Referral and request for assessment
The process often begins when a parent or school staff member suspects a student may need special education support. Parents can submit a written request for assessment. The request should describe the concerns and ask the district to assess in all areas of suspected disability.
Assessment plan
The district typically provides an assessment plan that lists areas to be evaluated. Parents should review whether the plan covers academics, communication, behavior, social-emotional functioning, attention, sensory needs, motor skills, assistive technology, and any other relevant concern.
Eligibility
After assessments, the team reviews whether the student meets eligibility criteria and whether the disability affects educational performance. Eligibility is not only about grades. It may involve communication, behavior, attendance, school avoidance, social functioning, executive functioning, or access to instruction.
Developing the IEP
An IEP should identify present levels, annual goals, services, accommodations, supports, placement, and how progress will be measured. Parents are team members and may ask questions, provide input, request clarification, and disagree with proposed sections.
Annual and triennial reviews
IEPs are reviewed at least annually, and students are typically reevaluated at least every three years unless the team agrees otherwise. Parents can also request a meeting sooner when concerns arise.
Consent and follow-up
Parents may consent to some or all of a proposed IEP, ask for revisions, or request clarification. Written communication after meetings helps preserve what was discussed and what still needs attention.
Quick parent checklist
- Write down your top three concerns before the meeting.
- Save emails, reports, progress updates, and relevant records in one folder.
- Ask the school team what data supports each recommendation.
- Send a follow-up email summarizing unresolved issues and next steps.