What is the school administrator’s role in overseeing the IEP process?

Page 1: The IEP Process

For Your Information

The Individuals with Disabilities Education Act (IDEA) guarantees that each eligible student with a disability—one whose disability adversely affects school performance—is entitled to a free appropriate public education (FAPE).

Effective school administrators* are those who articulate a vision that all students are capable of learning and that the school community as a whole is responsible for meeting their educational needs. Although administrators have always been expected to support and promote student success, more recently both administrator and school evaluations are based in large part on annual standardized achievement test scores, including those of students with disabilities. In 2016, approximately 13 percent of all public school students—more than 6 million—had disabilities that affected their learning. If they are to make appropriate progress, these students may require the services and supports delivered through special education as outlined in an individualized education program (IEP), a fluid document that describes the services and supports that will be delivered to address a student’s unique learning needs.

*Note: Throughout this module, the term “school administrator” refers specifically to the school principal. Although it’s not uncommon for school administrators to assign certain responsibilities related to the IEP process to one or more designees, administrators themselves remain ultimately responsible for ensuring that those designees possess the training and knowledge to properly execute those roles.

School administrators play a critical role in ensuring that high-quality IEPs are developed and implemented for each student with an eligible disability. To do so requires a solid understanding of the IEP process: a series of formal steps, each with its own clear guidelines on how and when the IEP should be developed. Schools that follow this process meet the procedural requirements of IDEA; those that do not, risk poor outcomes for students with disabilities and open themselves and their districts up to potential legal ramifications.

This IEP process is initiated when a student who demonstrates learning or behavior difficulties does not respond adequately to systematic changes made to instruction or other aspects of the learning environment. To learn more about steps in the initial IEP process, take a moment to review the table below.

Step	Description
Referral	The student is referred for a formal evaluation, usually by school personnel or her parents. The student’s parents must give written, informed consent. That is, they must understand that they are allowing their child to be evaluated to determine whether she has a disability that affects her educational performance.
Evaluation Timeline: The evaluation must be conducted within 60 days of receiving parental consent or within state-established timelines.	This initial comprehensive, individualized assessment of the student is conducted in all areas of concern, including academic and functional performance.The data collected during this step form the foundation upon which the IEP will be developed. As such, its importance cannot be overstated.
Eligibility determination	At this point, the student’s evaluation results are reviewed with an eye toward answering a pair of key questions (sometimes referred to as the two-prong test): Does the student have a disability? Does that disability affect the student’s academic and/or functional performance to such an extent that she requires special education services? If the answer to both of these questions is “yes,” the student is considered eligible for special education services.
IEP development Timeline: The meeting must be conducted within 30 days of the eligibility determination.	When a student meets the eligibility criteria, the IEP team—a group that includes a variety of education professionals, the student’s parents, and the student (when appropriate, such as when developing secondary transition plans)—develops the IEP. The IEP team determines and documents: The student’s academic and/or functional needs, as identified in the evaluation Measurable annual goals that are reasonably calculated to enable the student to make meaningful progress The services and supports the student will receive, and: Which education professional(s) will provide them The frequency and duration of services The setting(s) in which the services will be delivered, sometimes referred to as placement The method and timeframe for monitoring the student’s progress The mode and frequency for communicating the student’s progress to her parents For more information about an IEP team, view this handout: IEP Team Members
IEP implementation Timeline: The implementation must take place as soon as possible after the IEP is developed.	Education professionals provide the special education supports and services to the student as outlined in the IEP. If the student does not make appropriate progress, the IEP team meets to determine possible reasons for her lack of progress, and makes adjustments accordingly.
Annual review Timeline: The annual review must occur within 12 months following the development of the previous IEP.	The student’s progress toward meeting her IEP goals is to be evaluated annually, unless the IEP team and the student’s parents agree otherwise. At this time, the student’s current performance, progress, needs, and placement are revisited and her IEP updated accordingly.
Re-evaluation Timeline: Re-evaluation must occur at least once every three years.	The student must be re-evaluated every three years, unless the IEP team members and the student’s parents agree otherwise. The purpose of the re-evaluation is to determine whether she is still eligible for and requires special education services. This usually entails another comprehensive, individualized evaluation (see Evaluation step).

Note: The timelines described above are those specified by IDEA. State officials may develop state-specific timelines that shorten the process, but they cannot lengthen it. The only exception is the evaluation timeline; a state can have an evaluation timeline that is longer than 60 days, which some states base on calendar days and others on school days.

Though IDEA requires states to meet its requirements, the law does allow states to interpret, apply, and pass their own laws regarding students with disabilities. State special education laws are not allowed to contradict or provide less than what IDEA stipulates; however, they can provide more. In states where the law exceeds IDEA’s protections, special educators must follow state law. For example, IDEA requires that a student’s initial evaluation must be conducted within 60 days of receiving parental consent or within state’s established timelines. In Washington state, however, the law requires that schools complete the initial evaluation within 35 days of receiving parental consent. Guidance is available for both school personnel and parents regarding state-specific requirements. Examples include:

State-published guides to help administrators understand and adhere to their state’s special education laws, often available on each state’s education department or agency Website.
OSEP-funded Parent Training and Information Centers (PTIs) that provide information for parents about IDEA and the IEP process. To locate the parent center in your state, visit the Center for Parent Information & Resources (CPIR).

Although some districts may have a special education coordinator or liaison who handles many of the responsibilities associated with the IEP process, the school administrator is still ultimately responsible for ensuring that this process is carried out in accordance with the law. As the school’s instructional leader, the administrator is responsible for establishing school-specific procedures and practices related to the IEP process. These are intended to not only protect the administrator and school from legal action but also to ensure every student with a disability receives appropriate services. These procedures and practices should address items such as:

Who is responsible for facilitating the IEP process
How the IEP is disseminated to relevant educators and other school personnel
Who will be responsible for evaluating progress on the goals

David Bateman explains that administrators often delegate responsibilities associated with the IEP process, though they are ultimately responsible for overseeing the process (time: 1:04).