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Special Education Referral Process by Bradford Evans CERT 9/2020 Cohort 10…

- - - - Responding well?
        
        Great!
      - Not making enough progress?
        
        Additional Evaluation Needed. Go to Step 2
  - - - Ways a child may be evaluated:
        
        Watching the child work, Checking on the child’s health, Talking with the child, Talking with you about things the child does at home and what the child was like at a younger age, Reviewing the child’s school history (including documentation of the problem‐ solving process), Giving individual tests, Trying assistive technology devices.
      - Takes 60 school days to evaluate.
    - - School send notice of procedural safeguards.
    - - Hold eligibility staffing meeting
        
        Eligibility based on:
        
        Autism spectrum disorder (ASD), Deaf or hard‐of‐hearing (DHH), Developmentally delayed (three through five years old only) (DD), Dual‐sensory impaired (deaf‐blind) (DSI), Emotional or behavioral disabilities (EBD), Homebound or hospitalized (HH), Intellectual disabilities (InD), Language impaired (LI), Orthopedic impairment (OI), Other health impairment (OHI), Traumatic brain injury (TBI), Specific learning disabilities (SLD), Speech impaired (SI), Visually impaired (VI)
        
        Needs specially designed instruction and related services as a result of the disability?
        
        Child is eligible for ESE services. The team will develop an IEP. Move to Step 4
        
        Child does not qualify for ESE services. Problem‐solving process will continue.
        
        Child does not qualify for ESE services, but does need accommodations as a result of a disability
        
        Not enough information to reach a decision and more evaluation is needed. Repeat step 3
      - THE INDIVIDUAL EDUCATIONAL PLAN (IEP)
        
        Developed during IEP team meetings
        
        Included in IEP:
        
        Present Levels of Academic Achievement and Functional Performance
        
        Benchmarks or Short‐Term Objectives
        
        Description of How Child’s Progress Will Be Measured and Reported to Parents
        
        ESE Services, Related Services, Supplementary Aids and Services, and Support for Personnel
        
        Accommodations
        
        Accommodations in the Administration of State‐ and District‐Wide Assessments
        
        Florida Alternate Assessment (to pursue a special diploma)
        
        Placement and the Least Restrictive Environment (LRE)
        
        Measurable Annual Goals
        
        Levels of ESE placement
        
        General education class for all subjects, with special instruction, materials, technology, services, accommodations, or curriculum modifications
        
        General education class for some subjects and a special class just for students with disabilities for other subjects (sometimes called a “resource class”)
        
        Special classes for all subjects
        
        Special school for the whole day
        
        Special place to live and go to school
        
        Instruction at home or in a hospital
        
        Parental Consent for Services and Placement
        
        Services Start
        
        ANNUAL REVIEW OF THE IEP
        
        The child is not making as much progress as expected.
        
        The child is making more progress than expected.
        
        The child needs services for more time or less time.
        
        The child’s needs have changed.
        
        REEVALUATION
        
        Every 3 years
        
        Continue ESE services
        
        Dismissed from ESE services
        
        Step 7
        
        Step 6
        
        Step 5
        
        Step 4
      - Step 3