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Special Education Process (Phase One: Recognition (Phase Two Pre-referral,…

- - - - It is important for the teacher to document all actions and strategies used and the impact it has had on the student.
  - - - The Student-Centered Team is called to create a pre-referral intervention: the teacher, the parents, an administrator, counselor and/or nurse. The General Ed teacher shows what happened after Phase One and the team works together to develop possible solutions.
        
        RTI: since IDEA 2004, schools use a more formal and systemic pre-referral process, response to Intervention.
        
        High-quality instruction and tiered evidence-based or practice-based intervention strategies aligned with individual student needs;
        
        Frequent monitoring of progress to make results-based academic or behavioral decisions; and
        
        Application of child response data to important educational decisions (such as those regarding placement, intervention, curriculum, and instructional goals and methodologies)” (TEA, 2007).
        
        Tier 1: high-quality general education instruction in the core curriculum with all students
        
        Tier 2: targeted group instruction or some form of group remediation to improve performance
        
        Tier 3: intensive, individualized interventions.
    - - If after interventions in the general classroom the student is still experiencing difficulties, the school, the parents, or any other care giver, can refer the child for a special education evaluation.
        
        The official referral begins the formal process of determining eligibility for special education services. The school must obtain consent from the parents to begin the evaluation phase.
      - Phase Four: Special Education Evaluation
        
        The school needs to complete the evaluation within 60 days of the referral date.The evaluation is to be conducted by a multidisciplinary team, including Educational Diagnosticia, Special Educators, General Educators, Parents, Related Service Providers, and Medical Doctor.
        
        Students receive a battery of evaluations including: intelligence, achievement, behavioural, disability -specific issues and medical. Informal observations and documentation by the general ed. teacher are also included.
        
        Phase Five: Eligibility
        
        A student is considered eligible for special education services if the child has a disability as defined by IDEA which negatively impacts his or her educational performance, and the student needs special education services in order to do well in school.
        
        Phase 6: IEP Meeting
        
        The IEP is a legal contract between the parents and the school that describes the special education services that will be provided to the student.
        
        The IEP team includes the parents, the general Ed. teacher, one special education teacher, a psychologist, a representative of the local education agency and the student when appropriate.
        
        Phase Seven: IEP Implementation
        
        The IEP's goals and benchmarks provide the objectives for the education of the student and the services that will be provided by the school and school campus to achieve those objectives.
        
        Phase eight: Reevaluation
        
        Each year, the IEP team meets to evaluate the implementation of the current IEP and to develop the next annual IEP.