IEP PROCESS FLOW CHART

IEP PROCESS FLOW CHART
This flow chart illustrates the IEP referral process. Start at the top and follow the arrows down to guide you through the diﬀerent
phases in the process from when it is recognized that a student may need addi onal assistance and con nue through all the
possible steps. It should be noted that there are areas where the process can halt depending on the student’s needs.
Phase 1: Recogni on
Student exhibits atypical needs as compared to peers.
Phase 2: Pre‐Referral
A Student Study Team composed of parents and school faculty meets to develop interven ons. The Response to
Interven on (RtI) is then implemented.
Successful interven on‐
Process stops
Interven ons not successful‐
Move to referral
Phase 3: Referral
Student is oﬃcially referred for evalua on for special educa on services by the student study team.
Phase 4: Assessment
With the signed consent of the parents, the student is evaluated with a variety of assessment tools and
strategies. The assessments must not discriminate and provide informa on to determine the unique needs of the
student. The district has a meline of 60 days to complete assessments and hold an Individualized Educa on Plan
(IEP) mee ng.
Phase 5: Eligibility
A mul ‐disciplinarian team of parents, general and special educa on teachers, administrators, and others meets and
determines if the student is eligible for special educa on services. The student must have a disability that nega vely impacts
his/her educa onal performance and the child needs special educa on services in order to access the curriculum.
No disability is noted that impacts
educa onal performance. Special
educa on not required. Process stops.
Student may con nue with interven ons
in the general educa on program.
Determina on that a disability
impacts educa onal performance
and eligibility is determined for
special educa on services.
Phase 6: IEP process (IEP and LRE)
The IEP team develops the Individualized Educa on Plan (IEP). This document guides the special
educa on program that will be provided for the student. The IEP team must also determine the Least
Restric ve Environment (LRE) based on student need.
Phase 7: IEP Implementa on (FAPE‐Fair and Appropriate Public Educa on)
The en re team has the responsibility to ensure that the IEP is being implemented.
Phase 8: Annual / Triennial IEP
Each year the IEP team is required to meet for the dual purpose of evalua ng student progress under the
current IEP and to develop the next annual IEP. Every three years, records are reviewed and assessments
are again administered to measure progress and determined the LRE at a triennial IEP.

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