Development of IEP or ISFP

Ten Step Process for Developing an IEP      

  1. Identification- The child is identified as possibly needing special education and related services. School professionals or parents ask that the child is evaluated to see if he or she has a disability.

  2. Evaluation- Evaluation must assess the child in all of the areas that are related to the disability that is suspected. Parents have the right to take their child for an Independent Education Evaluation if they disagree with the evaluation.

  3. Eligibility- The parents and a group of qualified professionals go over the evaluation results of the child. The parents and professional together will decide if the child has a disability as defined by IDEA.

  4. Child is found eligible for services- The child is eligible for special education services if they are found eligible as defined by IDEA. Within 30 days of when the child is determined eligible, an IEP team must meet to write an IEP for the child.

  5. IEP meeting- An IEP meeting will be conducted by the school. All of the participants in the meeting are contacted by the school staff and schedule a time, purpose, and location of the meeting.

  6. IEP meeting held, IEP written- An IEP is written by the IEP team based on the needs of the child. The IEP team works out an agreement for the child's placement and IEP.

  7. Services are provided- It's the schools job to make sure that the child's IEP is being carried out. Teachers as well as service providers have their responsibilities of carrying out the IEP, including accommodations and modifications that must be provided for the child.

  8. Progress- As stated in the IEP, the progress is measured and reported to the parents. Progress reports are given to the parents.

  9. IEP reviewed- The IEP is reviewed at least once a year by the IEP team. The IEP is revised if necessary. Parents are invited to these meetings, they can agree or disagree with IEP goals as well as make suggestions.

  10. Reevaluate the child- The child is reevaluated at least every three years. The purpose of this is to find out if the child continues to have a disability as defined by IDEA.              

                                            

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