Special Education Referral Process (PHASE SIX: IEP Meeting (IEP and LRE)…
Special Education Referral Process
Phase 1: Recognition
Recognize a consistent need or problem exhibited by the student. The recognition of a discrepancy in the student’s academic, social/emotional, behavioral, and/or physical ability and his or her age may signal the need for additional academic or behavioral supports.
Call a meeting with parents or guardian
Is the issue a recurrent problem or new?
Is the issue constant?
Is the issue appropriate for children of this age?
The student’s parents/guardians should be kept informed of any changes in the student’s progress.
PHASE TWO: Pre-referral
Pre-referral intervention is to identify, develop, and implement alternative education strategies for students who have recognized problems in the classroom before the student is referred to special education.
Frequent monitoring of progress to make results-based academic or behavioral decisions
Application of child response data to important educational decisions
High-quality instruction and tiered evidence-based or practice-based intervention strategies aligned with individual student needs
PHASE THREE: Referral for Special Education Evaluation
The official referral begins the formal process of determining eligibility for special education services. Once a referral is provided, the school must obtain consent from the parent(s) or legal guardian(s) to begin the evaluation phase of the referral process.
PHASE FOUR: Special Education Evaluation
The evaluation is to be conducted by a multidisciplinary team that will consist of individuals who can bring different perspectives and expertise to the evaluation.
Parent(s) or Legal Guardian
Related Service Providers
PHASE FIVE: Eligibility (FAPE)
(1) the child has a disability as defined by IDEA which negatively impacts his/her educational performance.
(2) the child needs special education services in order to benefit from education.
PHASE SIX: IEP Meeting (IEP and LRE)
IEP initiation and duration dates
A statement of special transportation needs
A statement of “special instructional factors”
A statement of the frequency and method of reports of goal attainment for parents or guardians
A Behavior Intervention Plan
PHASE SEVEN: IEP Implementation
PHASE EIGHT: Reevaluation
Each year, the IEP team is required to meet for the dual purpose of evaluating the implementation of the current IEP and to develop the next annual IEP.
At a minimum, the IEP team is to determine if formal evaluation is required every three years