The IEP process, from start to finish
Seven stages with dozens of potential setbacks. Here's what should happen, what does happen, and what you can do about it.
Step 1 of 7
Referral
The process begins when someone formally requests an evaluation for your child. This can be you (the parent), a teacher, a doctor, or another professional. The most important thing to know is that your written request starts a legal clock.
What happens at this stage
Once a written referral is received by the school or the Committee on Special Education (CSE), the DOE has 10 school days to send you a Prior Written Notice (PWN) and a consent form for evaluation. You must sign and return the consent form before the evaluation can begin.
What you need to know
Always make your referral request in writing (email is fine). Keep a copy with the date.
Address your request to the school principal AND the CSE office. This creates a paper trail at both locations.
If your child is under 3, contact the Early Intervention program instead. If they're 3–5, contact the CPSE (Committee on Preschool Special Education), not the CSE.
You do not need a diagnosis to request an evaluation. You only need to believe your child may have a disability that affects their education.
Step 2 of 7
Evaluation
After you sign the consent form, the DOE must complete a full educational evaluation. This is a comprehensive assessment conducted by a team of specialists.
What happens at this stage
The evaluation typically includes a psychoeducational assessment, academic achievement testing, a speech/language evaluation (if relevant), an occupational therapy (OT) or physical therapy (PT) evaluation (if relevant), a classroom observation, and a social history interview. The DOE must evaluate in all areas of suspected disability.
What you need to know
The DOE has 60 calendar days from the date they receive your signed consent to complete the evaluation and hold the IEP meeting.
You have the right to an Independent Educational Evaluation (IEE) at public expense if you disagree with the DOE's evaluation. You must request it in writing.
You are entitled to receiving copies of all evaluation reports. Make sure you request them so you can review them before the meeting.
If the DOE only evaluates in one area (e.g., speech) but your child has other concerns, you can request additional evaluations in writing.
Step 4 of 7
Eligibility Determination
After all evaluations are complete, the CSE team meets to review the results and determine whether your child is eligible for special education services. This often happens at the same meeting as the IEP meeting.
What happens at this stage
The team, which includes you, reviews all evaluation data and determines: (1) Does your child have a disability that falls under one of the 13 IDEA categories? (2) Does that disability adversely affect their educational performance? (3) Does your child need specially designed instruction? All three must be true for eligibility.
What you need to know
You are a full member of the eligibility team. You have the right to disagree with the team's determination.
If the team finds your child ineligible, you must receive written notice explaining why. You can challenge this decision.
A medical diagnosis alone does not guarantee eligibility. The disability must affect educational performance. However, "educational" is broadly defined and includes social, emotional, and behavioral functioning.
If you disagree with the eligibility determination, you can request an IEE, file a complaint, or request an impartial hearing.
Step 5 of 7
IEP Meeting
The IEP meeting is where the team, including you, writes the Individualized Education Program. This is a legally binding document that describes your child's needs, goals, and the services they'll receive.
What happens at this stage
The CSE team reviews evaluation results, discusses your child's present levels of performance, writes annual goals, determines related services (speech, OT, PT, counseling, etc.), decides on accommodations and modifications, and determines placement. The IEP must be implemented within 30 days of the meeting.
What you need to know
You can bring an advocate, attorney, or support person to the IEP meeting. Notify the school in advance.
You do not have to sign the IEP at the meeting. You can take it home, review it, and sign later. Or, you can sign only the attendance page, not the IEP itself.
If you disagree with any part of the IEP, say so clearly and ask for it to be noted in the meeting record.
Ask for a copy of the IEP before you leave, or confirm when you'll receive it in writing.
Step 6 of 7
Placement
Placement refers to where and how your child will receive their special education services. Under IDEA, placement must be in the Least Restrictive Environment (LRE), meaning your child should be educated alongside non-disabled peers to the maximum extent appropriate.
What happens at this stage
The CSE recommends a placement based on the IEP. Options range from a general education classroom with support services, to a special class within a general education school, to a specialized school, to a more restrictive setting. The DOE must offer a specific school placement, not just a program type.
What you need to know
You have the right to visit any school being considered for your child's placement before accepting.
If you disagree with the placement, you can reject it in writing and request a different placement or an impartial hearing.
The DOE must provide placement in a specific school, not just say '12:1+1 class.' If they only give you a program type, ask for the specific school in writing.
If the DOE cannot provide an appropriate placement in a public school, they may be required to fund a private school placement.
Step 7 of 7
Annual Review
Every IEP must be reviewed at least once a year. This is called the Annual Review. It's also an opportunity to request changes, update goals, and add or remove services.
What happens at this stage
The CSE team meets to review your child's progress on current IEP goals, update the IEP for the coming year, and make any needed changes to services or placement. A full re-evaluation (triennial) is required every three years.
What you need to know
You don't have to wait for the annual review to request changes. You can request an IEP amendment or a new CSE meeting at any time.
Come to the annual review with data, such as progress reports, teacher feedback, and your own observations. The more specific you are, the stronger your case for changes.
If your child is 15 or older, transition planning, which includes goals for post-secondary education, employment, and independent living, must be included in the IEP.
Request the annual review meeting date in writing at least 10 days in advance, and confirm you'll receive all evaluation reports beforehand.
What's actually on an IEP?
An IEP can run 20 pages or more. Here's what every section means — in plain language.
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
This is the foundation of the IEP. It describes where your child is right now: academically, socially, emotionally, and functionally. Everything else in the IEP should flow from this section. If the PLAAFP is vague or inaccurate, the whole IEP suffers.
Annual Goals
Specific, measurable goals your child is expected to achieve within one year. Good goals are SMART: Specific, Measurable, Achievable, Relevant, and Time-bound. Watch out for goals that are too vague to measure ("will improve reading skills"). Push for specifics ("will read grade-level passages with 80% accuracy").
Special Education Services
The specific instruction your child will receive: what type, how often, for how long, and in what setting. This includes the program recommendation (e.g., 12:1+1 special class) and any related services (speech, OT, PT, counseling, etc.).
Related Services
Supportive services required to help your child benefit from special education: speech/language therapy, occupational therapy, physical therapy, counseling, assistive technology, and more. Each service should specify frequency, duration, and whether it's individual or group.
Supplementary Aids and Services
Supports provided in the general education classroom to help your child succeed alongside non-disabled peers. This can include a paraprofessional, preferential seating, modified assignments, or assistive technology.
Accommodations and Modifications
Accommodations change how your child accesses material (extended time, large print, read-aloud). Modifications change what your child is expected to learn (reduced assignments, alternate grading). Both should be listed specifically.
Testing Accommodations
Specific accommodations for standardized tests and classroom assessments: extended time, separate location, scribe, calculator, etc. These must be listed in the IEP to be used on state tests.
Least Restrictive Environment (LRE) Statement
An explanation of why your child's placement is appropriate and, if they're not in a general education classroom full-time, why that is necessary. The team must justify any removal from general education.
Transition Plan (age 15+)
For students 15 and older, the IEP must include a transition plan with measurable post-secondary goals for education, employment, and independent living, and the services needed to reach them.
Behavior Intervention Plan (BIP)
If your child's behavior impedes their learning or others', the IEP should include a Functional Behavioral Assessment (FBA) and a Behavior Intervention Plan (BIP) with specific strategies and supports.
Step 3 of 7
Social History Meeting
The social history is a structured interview, usually conducted by a school social worker, to gather background information about your child's development, family history, and daily life.
What happens at this stage
A school social worker will meet with you (and sometimes your child) to ask about your child's developmental milestones, medical history, family structure, home environment, behavioral patterns, strengths, and challenges. This information becomes part of the evaluation record and informs the IEP.
What you need to know
This meeting is your chance to tell your child's full story. Come prepared with notes including developmental milestones, diagnoses, therapies, what works at home, what doesn't.
You can bring a support person (advocate, family member) to this meeting.
Be specific and concrete. Instead of "he has trouble focusing," say "he can't sustain attention for more than 5 minutes on non-preferred tasks and needs frequent redirection."
Ask for a copy of the completed social history report before the IEP meeting. Review it carefully, because errors in this document can affect the IEP.
If anything in the report is inaccurate, request a correction in writing before the IEP meeting.