
https://www2.ed.gov/parents/needs/speced/iepguide/index.html
https://specialedresource.com/resource-center/7-steps-iep-process
http://www.scholastic.com/parents/resources/article/gifted-special-needs/step-step-guide-to-iep-process
http://www.disabilityrightsca.org/pubs/504001Ch04.pdf
https://www.understood.org/en/school-learning/special-services/ieps/understanding-individualized-education-programs
https://www2.ed.gov/parents/needs/speced/iepguide/index.html
https://specialedresource.com/resource-center/7-steps-iep-process
http://www.scholastic.com/parents/resources/article/gifted-special-needs/step-step-guide-to-iep-process
http://www.disabilityrightsca.org/pubs/504001Ch04.pdf
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references
Guide to the Individualized Education Program (2007, March 23). US Department of Education. Retrieved February 06, 2018, from https://www2.ed.gov/parents/needs/speced/iepguide/index.html#process
Smith, T. E. (2016). Serving students with special needs: a practical guide for administrators. New York: Routledge.
Smith, T. E. (2016). Serving students with special needs: a practical guide for administrators. New York: Routledge.