district home
View Kent County Public Schools
Part B - IEP Process

Step 1: Child is identified as possibly needing special education and related services

"Child Find" is the process used to identify, locate, and evaluate all children with disabilities who may need special education and related services. A child may be identified by "Child Find," and parents may be asked if the "Child Find" system can evaluate their child. When a parent asks for their child to be referred to “Child Find” they will submit a written letter requesting that an IEP team be conveyed to review if their child needs special education services.

For a child enrolled in a Kent County Public School, please contact the school principal. For a child not enrolled in a Kent County Public School, contact Wendy Keen, Supervisor of Special Education, at 410-778-7164.

Step 2: Child is determined as possibly needing special education and related services.

An IEP team meeting will be held within 30 days of the referral date or from the date the school receives the letter requesting an IEP meeting. A meeting will be held NO later than 30 days from the written request to review if the child needs to be evaluated for special education and related services under the “Child Find” process.

Step 3: Child is evaluated

If the team feels that an evaluation is warranted, the team will recommend assessments to determine if a disability exists. The evaluation must assess the child in al areas related to the child’s suspected disability. This evaluation will be a comprehensive evaluation, consisting of an evaluation from two disciplines. The evaluation results will be used to decide the child’s eligibility for special education and related services to make decisions about an appropriate educational program for the child.

The team will meet to review the results of the assessments through an IEP team meeting within 60 days of the date the assessments were authorized.

Step 4: Eligibility is Decided

An IEP team will be conveyed to determine if a child is eligible for special education services. This team will be composed of a group of qualified professionals, along with the parent(s) to review the child’s evaluation results together.

According to IDEA 2004, Section 1414(d)(1)(B), the IEP team includes:

(i) the parents of a child with a disability;

(ii) not less than 1 regular education teacher of such child (if the child is, or may be, participating in the regular education environment;

(iii) not less than 1 special education teacher, or where appropriate, not less than 1 special education provider of such child;

(iv) a representative of the local educational agency

(v) an individual who can interpret the instructional implications of evaluation results

(vi) at the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and

(vii) whenever appropriate, the child with a disability."

Together they decide if the child is a “child with a disability” as defined by IDEA.

Step 5: Child is found eligible for special education services

If the child is found eligible for services as a “child with a disability” as defined by IDEA, an Individualized Education Plan will be developed. This will be develop within 30 calendar days of the eligibility meeting.

Step 6: An IEP is developed

The school system schedules and IEP meeting within 30 calendar days of the eligibility meeting.

The IEP team gathers to talk about the child’s needs and write the student’s IEP. The parents and the student (when appropriate) are part of the team.

Parents will receive at least 10-calendar day prior to the IEP meeting to give ample time for parents to attend the meeting. The meeting will be scheduled at a time and place agreeable to the parent(s) and school. Parents will be contacted prior to the IEP meeting to discuss strengths and needs of the child.

Parents may also invite people to the meeting who have knowledge or special expertise about the child. The parents will alert the school on the IEP notice that they will be bringing prior.

Parents will receive proposed goals and objectives prior to the meeting to be an informed active participant in developing an IEP for his/her/their child. The parents will receive this at least 5 days prior the meeting to provide them ample time to review the documents. Other parts of the IEP (i.e. LRE, services, ESY) are developed in conjunction with the parents at the meeting to best meet the needs of the child.

Before the IEP may be implemented, the parent(s) must give consent for special education and related services. The IEP will be implemented as soon as possible after the meeting.

If the parent(s) do not agree with the IEP and placement, they may discuss their concerns with the members of the IEP team and try to come to an agreement. If they cannot come to an agreement, the parent(s) and/ or the school IEP team may contact the Special Education Supervisor at 410-778-7164.

Parents will receive a final copy of the IEP with 5 days following the

Step 7: The IEP is implemented

The school will implement the student’s IEP as it was written. Each of the child’s teachers and service providers will have a copy and access to the IEP. The case manager will review the IEP with all teachers, ensuring that they understand the supplementary aids and services, instructional and testing accommodations, and goals that are written in the IEP to help implement these services in the general education environment.

KCPS will utilize the continuum of services to implement the IEP in the least restrictive environment.

Step 8: Progress Monitoring

Each quarter (in conjunction with report cards) and prior to the annual review, the child’s progress toward the annual goals and objectives of the IEP are measured. The parent(s) or guardian(s) will receive a written progress report identifying their child’s progress towards these goals.

The parent may request to review the progress of their child at any point through requesting this information in writing or by asking for an IEP meeting.

Step 9: Reviews of the IEP

Parents may request an IEP meeting at any time. To request an IEP, the parent should write a letter to the principal or IEP chair requesting a meeting.

The IEP team reviews the child’s IEP at least once a year. At the annual review, the child’s IEP and progress towards annual goals are reviewed and the IEP is revised. Parents, as team members, are invited to attend and make suggestions for changes.

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 come to an agreement. Should an agreement not be reached, parents are encourage to contact the Supervisor of Special Education for Kent County Public Schools at 410-778-7164. Parents may request mediation if an agreement cannot be reached.

Step 10: Reevaluation

At least every three years a child must be reevaluated to determine eligibility for special education services as defined by IDEA. This evaluation is often referred to as the triennial assessment. This evaluation will help determine weaknesses. A child may be reevaluated more often if conditions warrant or if the child’s parent or teacher asks for a new evaluation.

district home
District Office:

5608 Boundary Ave
Rock Hall, MD 21661
Phone: 410-778-1595
© 2018. Kent County Public Schools. All Rights Reserved.
View text-based website