Special Education Referral Process

A screening process that identifies children who have a disability, or are suspected of having a disability and may need special education and related services.

Child Find process

Pre-referral- GE Interventions

  1. Response to Intervention (RTI2) and Positive Behavior Interventions and Supports
    (PBIS)
  1. SAP/SST

The SAP focuses on referred students, and coordinates respective programs and services
to promote their academic success.

The SST focuses in-depth on one student at a time, and invites the parent and
student to participate in finding solutions. Screen Shot 2018-08-04 at 6.37.53 PM

Response to Intervention (RTI) is a systematic, data-driven tiered approach to providing servicesand interventions to struggling learners, including students having language or speech
difficulties, and/or students with challenging behaviors at increasing levels of intensity. Screen Shot 2018-08-04 at 6.44.25 PM

Referrals

  1. SECTION 504
  1. MENTAL HEALTH
    a. SB1895 b. WELLNESS CENTER
  1. SPECIAL EDUCATION

When SST does not work, the SST team should conduct a thorough file review and rule out hearing, vision, and/or attendance as qualifying
conditions. Only after doing so should the team consider a referral for an assessment under
Section 504 or Special Education.

Fidelity (8-12 weeks): implementation practices based on program requirements, including the length of time
necessary to obtain sufficient data to determine effectiveness.

Immediate Referral

Students with Certain Disabilities. Students suspected of having apparent disabilities, such as hearing impairment, visual impairment, deaf-blindness, severe and recent traumatic brain injury, mental disability (moderate or severe), multiple disabilities, and some students with severe autism, severe orthopedic impairments and/or significant health issues.

Students with Mental Illness. For students suspected of exhibiting a significant mental illness, the school psychologist should evaluate the student’s needs and, as appropriate, contact their Special Education Administrator for consultation and/or initiate a possible referral for a special education assessment.

DETERMINING ELIGIBILITY

Assessment conducted by Multidisciplinary Teams (MDTs) :

 School Psychologists

 Speech and Language Pathologists

 Occupational and/or Physical Therapists, as needed

 Special Education Teachers

IEP

If the MDT determines that a student has a disability, the student’s Individualized Education Program (IEP) team must meet and determine if the student is in need of special education and related services.

DEVELOPING A SPECIAL EDUCATION ASSESSMENT PLAN AND PROVIDE IT TO PARENTS

INITIAL ASSESSMENT

Once consent for assessment has been received, the Multidisciplinary Team must conduct the
assessment to answer:

 Does the student meet the eligibility criteria as an individual with a disability?

 Does the severity of the disability have an adverse effect on the student’s educational performance?

 Does the student require special education supports and services to achieve a free

appropriate public education?

REASSESSMENT

 Every three years (triennially)

 At any time, at the request of the parent(s) or SFUSD staff except it shall not occur more frequently than once a year unless the parent and SFUSD agree

 When SFUSD determines that the educational or related service needs (including improved academic achievement and functional performance) warrant an evaluation

 To determine continued eligibility prior to transitioning from a preschool program to kindergarten, or to first grade.

OTHER ADDITIONAL ASSESSMENTS