RTI, MTSS, and Special Education Identification Processes

Students must qualify for special education services under one of the disability categories outlined by the Individuals with Disabilities Education Act. There is a specific process involved in identifying students as having a disability. This process includes a group of educators called a Child Study Team who help determine interventions for students. This process can include RTI, MTSS, and the special education identification process. Special education teachers will be involved in all steps of these processes.
Create a 250-500 word brochure for families of students who may have disabilities. In your brochure, include the following
An explanation of RTI, MTSS, and the special education identification process
A visual to help families understand the explanation of RTI, MTSS, and the special education identification process
An overview of procedural safeguards and parental rights
A minimum of three local or national resources to support families who have children with disabilities
Support your findings with a minimum of two scholarly resources.
special educationeducation
ATTACHED FILE(S)
6/15/22, 7:04 PM 10 Basic Steps in Special Education | Center for Parent Information and Resources
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10 Basic Steps in Special Education

Accurate and updated information as of April 2022
In PDF format
In Spanish | en español
When a child is having trouble in school, it’s important to
find out why. The child may have a disability. By law, schools
must provide special help to eligible children with
disabilities. This help is called special education and related
services.
There’s a lot to know about the process by which children are identified as having a disability
and in need of special education and related services. This section of CPIR’s website is
devoted to helping you learn about that process.
This brief overview is an excellent place to start. Here, we’ve distilled the process into 10
basic steps. Once you have the big picture of the process, it’s easier to understand the many
details under each step. We’ve indicated throughout this overview where, on our site, you can
connect with that more detailed information.
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Step 1. Child is identified as possibly needing special
education and related services.
There are two primary ways in which children are identified as possibly needing special
education and related services: the system known as Child Find (which operates in each state),
and by referral of a parent or school personnel.
Child Find. Each state is required by IDEA to identify, locate, and evaluate all children
with disabilities in the state who need special education and related services. To do so,
states conduct what are known as Child Find activities.
When a child is identified by Child Find as possibly having a disability and as needing
special education, parents may be asked for permission to evaluate their child. Parents
can also call the Child Find office and ask that their child be evaluated.
Referral or request for evaluation. A school professional may ask that a child be
evaluated to see if he or she has a disability. Parents may also contact the child’s teacher
or other school professional to ask that their child be evaluated. This request may be
verbal, but it’s best to put it in writing.
Parental consent is needed before a child may be evaluated. Under the federal IDEA
regulations, evaluation needs to be completed within 60 days after the parent gives consent.
However, if a State’s IDEA regulations give a different timeline for completion of the
evaluation, the State’s timeline is applied.
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Step 2. Child is evaluated.
Evaluation is an essential early step in the special education process for a child. It’s intended
to answer these questions:
Does the child have a disability that requires the provision of special education and
related services?
What are the child’s specific educational needs?
What special education services and related services, then, are appropriate for
addressing those needs?
By law, the initial evaluation of the child must be “full and individual”—which is to say, focused
on that child and that child alone. The evaluation must assess the child in all areas related to
the child’s suspected disability.
The evaluation results will be used to decide the child’s eligibility for special education and
related services and to make decisions about an appropriate educational program for the
child.
If the parents disagree with the evaluation, they have the right to take their child for an
Independent Educational Evaluation(IEE). They can ask that the school system pay for
this IEE.
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Step 3. Eligibility is decided.
A group of qualified professionals and the parents look at the child’s evaluation results.
Together, they decide if the child is a “child with a disability,” as defined by IDEA. If the
parents do not agree with the eligibility decision, they may ask for a hearing to challenge the
decision.
Step 4. Child is found eligible for services.
If the child is found to be a child with a disability, as defined by IDEA, he or she eligiblefor
special education and related services. Within 30 calendar days after a child is determined
eligible, a team of school professionals and the parents must meet to write an individualized
education program (IEP) for the child.
Step 5. IEP meeting is scheduled.
The school system schedules and conducts the IEP meeting. School staff must:
contact the participants, including the parents;
notify parents early enough to make sure they have an opportunity to attend;
schedule the meeting at a time and place agreeable to parents and the school;
tell the parents the purpose, time, and location of the meeting;
tell the parents who will be attending; and
tell the parents that they may invite people to the meeting who have knowledge or
special expertise about the child.
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Step 6. IEP meeting is held and the IEP is written.
The IEP team gathers to talk about the child’s needs and write the student’s IEP. Parents and
the student (when appropriate) are full participating members of the team. If the child’s
placement (meaning, where the child will receive his or her special education and related
services) is decided by a different group, the parents must be part of that group as well.
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Evaluating School-Aged Children for Disability

Categories of Disability Under Part B of IDEA

The Short-and-Sweet IEP Overview

When the IEP Team Meets

The IEP Team

Placement, Short-and-Sweet


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Before the school system may provide special education and related services to the child for
the first time, the parents must give consent. The child begins to receive services as soon as
possible after the IEP is written and this consent is given.
If the parents do not agree with the IEP and placement, they may discuss their concerns with
other members of the IEP team and try to work out an agreement. If they still disagree,
parents can ask for mediation, or the school may offer mediation. Parents may file a state
complaint with the state education agency or a due process complaint, which is the first step
in requesting a due process hearing, at which time mediation must be available.
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Step 7. After the IEP is written, services are provided.
The school makes sure that the child’s IEP is carried out as it was written. Parents are given a
copy of the IEP. Each of the child’s teachers and service providers has access to the IEP and
knows his or her specific responsibilities for carrying out the IEP. This includes the
accommodations, modifications, and supports that must be provided to the child, in keeping
with the IEP.
Step 8. Progress is measured and reported to parents.
The child’s progress toward the annual goals is measured, as stated in the IEP. His or her
parents are regularly informed of their child’s progress and whether that progress is enough
for the child to achieve the goals by the end of the year. These progress reports must be given
to parents at least as often as parents are informed of their nondisabled children’s progress.
Step 9. IEP is reviewed.
The child’s IEP is reviewed by the IEP team at least once a year, or more often if the parents or
school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be
invited to participate in these meetings. Parents can make suggestions for changes, can agree
or disagree with the IEP, and agree or disagree with the placement.
If parents do not agree with the IEP and placement, they may discuss their concerns with
other members of the IEP team and try to work out an agreement. There are several options,
including additional testing, an independent evaluation, or asking for mediation, or a due
process hearing. They may also file a complaint with the state education agency.
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Step 10. Child is reevaluated.
At least every three years the child must be reevaluated. This evaluation is sometimes called a
“triennial.” Its purpose is to find out if the child continues to be a child with a disability, as
defined by IDEA, and what the child’s educational needs are. However, the child must be
reevaluated more often if conditions warrant or if the child’s parent or teacher asks for a new
evaluation.
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Want More Details?
You may find the following sections of our website particularly helpful for understanding the
requirements and responsibilities intrinsic to the special education process.
Evaluating Children
All About the IEP
Placement Issues
Supports, Modifications, and Accommodations
Resolving Disputes
Transition to Adulthood
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Mediation under Part B of IDEA

Filing a State Complaint in Part B of IDEA

The Due Process Complaint in Part B of IDEA

Due Process Hearings

Supports, Modifications, and Accommodations for Students

Measuring and Reporting Student Progress

Evaluating School-Aged Children for Disability

All About the IEP

Placement Issues

Supports, Modifications, and Accommodations for Students

Resolving Disputes Between Parents and Schools

Transition to Adulthood


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