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Special Education Referral Process ( Implementation and Reevaluation (…
Special Education Referral Process
1. Recognition
Teacher, administrator, school counselor, and/or parent identify a concern:
Is the student struggling with cognitive, emotional, social, psychological, or physical deficiency?
Is the issue reoccurring or new?
Is the issue age appropriate?
Eligibility
Individuals who took part in the evaluation process will meet to determine whether a student is eligible for special education services.
Observation
Teacher, school administrators, school counselor, etc. continue to observe student for changes/new developments in the classroom environment.
Early Intervention
Create an
intervention assistance team
comprised of English Language teacher, homeroom teacher, and other subject teachers, the parents/guardians, an administrator, and the school psychologist.
Homeroom teacher continues to observe and provide any pertinent background information about the problem.
Intervention assistance team works together in order to find and develop possible solutions.
Responsive to Intervention (RTI)
Tier 2 Targeted Instruction Strategies
:
-Small groups of students
-2-3 times per week - 30 minute sessions
-Break information into shorter bits
-Opportunities for practice
Tier 3 Individual Instruction Strategies
:
-Individualized according to learning styles
-Students taught in very small groups or one on one
-Work on memory skills, ask and answer questions, and provide feedback
-Students who are not successful are screened for special education
Tier 1 Whole Class Strategies
:
-State the objective
-Use groups
-Use similarities and differences
-Use graphic organizers
-Provide Feedback
-Ensure to present information in various formats to accommodate kinesthetic, auditory, and visual learners
Special Education Evaluation
Nondiscriminatory evaluations should be administered by a group of individuals with diverse backgrounds and expertise. Tests should include information pertaining to intelligence, behavior, achievement, disability, and medical issues.
School psychologists
can administer IQ, achievement and behavior tests.
Special educators
can provide informal observations and some behavior and/or achievement evaluations.
General educators
can provide issues faced by a student
Parents or guardians
provide background information on a student in external environments.
Medical Professionals
Referral for Special Education Evaluation
Parents, school administrators, teachers, or anyone directly responsible for the child's education may initiate the referral process for special education evaluation if the child does not progress following Tier 3 of RTI.
Individualized Education Program
Ensure the following information is provided in the IEP:
Student Profile
Effective dates of the IEP
List of "special instruction factors"
Frequency of evaluations and reports of achievements such as benchmark pages
A Behavior Intervention Plan (BIP) if needed
Implementation and Reevaluation
Team members must meet frequently to discuss the IEP and its effectiveness.
In the annual meeting IEP team members must discuss the positives and negatives of implementation.
Discuss what strategies should be followed up with in the coming months or year.
The IEP is signed by members of the IEP team.
References
Special Education Referral Process. (n.d.). Retrieved November 10, 2019, from
http://www.projectidealonline.org/v/special-education-referral-process/
.
Gorski, D. (n.d.). What is RTI? Retrieved November 10, 2019, from
http://www.rtinetwork.org/learn/what/whatisrti
.
Response to Intervention Strategies: A Guide for Teachers. (n.d.). Retrieved November 10, 2019, from
https://www.specialeducationguide.com/pre-k-12/response-to-intervention/effective-rti-strategies-for-teachers/
.
Amy Greiner