The IEP Process

How the Process Begins

The IEP process typically begins when concerns arise about a student’s performance at school. A parent may request an evaluation in writing, or the school may propose one. Before testing can begin, the school must obtain parent consent. Evaluations are conducted to determine whether a student has a disability that affects educational performance and whether specialized instruction will help.

Evaluation and Eligibility

Evaluations are conducted by a team of qualified professionals and may include academic testing, observations, and cognitive assessments. The purpose is to gather information about how the student is performing and whether a disability is present.

After the evaluation is completed, the IEP team, including the parent, meets to review the results. To qualify for special education, two conditions must be met: the student must have a disability recognized under federal law, and the disability requires specialized instruction. If both are true, the student is eligible for an IEP.

If a student does not qualify, the team may consider other supports within general education, such as reading interventions or a 504 Plan.

The IEP Meeting

The IEP meeting is held after a student is found eligible for special education. The meeting includes the parent, a general education teacher, a special education teacher, and an administrator. Other individuals may attend if they have knowledge or expertise regarding the student.

During the meeting, the team reviews the student’s current level of performance, identifies strengths and areas of need, and develops measurable annual goals. The team then determines the services, accommodations, and placement necessary to support the student’s progress.

Parents are equal members of the IEP team and participate in all decisions regarding their child’s educational plan.

Implementation of Services

Once the IEP is finalized and parent consent is provided, services begin. The school is legally required to implement the IEP as written.

Teachers and service providers are responsible for delivering the services and accommodations outlined in the plan. Progress toward the student’s annual goals must be monitored and reported to parents on a regular basis.

If a parent feels services are not being honored, they can request a meeting to review the plan and clarify next steps.

Annual Review and Reevaluation

The IEP is reviewed once a year to ensure it continues to meet the student’s needs. During the annual review, the team examines progress toward goals and makes any necessary adjustments to services, accommodations, or placement.

A reevaluation must occur at least once every three years unless the parent and school agree it is unnecessary. The purpose of the reevaluation is to determine whether the student continues to qualify for special education and whether the current supports remain appropriate.

The IEP process is ongoing and may be revisited at any time.

Notetaking

IEP meetings cover a large amount of information. Evaluations, goals, services, and accommodations are often discussed in rapid succession. Because of this, some parents bring a notebook to record key details during the meeting. Writing things down can help parents stay engaged and makes it easier to review the discussion afterward.

To make this easier, I created Your Child’s IEP Record Book, a structured notebook designed specifically for IEP meetings.

Next: IEP Goals and Accommodations →