Referral Process

If a staff member or parent/guardian believe that a student may have a disability that affects their learning, a referral can be made to begin the Special Education evaluation process. Referrals can come from parents, teachers, counselors, or other school staff who are committed to ensuring the student receives the support they need to succeed in school.

Once a referral is made, the Special Education Department will review existing information and determine whether an evaluation is needed. An evaluation can only take place with parent/guardian consent. Consenting to an evaluation is not the same as agreeing to services. Your consent for an evaluation simply allows ETHS to gather more information to better understand the student’s strengths and needs in areas such as academics, communication, behavior, and social skills.

The purpose of an evaluation is to get a clear, full picture of a student’s learning, behavior, and overall needs so that any next steps are informed, accurate, and supportive. An evaluation is not about labeling a child—it’s about understanding their strengths and where they may need extra help.

The evaluation may include:

• Observations in the classroom

• Academic assessments

• Input from teachers, parents, and sometimes the student

• Tests or checklists related to specific areas (e.g., reading, math, speech, social-emotional skills)

This process helps ETHS understand the student’s strengths and challenges so we can make informed decisions together.

Based on the results, the IEP team and parents/guardians meet to review all the results and decide if the student meets the state and federal criteria for Special Education services. Parents/guardians are encouraged to bring anyone who can support you in the meeting, such as a family member, friend, advocate, or outside professional. The goal is to ensure you feel informed and supported throughout the discussion.

The purpose of this meeting is to look at the whole picture: test results, classroom observations, teacher input, and what you’ve shared about your child’s needs. Eligibility decisions are not based on a single score or checklist. The law is designed so that each IEP team can make decisions based on a student’s unique situation, using professional judgment as well as guidelines.

For a student to qualify, the IEP team must reach agreement on eligibility. If your child is found eligible, the team will move forward with developing an Individualized Education Program (IEP) to outline goals and supports. If your child does not qualify, the team will work with you to explore other ways to support your child’s success at school.

If You Disagree with the IEP Team’s Decision

You have the right to disagree with the IEP team’s determination. If that happens, you may:

• Request an Independent Educational Evaluation (IEE) at the district’s expense.

• Ask for a meeting with a program specialist or special education administrator to review the decision.

• Request additional testing to gather more information.

• Request mediation or move forward with your due process rights.

If the IEP team determines that your child qualifies for special education services, the next step is to develop an Individualized Education Program (IEP).

An IEP is a written plan that outlines a student’s unique strengths, needs, and the specific supports and services they will receive to help them succeed in school. It includes goals tailored to your child’s learning, accommodations or modifications needed, and how progress will be measured. The IEP is provided to teachers and guides the instruction and services the student receives.

Special Education services cannot begin until the IEP is written and agreed upon. The IEP team, including the student’s parents/guardians, meets annually to review and update this plan.

Once the IEP is finalized and agreed upon, ETHS will begin providing the Special Education services and supports outlined in the plan.

Teachers and service providers work to deliver instruction tailored to your student’s needs and regularly monitor progress toward the goals set in the IEP. You will receive updates on your student’s progress, usually through reports and meetings.

If the team finds that your child is not making expected progress, or if your child’s needs change, the IEP can be reviewed and adjusted. You can also request an IEP meeting at any time to discuss changes or concerns.

The student’s IEP team must meet at least once a year to review the student’s progress and update goals and services as needed. The student’s eligibility for special education services must be reviewed through a reevaluation at least every three years to determine if the student continues to qualify and if services remain appropriate.