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Special Education Process (1. Regular Screening of Students ((Helps…

- - - - Different grouping for instruction
      - Cognitive Monitoring
      - Further evaluation
- - - - Ongoing monitoring of process
      - High quality, research-based instruction and behavioral supports
      - Best Practice based with strong research foundation (Fuchs, D., Fuchs, L., & Vaughn, S. (2008)
      - Parent consent is not required
      - Tiers of increasingly intensive instruction
- - - - Determined by alignment with qualification for IDEA categories
      - Determine if special education is needed
      - Determine if there is presence of a disability and its adverse impact
      - Develop IEP
        
        Draft IEP goals in advance and sent to parents
        
        Document parent participation
        
        Records of calls and meetings
        
        Records of Visits
        
        Keep copies of correspondence
        
        Once eligibility has been established, set meeting to develop an IEP
        
        Determine Least Restrictive Environment
        
        Do not even draft an IEP with LRE documented
        
        Parent Agree and Annual meeting
        
        LRE might not be determined in advance and only be determined at the end of the meeting
        
        Multiple LREs could be applied based on time of day, activity and needs