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                         Phase 8: IEP Reevaluation

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                         Phase 8: IEP Reevaluation

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Each year, the IEP team is required to meet for the dual purpose of evaluating the implementation of the current IEP and to develop the next annual IEP.

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The entire IEP team has the responsibility to ensure that the IEP is implemented

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A multi-disciplinary team of parents, general and special education teachers, administrators, and others meets to develop the Individualized Education Program (IEP). This document guides the special education program that will be provided for the student. The IEP team must also determine the least restrictive environment (LRE) and provide justification in the IEP for more restrictive placements.

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Determination that a disability impacts educational performance and eligibility is determined for special education services.

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Determination that a disability impacts educational performance and eligibility is determined for special education services.

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No disability is noted that impacts educational performance. Special education not required. Process stops. Student referred for interventions again

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No disability is noted that impacts educational performance. Special education not required. Process stops. Student referred for interventions again

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IEP team determines if the student is eligible for special education services. The student must have a disability that negatively impacts his/her educational performance and the child needs special education services in order to benefit from education.

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With consent of the parents, the student is evaluated with a variety of assessment tools and strategies. The assessments must not discriminate and should provide information to help determine the unique needs of the student.

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Student is officially referred for evaluation for special education services by an adult with intimate knowledge of the student’s ability.

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Move to Referral

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Student is provided interventions developed by the parents and a school-based team. Response to Intervention (RTI) is tried at this point.

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Identifying student that exhibits atypical needs as compared to peers.

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The Individualized Education Program process flow

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The Individualized Education Program process flow

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The goal is to guide you through the different phases in the process from when it is recognized that a student may need additional assistance and continue through all the possible steps

Source : The IEP Process Flowchart : The University of North Carolina at Chapel Hill.