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Referral
This is the first part of the process, and must include data from things like failing vision/hearing screenings, no progress made on group assessments, multiple instances of academic or disciplinary referrals, failing more than one subject, inability to participate in grade level activities, and receiving services outside the school. This process includes coordinating with outside services and getting parental consent. -
Evaluation
Within 60 days of gaining consent from the parents. This is the stage of the process featuring an assessment of the student's performance using multiple types of data. This includes work samples, a teacher survey, norm based achievement tests, a parent survey, and any previous data that has been collected -
Determination of Eligibility
Once the evaluations for the student are complete the team meets to review the data and determine if the student does qualify for Special Education Services. When considering this, they look at all the data and determine if there is something that is legitimately hindering the student's ability to learn. They cannot put them in SPED if there has been a lack of instruction in reading, math, etc. -
Development & Approval of an IEP
The team has from within the school year to develop an IEP for the student based on the data provided. Once The goals have been set, the means of accommodation/modification are determined, the measurement of progress is determined, and a time-frame on meeting the goals is set, transportation, and transition.All the goals need to be measurable through some means, and have data to support why they are goals and how they will be reached. The IEP must be signed and approved by the team and parents. -
Placement
The Team must meet to determine the LRE (Least Restrictive Environment) for the student. This means that the placement must not hinder the growth of the student and keep them included in class as much as possible, and things like Out-of-district placement or different classes are only used if absolutely necessary. -
Ongoing Monitoring and Review
The teacher will collect data that shows improvement or regression in relation to the goals on the IEP for the student. The team will constantly look at the services being provided and determine if they are successful. The team will meet annually to determine progress or regression, as well as determine if the IEP needs to be modified or dropped. -
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Progress Monitoring
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Annual Review
The team will meet no less than annually to review the student IEP. In this meeting they look at any progress or regression towards or away from the set goals. They determine if more goals need to be added, prior goals removed or modified, and look at any future needs of the child. -
Works Cited
Guide to the New Hampshire Rules for the Education of Children with Disabilities [PDF]. (2017, March 3). Concord: NH Department of Education.
