# data[].attributes.headline
Process to Identify and Help a Student With difficulties

# data[].attributes.subject
Process to Identify and Help a Student With difficulties

# data[].attributes.body
As teachers, we may encounter a scenario where one or more students present academic or language difficulties. These difficulties may be due to multilingual students and students with learning differences. Before referring a student, there is a process called pre-referral. The pre-referral process itself can typically be divided into six distinct stages:

Stage 1: Initial concern regarding a student’s progress

Stage 2: Information gathering

Stage 3: Information sharing and team discussion

Stage 4: Discussion of possible strategies

Stage 5: Implementation and monitoring of strategies

Stage 6: Evaluation and decision making

(Iris Center, 2024)

# data[].attributes.attachment_link.readable_text
Perspectives & Resources

Objectives

By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will:

Understand the purpose of the pre-referral process

Recognize and be able to describe the six stages of the pre-referral process

Standards

This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.

CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.

Standard 1: Content and Pedagogical Knowledge

CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.

Standard 4: Assessment

Standard 7: Collaboration

InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.

Standard 10: Leadership and Collaboration

NCATE standards are intended to serve as professional guidelines for educators. They also overview the "organizational structures, policies, and procedures" necessary to support them.

Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

When you are ready, proceed to Page 1.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

# data[].attributes.attachment_link.description
By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will: Understand the purpose of the pre-referral process Recognize and be able to describe the six stages of the pre-referral process This IRIS Module aligns with the following licensure and program standards and topic areas.

# data[].attributes.body
The pre-referral process is most often initiated by a teacher’s formal concern. These kinds of initial concerns about a student are often precipitated by some of the following warning signs:

Falling grades

Difficulty comprehending text

Lack of motivation

Behavior problems (e.g., acting out in class)

Non-compliance with teacher requests

Social-emotional problems (e.g., lack of confidence, appears withdrawn)

Major life changes (e.g., parent’s divorce, death of a loved one)

Significant illness or accident (e.g., lengthy hospitalization)

(Iris Center, 2024)

# data[].attributes.attachment_link.readable_text
Page 4: Stage 1: Initial Concern

The first stage in the pre-referral process, initial concern, begins when someone-a teacher, parent, or member of the school staff-starts to have concerns about a student's academic or behavioral performance. This concern may be expressed either informally or formally; however, once the pre-referral process has been initiated in a given school, it should be managed consistently, regardless of the manner in which the original concern was communicated.

Informal and Formal Concerns

Concern expressed informally: A grandparent requests help from the school counselor because his granddaughter, whom he is the primary caregiver for, seems to be having trouble focusing on reading and completing her homework assignments. The counselor may then schedule a pre-referral team meeting.

Concern expressed formally: A teacher completes a school form to refer a student to the pre-referral team after that student exhibits problem behavior.

As might be expected, the pre-referral process is most often initiated by a teacher's formal concern. These kinds of initial concerns about a student are often precipitated by some of the following warning signs:

Falling grades

Difficulty comprehending text

Lack of motivation

Behavior problems (e.g., acting out in class)

Non-compliance with teacher requests

Social-emotional problems (e.g., lack of confidence, appears withdrawn)

Major life changes (e.g., parent's divorce, death of a loved one)

Significant illness or accident (e.g., lengthy hospitalization)

Activity

What About Walker?

Let's practice identifying these warning signs. Walker is a fifth-grade student. His teacher, Ms. Peters, has observed some changes in Walker since he returned from the winter break. One obvious change was a broken leg due to a mountain biking accident over the holidays. Walker was even hospitalized for three nights for observation due to a minor concussion. Before the holiday, Ms. Peters thought of Walker as a strong student who paid attention in class, was eager to please and helpful to his classmates, had a good attitude, and was cooperative. He had strong critical reading skills and comprehended materials easily. He consistently made good grades, mostly A's with an occasional B. Since returning from the break a month ago, however, Ms. Peters has observed Walker reading slowly, so slowly that it impedes his comprehension of the material in his textbooks. He does not recall what he has read and has been failing on weekly quizzes and chapter tests, even though he says he is trying. Ms. Peters feels like Walker is just not as motivated as he used to be. She further notes that she has to give him lots of reminders to begin and pay attention to a task or to complete his work. When she contacted Walker's parents to ask if they, too, had noticed any changes, they simply stated that Walker seemed to be moody and agitated about having to be on crutches and miss out on his extracurricular sports activities. They were not aware of any problems with his homework, but since he always works in his room with the door closed, they really weren't sure. Based on this information, do you think Walker is an appropriate candidate for the pre-referral team?

Pre-referral at Macy Middle School

Stage 1: Initial Concern

One of Jeremy's teachers, Mrs. Marks, is concerned with his lack of organization and inattentive behavior. She tells Mr. Young that he rarely turns in his assignments, doesn't seem to focus on independent work, and appears to have trouble simply paying attention. Mrs. Marks tries some strategies (e.g., moving his seat, providing daily reminders to put completed homework in the basket on her desk), but nothing seems to have worked. Mrs. Marks decides to bring her concern to the pre-referral team.

# data[].attributes.attachment_link.description
The first stage in the pre-referral process, initial concern, begins when someone-a teacher, parent, or member of the school staff-starts to have concerns about a student's academic or behavioral performance. This concern may be expressed either informally or formally; however, once the pre-referral process has been initiated in a given school, it should be managed consistently, regardless of the manner in which the original concern was communicated.

# data[].attributes.body
after the initial concern comes to the information-gathering stage. Information gathering can be accomplished in different ways. Below are several methods for collecting information:

Instructional methods, strategies, and materials have been tested or used previously.

The student's skill level.

The student's prior knowledge and experiences.

School and home expectations regarding behavior and academic performance.

Behavior management techniques in the classroom.

(Iris Center, 2024)

# data[].attributes.attachment_link.readable_text
Page 5: Stage 2: Information Gathering

Next in the pre-referral process is the information gathering stage. Information gathering can be accomplished in a number of ways and carried out by a variety of different personnel. For example, in some cases, the referring teacher might collect the information. In others, the school counselor or a member of the pre-referral team might assist in gathering information to present to the rest of the group. Regardless of who collects it, it is important to collect information about:

Instructional methods, strategies, and materials that have been previously tried or used

The student's skill level

The student's background knowledge and experiences

School and home expectations for behavior and academic performance

Classroom behavior management techniques

Informal assessments are an especially important tool for gathering these types of information. Such assessments can help the pre-referral team to understand the nature, extent, and severity of the student's difficulties. For example, if a student is having difficulty with math, the teacher can assess or estimate his or her ability level in various skills (e.g., math facts, computation, word problems). Besides informal assessments, teachers can use a variety of sources to collect information:

Family members

Other classroom teachers

Student portfolios or work samples

Classroom observations

Cumulative school records

Attendance records

Formal assessments

Pre-referral at Macy Middle School

Stage 2: Information Gathering

Notes from phone calls between Mrs. Marks and Jeremy's mom reveal that there has been concern at home about Jeremy's ability to pay attention and get his homework done. Mrs. Marks's notes from her conversations with Jeremy's other teachers indicate that they have seen similar warning signs in their classes-a substantial amount of work has never been turned in. In addition, the science teacher offers samples of Jeremy's incomplete homework assignments. Mrs. Marks has data from before and after the time that she moved Jeremy's seat closer to the front of the room and from when she began reminding her class to turn their homework in every day. In fact, the data show that Jeremy has turned in even less work after these changes. The lone exception was band class, where he seems really to excel.

# data[].attributes.attachment_link.title
IRIS | Page 5: Stage 2: Information Gathering

# data[].attributes.attachment_link.description
Next in the pre-referral process is the information gathering stage. Information gathering can be accomplished in a number of ways and carried out by a variety of different personnel. For example, in some cases, the referring teacher might collect the information.

# data[].attributes.headline
Stage 3: Information Sharing and Team Discussion

# data[].attributes.subject
Stage 3: Information Sharing and Team Discussion

# data[].attributes.body
The next step allows the teacher, parents, and school team to share information during pre-referral meetings and share their perspectives. During these meetings, specific forms are used to ensure the collection of appropriate information. Any forms used during this stage must include information about:

Particular concerns that prompted the referral

Student’s strengths, talents, and interests

Student’s skills compared to those of their classroom peers

Setting or situation in which the fears developed

Previously attempted strategies or interventions

The best times to observe the student to see the behavior of concern.

(Iris Center, 2024)

# data[].attributes.attachment_link.readable_text
Page 6: Stage 3: Information Sharing and Team Discussion

Once all of the relevant information has been collected, the next stage of the pre-referral process, information sharing and team discussion, can begin. In this stage, the team actually meets to begin its review of the information collected to date and to start discussing ideas and interventions-including type and intensity-that may help the student.

Typically, pre-referral teams are composed of a diverse set of individuals (e.g., general education teacher, school counselor, reading specialist) who have experience using and designing instructional techniques to address the needs of students. To establish a collegial atmosphere, team members share information in an effort to promote student success in general education classrooms. The number of people on the team varies depending on the needs of the student being referred; however, each person on the team should have a contributing role.

Keep in Mind

In order to ensure that pre-referral meetings run efficiently, it may be necessary for the team to assign additional roles to its members. These might include a facilitator, note-taker, timekeeper, or meeting coordinator.

Information sharing and team discussions during pre-referral meetings are structured so that all involved can share their perspectives. Many schools use specific forms during pre-referral meetings to ensure that all of the appropriate information has been gathered, reviewed, and discussed and that all of the steps in the pre-referral process are followed. Any forms used during this stage should include information about:

Specific concerns that prompted the referral

Student's strengths, talents, and interests

Student's skills compared to those of his or her classroom peers

Setting or situation in which the concern developed

Previously attempted strategies or interventions

Best times to observe the student to see the behavior of concern

Pre-referral at Macy Middle School

Stage 3: Information Sharing and Team Discussion

Mrs. Marks shares her major referral concerns about Jeremy (i.e., that he doesn't turn in his homework, that he doesn't focus on his independent work, and that he is frequently inattentive in class) with the team, and explains how these behaviors are interfering with his progress.

The team consists of Jeremy's mom, the school counselor, Mrs. Marks, and several of Jeremy's other teachers. At this point the team does not require the involvement of a school administrator or the school psychologist, though they may join the team later if the need arises. The group discusses Jeremy's strengths (e.g., he is compliant, loves music, and is a leader in band class) and reviews the data that Mrs. Marks has collected. They talk about whether there were other issues that might be interfering with Jeremy's performance, such as attendance or changes in his home environment. Reports from other teachers support Mrs. Marks's concern and further indicate that this problem is not isolated to her classroom. Once everyone has discussed the issues and agreed on the priorities, the team defines their top concern as:

Turning in homework on time. "On time" is defined as "on the day it was due"; at present Jeremy is only turning in 60% of his homework, and most of the time it is turned in late.

In addition to considering factors about the student, the team should reflect on any external issues that might be influencing the student's performance or behavior. For example, the team might try to ascertain whether or not the concern is due to:

Insufficient instruction and practice

A mismatch between the student's skill level and the classroom curriculum

Differences in background knowledge and experiences between the student and the dominant classroom culture

Differences in academic or behavior expectations between home and school

Inadequate classroom management techniques

For Your Information

The pre-referral team should always begin with a discussion of the student's strengths, including those indicated by the parents. In this way, the team will concentrate its attention on what the student can already do, what the student's interests are, what motivates the student, and what areas the student is already succeeding in. Taking a moment to first recognize the student's abilities is a way for the group to remain focused on potential solutions rather than concentrate exclusively on the student's problem.

# data[].attributes.attachment_link.title
IRIS | Page 6: Stage 3: Information Sharing and Team Discussion

# data[].attributes.attachment_link.description
Once all of the relevant information has been collected, the next stage of the pre-referral process, information sharing and team discussion, can begin. In this stage, the team actually meets to begin its review of the information collected to date and to start discussing ideas and interventions-including type and intensity-that may help the student.

# data[].attributes.headline
Stage 4: Discussion of Possible Strategies

# data[].attributes.subject
Stage 4: Discussion of Possible Strategies

# data[].attributes.body
After discussing the students' information and deciding their primary objectives, the team turns its attention to the fourth stage of the process, which is the discussion of possible strategies to implement in the classroom. We can implement interventions (small groups, teacher tables) or adaptations in the classroom. Such adaptations could involve recommendations for:

Changing seating positions, making the classroom more accessible

Increasing positive reinforcement, providing individual student contracts)

Providing additional instruction, presenting content in a different format, grouping students)

Assigning only the odd-numbered math problems instead of all of them)

(Iris Center, 2024)

# data[].attributes.attachment_link.readable_text
Page 7: Stage 4: Discussion of Possible Strategies

At their first meeting-and after they have discussed the information and decided on their primary goals-the team turn their attention to the fourth stage of the pre-referral process, discussion of possible strategies. During this part of the meeting, the members brainstorm strategies that they believe are most likely to meet the needs of the student. One or more strategies may be selected for each area of concern. For example, if the pre-referral team is meeting to discuss a concern about a student's difficulty in remaining seated during class work, they may generate ideas about how to implement self-regulation strategies.

Some schools might find it advantageous to have established procedures in place to guide the implementation of strategies. Research has shown that teachers implement practices better when they are both supported and monitored by school personnel (generally, administrators). Whatever intervention they end up selecting, the team must specify its duration. In many cases pre-referral interventions are implemented for a period of four to six weeks. However, duration might be influenced by the type, intensity, or frequency of the identified concern. For instance, the team might decide to convene sooner to review the plan for a student who is displaying severe and frequent disruptive behaviors.

Along with interventions, the pre-referral team may identify appropriate accommodations to address the specific needs of the student in the general education classroom. Such accommodations might entail recommendations for the:

Classroom environment (e.g., changing seating positions, making the classroom more accessible)

Classroom management system (e.g., increasing positive reinforcement, providing individual student contracts)

Instructional procedures (e.g., providing additional instruction, presenting content in a different format, grouping students)

Task demands (e.g., assigning only the odd-numbered math problems, instead of all of them)

Keep in Mind

As they consider a strategy, a team will find it helpful to consider the following questions:

How can we incorporate the student's strengths into the plan?

Why do we think this plan will improve the student's behavior or academic skills?

What are our goals and are they observable and measurable?

How will we determine whether the student has met the goals and what data collection procedures will we use to monitor the student's progress?

For how long will we implement the plan before the team meets again?

Does the teacher need any special training to implement the strategy?

How will we track the progress of the strategy and ensure that it is being implemented as specified?

How can we assist the teacher in implementing the strategy?

Pre-referral at Macy Middle School

Stage 4: Discussion Strategies

Once the team has determined the primary concerns regarding Jeremy, they are ready to discuss how to address these concerns.

What are his goals? Can we observe and measure them?

Goal: Jeremy will turn in homework on time (the day it is due) 80% of the time.

Team determined that teacher prompts may help here since it seems Jeremy's work is often done, just not turned in, so the following strategies will be used across all of Jeremy's classes:

Counselor makes sure that Jeremy has a planner to write all his homework assignments in one place; teachers check to make sure that homework is written daily in planner before Jeremy leaves each class period; parent signs at night that Jeremy has completed homework assignment.

Teachers write homework assignment on board and draw the classes' attention to the assignment with a verbal reminder for them to take a moment to write it down.

Teachers check Jeremy's planner and verbally prompt him to turn in his homework; teacher may give up to 2 prompts.

Teachers will track the homework assignments turned in on time (Counselor Young to develop and distribute a data sheet for monitoring).

Why do we think this strategy will work?

His mother states that Jeremy generally completes his homework, especially if it has been written down.

Teachers report that he simply gets distracted and seems to forget to turn it in on time.

Is any special training required?

No - Counselor Young will review the goals and the datasheets with Jeremy's teachers (Social Studies, English, Math, Spanish, n/a for band).

Who will carry out the plan and how can team assist?

All of Jeremy's classroom teachers will carry out the intervention. Mr. Young will serve as the primary contact person and will check in with the teachers periodically (at least 1x per week per class) to see how the intervention is going. The team will plan to meet again in 6 weeks to review Jeremy's progress. If anyone on the team or any of Jeremy's other teachers carrying out the intervention feel the need to meet sooner, Mr. Young will arrange an earlier meeting.

Schedule next meeting date

Team decided to let Mr. Young contact parents closer to the date to see what works best for their work schedules. Mom said she would like Jeremy's dad to attend as well, and she would have to check with him on scheduling.

# data[].attributes.attachment_link.title
IRIS | Page 7: Stage 4: Discussion of Possible Strategies

# data[].attributes.attachment_link.description
At their first meeting-and after they have discussed the information and decided on their primary goals-the team turn their attention to the fourth stage of the pre-referral process, discussion of possible strategies. During this part of the meeting, the members brainstorm strategies that they believe are most likely to meet the needs of the student.

# data[].attributes.headline
Stage 5: Implementation and Monitoring of Strategies

# data[].attributes.subject
Stage 5: Implementation and Monitoring of Strategies

# data[].attributes.body
During the implementation and monitoring of strategies stage, the plan is implemented and the student’s progress is monitored. Data is collected during this stage and will be used to help the team determine the effectiveness of the intervention. (Iris Center, 2024)

# data[].attributes.attachment_link.readable_text
Page 8: Stage 5: Implementation and Monitoring of Strategies

During the implementation and monitoring of strategies stage, the plan is implemented and the student's progress is monitored. Implementation and monitoring are often the responsibility of a classroom teacher, though others on the team may serve as support. Data is collected during this stage and will be used to help the team determine the effectiveness of the intervention. Many teachers have found that one relatively fast, easy, and effective means of monitoring academic progress is through the use of curriculum based measurement (CBM). For monitoring student behavior, the teacher can use checklists or a behavior recording sheet.
curriculum based measurement (CBM)
A type of progress monitoring conducted on a regular basis to assess student performance throughout an entire year's curriculum; teachers can use CBM to evaluate not only student progress but also the effectiveness of their instructional methods.
behavior recording sheet
Log sheet used to collect data on a student's observed behavior, especially its frequency, latency, or duration.

For more information on curriculum-based measurement, please visit the IRIS Modules:

For Your Information

Implementing an appropriate intervention and monitoring its effectiveness are critical components of the pre-referral process. Interventions must be implemented with fidelity- that is, the person designated to carry out the intervention should implement it as it was designed and intended to be used.

Pre-referral at Macy Middle School

Stage 5: Implementation and Monitoring

All the teachers write the homework assignments on the board, check the planner, and verbally remind Jeremy to turn in his assignments. Mr. Young, the person assigned by the team to monitor the intervention, checks in with the teachers at least once per week to make sure they are implementing the intervention and to monitor Jeremy's progress.

# data[].attributes.attachment_link.title
IRIS | Page 8: Stage 5: Implementation and Monitoring of Strategies

# data[].attributes.attachment_link.description
During the implementation and monitoring of strategies stage, the plan is implemented and the student's progress is monitored. Implementation and monitoring are often the responsibility of a classroom teacher, though others on the team may serve as support. Data is collected during this stage and will be used to help the team determine the effectiveness of the intervention.

# data[].attributes.body
During the final stage, the team will determine whether the strategies are showing some success and whether the student is demonstrating adequate progress. If the student has yet to make progress, the team will decide whether the plan should be modified or whether the student should be referred to special education. (Iris Center, 2024)

# data[].attributes.attachment_link.readable_text
Page 9: Stage 6: Evaluation and Decision Making

During the final stage, evaluation and decision making, the pre-referral team reconvenes to review the collected data and to determine whether the student has made progress. If yes, the team decides whether the teacher needs to continue the intervention. If no, the team determines whether the strategy should be continued or modified, whether a new strategy should be tried, or whether the student should be referred for special education. As they review the information and come to a decision about the student's progress, the team should consider several questions noted in the table below.

If the student is making adequate progress, ask: If the student is not making adequate progress, ask:

Can the intervention or accommodation be discontinued, or does the student require sustained intervention to succeed in the general education classroom?

Does the strategy need to be modified or continued, or are there any other strategies that we can try?

Is offering the student sustained supports a practical option for those carrying out the plan?

Should the team initiate the formal referral process for special education?

Regardless of the pre-referral stage, it is always important for the team to include the student's parent(s) or guardian(s) in the process. Though their consent is not required to hold these meetings, the team should encourage parents' participation and keep them informed and involved. The observations and perspectives of parents or guardians often offer valuable insights about a student and allow the team to gauge his or her progress across environments.

For Your Information

There are no constraints on the amount of time a student can spend in the pre-referral process. However, if during the evaluation and decision making stage the team suspects the presence of a disability, they must initiate the formal referral process for special education. This formal process, in turn, will determine whether the student qualifies for services under:

The Individuals with Disabilities Education Act of 2004-If a student has a disability that adversely affects his or her educational performance, that student is eligible for special education services under IDEA '04. In these circumstances, a special educator must be part of the team, and the procedural safeguards (e.g., parent rights) specified under IDEA '04 would take effect.

Rehabilitation Act of 1973-If a student has a disability that does not affect his or her educational performance, that student is not eligible for services under IDEA '04 but would be protected under Section 504 of the Rehabilitation Act of 1973. Section 504 protects these students from discrimination and ensures that they enjoy equal access to education, including appropriate accommodations.

Pre-referral at Macy Middle School

Stage 6: Evaluation and Decision-Making

The team determines that their strategies are showing some success and that Jeremy is demonstrating adequate progress. He now turns in his homework at least 80% of the time and as a result his grades have improved. Having considered these results, the team decides to:

Continue the intervention as originally designed

Continue to monitor progress on this goal for six more weeks

Meet again to review progress; discuss at that time whether additional goals or monitoring are needed

# data[].attributes.attachment_link.title
IRIS | Page 9: Stage 6: Evaluation and Decision Making

# data[].attributes.attachment_link.description
During the final stage, evaluation and decision making, the pre-referral team reconvenes to review the collected data and to determine whether the student has made progress. If yes, the team decides whether the teacher needs to continue the intervention.

# data[].attributes.body
IEP is an Individualized Education Program. IEPs are covered by special education law, or the Individuals with Disabilities Education Act (IDEA). They’re created for eligible kids who attend public school, which includes charter schools.

(Belsky, G)

# data[].attributes.attachment_link.description
Application error: a client-side exception has occurred (see the browser console for more information).

# data[].attributes.body
Step 1. The child is identified as possibly needing special education and related services.

Step 2. The child is evaluated in all areas related to the child's suspected disability.

Step 3. Eligibility is decided. A group of qualified professionals and parents examine the child's evaluation results.

Step 4. The child is found eligible for services.

Step 5. The school system schedules and conducts the IEP meeting.

Step 6. The IEP team gathers to discuss the child's needs and write the student's IEP

Step 7. The school ensures that the child's IEP is being carried out as written.

Step 8. Progress is measured and reported to parents.

Step 9. 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.

Step 10. At least every three years, the child must be reevaluated.

(United Rehabilitation Services, 10 Steps to the IEP Process)

# data[].attributes.attachment_link.provider_name
United Rehabilitation Services of Greater Dayton

# data[].attributes.attachment_link.readable_text
The Individualized Education Program (IEP) is a federal law, part of the Individuals with Disabilities Education Act. The IEP must be written at least annually for all children with disabilities. Below are the following steps to an IEP.
Step 1. Child is identified as possibly needing special education and related services.
"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 is needed before the child may be evaluated. Evaluation needs to be completed within a reasonable time after the parent gives consent.
Step 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.
Step 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.
Step 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 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child.
Step 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.

Step 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 they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.
Step 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.
Step 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 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 least as often as parents are informed of their nondisabled children's progress.
Step 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 IEP goals, and agree or disagree with the placement.

If 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. There are several options, including additional testing, an independent evaluation, or asking for mediation (if available) or a due process hearing. They may also file a complaint with the state education agency.
Step 10. Child is reevaluated.
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.

IEP Articles and Links

8 steps to a successful IEP meeting- Great Schools

10 things to cover at your child's IEP meeting- Autism Support Network

1 7 things autism moms want you to know about IEP's and your child- Living Well Mom

All about the IEP- Center for Parent Information and Resources

How can an IEP help someone with autism?- Applied Behavior Analysis

How are IEP's designed for students with ASD? - Applied Behavior Analysis

IEP FAQ- Wrightslaw

IEP Guidelines- Down Syndrome Association of Ontario

Individualized Education Program for Autism- WebMD

Individualized plan for a student with cerebral palsy- Knoji

Learning about IEP's - Understood

Learning Disabilities and IEP's-Focus on Family

The short and sweet IEP overview- The Parent Center Hub

Understanding IEP's - Understood

What is an IEP? - Great Schools

# data[].attributes.attachment_link.title
10 Steps to the IEP Process - United Rehabilitation Services of Greater Dayton

# data[].attributes.attachment_link.description
by Special Needs Resource Blog The Individualized Education Program (IEP) is a federal law, part of the Individuals with Disabilities Education Act. The IEP must be written at least annually for all children with disabilities. Below are the following steps to an IEP. Step 1.