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Child Find
IDEA requires all states to locate, identify, and refer children aged birth to 21 for evaluation who are in need of early intervention or special education services. An example of child find would be when the local school district holds annual early childhood screenings. -
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Testing for evaluation
Testing for evaluation must occur within 45 days after the school has received written consent for evaluations. -
Disposition of Referral
When a parent, teacher or other person suspects a child may have a disability and need special education, he/she may make a referral to the school or LEA (local education agency. Within 15 calendar days after receiving the referral, the school must schedule an IEP Team meeting, which includes the parents. This meeting is called the disposition of referral meeting. At this meeting the IEP Team determines whether the child’s needs can be met through regular education services (including the use -
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Schedule an IEP Meeting
Within 15 calendar days of receiving the referral the school must schedule an IEP meeting. -
Evaluation of child
Written parental consent is needed before the school can evaluate the child. After the school district receives written parental consent, the child is given a full and individualized evaluation that will provide information the IEP Team can use to determine if the child is eligible for special education, as well as to identify the child’s educational needs. Testing must completed within 45 calendar days after the school has received written parental consent for the evaluations. -
Evaluation Meeting w/ elgibility determination
Once the team of educators decides that a student is eligibile for special education services, the team must then determine the student's specific individual needs. -
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Development of the IEP
Within 30 days after the child is found eligible for special education, the IEP Team meets to develop an Individualized Educational Program (IEP) for the child. IEP team consists of: Parent or guardian, a special education teacher, general education teacher, LEA, a person who can interpret assessment results, and the child if appropriate, as well as any other discretionary participants such as service providers, etc... -
The IEP
If the student is eligible under IDEA, an IEP team is formed to plan the student's acadmic and functional program based on information derived from the assessment data. The IEP, which is a written document that serves as a blueprint for a student's educational program, constitutes a student's FAPE. All areas of need identified in the assessment must be included in the present levels of performance. Then all need statements in the present levels of performance lead to a goal, a service, or both. -
Placement
After the IEP has been signed (approved) by the parent and the school district, IEP Team meets to determine the least restrictive environment in which the child can receive the special education and related services described in his/her IEP. When making a placement decision, it is important that IEP teams should only consider placement after the IEP has been developed and LRE has been determined. -
Progress Monitoring
The child begins receiving services as soon as possible after the parents and school district consent in writing to the IEP and placement. Then the child’s parents, educators and others involved with the child’s special education program monitor the child’s progress on an ongoing basis to ensure his/her educational needs are met. The IEP Team will meet at least once each year to review and revise the IEP or more frequently if any member of the IEP Team has concerns about the child’s progress.
