Wyoming IEP Process: Step-by-Step from Referral to Annual Review

The IEP process in Wyoming is a specific, regulated sequence of steps governed by the WDE's Chapter 7 Rules. Every step has legal requirements the district must meet. Understanding the sequence — and the timelines attached to each stage — gives you the ability to recognize when the process is on track and when it's being delayed.

Step 1: Referral

The process begins with a referral — a formal request to evaluate a child for special education eligibility. A referral can be made by a parent, teacher, school counselor, or other concerned individuals. You do not need anyone's permission to make a referral. Submit it in writing and keep a dated copy.

Once the district receives your referral, they must either request parental consent for an evaluation or notify you in writing that they're refusing to evaluate (with Prior Written Notice).

Step 2: Evaluation Consent and the 60-Calendar-Day Clock

Once you give written consent for the initial evaluation, Wyoming's 60-calendar-day evaluation timeline begins. This is calendar days, not school days. Winter break, spring break, and summer do not pause the clock.

The evaluation must:

• Assess all areas related to the suspected disability (cognitive, academic, behavioral, speech/language, adaptive, physical as relevant)
• Use a variety of tools — standardized tests, curriculum-based measures, behavioral observations, and parent/teacher input
• Include classroom observation (specifically required for Specific Learning Disability evaluations)
• Not rely on any single measure

Wyoming-specific note on MTSS delays: Chapter 7 explicitly states that MTSS/RTI cannot be used to delay a special education evaluation when a disability is reasonably suspected. Document any such delays in writing.

Step 3: Eligibility Determination

After the evaluation, the evaluation team meets — including you — to determine whether your child has a qualifying disability and needs specially designed instruction. You should receive a copy of the evaluation report before this meeting.

If eligible: the IEP team must convene and finalize the IEP within 30 calendar days of the eligibility determination.

If not eligible: you receive Prior Written Notice explaining the decision and your rights, including the right to request an IEE at public expense.

Step 4: IEP Development

The IEP meeting convenes within 30 days of the eligibility determination. The IEP must include:

• PLAAFP: Where your child is right now, in measurable terms, and how the disability affects general education access
• Annual Goals: Measurable targets for what your child will achieve in one year, with specified measurement methods
• Special Education Services: Type, frequency, duration, and location of all specialized instruction
• Related Services: Speech therapy, OT, PT, counseling, transportation — if needed
• Accommodations: Changes to how material is presented or assessed
• Assessment Accommodations: What your child can use on WY-TOPP or WY-ALT (must be used in instruction for 90+ days prior — Wyoming's "90-Day Rule")
• Placement: Where services will be delivered, based on the LRE analysis
• ESY: If the IEP team determines your child requires services beyond the standard school year

Step 5: Implementation and Progress Monitoring

Services must begin according to the IEP as written. The district cannot delay implementation because a specialist isn't immediately available.

Progress toward annual goals must be measured and reported at the same frequency as report cards for non-disabled peers — typically quarterly. Progress reports must reflect the actual measurement method written in the goal.

If your child is not making adequate progress, you can request an IEP meeting at any time to discuss concerns.

Step 6: Annual Review and Reevaluation

The IEP must be reviewed and revised at least annually. Every three years, the district must conduct a comprehensive reevaluation to determine whether the child remains eligible and whether needs have changed. You can also request a reevaluation at any time.

Transfer Students: Wyoming-Specific Rules

Transferring within Wyoming: The receiving district must immediately provide comparable services until they either formally adopt the existing IEP or develop a new one.

Transferring from out of state: The receiving Wyoming district must provide comparable services while deciding whether to conduct a new evaluation for Wyoming-specific eligibility.

Exception: WDE guidance specifies that the comparable services mandate does not automatically apply to preschool students transitioning into kindergarten in the fall — proactive transition planning is required.

Rural Wyoming Delivery Realities

Wyoming's geography means that related services are often delivered by itinerant specialists who serve multiple districts on a schedule, through BOCES programs, or via teletherapy. The district cannot use geographic isolation or staffing shortages to deny services written in the IEP. If specialists aren't locally available, the district must contract through BOCES, hire remotely, or arrange out-of-district programming.

The Wyoming IEP & 504 Blueprint at /us/wyoming/iep-guide/ walks through each stage of the IEP process in detail, with the Chapter 7 rule citations behind each step and practical tools for navigating common friction points — from MTSS delays to rural service delivery disputes.

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