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8 Steps of the IEP process
Terms in this set (8)
Pre-referral: assure people without disabilities are not needlessly referred for special ed. Is the student receiving high quality instruction and assistance as needed? Are there other factor - language barrier, need for eye glasses, hunger? Data is collected to see when concerns arise and how the student responds to help? Does the teacher need help, strategies, a change in schedule to provide brakes, etc.
Referral: refer for formal testing. If the academic performance is significantly behind classmates, or misbehave or disrupt class. Parents must give written, informed consent for the evaluation.
Evaluation: does the student have a disability? Multiple tests are given . Need to eliminate cultural and linguistic concerns. Tests need to be unbiased and in the child's language. Classroom observations are done, medical records reviewed and info from parents and teachers.
Eligibility: does the student qualify for special ed? - analyze test results - multidisciplinary team. Does the student have a disability within the 13 disabilities AND is the student's educational performance adversely affected because of the disability?
Develop IEP: specify in writing, the details of the students plan. Outlines the services in the written document - IEP. Consider LRE. Parents must consent in writing to the IEP.
Implement IEP: deliver the services in the IEP. The IEP begins including the related services.
Annual Review: ensure acceptable progress. Reviewed annually - meeting the goals, update goals, add time in general ed classes?
Re-evaluation: reevaluated every 3 years. Steps 3 and 4 are repeated - for current performance and progress - does the child continue to qualify for special ed? Re-evaluation can be waived if the parents and school agree it is not necessary usually for students with the most significant disabilities.
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