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Special Education
Referral Process
by Lynn Wang, Phase 1:
Recognition,β¦
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Phase 1:
Recognition
Phase 2:
Pre-referral
(Response to Intervention,RTI)
Phase 3:
Referral
Phase 4:
Evaluation
Phase 5: Eligibility
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Determination that a disability impacts educational performance and eligibility is determined for special education service.
No disability is noted that impacts educational performance. Special education not required. Process stops. Student referred for intervention again.
IEP team determines if the student is eligible for special education services. The student must have a disability that negatively impacts his/her educational performance and the child needs special education services in order to benefit from education.
With consent of the parents, the student is evaluated with a variety of assessment tools and Strategies. The assessments must not discriminate and should provide information to help determine the unique needs of the student.
If, after interventions in the general education classroom, the student continues to experience difficulty, school personnel may refer the child for a special education evaluation.
Student is officially referred for evaluation for special education services by an adult with intimate knowledge of the student's ability
In West Virginia, schools provide three tiers of instruction and intervention. RTI processes may be applied to all content areas, but the three-tier model has begun with the area of reading because it is the essential skill upon which school success lies.
At Tier 1 all students are screened on their basic reading skills. West Virginia currently use the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) as assessment to determine which
children may be at risk for reading difficulty.
Instruction at Tier 3 is even more intense and explicit than at Tier 2. Group sizes are smaller, one to three students, so that individual needs can be addressed by the interventionist.
Intervention teachers, such as Title I reading specialists, special education teachers and contracted teachers, work with students on specific skills to catch them up on grade level reading skills. The main purpose of Tier 2 instruction is to teach important skills that may be missing and help the child master grade level skills.
Pre-referral intervention is to identify, develop, and implement alternative education strategies for students who have recognized problems in the classroom before the student is referred to special education.
It is during this time that the teacher (or parent, administrator, or counselor) recognizes a consistent need or problem exhibited by the student. The recognition of a discrepancy in the studentβs academic, social/emotional, behavioral, and/or physical ability and his or her age may signal the need for additional academic or behavioral supports.
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:lock:Successful Intervention
Process stops
:unlock:Intervention not successful
Move to referral
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