I spend most days of my life working with various students who are at different parts in the sped referral process. I attend Child Study Meetings where we decide if we are going to evaluate a student. I observe and screen children and talk with parents and teachers to help the committee make a good decision about whether we should do a special education evaluation.   I evaluate those students (this includes Psychological testing, observations, talking with student/teacher/parent, doing rating scales, etc.). I attend eligibility meetings where we determine if the student is eligible for for special education services. All of this is second nature to me and sometimes I need to stop and remember when a parent comes in, that this is NEW.

When I talk to parents, I find that many parents do not fully understand the special education referral process, even when they nod and act like they do. We as school staff need to do a better job of helping the parents understand the process. Parents also need to speak up and ask questions when there is not understanding.

This is a guide for parents to understand the process of special education testing, the testing components, and some of the test data. It is important to note that schools systems and states will vary to some degree. If you have any questions about the process in your school system, ask your school psychologist, teacher, or principal. Parents have every right to ask questions and usually school personnel are happy to help make this process less anxiety-provoking for you. It is important for parents to understand their rights during the special education process.


Special Education Process

After data shows that interventions have been attempted and if a student is suspected of having a disability, a referral is made to evaluate him or her for special education testing. Once the parents sign the Permission for Testing Forms, timelines begin and the schools have 65 business days to complete the assessments and hold the eligibility meeting. Some states may have a different timeline.

During these 65 days, several testing components will be completed with you and your child. The evaluators will write reports and a copy will be given to parents at the eligibility meeting. However, schools are required to have a copy available for parents to pick up two days before the eligibility meeting. It is advised, that parents take advantage of this and read reports before the meeting to help get familiar with the information and to formulate questions. The reports hold a lot of information that can be overwhelming if you are not familiar with this type of testing. Read Understanding Test Scores to understand the types of tests used and what the scores mean.

Additionally, the meeting is likely to bring forth strong emotions as your child’s difficulties are discussed openly. It can be overwhelming for parents, especially when not prepared. When parents do not read the reports prior to the eligibility meeting, they are the only people at the table who come to the meeting not knowing what to expect.


What if My Child is Found ELIGIBLE for Special Education Services?

Once a child is eligible for special education services, the schools have 30 days to develop an Individualized Education Plan (IEP) for the student. This will consist of accommodations, goals, and describe the services offered. Parents are part of a committee to help create this document. Once it is signed, schools are legally required to follow it. It is reviewed once a year, unless parents or teachers feel that changes are necessary. Every three years, the committee will determine if the student should be reevaluated. This is called a triennial evaluation. Sometimes another full evaluation will be conducted, other times a review of records and updated teacher information is used.


What if My Child is Found INELIGIBLE for Special Education Services?

If your child was found ineligible for special education services and you agree with the eligibility findings, then your child will not receive special education. He or she was evaluated because of a problem that still needs to be addressed within regular education. Ask for a separate meeting with your teacher or a team to determine what accommodations or strategies can be used to help.

If you believe that your child requires special education services and has a disability, but was found ineligible for services, make an appointment to meet with the special education director. If an agreement cannot be reached, you may be able to have an Independent Evaluation at the expense of the school. The results of that testing will be brought back to an eligibility meeting. A child MUST have 2 things before they can receive special education services: They must have a disability and there must be a documented educational impact that the student requires special education services to be successful.

An average of 915 DACA recipients every day will lose their work authorization and protection from deportation once the phaseout of the program moves into full force in spring 2018, MPI estimates. This fact sheet also offers U.S. and state estimates of the school enrollment and educational attainment, workforce participation, and industries and occupations of employment for the nearly 690,000 current DACA holders.

Rising numbers of young immigrants and refugees entering European schools following the 2015–16 migration crisis strained system capacity and injected new urgency into debates about how to support diverse learners and their families. This report examines the challenges facing European education systems and identifies key lessons to improve migrant inclusion in schools and integration more broadly.

As the number and share of Dual Language Learners (DLLs) continues to grow across the United States, diversity within this population is also increasing. This webinar marks the release of a report providing analysis of the diversity within the DLL population nationwide and at the state and local levels. Speakers discuss data on the three rapidly growing subgroups within the DLL population: Black and Asian American and Pacific Islander DLLs and young children of refugees, and the implications for the early education and care field and K-12 education systems. 

Marking the release of an MPI report, this webinar examines the challenges and successes major host countries in Europe and North America are experiencing in providing high-quality early childhood education and care (ECEC) services for children from refugee and asylum seeker families.

A recent MPI study reveals that 48 percent of recent immigrants to the United States were college graduates, a sharp increase over earlier periods. How can the United States better leverage this brain gain? This commentary outlines some policies that could allow the United States to more fully utilize the professional and academic credentials that highly skilled immigrants have, for their benefit and that of the U.S. economy.

The future of the Deferred Action for Childhood Arrivals (DACA) program is uncertain, amid skepticism from the Trump administration about its merits and the promise of legal challenge from ten state attorneys general. This issue brief presents a profile of young adults eligible for DACA in terms of their educational attainment and labor force participation, as well as what is at stake should the program be terminated.

Marking the release of an MPI brief that articulates a new adult education program model, this webinar features a discussion among immigration and legal services, adult education, and digital learning experts. The webinar includes a discussion of strategies to implement the English Plus Integration model, which would maintain a central focus on English language acquisition while also building skills necessary for successful immigrant integration.

Taking stock of weaknesses in the WIOA-driven design of most adult basic education programming, MPI analysts draw on research from the integration, adult education, and postsecondary success fields in arguing for the adoption of an “English Plus Integration” (EPI) adult education program model, and discuss strategies for implementation. 

WASHINGTON – Four years since the Every Student Succeeds Act (ESSA) was signed into law, all 50 states, the District of Columbia and Puerto Rico have developed accountability plans that include blueprints for serving English Learners (ELs), as well as measuring these students’ progress and being accountable for their outcomes. This marked a significant development, as EL performance was previously not well integrated with factors that determined whether a school was performing well or poorly.

Margaret A. Powers
Apr 1, 2016; 34:70-80
Position Statements

Christine A. Beebe
Jul 1, 2011; 29:123-126
Practical Pointers

This Quality Counts 2019 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

A businessman, Patrick served two terms as governor of Massachusetts and has credited education with his own dramatic rise to success.

This Quality Counts 2020 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

This Quality Counts 2020 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

This Quality Counts 2019 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

This Quality Counts 2019 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

This Quality Counts 2020 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

This Quality Counts 2020 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

This Quality Counts 2019 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

This Quality Counts 2020 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

Any discussion in politics of the future of education in Ohio inevitably turns to the Electronic Classroom of Tomorrow.

This Quality Counts 2019 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

This Quality Counts 2020 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

The decision comes after a state investigation of one Tulsa school found that the individualized education programs for students there frequently used generic educational goals.

What goes on behind all the closed doors in politics? Most teachers never get a chance to find out, writes teacher-turned-politician John Waldron.

This Quality Counts 2019 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

This Quality Counts 2020 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

The decision by a federal appeals court recognizing the right to a basic minimum education may be felt far beyond the substandard Detroit schools underlying it, but hurdles could remain.

It's worth remembering how far we've come on educating students with disabilities, writes Nebraska's education commissioner Matthew L. Blomstedt.

As in several other states dependent on tax revenue from natural resources, Wyoming legislators are looking for ways to make millions of dollars in education budget cuts.

All districts in Wyoming will be required to provide K-12 computer science instruction, and Idaho high schools will offer at least one high school CS course.

This Quality Counts 2019 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

This Quality Counts 2020 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

About 14,000 more students in the state are enrolled in special education, after the state lifted what it called a "benchmark" enrollment figure of 8.5 percent.

The U.S. Department of Education said Texas must stop using a guideline for special education enrollment that may have led to thousands of children being denied services they were qualified to receive.

Officials want to hear from parents, students and educators in the wake of a newspaper series that said Texas is suppressing special education enrollment.

Jan. 6 is the last day to submit comments to the U.S. Department of Education about their experiences with Texas' special education identification processes.

The federal office of special education programs said the state failed to ensure that students were properly evaluated for special education, as required by the Individuals with Disabilities Education Act.

The state has developed an extensive plan for fixing a violation of federal special education law, but federal officials want to see additional corrective actions and plan a visit to follow up.

Thousands of Texas children are believed to have been kept from special education services because of a now-prohibited special education enrollment target of 8.5 percent, which is well below the national average.

This Quality Counts 2019 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

This Quality Counts 2020 Highlights Report captures all the data you need to assess your state's performance on key educational outcomes.

Lawmakers in Michigan, Mississippi, North Dakota, and Utah have all gave previews this to their 2018 fiscal year budget proposals.