1. Child Find
The state must identify, locate and evaluate
all children with disabilities in the state who need special education and
related services. To do so, states conduct “Child Find” activities. A child may
be identified by “Child Find” and parents may be asked if the “Child Find”
system can evaluate their child. Parents can also call the “Child Find” system
and ask that their child be evaluated or referral or request for evaluation. A
school professional may ask that a child be evaluated to see if he or she has a
disability. Parents may also contact the child’s teacher or other school professional
to ask that their child be evaluated. This request may be verbal or in writing.
Parental consent in needed before the child may be evaluated. Evaluation needs
to be completed within a reasonable time after the parent gives consent.
2. Child is Evaluated
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.
3. Eligibility is Decided
A group of qualified professionals and the
parents look at the child’s evaluation results. Together, they 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.
4. Child is Found Eligible for Services
If the child is found to be a “child with a
disability” as defined by IDEA, he or she is eligible for special education and
related services. Within 30 days after a child is determined eligible, the IEP
team must meet to write an IEP for the child.
5. IEP Meeting is Scheduled
The school system schedules and conducts
the IEP meeting. School staff must;
·
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.
6. IEP Meeting is held and the IEP is Written
The IEP team gathers to talk about the
child’s needs and write the student’s IEP. Parents and the student (when
appropriate) are part of the team. If the child’s placement is decided by a
different group, the parents must be part of that group as well.
Before the school system may provide
special education and related services to the child for the first time, the
parents must give consent. The child begins to receive services as soon as
possible after the meeting.
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 thy still disagree, parents can ask
for mediation, or the school may offer mediation.
7. Services are Provided
The school makes sure that the child’s IEP
is being carried out as it was written. Parents are given a copy of the IEP.
Each of the child’s teachers and service providers has access to the IEP and
knows his or her specific responsibilities for carrying out the IEP. This
includes the accommodations, modifications and supports that must be provided
to the child in keeping with the IEP.
8. Progress is Measured and Reported to Parents
The child’s progress toward the annual
goals is measured as stated in the IEP. His or her parents are regularly
informed of the their child’s progress and whether that progress is enough for
the child to achieve the goals by the end of the year. These progress reports
must be given to parents at leas as often as parents are informed of their
non-disabled children’s progress.
9. IEP is Reviewed
The child’s IEP is reviewed by the IEP team
at least once a year or more often if the parents or school ask for a review.
If necessary the IEP is revised. Parents as team members must be invited to
attend these meetings. Parents can make suggestions for changes can agree or
disagree with the placement.
If parents do not agree with the IEP and
placement, they may discuss their concerns with other member of the IEP team
and try to work out an agreement. There are several options including
additional testing, an independent evaluation or asking for mediation (if
available) or a due process hearing.
10. Child is Re-Evaluated
At least every three years the child must
be reevaluated. This evaluation is often called a “triennial”. Its purpose 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. However, the child
must be reevaluated more often if conditions warrant or if the child’s parent
or teacher asks for a new evaluation.
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