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Special Education Referral Process - Kendra Staley - Coggle Diagram
Special Education Referral Process - Kendra Staley
1.
Interventions are provided by the classroom teacher with the support of the Student Assistance Team.
Como Park Elementary School, St. Paul, MN
Signs of a Struggling Student
Becomes easily frustrated
Lacks self-motivation
Has difficulty staying on task
Takes longer than normal to complete written work
Begins to argue with you over school work
Becomes anxious and stressed about homework
Starts to leave books and assignments at school
Has difficulty following directions
Seems to work longer and harder with little or no improvement
Is no longer organized and forgets projects and tests dates
Turns in incomplete homework or none at all
Makes frequent and careless errors
Seems to have trouble with note-taking skills
Struggles with basic reading, writing, math, or spelling skills
Has difficulty remembering and does not retain learned skills
Makes negative comments about the teacher or about school in general
Receives notes home from teachers about classroom misconduct
Differentiated Instruction Strategies
:
Content
Match vocabulary words to definitions.
Read a passage of text and answer related questions.
Think of a situation that happened to a character in the story and a different outcome.
Differentiate fact from opinion in the story.
Identify an author’s position and provide evidence to support this viewpoint.
Create a PowerPoint presentation summarizing the lesson.
Process
Provide textbooks for visual and word learners.
Allow auditory learners to listen to audio books.
Give kinesthetic learners the opportunity to complete an interactive assignment online.
Product
Read and write learners write a book report.
Visual learners create a graphic organizer of the story.
Auditory learners give an oral report.
Kinesthetic learners build a diorama illustrating the story.
Learning Environment
Break some students into reading groups to discuss the assignment.
Allow students to read individually if preferred.
Create quiet spaces where there are no distractions.
2.
If the student is not making adequate progress, a referral may be made to the Child Study Team. The Child Study Team is made up of team of professionals, including a special education teacher, social worker, school psychologist, special education administrator, as well as specialists in the specific areas of concern. Parents are welcome to join the Child Study Team to discuss their child.
Como Park Elementary School, St. Paul, MN
Response to Intervention (RTI) provides three levels of intervention for students who are experiencing problems.
-Tier 1 is focused on utilizing high-quality general education instruction in the core curriculum with all students. RTI theorizes that around 80% of all students will respond positively to core curriculum and behavior systems.
-Tier 2 provides targeted group instruction or some form of group remediation to improve performance. The RTI model believes that second level services will improve performance for approximately 15% of all students.
-If performance does not improve in the second level, then students are moved to the third level which consists of intensive, individualized interventions.
The Special Education Referral Process
3
. If the Child Study Team determines that an evaluation would be beneficial, an evaluation plan is created. Permission from a parent is needed to proceed.
Como Park Elementary School, St. Paul, MN
According to
The Special Education Referral Process
, the evaluation must be comprehensive and use evaluation tools and strategies that are technically sound and accepted. Most students receive a battery of formal evaluations that measure:
Intelligence
Achievement
Behavioral
Disability-specific issues
Medical
4.
The Evaluation Team will meet 30 school days after permission was received to discuss evaluation results. At this time, the Team will discuss if the child meets eligibility criteria to receive special education services.
Como Park Elementary School, St. Paul, MN
5.
If the child is eligible for services, an Individualized Education Plan (IEP) will be created. The IEP Team needs to meet at least once a year to review this plan.
Como Park Elementary School, St. Paul, MN
The Basic Parts of an IEP:
The Special Education Referral Process
A student profile that provides background information about the student. The profile will include strengths and weaknesses of the student, information regarding performance in the classroom and on formal assessments, and the reason he or she is receiving special education services.
IEP initiation and duration dates: the goals expressly stated in an IEP begin on the date, stated in the IEP meeting, and are in effect until the date stated in the IEP. These IEP goals are reviewed, monitored and updated based on student progress. For most students, IEP goals are in place for one academic year.
A statement of “special instructional factors” (such as the need for assistive technology, braille, or transition services). If the student requires any of the special instructional factors, they should be addressed in the IEP.
A statement of special transportation needs;
A statement of opportunities to participate in nonacademic and extracurricular activities with their non-disabled peers
A statement of the frequency and method of reports of goal attainment for parents or guardians.
Benchmark pages are included and focus on specific areas that need special education services (such as reading, math, PE, etc.). The benchmark pages include: Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements,
Measurable Annual Goals,
Evaluations used to measure annual goals,
Benchmarks to be achieved to meet the annual goals,
Special education and related services needed to achieve the annual goal (includes frequency of services, amount of time, location, and responsible agencies).
A Behavior Intervention Plan (BIP) if the student’s behavior is a concern and a functional behavioral assessment has been done or needs to be conducted,
For students 16 years and older; the plans and activities for the student’s transition from high school will be addressed
The signature page which provides a statement of least restrictive environment (LRE) and has the signatures of all members present at the meeting.
