Special Education Process

If a parent, teacher, or other concerned individual believes a student may have a disability, a referral may be made to the child’s zoned school (K-12) or Early Child Find office (3-5). Referrals are often based on academic, behavioral, speech/language, or developmental concerns. Once a referral is received, the school must respond in a timely manner to determine whether an evaluation is appropriate.

KCS staff and parent(s) will meet and if the team agrees that an evaluation is needed, the school will request informed written consent from the parent to proceed. The evaluation process cannot begin until this written consent is obtained.

Once parental consent is given, the school has 60 calendar days to conduct an individualized evaluation. The evaluation will gather data from multiple sources, including standardized assessments, classroom observations, and input from parents and teachers. This process is designed to determine:

• Whether the student meets criteria for a disability under the Individuals with Disabilities Education Act (IDEA)
• Whether there is an educational impact and the student requires specially designed instruction

Families play an important role during this step, as they can provide valuable information and perspectives about their child’s development, strengths, and challenges.

After the evaluation is completed, an Eligibility Determination Team meeting is scheduled. This meeting includes the parent, evaluators, teachers, and school staff familiar with the student. The team uses state-established criteria to determine if the student qualifies under one or more of the IDEA disability categories and if there is an educational impact that requires the student to receive special education services to make progress.

This meeting must occur within 60 calendar days of the signed consent, and the decision must be documented using Tennessee’s required eligibility forms. If the student is not found eligible, the team will discuss other supports that may be available in the general education setting. If the student is eligible, the team moves on to the IEP development phase.

Within 30 calendar days of eligibility determination, the IEP Team—of which the parent is a vital member—will meet to develop an Individualized Education Program. The IEP outlines the student’s:

• Present levels of academic achievement and functional performance
• Annual goals tailored to the student’s needs
• Accommodations and modifications
• Special education and related services which should be based on placement in the least restrictive environment (LRE)

The IEP must be designed to allow the student to make meaningful progress in light of their unique circumstances.

Once developed, the IEP is put into action. Teachers and service providers work collaboratively to implement the accommodations, modifications, and instruction outlined in the plan. Progress toward IEP goals is monitored and shared with parents at least as often as general education progress reports.

Parents or any other IEP team member can request an IEP meeting at any time if they feel changes are needed or have concerns.

The IEP must be reviewed at least annually to ensure it remains appropriate to the student’s current needs. During the review, the team may revise goals, services, or placement based on progress and new data. If at any point during the IEP year the student is not making progress, an addendum meeting should be called to discuss potential adjustments that may need to be made.

Every three years, a re-evaluation must be discussed. The purpose of re-evaluation is to determine continued eligibility and ensure services are still appropriate. Just like with the initial evaluation, written parental consent is required.