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The Special Education Referral Process (Recognition (Pre-referral…
The Special Education Referral Process
Recognition
Pre-referral
Pre-referral intervention process designed to
Develop
Implement alternative education strategies for the student before a formal referral to special education
Identify
Implement alternative education strategies for the student before a formal referral to special education
Teachers: Special Ed and General Ed
Parents/Guardians
Administrator
Nurse
Guidance counselor
Any other involved caregiver
RTI is a systematic pre-referral process designed to address the needs of all children through a continuum of services that includes
High quality instruction and tiered intervention strategies aligned with the needs of the student. JPE use Aimsweb National Norm system to text.
Frequent monitoring of student progress
Academic and behavioral decisions based on student progress
Application of child response data to all important educational decisions (i.e., placement, intervention, curriculum)(TEA, 2007).
Referral
If the interventions and strategies implemented in the general education classroom through RTI do not improve the student’s performance, the student will be referred for special education services.
Once the referral is made, the school must obtain the consent of the parents to begin the evaluation phase of the process.
Evaluation
Formal evaluations should follow IDEA non-discriminatory guidelines and may include documentation of the following:
Intelligence
Achievement
Behavior
Disability-specific evaluations
Medical evaluations
Multidisciplinary Evaluation Team( usually the team includes the parents, while there is no at JPE)
Educational diagnosticians or School Psychologist
Special educators
General educators
Related service providers
Medical professionals
Eligibility
The student has a disability as defined by IDEA which negatively impacts his/her educational performance, and
The student needs special education services in order to benefit from education.
IEP Process
The Individualized Education Program (IEP) is a legal contract between the parents and the school district that outlines the services that the student will receive.
Ten IEP Basic Components (TSERP (n.d.))
A student profile with formal evaluations and academic achievement.
The beginning dates of the program and its duration.
A statement of special instructional factors that are to be addressed in the IEP.
A statement of transportation needs.
A statement of opportunities to participate with nondisabled peers.
A statement of frequency and method of progress reports.
The signature page that provides a statement of least restrictive environment.
Behavior Improvement Plan (BIP), if needed.
Transition plans included in the IEP for students age 16 and over.
Benchmark pages for students taking alternative state assessments.
IEP Goals
Present level of performance statements,
Measurable annual goals,
Evaluations used to measure annual goals,
Benchmarks to be achieved to meet goals (If student is taking an alternative state assessment), and
Special education and related services needed to achieve the annual goals.
The IEP Team(Over 13,000 children in Tennessee receive individualized special education services each year as a part of IDEA 619 Preschool)(Over 13,000 children in Tennessee receive individualized special education services each year as a part of IDEA 619 Preschool)
The parents or legal guardians
At least one general education teacher
At least one special education teacher
A representative of the local educational agency (LEA)
An individual who can interpret the instructional implications of the evaluations
Other involved individuals (related service providers) and/or family members or family friends maintaining a close relationship with the student.
IEP Implementation(TSERP (n.d.))
Documentation of progress towards annual goals is taking place,
The IEP is altered as necessary to meet student need
A good faith effort is being made to achieve mastery in all benchmarks and annual goals.
Re-evaluation
When the re-evaluation takes place, it may determine that the student no longer needs special education services
If this is the case, the IEP team will need to file appropriate documentation that the student no longer is eligible for services, and the IEP team will disband.
The IEP team is required to the annual meeting
Review student progress for the special education services provided.
Determine services needed for the next school year, including additional assessments.
Determine (with the parental permission) if formal evaluations are needed every three years.
The team can request formal evaluations be conducted more frequently if needed.
Free Appropriate Public Education
IDEA states that each child is entitled to a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).
Special Education services are one way to accomplish that requirement for some students with disabilities.
Within 30 days of the evaluation process, the team must meet to determine eligibility.
The Murfreesboro City School System participates in an annual state-wide census of children with disabilities.
All verified children with disabilities, between the ages of three and fourteen, may be eligible for special education services and will be reported to the State Department of Education
Federal Law requires evaluations to be completed within 60 days of the referral.
Teacher, parent, administrator, counselor or other caregiver recognizes a consistent need or problem exhibited by the student.
This problem can be in the student’s academic, social, emotional, behavioral, and/or physical ability.
Family members and educational professionals meet to discuss the appropriate support system for the child
