Making Sense of the IEP/504 Process

The IEP/504 process can be a daunting task for parents to make sense of, below is a digestible step-by-step overview of a typical IEP timeline:

The Referral: A child’s teacher, another school professional, or the parent may request an evaluation to determine eligibility for services. A team of school professionals will meet to determine the need to evaluate. The school district has 15 calendar days to initiate the evaluation/assessment following a written referral if deemed necessary.

• If a teacher is the one to refer a child for an evaluation, that referral should happen after interventions have been initiated and progress monitored within the classroom.
  • Intervention may be initiated under RTI (Response to Intervention) or convening the student services team (SST) to discuss the child’s performance and determine the need for an IEP evaluation

Evaluation: The evaluation team may differ according to each child’s specific needs. The IEP team will administer specific assessments and complete data collection. The IEP team has 60 calendar days to complete an evaluation and assessment for services.

Eligibility: Once all evaluations are completed and data is compiled, the IEP team determines together whether the child qualifies for services under the Individuals with Disabilities Act (IDEA).

• Under the IDEA, there are 13 categories under which a child may qualify for IEP services. They include: Autism, Deaf-blindness, Deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment

• If the child is found not eligible for an IEP
  • Parents may challenge the decision and request a review or an Independent Education Evaluation
  • The child may qualify for a 504 Plan

• If the child is found eligible for an IEP, a meeting will be scheduled by the school district to write the IEP.
  • The meeting must be held within 30 calendar days after it is determined that the child qualifies for an IEP.
  • The IEP will state the child’s current level of academic achievement and functional performance, set attainable goals for the child, states the services that the school district will provide for the child, when services, accommodations, and modifications will begin, how often they will be provided, where they will be provided, how long they will last, and how the school personnel will measure the child’s progress toward annual goals.
  • If the child will turn 16 within the life of the IEP, it will include a transition plan and the child will be required to attend the meeting.
  • Parents can bring an advocate with them to the IEP meeting, such as a therapist, caseworker, etc.

Review/Reevaluation: At least 1 x year, the IEP will be reviewed. At this meeting, the IEP team meets to discuss goals, progress, current concerns, and changes. Reevaluations must be completed every 3 years to determine if the child is still eligible for services.

• Parents may request to meet regarding the IEP at any point, they do not need to wait until the annual IEP meeting.

Terms

Individualized Education Plan (IEP): a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with IDEA

Response to Intervention (RTI): a multi-tier approach schools utilize to identify students with learning and behavior needs early; aims to identify struggling students early on and give them the support they need to thrive in school.

Individuals with Disability Act (IDEA): a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children. Children between birth-2 years old receive early intervention services under IDEA Part C and children between 3-21 receive special education services under IDEA Part B.

Section 504/504 Plan: regulations that require a school district to provide a free appropriate public education to each qualified student with a disability who is in the school district’s jurisdiction; consists of the provision of regular or special education and related aids and services designed to meet the student’s individual educational needs as adequately as the needs of nondisabled students are met.

Accommodation: Changes how a student learns the material; help kids learn the same material as their peers.

Modification: Changes what a student is taught or expected to learn.

Additional Resources

Section 504 and Flowchart

The Difference Between IEPs and 504 Plans