IEP stands for Individualized Education Program or Individualized Education Plan. It is a legal document that lays out the specialized instruction, supports, and services a student with a disability needs to thrive in the least restrictive environment. In this blog post, I explain the IEP process in detail.
1. Referral
The IEP process kicks off with a referral for a special education evaluation, which the school district or the family can initiate. This formal evaluation aims to determine whether the student has a disability that impacts their educational performance and, therefore, necessitates special education services. The evaluation process cannot begin unless the student’s family gives written, informed consent.
2. Initial Evaluation and Eligibility Determination
The next step in the IEP process is evaluation. Once the school district receives parent consent, it has up to 60 days (depending on state guidelines) to conduct an initial comprehensive, individualized assessment of the student. A team of professionals from the school district completes this assessment. The team typically comprises a special education teacher and other related services specialists relevant to your student’s needs, such as a speech and language pathologist, an occupational therapist, and a school nurse.
Based on the evaluation results, the team determines whether the student’s disability affects their academic and/or functional performance to such an extent that they require special education services. If so, the student is considered eligible for special education services.
3. Initial IEP Development
If a student is deemed eligible for special education services, the IEP team will develop an IEP. An IEP team typically includes the professionals who evaluated the student and the parents. It is important to note that the parents are an integral part of the IEP team and should play an active role in its development.
An initial IEP must include the following components:
- The student’s present level of academic and functional performance, as identified in the evaluation
- Measurable and reasonable annual goals to address the student’s area(s) of needs
- Related services and classroom support that the student will receive to support the goals and make meaningful gains in their educational setting
- Statement of how the child will participate in standardized tests
- Statement of how and when the student’s progress will be monitored and communicated to their parents
- Statement of transition (beginning at age 14)
4. IEP Implementation
Following the development of the initial IEP, parents can review and consent to its contents. Once the parents consent, education professionals will begin providing special education services and classroom support to the student as outlined in the IEP. During the IEP implementation period, the education team will collect data for the annual goals and monitor student progress toward meaningful gains in their educational setting. Parents can expect periodic communication about student progress based on the method and timeline outlined in the IEP.
5. Annual Review
The IEP team must review an IEP every 12 months. This will happen in an annual review IEP meeting. In this meeting, the team reviews the student’s current levels of performance, annual goal progress, needs and supports, and placement. At the end of an annual review IEP meeting, the team leaves with an updated version of the IEP. Typically, the student will not undergo another comprehensive, individualized assessment for an annual review IEP.
6. Reevaluation
A student with an IEP must be reevaluated every three years to determine if they continue to be eligible for special education services. A reevaluation means another comprehensive, individualized evaluation. Based on the evaluation results, the team determines, again, whether the student’s disability currently affects their academic and/or functional performance to such an extent that they require special education services. If so, the student continues to be eligible for special education services, and an updated IEP will be developed. Otherwise, the student will be exited from special education.
Being exited from special education does not mean the student has to lose all support from the school. A student with a disability may qualify for a 504 plan to ensure equitable access to their general education learning environment. You can learn more about the differences between an IEP and a 504 plan here.
