The School Journey

Thirteen steps, from asking for an evaluation to the last day of school. What should happen, what to bring, what to ask, and the red flags.

The whole path at a glance

Special education follows the same federal steps in every state, from the first worry to the last day of school. Each step below says what should happen, what to bring, what to ask, and the red flags to watch for.

Child Find and referral
Asking for an evaluation
Giving consent
The evaluation
Eligibility decision
Writing the IEP
Placement and least restrictive environment (LRE)
Services start and progress reports
Annual IEP review
Reevaluation at least every 3 years
Transition planning by age 16
Transfer of rights at age of majority
Leaving school and the Summary of Performance

About this guide: Checked line by line against the federal regulations (34 CFR Parts 300 and 104, eCFR text as of 29 Oct 2026) on 2 Nov 2026. A second review by someone with special education law training is still to come. This is general information, not legal advice. Your state may add rules.

Step 1: Child Find and referral

What should happen

Every state must find, locate, and evaluate children with disabilities who may need special education. This is called Child Find.
Child Find covers children in public school, private school, children who are homeless, and wards of the state.
It also covers children who are passing from grade to grade. A child does not have to fail first.
Children leaving early intervention (Part C) should have an IEP or IFSP in place by their third birthday.

What to bring

Notes on what you see at home: dates, examples, and how long it has been going on.
Report cards, test scores, and notes from teachers.
Any reports from doctors or therapists.

What to ask

Who is the Child Find contact for our school or district?
What happens next after I share my concerns, and when?

Red flags

You are told your child is 'too young' or 'doing fine' without any look at the data.
You are told a private school child cannot be part of Child Find.

The law: 34 CFR 300.111(a); 34 CFR 300.111(c)(1); 34 CFR 300.124(b); 34 CFR 300.101(b)

Step 2: Asking for an evaluation

What should happen

You can ask for an evaluation at any time. The school can also ask.
Put your request in writing. Date it and keep a copy.
The school must give you a written notice about what it will do or refuse to do. It must also give you a copy of your procedural safeguards (your rights) when you first ask.
A school process like RTI or MTSS cannot be used to delay or deny an evaluation.

What to bring

A short letter or email: 'I am asking for a full and individual evaluation for special education for my child, [name], because [reasons].'
Copies of anything that shows your concerns.

What to ask

When will I get the consent form?
If you will not evaluate, will you give me that in a prior written notice with your reasons?

Red flags

Being told to wait until RTI or MTSS is finished.
Being told only a teacher can ask for an evaluation.
A verbal 'no' with no written notice.

The law: 34 CFR 300.301(b); 34 CFR 300.503(a); 34 CFR 300.504(a)(1); OSEP Memo 11-07, January 21, 2011 (A Response to Intervention (RTI) Process Cannot Be Used to Delay-Deny an Evaluation for Eligibility under IDEA)

Step 4: The evaluation

What should happen

Under federal rules, the evaluation must be done within 60 days after you give consent, unless your state sets its own timeline. Your state may add rules.
The school must use more than one test or tool. No single test can decide eligibility.
Your child must be tested in all areas tied to the suspected disability. This can include health, vision, hearing, behavior, thinking, school skills, communication, and motor skills.
Tests must be given in your child's language or way of communicating, and must not be biased.
Information you give must be part of the evaluation.

What to bring

Private evaluations or medical reports, if you have them.
A one page summary of your child's strengths and struggles.

What to ask

What is the date the evaluation will be finished?
Can I get a copy of the report before the eligibility meeting?

Red flags

The timeline passes with no meeting.
Only an IQ test or one test is used.
An area you raised (such as reading, behavior, or speech) is left out.

Federal rule: 60 days from consent, unless your state sets its own. See your state.

The law: 34 CFR 300.301(c); 34 CFR 300.304(b); 34 CFR 300.304(c)(1); 34 CFR 300.304(c)(4); 34 CFR 300.304(c)(6)

Step 5: Eligibility decision

What should happen

A group of qualified professionals and you, the parent, decide together if your child is eligible.
Two things must be true: your child has one of the disabilities listed in IDEA, and your child needs special education because of it.
A child cannot be found eligible if the main reason for problems is a lack of good reading or math teaching, or learning English.
You get a free copy of the evaluation report and the eligibility paperwork.

What to bring

Your notes on the evaluation report, with questions next to each part you do not understand.

What to ask

Which disability category are you using, and why?
If you say no, will I get prior written notice explaining why?
If I disagree with the evaluation, how do I ask for an independent educational evaluation (IEE)?

Red flags

You are not invited to the decision.
You are told good grades alone mean your child is not eligible.

The law: 34 CFR 300.306(a); 34 CFR 300.306(b); 34 CFR 300.8(a); 34 CFR 300.101(c); 34 CFR 300.502(b)(1)

Step 6: Writing the IEP

What should happen

The first IEP meeting must happen within 30 days after your child is found to need special education.
The school must invite you early enough to attend, at a time and place you both agree on. The notice says who will be there.
The team must include you, a general education teacher, a special education teacher, a district representative, and someone who can explain the test results. You may bring others who know your child.
The IEP must include present levels, measurable annual goals, how progress will be measured, the services and supports, and when, where, and how often services happen.
The team must think about your child's strengths and your concerns. It must also think about behavior supports, language needs, Braille, communication, and assistive technology when they apply.
You get a free copy of the IEP.

What to bring

Your written 'parent concerns' statement.
Your child's strengths and interests.
A support person, advocate, or someone who knows your child.

What to ask

How will you measure each goal, and how often will I get a report?
How many minutes of each service, and who provides it?
Is anything in this IEP limited because of staff or cost?

Red flags

A finished IEP is handed to you and the team will not change anything.
Goals that cannot be measured, such as 'will improve reading.'
Services written as 'as needed' with no minutes.

The law: 34 CFR 300.323(c)(1); 34 CFR 300.322(a); 34 CFR 300.322(b)(1); 34 CFR 300.321(a); 34 CFR 300.320(a); 34 CFR 300.324(a)(1); 34 CFR 300.324(a)(2); 34 CFR 300.322(f)

Step 7: Placement and least restrictive environment (LRE)

What should happen

Placement means where and how your child gets services. It is decided by a group that includes you.
Placement is based on the IEP, reviewed at least once a year, and as close to home as possible.
Your child should learn with children who do not have disabilities as much as is appropriate. Removal from regular class happens only when supports and services in regular class cannot work well.
Your child should attend the school they would go to if they did not have a disability, unless the IEP needs something else.
Schools must have a range of options, from regular class with supports to special classes, special schools, home, or hospital instruction.

What to bring

Your view on what supports would help your child in a regular class.

What to ask

What supports did you try or consider in the regular class?
Why were other options rejected? Please put that in the prior written notice.

Red flags

Placement is decided before the IEP is written.
Placement is based on which classroom has an open seat.
You are told a child must leave regular class only because the work needs to be changed.

The law: 34 CFR 300.116; 34 CFR 300.327; 34 CFR 300.501(c); 34 CFR 300.114(a)(2); 34 CFR 300.115; 34 CFR 300.503(b)(6)

Step 8: Services start and progress reports

What should happen

Services should start as soon as possible after the IEP is written. You must give consent before services start the first time.
Every teacher and provider who works with your child must be able to see the IEP and know their part.
You get progress reports on the goals on the schedule written in the IEP, for example with report cards.
A delay in deciding who pays for a service cannot delay the IEP.

What to bring

A simple log of what services you see happening and any missed sessions.

What to ask

Who is my main contact (case manager)?
If a session is missed, how will it be made up?

Red flags

Services start weeks late with no reason.
Teachers say they have not seen the IEP.
No progress reports arrive.

The law: 34 CFR 300.323(c)(2); 34 CFR 300.300(b)(1); 34 CFR 300.323(d); 34 CFR 300.320(a)(3); 34 CFR 300.103(c)

Step 9: Annual IEP review

What should happen

The IEP team must review the IEP at least once a year to see if goals are being met.
The team must change the IEP if your child is not making expected progress.
You can ask for an IEP meeting sooner. Changes between annual meetings can also be made in writing if you and the school agree.

What to bring

Progress reports and your own notes on what is working and what is not.
Work samples from home.

What to ask

What does the data show for each goal?
If a goal was not met, what will change this year?

Red flags

The same goals are copied from last year with no data.
You are told you must wait for the annual meeting to raise a problem.

The law: 34 CFR 300.324(b)(1); 34 CFR 300.324(a)(4); 34 CFR 300.324(a)(6); OSERS Questions and Answers on Endrew F. v. Douglas County School District Re-1, December 7, 2017 (Q15)

Step 10: Reevaluation at least every 3 years

What should happen

Your child must be reevaluated at least once every 3 years, unless you and the school agree it is not needed.
You or a teacher can ask for a reevaluation sooner, but usually not more than once a year unless you and the school agree.
The team first reviews existing information, including what you share, and decides what new testing is needed.
The school must ask for your consent before new testing.
The school must evaluate before deciding your child no longer has a disability (except at graduation with a regular diploma or aging out).

What to bring

New outside reports and any changes at home or in health.

What to ask

What new testing do you plan, and why?
If you plan no new testing, can I still ask for it?

Red flags

Services end with no evaluation.
The 3 year date passes with no review.

The law: 34 CFR 300.303; 34 CFR 300.305(a); 34 CFR 300.305(d); 34 CFR 300.300(c); 34 CFR 300.305(e)

Step 11: Transition planning by age 16

What should happen

By the first IEP in effect when your child turns 16, the IEP must include goals for life after high school. These cover training, education, jobs, and, if needed, independent living.
Goals must be based on age appropriate transition assessments and updated every year.
The IEP must list transition services, including courses of study.
The school must invite your child to the meeting. With your consent, it must invite agencies that may provide or pay for transition services, such as vocational rehabilitation.
Many states start transition planning earlier than 16. Your state may add rules.

What to bring

Your child's own ideas about work, school, and where they want to live.
Your questions about adult services in your state.

What to ask

Which transition assessments did you use?
Which outside agencies will you invite?

Red flags

A transition plan with no measurable goals.
Your child is not invited.
Transition planning starts in the last year of school.

The law: 34 CFR 300.320(b); 34 CFR 300.321(b); 34 CFR 300.322(b)(2); 34 CFR 300.43

Step 12: Transfer of rights at age of majority

What should happen

Your state may move IDEA rights from parent to student when the student reaches the age of majority under state law (often 18). Your state may add rules.
At least one year before that age, the IEP must say your child has been told which rights will transfer.
If rights transfer, the school must notify both you and your child.
States must have a way to appoint a parent or other person to represent a student who cannot give informed consent, if state law allows that finding.

What to bring

Questions about supported decision making, power of attorney, or guardianship options in your state.

What to ask

What is the age of majority here, and what rights transfer?
How can my child invite me to keep coming to meetings?

Red flags

No one tells your child about the transfer before it happens.

Most states transfer rights at 18. What changes at 18.

The law: 34 CFR 300.320(c); 34 CFR 300.520

Step 13: Leaving school and the Summary of Performance

What should happen

FAPE ends when your child graduates with a regular high school diploma, or ages out under state law. In most states services can continue through age 21. Your state may add rules.
A certificate or a diploma that is not a regular diploma does not end the right to FAPE.
Graduation with a regular diploma is a change in placement, so the school must give you prior written notice.
When eligibility ends this way, the school must give your child a Summary of Performance. It describes school and daily living skills and gives advice for reaching goals after school.

What to bring

Your child's transition plan and a list of adult agencies you have contacted.

What to ask

Is this a regular diploma or something else?
When will we get the Summary of Performance?

Red flags

You are told services end at 18 when your child has not earned a regular diploma.
No Summary of Performance is given.

The law: 34 CFR 300.101(a); 34 CFR 300.102(a)(1); 34 CFR 300.102(a)(3); 34 CFR 300.305(e)(2); 34 CFR 300.305(e)(3)

When something does not sound right

Schools mostly want to help, but mistakes happen. If what you hear does not match the steps above, read Does this sound right? and call your free parent center.

If your child does not need special education but still needs help at school, read the 504 path.

Last reviewed: November 2026. Rules, programs and phone numbers change. Check with the office named on this page. Report outdated or wrong information.