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the special education process in the classroom Wei Liu August 2020,…

- - - - Phase 4: Evaluation
        
        Formal evaluations should follow IDEA non-discriminatory guidelines and may include documentation of the following:
        Intelligence
        Achievement
        Behavior
        Disability-specific evaluations
        Medical evaluations
        
        The evaluation must assess the child in all areas related to the child's suspected disability. The evaluation results will be used to decide the child's eligibility for special education and related services and to make decisions about an appropriate educational program for the child. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE.
        
        Phase 5: Eligibility
        
        Team reviews assessment of diagnostic data and determines that the child is qualified for special education based on test results. Team determines the disability classification for the child.
        
        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.
        
        Phase 6: IEP Process (IEP and LRE)
        
        A multi-disciplinary team of parents, general and special education teachers, administrators, and others meets to develop the Individualized Education Program (IEP). This document guides the special education program that will be provided for the student. The IEP team must also determine the least restrictive environment (LRE) and provide justification in the IEP for more restrictive placements.
        
        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 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.
        
        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,
        
        The IEP team (also called IEP committee or ARD committee) is formed for the purpose of 1) developing the IEP, the formal plan of special education services; 2) overseeing the implementation of the plan, 3) evaluating the effectiveness of the plan annually, and 4) developing future plans as needed. The IEP team can also meet as needed when unique issues present themselves during the academic year (such as with behavior issues).
        
        Phase 7: IEP Implementation (FAPE)
        
        The school makes sure that the child's IEP is being carried out as it was written. Parents are given a copy of the IEP. Each of the child's teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.
        
        The child's progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child's progress and whether that progress is enough for the child to achieve the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed of their nondisabled children's progress.
        
        differentiated instruction be used to assist students who are struggling
        
        1 Give clearly stated task directions (limit the number of steps) and ask the student to repeat or paraphrase the directions to ensure understanding;
        
        2 Break tasks into small steps and demonstrate each step;
        
        3 Provide opportunities for student response and practice at an appropriate pace;
        
        4 Provide immediate feedback and error correction when necessary—feedback should be positive and systematic; and
        
        5 Use verbal praise and encouragement frequently.
        
        6 Communicate with the family about progress (This might be achieved through a home/school diary system as well as face-to-face)
        
        7 Continually monitor progress, there is a tracking form, and a dedicated teacher will evaluate each class. There is 1-3 months to observe and track the performance of students.
        
        Phase 8: IEP 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. During these annual meetings, the IEP team should discuss the positive and negative elements of the special education services provided and determine, based on any new assessment data, what services should be provided in the upcoming school year.
      - 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. This referral can be initiated by:
        School personnel
        Parents
        Any other adult caregiver
      - The official referral begins the formal process of determining eligibility for special education.
      - Federal Law requires evaluations to be completed within 60 days of the referral.
      - Once the referral is made, the school must obtain the consent of the parents to begin the evaluation phase of the process.