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As a special educator at an all inclusive school (no separate special education classes) this is how students are identified, assessed and if necessary provided an IEP.

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The special education process begins when a teacher, parent, or other professional notices that a student may be struggling academically, socially, or behaviorally. This could be difficulty reading, problems with math, trouble focusing, or challenges with social interactions. Anyone who works with the student can make a referral for evaluation, including the parent(s)/ guardians.

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Before moving to the IEP team, if a student is struggling academically they are referred to the student support team (SST). The SST team provides the student with tier 2 interventions. This might include extra help, different teaching methods, or accommodations like extra time on tests. These interventions help determine if the student's challenges can be addressed without special education services.

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If interventions don't help enough, the school must get written permission from parents before conducting a formal evaluation. Parents have the right to say yes or no to this evaluation. The school explains what tests will be done and why they're needed to understand the student's learning needs. Evaluations have to be completed within 90 days of the written referral and 60 calendar days of receiving the parent/ guardian signature.

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The related service providers and special educator may conduct various tests and assessments to understand the student's strengths and challenges. The official IEP team decides together what assessments are appropriate for the student.This might include academic tests, psychological evaluations, speech assessments, or occupational therapy evaluations. The evaluation looks at all areas of suspected disability and typically takes 30-60 days.

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The IEP team reviews all test results and information to decide if the student qualifies for special education services. To be eligible, the student must have a disability that affects their educational performance and need special education services. There are 13 disability categories under IDEA.

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If the student is determined to be eligible, the IEP team creates a personalized plan for the student. The IEP includes the student's current performance levels, annual goals, special education services needed, and how progress will be measured. Parents are key members of this team and help make important decisions.

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Once the IEP is signed, the school begins providing the special education services outlined in the plan. This might include educational support outside the general education class with a special educator, speech therapy, occupational therapy, or accommodations in regular classes. All teachers working with the student must follow the IEP requirements.

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Special Educators regularly track the student's progress toward their IEP goals and report this progress to parents. This ongoing monitoring helps ensure the student is making appropriate progress and allows the team to make adjustments if needed. Progress reports are sent home quarterly.

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At least once a year, the IEP team meets to review the student's progress and update the IEP for the coming year. They discuss what's working well, what needs to change, and set new goals. This ensures the student's educational program continues to meet their changing needs.

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Every three years (or sooner if needed), the student undergoes a comprehensive reevaluation to determine if they still need special education services and if their disability category or services should change. This helps ensure students receive appropriate support as they grow and develop.

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Starting at age 13, transition planning becomes part of the IEP process. This focuses on preparing students for life after high school, including post-secondary education, employment, and independent living skills. Students become more involved in their own IEP meetings during this phase.

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Students may exit special education when they no longer need services, graduate with a diploma, age out at 21, or if parents withdraw consent. The team carefully considers whether the student can be successful in general education without special education support before making this decision.