Program Development,

Implementation and Management

Clinical/Research Project

SPED 433Susan Quick

Step 1 Child Find“Child Find.” The state must identify, locate, and evaluate all

children with disabilities in the state who need special educationand related services.

The school can ask the parents for permission to evaluate their child or the parents may ask the school to do an evaluation.

We had a new family move into the district and that added three children to our school. After receiving the files from the previous school and some observation it was

decided that an evaluation was needed for reading on two of the siblings.

Parental consent isneeded before the child may be evaluated. Evaluation needsto be completed within 60 days of the parent giving consent

Step 2 - Evaluation

The evaluation must assess the child in all areas related to thechild’s suspected disability. The evaluation results will be used

to decide the child’s eligibility for special education andrelated services and to make decisions about an appropriate

educational program for the child

Of the two students that were evaluated one just is getting modification and assessment now look like things are getting

better and may not need any modification come next fall. The other student was found to need a little more evaluation.

Step 3 – Eligibility Decided

A group of qualified professionals and the parents look at thechild’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.

The special education teacher, English teacher, principal and the parents went over the evaluation. We also had the student there so if they had any questions they could be part of it, or ask. It was decided that the child did meet the child with a disability as defined by IDEA.

The parents agreed so we didn’t have anybody challenge the decision.

Step 4 –Child is found eligible for services

If the child is found to be a “child with a disability,” asdefined by IDEA, he or she is eligible for special education

and related services. Within 30 calendar days after a child isdetermined eligible, the IEP team must meet to write an IEP

for the child

Since the student was found eligible emails went out to the appropriate IEP team members. Unfortunately since it is very difficult to get everyone

together at the same time, a lot of times their suggestions and goals are sent through emails and phone calls. If they can’t initially meet in person,

there is a conference call just to get things going. It is the Special Education teacher who put all of the goals together.

Step 5 – IEP Meeting ScheduledThe 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 anopportunity to attend;

• schedule the meeting at a time and place agreeable toparents and the school;

• tell the parents the purpose, time, and location of themeeting;

• 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

We scheduled the IEP meeting and notified the family. We were able to meet one morning before school

Step 6 – IEP Meeting Held/IEP 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 IEP is written and this consent is given The student was also able to attend this meeting. We went over the goals that we wanted the student to be able to meet during the semester. The parents did have questions on a couple of the suggestions and had some ideas that they would like to see implemented also. The additions were noted so that they could be added and changes made to the IEP. Everyone had an opportunity to go over all of it and ask any questions. At the end of the meeting, the IEP was signed by all that were there. Parent, Special Education Teacher, English Teacher, Administrator, Student. Final copies were given to all.

Step 7 – Services are ProvidedThe school makes sure that the child’s IEP is being carried outas it was written. Parents are given a copy of the IEP. Each of

the child’s teachers and service providers has access to the IEPand 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 IEPThis student started receiving their services. There were services provided in the general education class as well as services outside of the classroom. Occasionally another educational professional from our ESU would come in

as part of the IEP and work with this student as well to help meet their goals.

Step 8 – Progress Measured and Recorded

The child’s progress toward the annual goals is measured, asstated in the IEP. His or her parents are periodically informedof their child’s progress toward achieving the annual goals

(such as through the use of quarterly or other periodicreports, perhaps issued at the same time as report cards).

Part of this students schedule put them in a “seminar” class (study hall) that was actually monitored by the Special Education Teacher. This was a mixed class of students that had IEPs and other students that were Gen. Ed. Students. Part of this class, she checked ALL of their grades and classes everyday to make sure they aren’t missing any work and that they are keeping up with their grades. I liked that she checked everybody’s grades and then NOBODY was singled out AND she could keep up with the

IEP kids and make sure that goals were being worked on. The student was also given several assessments over the semester by the Special Education Teacher, English teacher, the ESU

professional to help measure the progress and see that they were meeting goals. These were recorded in the students file, they were also recorded on report cards so that during parent teacher conferences,

there was a physical copy of things for the parents to have. And also they were able to see the progress being made by their student.

Step 9 – IEP is ReviewedThe 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. Ifnecessary, the IEP is revised. Parents, as team members, must

be invited to attend these meetings. Parents can make suggestionsfor changes, can agree or disagree with the IEP goals,

and agree or disagree with the placement.

Since this student only just received their IEP this year, unless the teacher or parents want an earlier review, the IEP won’t need too review or make

revisions until the 2015-2016 school year .

Step 10 – Re-EvaluationAt least every three years the child must be reevaluated, unlessparents and the school system agree that a reevaluation is notnecessary. The purpose of the reevaluation is to find out if thechild continues to be a “child with a disability,” as defined by

IDEA, and what the child’s educational needs are. Parents

must give their consent for their child’s reevaluation This student will probably be re-evaluated sooner than the three years as they will be getting ready to go into transition mode. Some goals are going to be added and

there I know there were some new things that both the parents and the teachers were having concerns about. I’ve worked with students with IEPs before but haven’t really got to see or follow a student and “sit in” while they were going to each of

their “classes”

ReferencesExcerpted from Küpper, L. (2011). The Basic Special Education Process under

IDEA 2004Communicating with your child’s school through letter writing

(Parent’s Guide 9). Washington, DC: National Dissemination Center for Children with

Disabilities (NICHCY). Available online at: http://www.nichcy.org/schoolage/steps/

http://www.parentcenterhub.org/wp-content/uploads/repo_items/10steps.pdf