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Procedure for Identification and Intervention for Students with Special…

- - - - Phase 4: Special Education Evaluation
        
        Phase 5: Eligibility (FAPE)
        
        Phase 6: IEP Meeting (IEP and LRE)
        
        Phase 7: IEP Implementation
        
        Phase 8: Reevaluation
        
        IEP Team is required to meet each year to discuss current IEP and also develop the next year's IEP, if necessary
        
        2 more items...
        
        Once the IEP is developed, completed, and signed by all parties, IEP Team is responsible for its continued oversight
        
        IEP Plan may be altered or updated as needed throughout the year at the discretion of the IEP Team
        
        IEP Team consists of:
        
        Parents/Guardians
        
        One general teacher
        
        One special education teacher
        
        Representative of local educational agency
        
        School psychologist, educational diagnostician, or specially trained personnel
        
        The student
        
        Main topics of the IEP include:
        
        General student profile/background, strengths and weaknesses
        
        IEP duration dates (typically one year)
        
        Special transportation needs, if necessary
        
        Measurable annual goals
        
        A statement regarding LRE (Least Restrictive Environment) for the student
        
        Special Instructional Factors, such as braille or other assistive technology for disabilities
        
        Child is considered eligible for special education services if:
        
        The child is shown by evaluators to have a disability that hinders academic performance
        
        The child requires special education services in order to benefit from education (The Special Education Referral Process, n.d.).
        
        If child is eligible for special education services, an IEP team is formed to develop an Individual Education Plan (Phase 6)
        
        Student is required to receive a "multi-factored" evaluation within 60 days of being referred, evaluating:
        
        Intelligence
        
        Achievement
        
        Behavioral issues
        
        Medical issues
        
        Disability-Specific Issues
        
        Evaluation must be non-discriminatory (i.e. non-biased in relation to gender, race, language, culture, or type of disability :star:
      - This phase begins the official referral process, which would be administered by teachers, school personnel, administrators, parents/guardians, etc.
        
        If an official referral is provided, school must obtain consent from parents/guardians
    - - Consists of teacher, parents/guardians, administrators, guidance counselor, nurse/psychologist, or others involved in child's education
      - RTI (Response to Intervention)
        
        High-quality instruction and tiered evidence-based or practice-based intervention strategies aligned with individual student needs (The Special Education Referral Process, n.d.).
        
        Frequent monitoring of progress to make results-based academic or behavioral decisions (The Special Education Referral Process, n.d.).
        
        Application of child response data to important educational decisions (such as those regarding placement, intervention, curriculum, and instructional goals and methodologies)” (TEA, 2007) (The Special Education Referral Process, n.d.).
        
        If no progress is made after RTI, proceed to Referral for Special Education Intervention (Phase 3) :red_cross:
  - - - Does the problem occur in different settings, such as at home and at school?
      - Is the issue constant, or an isolated incident?
      - Is the issue appropriate or consistent with the child's age?
      - If issue cannot be resolved by simple classroom intervention, proceed to Pre-Referral :red_cross: