DCPS Special Education Family Guide
Eligibility Process
At a Glance
If there are concerns that your child may have a disability, the school may recommend an evaluation. This process helps determine if your child needs special education or related services. Once a parent or guardian gives permission, the evaluation must be completed within 60 days.
30 days
60 days
SPECIAL EDUCATION AT A GLANCE
A child is suspected of having a disability.
A parent/guardian or someone familiar with the child makes a referral for special education services.
Child may receive levels of supports throughout the process.
Within 30 days
The Individualized Education Program (IEP) team receives the referral, reviews student data, and decides whether the child requires additional evaluations.
The IEP team determines that evaluation is not required and notifies parent/guardian in writing with an explanation.
School monitors support and progress.
The IEP team asks the parent or guardian for written permission to evaluate the child. The evaluation is based on the child's needs and may include observations, interviews, a review of records, and assessments. The IEP team then meets with the parent or guardian to discuss the results.
Within 60 days
The IEP team determines that the child does not have a qualifying disability or does not require special education services.
The child has a qualifying disability and requires special education services.
Within 30 days
The parent or guardian gives written permission for the child to begin receiving services.
School staff implements the IEP within a reasonable time.
Referral
The special education process begins when a verbal or written request for special education services or an evaluation is received. The request can be made by:
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School Staff
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Parents/guardians
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Public agency
A copy of the parent rights and protections is provided to parents; click here to view.
Evaluation
After the school receives the referral, the IEP team meets to discuss the referral and review existing data, including previous assessments. The IEP team includes:
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Parent/guardian
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Child (if appropriate)
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Special education teachers
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General education teachers
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Related service providers
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Other school staff
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Other individuals invited by the parent or school
Eligibility
The IEP team determines whether the student meets the criteria for a disability as defined by the Individuals with Disabilities Education Act (IDEA) and whether the student needs special education and additional support. The IEP team may discuss whether more assessments are needed and, if necessary, meet again to determine eligibility.
If a student is found eligible for special education services for the first time, the parent/guardian must give consent before the IEP team can develop and provide the IEP and services. If consent is not given, the team cannot move forward with the IEP or special education services.
Individualized Education Program (IEP)
This written plan describes your child's learning goals, special education services, supports, and accommodations. It is developed and updated by the IEP team to meet your child's needs.
Annual Review
IEPs must be updated at least once every year through the annual review process.
Reevaluation
Continued eligibility for special education must be decided at least once every three (3) years. This is also called “reevaluation” or “a triennial evaluation.”
Dismissal/Exit
An IEP team determines if your child no longer qualifies as a student with a disability and is no longer eligible for special education and related services.
Location of Services (LOS)
The geographical/physical site where the student’s IEP will be implemented.
The Parent’s Role in the IEP Process
As your child's parent/guardian, you play a vital role on the IEP team. Your school must give you any documents that will be used to develop an IEP or reviewed in an eligibility meeting at least five (5) business days before the meeting. This gives you time to review them and prepare for the meeting. You will receive a copy of the IEP after the meeting.