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Special Education - Process, Procedures, & Timelines

Your Child & Special Education Last Updated: 5/15/2018 9:31 PM

Part B: Eligibility & Individualized Education Programs

Part B (Ages 3-21); Processes, Procedures, & Timelines From Screening or Referral to Discontinuation


children with special needs graphic








Step #1: Referral to Consider Special Education

  • Referral, screening or transition from Infant Toddler

Step #2: Assessment

  • Pocatello/Chubbuck School District is responsible for identifying and servicing students with disabilities (ages 3-21)
  • Disability is suspected; Evaluation is requested
  • School provides parents with procedural safeguards and written notice for parents to consent to evaluation / assessment—school receives signed Parental Consent for Assessment
  • The school has 60 days (from the date signed consent is received) to determine whether the child is eligible for special education services

*In Idaho, the 60 day timeline excludes periods when school is not in session for 5 or more consecutive days

Step #3: Eligibility Determination Procedures

  • Evaluation data is gathered from multiple assessments
  • Parent participates as a valuable team member
  • Evaluation team conducts a review of the data and makes an eligibility determination
  • Once the child is found eligible for special education services, there is a 30 day timeline for IEP (Individualized Education Program) development

Step #4: IEP Development & Implementation

  • IEP Team meets and determines services required to provide a free and appropriate public education (FAPE)
  • Parent participates as a valuable team member
  • IEP team determines the least restrictive environment (LRE) for the child
  • Parent signs or denies consent for services

Step #5: Continuing Services & Eligibility

  • A review of the IEP occurs at least once every 365 days
  • The school, parents and/or adult students may request an IEP team meeting at any time
  • An eligibility review occurs at least once every 3 years
  • Parents and/or adult student may revoke consent for special education services at anytime by writing to the Lincoln Early Childhood Center

Step #6: Discontinuation of Special Education Services

  • Discontinuation can occur in any of the following ways:
    • Student no longer meets eligibility criteria, student completes requirements for high school diploma or parent and/or adult student revokes consent for services (in writing)

Glossary of Terms:

Free Appropriate Public Education (FAPE)

The Individuals with Disabilities Act (IDEA) 2004 states that special education and related services are provided at public expense (free); in conformity with an appropriately developed Individualized Education Program (IEP) (appropriate); under public supervision and direction (public); and include preschool, elementary and secondary education that meets the education standards, regulations and administrative policies and procedures issued by the State Department of Education.

Individuals with Disabilities Act (IDEA)

A law ensuring services to children with disabilities throughout the nation.

Individualized Education Program (IEP)

A written document (developed collaboratively by parents and school personnel) which outlines the special education program for a student with a disability. This document is developed, reviewed and revised at an IEP meeting as least annually.

Least Restrictive Environment (LRE)

The IDEA 2004 requirement that students with disabilities, including those in public or private institutions or other care facilities, be educated with students who are nondisabled to the maximum extent appropriate.

Procedural Safeguards

The formal requirements of Part B of the IDEA 2004 that are designed to allow a parent/adult student to participate meaningfully in decisions concerning an appropriate educational program for a student with a disability and, if necessary, dispute such decisions. Also referred to as Special Education Rights.