Steps in the IEP Process (page 2)
The IEP process is meant to be deliberate and equitable, and the individualized program plans that it generates are the means by which the educational concepts outlined in the law are guaranteed to each student and that student's family (Office of Special Education Programs [OSEP], 2000). The formation of an individualized program involves seven steps, beginning with pre-referral and ending with evaluation of a youngster's program. These steps are
- Development of the IEP
- Implementation of the IEP
- Evaluation and reviews
Let's look at these seven steps in more detail to get a better understanding of what each means and how they form the IEP process.
Step 1: Pre-Referral
The IEP process is initiated through a series of pre-referral interventions. The interventions implemented vary depending on the kind of problem the student is exhibiting. The major purposes of this stage of the IEP process are to
- Document and explain students' difficulties and challenges
- Test the effectiveness of classroom accommodations and modifications
- Assess the power of various instructional interventions
- Monitor students' progress (NASBSE & ILIAD Project, 2002).
Pre-referral activities are employed to screen students before more formal identification procedures are implemented. In general, before any formal referral to special education is made, teachers and family members work together to see whether educational or behavioral difficulties can be resolved in the general education classroom. The assessments used during this step of the IEP process are intervention-based and are made in the student's general education class using direct measures of performance (McNamara & Hollinger, 2003). The point here is to avoid unnecessary assessments and placements in special education, which are costly in time; money, and resources. During this pre-referral period, teachers try different validated teaching approaches to determine whether faulty instruction is the source of the problem (Barnett et al., 2004). They also make basic accommodations to the instructional program and systematically differentiate instruction more intensively. General education teachers receive both assistance and consultation from specialists. Students whose learning remains challenged are referred to special education and the next step of the IEP process. Because IDEA '04 stresses the importance of this step, you will find a section about pre-referral ;n each of the chapters that follow.
Step 2: Referral
If pre-referral interventions are unsuccessful, an individual is referred for special education services. Referrals can come from many different sources. For infants, toddlers, and preschoolers, IDEA '04 stresses the importance of an activity it calls "child find," where those with disabilities are actively sought. In these cases, referrals can come from parents, a social service agency, public health nurses, day care professionals, or a doctor. Young children who are at risk of having disabilities because of improper prenatal care, low birth weight, accident or trauma during infancy, or child abuse are referred for special services. Also, those with visible indications of a disability (e.g., a missing arm or leg, facial differences resulting from Down syndrome) or other signals of significant developmental delay (e.g., an 18-month-old not walking independently or a three-year-old not talking) are usually identified early and receive early intervention services during infancy or their preschool years. Typically, the referral process begins sooner for children with severe disabilities, because their disabilities are obvious at birth or during infancy. As children grow older, other signs often trigger referrals. For example, a toddler who is not walking by age two and a preschooler not talking by age three are both candidates for early referrals. As children get older, reasons for referrals change as well. Students whose academic performance is significantly behind that of their classmates or who continually misbehave and disrupt the learning environment often draw the attention of their teachers.
Step 3: Identification
Assessment is one foundation of the planning process. The purpose of this step in the IEP process is to determine whether a youngster has a disability, whether special education is required, and what types of services are needed. Evaluations are conducted by multidisciplinary teams made up of professionals who have expertise in each area of concern. Each member helps to evaluate the student's unique strengths and needs. For example, if a language impairment is suspected, an SLP is a member of the team. If there may be a hearing problem, an audiologist participates, and so on. For students who are 16 years old or older, evaluation includes assessments related to the need for transition services.
Information can come from a broad range of sources, including the youngster's parents and family members. The professional who coordinates the identification process varies by state and district. In some states, the assessment team leader is a school psychologist, an educational diagnostician, or a psychometrician. In other states, a teacher from the student's school leads the team's efforts.
At this step, many different types of data are used to inform the team about the student's abilities. Medical history, information about social interactions at school and at home, adaptive behavior in the community, educational performance, and other relevant factors are considered. Evaluations include an array of assessment instruments and procedures. Information should be collected, perhaps from family members, about individuals' major life activities: performance at home, at school, in interpersonal relationships, and during leisure time. Formal tests—tests of intelligence, academic achievement, and acuity (e.g., vision and hearing)—are part of the information used to make decisions about students and their potential special education status. Tests about a student's learning style are often included to help identify accommodations that may be effective to support the individual's successful access to the general education curriculum. Less formal assessments (school observations of social behavior, examples of academic assignments, direct measurements of academic performance, and portfolio samples of classroom performance) are also important pieces of evidence for this step in the IEP process. One result of the evaluation step of the IEP process can be determination that the individual does not have a disability. In these instances, the IEP process is discontinued. For those individuals who do have disabilities, this phase of the process results in a baseline of performance that guides the development of the individualized program plan and later will help evaluate the program's effectiveness.
Step 4: Eligibility
The information from the assessment step is used to identify students who actually have a disability and qualify for special education services. For those students, the IEP committee then determines what components of the full range of special education and related services are needed so that an appropriate education can be planned for and ultimately delivered. The education of those students who do not meet the eligibility requirements remains the responsibility of general educators.
Step 5: Development of the IEP
After thorough completion of the pre-referral, referral, evaluation, and eligibility steps of the IEP process, it is time to develop the actual individualized program plan—an individualized family service plan (IFSP) for infants and toddlers or an IEP for preschoolers and schoolchildren and a transition component of the IEP for those students with disabilities who are 16 years or older. For those students who qualify for special education, the next step requires that parents and the IEP Team make decisions about appropriate education, services, and placement. The assessment results are used to help make these decisions. It is at this point that the IEP Team begins its work to outline the individualized education needed by the student of concern. Collectively, the team members—including parents and the individual (if appropriate)—now use the knowledge they have gained to identify resources needed for that student to access the general education curriculum, determine the appropriate goals for that individual, and then turn all of that knowledge into a good educational program for the student. Of course, goals must reflect having greater success with the general education curriculum or preparing for independence and a community presence later in life. Now is the time when the constellation of services and supports that become part of the student's appropriate education are determined.
© ______ 2007, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
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