Special Education Process
This section outlines the Fife Public Schools Special Education process.
Pre-referral
Teachers often start by trying different classroom strategies to help a student who is having challenges. These may include things like small group instruction, visual supports, or extra practice.
Referral
Anyone - family members/caregivers, teachers, doctors, or others - can refer a student for a special education evaluation. Referrals are made to the school principal. Once a referral is made, the school has 25 school days to decide whether an evaluation is needed. If they choose not to evaluate, the school must explain the decision, in writing, to the parent or guardian.
If you suspect your child has a disability and may be eligible for services through an Individualized Education Program (IEP), you may make a referral to consider initial evaluation. Speak to your child's teacher or the school counselor for more information.
Evaluation
Once consent is provided, a school psychologist and team will complete a comprehensive evaluation within 35 school days. This includes observations, assessments, and input from teachers and family members. The goal is to better understand your child's learning strengths and needs across different areas.
Eligibility Determination
At an evaluation meeting, the school's evaluation team will review the results to decide if your child qualifies for special education services. To qualify, three questions must be answered "yes":
- Does your child have a disability?
- Is it affecting their ability to learn or participate in school?
- Do they need specially designed instruction to make progress?
If the answer is "no" to any of these questions, your child would not be eligible for special education at this time. The school team will meet with you to review the evaluation results and explain whether your child qualifies. If eligible, the team has 30 calendar days to develop an IEP for your child.
Initial IEP Meeting
The IEP meeting is where your child's learning plan is created. You are a vital member of the team. The meeting is a place to ask questions, share your insights, and help shape your child's goals and supports.
The team decides how and where services will be provided - this is called placement. Your child will learn in the least restrictive environment (LRE), meaning alongside peers as much as possible with the support they need to be successful. This maximizes the student opportunities to reach their goals and objectives.
NOTE: A student's LRE may be within the general education classroom, with IEP services layered and integrated throughout the day. No matter how the LRE is managed, the student's services are managed by a Special Education teacher.
At the end of the IEP meeting, you will be asked to sign a second consent form to allow services to begin. Once consent is received, students will begin to receive their services.
The IEP Meeting Team includes:
- You (the parent or guardian)
- Your child, if appropriate
- Special Education teacher
- General Education teacher
- IEP case manager
- School psychologist, when evaluations or reevaluations are discussed
- Local Education Agency (LEA) representative - often a building administrator
- Related service providers (such as speech, occupational, or physical therapists)
- An interpreter, if needed
- Anyone else you choose to invite (advocate, friend, family member, etc.)
IEPs are reviewed annually, every school year. Any member of the team can request an early IEP meeting. Your child is re-evaluated every three years. This is done to establish continued eligibility and need. You or the school can request an early reevaluation, if needed.