Special Education Process
Step 1. The child is identified as possibly needing special education or related services, typically by the classroom teacher or parent.
Step 2. Once parental consent is given, the child is evaluated in all areas related to the child’s suspected disability within 30 school days.
Step 3. An evaluation team meeting is held within 45 days of parental consent and the results of the evaluation are discussed. Eligibility is decided.
Step 4. If a child is found eligible for services, an IEP is drafted at this meeting. The Individualized Education Plan outlines specific goals the child will be working toward and accommodations and modifications that the student requires to make effective progress.
Step 5. The completed IEP is delivered to the parents within 3-5 days of the evaluation team meeting. Parents have 30 days to review and accept or reject the IEP. Once a copy is signed and returned, services are provided. The student will receive specially designed instruction within and/or outside of the classroom.
Step 6. Progress is measured and reported to parents. IEP progress reports are sent home with report cards.
Step 7. The IEP is reviewed and updated at least annually. New goals are typically written.
Step 8. The child is reevaluated at least every three years.
Step 2. Once parental consent is given, the child is evaluated in all areas related to the child’s suspected disability within 30 school days.
Step 3. An evaluation team meeting is held within 45 days of parental consent and the results of the evaluation are discussed. Eligibility is decided.
Step 4. If a child is found eligible for services, an IEP is drafted at this meeting. The Individualized Education Plan outlines specific goals the child will be working toward and accommodations and modifications that the student requires to make effective progress.
Step 5. The completed IEP is delivered to the parents within 3-5 days of the evaluation team meeting. Parents have 30 days to review and accept or reject the IEP. Once a copy is signed and returned, services are provided. The student will receive specially designed instruction within and/or outside of the classroom.
Step 6. Progress is measured and reported to parents. IEP progress reports are sent home with report cards.
Step 7. The IEP is reviewed and updated at least annually. New goals are typically written.
Step 8. The child is reevaluated at least every three years.
ELIGIBILITY:
To be eligible for Special Education services, your child must:
-have a diagnosed disability. Disability categories include Developmental Delay, Autism, Intellectual, Hearing, Vision, Neurological, Emotional, Communication, Physical, Specific Learning, and Health.
Not all of these disabilities can be diagnosed by the evaluation team in the school setting. In some cases, an outside evaluation must be done by a specialist.
Developmental Delay is an umbrella term used to identify students under the age of 9 whose disability category is unclear still.
Specific Learning Disability is often not diagnosed until age 9.
-AND not be making effective progress in school.
-AND the lack of progress cannot be attributed to other factors such as frequent absences or changes at home.
-AND the student requires specially designed instruction in order to be successful in the classroom. Specially designed instruction may include modifications to the content been taught, the presentation of the material, the work environment, or the expectations.
-have a diagnosed disability. Disability categories include Developmental Delay, Autism, Intellectual, Hearing, Vision, Neurological, Emotional, Communication, Physical, Specific Learning, and Health.
Not all of these disabilities can be diagnosed by the evaluation team in the school setting. In some cases, an outside evaluation must be done by a specialist.
Developmental Delay is an umbrella term used to identify students under the age of 9 whose disability category is unclear still.
Specific Learning Disability is often not diagnosed until age 9.
-AND not be making effective progress in school.
-AND the lack of progress cannot be attributed to other factors such as frequent absences or changes at home.
-AND the student requires specially designed instruction in order to be successful in the classroom. Specially designed instruction may include modifications to the content been taught, the presentation of the material, the work environment, or the expectations.
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION WEBSITE - Family and Community Engagements
Resources for Families (Curriculum, Instruction, and Assessment)
Click on the ALL KIDS CAN LEARN IMAGE above
Resources for Families (Curriculum, Instruction, and Assessment)
Click on the ALL KIDS CAN LEARN IMAGE above
Organizing an IEP Binder
Use the IEP Binder Checklist to create tabs to organize your information in a three-ring binder.
Use the IEP Binder Checklist to create tabs to organize your information in a three-ring binder.
iep_binder_checklist_eng.pdf | |
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