7 Steps of the IEP Process

Step 1: Before Prereferral

The regular classroom teacher using a transition checklist or other methods informally evaluates the students. All students should be present while this evaluation is taking place so the teacher can determine, for instance,  the pace of the class. Transition checklists can be modified to the teacher’s personal taste.

Teachers should also evaluate their teaching methods, structure, social, behavioral management and environment of the classroom, so that it is appropriate for all the students and particularly for those at risk.

Step 2: Prereferral

If the student/s continue having problems/dilemmas with the curriculum and all areas have been thoroughly assessed, the regular classroom teacher will ask the school Prereferral Support Team for assistance/guidance. The Prereferral Support Team may include other regular classroom teachers of the same grade or various grades, the school principal, special education teachers, school counselors, or members of the school curriculum team. Prereferral interventions are created to provide suggestions to the regular classroom teacher. It is suggested that the regular classroom teacher attempt a wide variety/eclectic blend of instructional interventions and document changes in the student/s behavior or learning that occurs as a result of the changes.  After a “Multiple” of educational interventions have been completed and the student/s remain struggling educationally the regular classroom teacher might consult with the multidisciplinary team for advice.  From here the student/s may be referred for a comprehensive educational assessment. This process begins with completion of a formal referral form and notification of the student/s parent/s.

Step 3: Referral

At this time the “regular classroom teacher” is the guardian of all the documentation needed for a formal referral, and it is suggested that they be written in objective format, applying specific academic or behavioral concerns. Also, if there are positive changes in the student/s, the regular classroom teacher has the documentation at hand. Naturally “ALL” concerns should be backed up with supporting evidence. It is

during the prereferral and referral periods, that the parents begin to get involved in the process.  IDEA specifically includes parents at many/all levels of the referral/assessment/placement process.  Parental permission for comprehensive evaluation must be obtained before the administration of any tests used to determine eligibility. The federal regulations refers to this as “Informed Consent” which means that the parents must be informed regarding tests being implemented and what is being measured.  Parental participation is “Welcomed” and suggested from the federal, state and local levels. Federal regulations also provide for parental participation during the formulation of the IEP, in which a special education teacher and regular classroom teacher, along with other relevant personnel, work with the parents during the writing of the IEP. The Support Team consists of many of the same professionals as the “Prereferral Support Team.” The child/s history is thoroughly discussed and considered.  At this time alternatives might be suggested before submitting the case to the “IEP Team.”  If all strategies are exhausted, this is the time under the guidelines of IDEA that the parents are consulted for permission to evaluate and the process begins.

Step 4: Formal Assessment

The “regular classroom teacher’s” immediate concerns should be making beneficial educational decisions and interventions that are going to work for the student/s.  Norm-referenced tests of intelligence and academic achievement, assessments of social or behavioral development, behavior rating scales, parent surveys or assessments, interest inventories, etc. are often used at this time. Federal regulations require that the parents must grant informed consent before the assessment process begins. The “Parents” must be informed of their rights and the procedural safeguards at the beginning and reinformed at each meeting or change in program or placement, and it must be in their native language or mode of communication. Under IDEA there is a stipulation that the comprehensive evaluation must include assessment of all areas of suspected disability. The assessment must include a professional team comprised of teachers, school psychologist(s), service providers, etc., each of whom has specifically relevant areas of expertise.  Explanations of each assessment and assessment instrument must be available to the parents.

 So referral to placement includes all of the following:

·    Formal assessment

·    Identification

·    Assessment Instruments (tests administered by school psychologist, intelligence testing,

     perceptual-motor testing, projected and personality testing, tests administered by educational specialists

     and spec. ed. teachers, achievement and academic diagnostic testing, and assessment of      

     communications

·    Use of test data

The regular classroom teacher should keep a positive focus by designing objectives to keep the student/s

in the mainstream when possible.

Step 5: Eligibility

It is required that this be an IEP Team decision, and that the team members not reach a decision before the meeting.  It is legal and appropriate however to draft a copy of the child’s IEP in order to facilitate the development of the actual IEP with the parents, student when appropriate, and other team members.  The IEP Team is the team responsible for reviewing the case, studying evaluation/reevaluation results, determining a disability, identifying adverse effects, identifying educational needs, and determining eligibility for special education.

Step 6: IEP Development

The IEP Team and the parents at this time begin the discussions regarding the type of and place/s where services are needed. The important elements are the number of special education and/or related services to be provided in the LRE, a description of the student’s present level of performance, and a statement of goals and benchmark objectives that may be decided at the eligibility meeting. The goals and objectives are written after the determination of eligibility and placement and are individualized for each student.  The educational goals must include long-range planning with a focus on transition services: that is planning for the student’s future after public education.  Additionally, the plan should address any behavioral issues, accommodations or modifications, transportation issues and anything else relevant to the success of the child in progressing in the regular education curriculum.

·    Teachers and parents should discuss long-term goals (for students entering MS or HS a counselor

     might want to attend)

·    Special education teacher and/or another team member will write the annual education goals

·    Teacher or special education teacher write short-term objectives

·    Regular classroom teacher must determine the criterion to use in measuring student mastery of an

     objective

Step 7: Ongoing Evaluations

At least every three years special education students must be reevaluated. Teachers or parents may request a program adjustment in between this time. The regular classroom teacher and/or special education teachers should monitor student progress through ongoing evaluation. The regular classroom teacher can implement some of these informal assessment measures:

·    Classroom observations

·    Teacher made tests

·    Curriculum-based assessment

·    Criterion-referenced assessment

·    Work samples

·    Student self reports or interviews

·    Homework assignments

·    Daily work to monitor student progress

Through monitoring, the regular classroom teacher will ensure the reaching of short-term objectives.  The student’s strengths should be used in planning daily activities. The “sharing” of information between all parties involved is critical for successful planning, instruction, and evaluation of students with special needs.