 Step 1. Child is identified as possibly needing special education and related services.
All children with disabilities who need special education and related services must be identified, located, and evaluated by the state. States conduct "Child Find" activities to do so. A child may be identified by "Child Find," and parents may be asked if the "Child Find" system can evaluate their child. Parents can also call the "Child Find" system and ask their child be evaluated.
To see if a child has a disability a school professional may ask that he or she be evaluated. Parents may also contact the child's teacher or other school professional to ask to evaluate their children. This request can be made in writing or orally. Before the child may be evaluated parental consent is needed. Evaluation needs to be completed within a reasonable time after the parent gives consent.
Step 2. Child is evaluated.
The evaluation must assess the child in all areas related to the child's suspected disability. The evaluation is made to decide the child's eligibility for special education and related services and to make decisions about suitable educational program for the child. Parents have the right to take their child for an Independent Educational Evaluation (IEE), if they disagree with the evaluation. They can also have the school system pay for this IEE.
Step 3. Eligibility is decided.
The child's evaluation results are reviewed by a group of qualified professionals and the parents. Together, they determine if the child is a "child with a disability," as defined by IDEA. Parents may challenge the eligibility decision by asking for a hearing.
Step 4. Child is found eligible for services.
If IDEA determined the child to be a "child with a disability”, he or she is eligible for special education and related services. The IEP team must meet to write an IEP for the child within 30 calendar days after a child is defined eligible.
Step 5. IEP meeting is scheduled.
The school system schedules and conducts the IEP meeting. School staff must:
• contact the participants, including the parents;
• inform parents early enough to be sure they have a possibility to attend;
• schedule the meeting at a time and place agreeable to parents and the school;
• inform the parents about the purpose, time, and location of the meeting;
• notify parents who will be attending;
• tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.
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