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Overview of the IEP Process

You’ve learned the basics of what an IEP is, and how it can support students who learn and think differently. Here are the four most important steps of the IEP process that teachers need to know.

1. Determining IEP Eligibility

Both teachers or families may request special education testing. Most schools have a process in place to provide interventions to students who are struggling. If the student isn’t responding to interventions, the school may make a recommendation for a special education evaluation. However, a parent's request for testing needs to be considered at the time the request is made, regardless of whether the student is participating in the intervention process.

When the results of the evaluation are ready, the school has to determine if your child is eligible for an IEP. To do this, they have to answer two questions:

Does the student have one or more of the 13 conditions that are covered under the special education law IDEA?
Does the student need services and accommodations to succeed at school?

The IEP team decides if the student qualifies for an IEP at a special “eligibility meeting.” Teachers—both general education and special education—are part of this meeting, as are the student’s parents or guardians. School professionals like a speech-language therapist or an occupational therapist may be there as well. If the school finds the student to be eligible, together you’ll start creating the IEP.

2. Creating the Plan

The IEP developed during the meeting is considered a draft IEP.

Every IEP meeting should cover these key aspects:

Present level of performance (PLOP): The team leader will write a statement about the student’s current levels of academic and functional performance (social, behavioral, and motor skills, for example) and goals. This is based on data (like test scores) and observations from you and other team members.
Annual goals: The team reviews what progress the student has made toward meeting annual goals. Then together you develop new or revised goals for the coming year. It’s important for annual goals to be specific, measurable, and tailored to the student.
Individualized supports and services: The team discusses how well the student’s accommodations, modifications, and specialized instruction are working. Then you and the team update the supports and services to match the student’s PLOP and new annual goals.

3. Attending IEP Meetings

You may also be asked to join annual IEP meetings. An annual meeting will happen every year to review progress and make adjustments to the plan. Although annual meetings are legally required, families and teachers can convene an IEP meeting at any time to address concerns, share progress, and make any necessary adjustments.

Typically, students are re-evaluated every three years to ensure that they meet eligibility. The evaluation also serves to show the progress the student has made since the previous evaluation.

4. Implementing the Plan

Teachers then ensure that the student receives all necessary accommodations and services that were agreed upon in the meeting. Collaboration with colleagues is critical. Teachers also need to ensure that they have a system for tracking accommodations and monitoring progress. You’ll learn more about implementing IEPs in Module 3.

Explore

Learn what to expect at an eligibility meeting from a family’s perspective.
Read more about special education evaluations.

Practice

Map out, draw, or list out the four important steps of the IEP process.

Preview

The next pages in Module 2 will further define your role and prepare you for what to expect with IEP meetings and creating plans.

Citation

Understanding the IEP Process