A Guide to the IEP Process for School Districts
This guide walks school districts through the Individualized Education Program (IEP) process: who qualifies, how an IEP is developed, what the IEP teamIEP Team A group of individuals, including parents, teachers, and specialists, responsible for creating, reviewing, and updating a student's IEP. must do each year, and how an IEP differs from a Section 504 plan504 Plan A formal plan that provides accommodations and supports to ensure a student with any physical or mental impairment has equal access to education under Section 504 of the Rehabilitation Act of 1973. Districts build and monitor these plans in 504 plan software that keeps every accommodation documented and compliant.. It is written for special education directors, administrators, teachers, and related service providers, whether you are new to the process or refining your district’s approach.
Table of Contents
Why the IEP process matters
The Individuals with Disabilities Education Act (IDEA) requires public schools to provide a free appropriate public education (FAPE) to every eligible student with a disability. The IEP is the document that puts that requirement into practice. It records the student’s present levels of performance, measurable annual goals, and the special education, related servicesRelated Services Support services (such as speech therapy, occupational therapy, or transportation) that are required to assist a child with a disability in benefiting from their educational program., accommodations, and modificationsModifications Changes made to the curriculum or assessments to meet the needs of a student with disabilities, potentially altering what is taught or how success is measured. the school will provide.
Because an IEP is a legally enforceable document, the process behind it comes with deadlines and obligations that districts must meet. A missed evaluation or annual reviewAnnual Review A yearly meeting where the IEP team reviews and updates the student’s IEP to ensure it is still meeting their needs.Districts keep these yearly reviews on schedule with IEP software that flags deadlines before they're missed., a service that is not delivered as written, or an absent IEP team member can delay support for a student and put a district out of compliance with federal and state rules. The sections below walk through each stage of the process and where districts most often run into problems.
students ages 3–21 received special education and related services under IDEA in the 2022–23 school year, an all-time high. That equals 15 percent of public school students.
Who qualifies for an IEP
Under IDEA, a student ages 3–21 qualifies for an IEP when an evaluation shows both:
A qualifying disability
One of IDEA’s 13 categories, affecting educational performance.
A need for special education
Specially designed instruction, because of the disability.
Tap a category to see what it covers.
A diagnosis alone isn’t enough. A team of qualified professionals and the parent decide whether a student qualifies. For ages 3–9, a state may also use developmental delay in place of a specific category. A student who doesn’t need special education may qualify for a Section 504 plan instead.
Fast Facts: Common Disability Categories for Students Receiving Special Education Services
Four categories account for about 4 in 5 students served under IDEA. Percentages are for the 2022–23 school year.
32%
Specific Learning Disability (SLD)
19%
Speech or Language Impairments
15%
Other Health Impairments (e.g. ADHD)
13%
Autism
The IEP process,
step by step
The IEP process for school districts has eight steps, from referral to reevaluation. Some have federal deadlines, and many states set their own.
Step 1 of 8
Referral
A parent, teacher, or other school staff member asks for an evaluation, or the district identifies the student through child findChild Find A legal requirement under IDEA that schools identify children who may have disabilities and be in need of special education services.Districts track identification and evaluation timelines under this mandate using IEP software that keeps the whole process documented., its duty to find students who may need services. The parent must give written consent before the evaluation begins.
Requirement
Written parental consent
What goes into an IEP
IDEA lists what every IEP must include. The core components are:
Present levels (PLAAFP)
Where the student is now: current academic achievement and functional performance, including how the disability affects progress in the general education curriculum.
Progress measurement
How progress toward each goal will be measured, and when parents will receive progress reports.
Annual goals and objectives
Measurable academic and functional IEP goals for the year. Short-term objectives are required only for students who take alternate assessments.
Participation with peers
An explanation of any time the student will not be in the general education class or take part in activities with nondisabled peers.
Accommodations and modifications
Accommodations change how a student learns or shows what they know. Modifications change what the student is expected to learn.
Assessments
Accommodations for state and districtwide tests. If the student takes an alternate assessment, why the regular test doesn’t fit and why the alternate one is appropriate.
Services and supports
The special education, related services, and supplementary aids and servicesSupplementary Aids and Services Supports provided in regular education classes or other settings to enable students with disabilities to be educated with their non-disabled peers. the student will receive, plus supports for school staff. The IEP also states when each starts and its frequency, location, and duration.
Transition planning
Starting with the first IEP in effect when the student turns 16, or sooner if the team decides: measurable postsecondary goals and the transition servicesTransition Services A set of coordinated activities designed to help students with disabilities move from school to post-school activities, including higher education, employment, or independent living., including courses of study, to reach them. Updated every year.
Did you know:
Congress appropriated about $15.4 billion for IDEA in fiscal year 2025, including $14.2 billion for grants to states.
The Difference Between an IEP and 504 Plan
Both an IEP and a Section 504 plan support students with disabilities, but they come from different laws and do different jobs. An IEP provides specialized instruction under IDEA. A 504 plan provides accommodations under a civil rights law.
For a closer comparison, read more on Section 504 vs. IEPs.
An IEP is a written plan for a student who qualifies for special education under IDEA. It sets goals and lists the specialized instruction, related services, and supports the school will provide. A 504 plan comes from Section 504 of the Rehabilitation Act of 1973Section 504 of the Rehabilitation Act of 1973 A civil rights law that protects individuals with disabilities from discrimination. Section 504 requires schools to provide accommodations and modifications to ensure that students with disabilities have access to education comparable to that of non-disabled students., a civil rights law. It gives a student with a disability the accommodations they need to access learning, and it doesn’t require specialized instruction.
To qualify for an IEP, a student must have a disability in one of IDEA’s 13 categories and need special education because of it. Section 504 uses a broader definition: any physical or mental impairment that substantially limits a major life activity, such as learning, reading, or concentrating. A student can qualify for a 504 plan without needing special education.
An IEP can change what and how a student is taught, through specialized instruction, related services such as speech therapy, and measurable goals. A 504 plan usually keeps the student in the general curriculum and changes the conditions around it, such as extended time on tests or preferential seating.
The IEP process follows the detailed steps and timelines set by IDEA: a formal evaluation, an eligibility decision, and an IEP written at a meeting. A 504 plan follows a lighter process. The school evaluates the student, and a team that knows the student decides on eligibility and accommodations.
A parent or school staff member asks the district to evaluate the student. If the evaluation shows the student qualifies, the IEP team writes an IEP. A student who doesn’t qualify for an IEP, or who doesn’t need special education, can still be considered for a 504 plan.
Approximately
receive accommodations under Section 504 of the Rehabilitation Act
Common IEP Compliance Problems
IEP compliance problems usually fall into three categories. Each one can delay support for a student and put a district out of compliance with federal and state rules.
- Missed timelines: an initial evaluation runs late, an IEP meeting is held after the 30-day window, or an annual review or three-year reevaluation lapses.
- Services not delivered as written: for example, when the teachers and providers responsible never receive the IEP.
- Incomplete documentation: missing consent forms, prior written notices, or required team members.
Managing IEPs with software
Managing IEPs by hand means a lot of paperwork, constant updates, and many people to keep informed. Digital tools take on much of that administrative work, so staff can spend more time on students. Platforms such as GoIDEA, Go Solutions’ IEP management software, bring that work into one place.
Less paperwork
Deadlines on schedule
Some software systems offer IEP management as part of a broader suite of tools that handle multiple aspects of SPED services, such as Medicaid billing software and Section 504 software.
Progress and reporting
Choosing a system
The features that matter most in an IEP services system are templates that match your state’s requirements, reporting that supports audits, easy connections to your student information system, and strong training and support.
Conclusion
IEP workflow challenges in schools are easier to solve with the right expertise and a dedicated support team. A vendor that specializes in the IEP process for school districts helps your staff save time and resolve issues before they become compliance risks.
Meet with us to see how we can help.
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About Go Solutions
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Our IEP software and expert IEP support team help ensure your district stays compliant and can continue to provide exceptional experiences for all students.
