The IEP process is a structured series of steps that schools and parents follow to develop, implement, and review an Individualized Education Program (IEP) for students with disabilities.
It is more than just a set of guidelines; it is a legal requirement under the Individuals with Disabilities Education Act (IDEA) which ensures that children with disabilities receive the education and support they need in the least restrictive environment.
The process is designed to be collaborative, with educators, specialists, and parents working together to create a tailored educational plan that meets each student’s unique needs.
Schools are responsible for ensuring that special needs students have access to the same educational opportunities as their peers, with appropriate accommodations and modifications to support their learning and development.
The ultimate goal is to provide a personalized educational experience that promotes the student's academic and social success.
The 9 Steps in the IEP Process in Special Education are as follows:
#1 Pre-referral
When a teacher or parent notices that a student is struggling in school and might have a learning or behavioral issue, they initiate the pre-referral process.
The goal at this stage is to implement interventions and support strategies within the general education setting before formally referring the student for special education services.
For example, if a student is consistently falling behind in reading, the teacher might adjust their instructional approach, provide additional tutoring, or implement behavior management strategies.
If these interventions do not lead to significant improvement, the next step in the IEP process is a formal referral for special education evaluation.
#2 Referral
If the pre-referral interventions do not sufficiently address the student's needs, the next step is to formally refer the student for a special education evaluation.
For instance, if a student continues to struggle with reading comprehension despite targeted interventions, the teacher might submit a formal request to assess the student’s educational needs to determine eligibility for special education services.
Once the referral is made, the school must obtain parental consent before proceeding with the evaluation.
#3 Evaluation
The IEP team collaborates to conduct the evaluation, with each member bringing their expertise to assess different aspects of the student’s abilities and needs.
For example, if a student is having trouble with math, the evaluation team might test their math skills, observe how they work on math problems in class, and check their problem-solving abilities.
#4 Eligibility Determination
After reviewing the evaluation results, the team of professionals, along with the child's parents, meets to determine if the student qualifies for special education services.
They assess whether the student has a disability as defined by IDEA and if that disability impacts the child’s ability to learn and function in a general education setting.
If the evaluation reveals that a student has a learning disability affecting their reading comprehension, the team will discuss whether this disability significantly hinders the student’s progress in a standard classroom environment.
If the student is deemed eligible, the process moves forward to developing the IEP.
#5 IEP Development
If the student is found eligible, the IEP team, including parents, teachers, and other specialists, develops an Individualized Education Program.
The IEP outlines the student's current level of performance, sets specific measurable goals, details the special education services and supports the child will receive, and explains how progress will be monitored.
The IEP must be tailored to meet the unique needs of the student and should include accommodations, and any necessary related services.
If a student has difficulty with written expression, the IEP might include goals for improving writing skills, providing accommodations such as extra time on assignments, and offering specialized instruction or assistive technology to support the student's progress.
#6 IEP Meeting
The IEP meeting is a collaborative process where the IEP team, including parents, reviews and adjusts the draft IEP.
Parents play an important role here; they can provide input, ask questions, and address concerns to make sure the plan meets their child’s needs.
Parents should also be informed whenever the school makes changes to the IEP.
The IEP meeting should also be student-centered, with the student involved in the discussion whenever possible. It Helps them master self-advocacy and take an active role in shaping their education.
For example, if a student feels overwhelmed during lessons, they might suggest incorporating more frequent movement breaks or adding a calming workspace into the IEP; this can help them manage their stress and stay focused.
After the team agrees on the final plan, the school must obtain the parents’ consent before implementing it.
#7 IEP Implementation
Once the IEP is finalized, the school is responsible for implementing the plan. This includes providing the related and extended school year (ESY) services, accommodations, and supports outlined in the IEP.
Teachers, support staff, and other professionals work together to ensure that the student receives the appropriate interventions as specified in the IEP.
This includes understanding the role that trials play in achieving IEP goals; they are important for assessing progress and adjusting strategies.
Special ed teachers need to ask the right questions before writing IEP goals to ensure they are realistic, measurable, and aligned with the support provided.
#8 Monitoring Progress
Regular progress monitoring is non-negotiable in the IEP process. The IEP outlines how the school will measure the student’s progress toward their goals and how they will keep parents informed.
For example, if a student has a goal to improve reading fluency, the teacher might conduct weekly reading assessments and use an IEP software like AbleSpace to track progress.
The teacher then shares these results with the parents through progress reports or meetings.
If the student isn’t making the expected progress, the IEP team might meet to discuss adjustments, such as increasing the frequency of reading support or trying different instructional strategies.
#9 IEP Review and Reevaluation
The IEP team reviews the plan annually to ensure it meets the student’s needs.
During this review, they assess the student’s progress, update goals, and adjust services as necessary. Every three years, the student undergoes a reevaluation to determine if they still qualify for special education services or if their needs have changed.
