What sequence is described for evaluating eligibility for special education and designing an IEP?

• A. Jump to conclusions based on a single observation
• B. Review existing information, collect more information, and conduct tests
• C. Ask only the classroom teacher for a verdict
• D. Ignore parent input and proceed with services without evaluation

Answer: (B)

Evaluating eligibility and designing an IEP relies on a systematic, data-driven process. It starts with reviewing existing information—previous evaluations, records, grades, and behavior data—to see what is already known about the student. Then the team collects additional information to fill gaps, gathering reports, interviewing parents and teachers, observing the student in multiple settings, and compiling ongoing progress data. Finally, formal tests and other assessments are used to synthesize a comprehensive view of the student’s skills and needs. This approach ensures eligibility decisions are based on multiple data sources and that the IEP is grounded in the student’s current strengths and challenges, guiding appropriate services and supports. Relying on a single observation, a single person’s verdict, or excluding parent input would not provide a complete or legally sound picture.