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Special Education Referral Process at CUSD by: RANYA AYESH, Referral and…

- - - - Teacher documents, addresses concerns to parents at earliest meeting arrangement. Teacher researches If student Is possibly ELL?
        
        ELL : Student's family are asked to fill out a Home Language Survey. Student will take an ELPAC exam , and be added In ELD sections of ELA.
        
        Note: Parents join ELAC meetings at their child's school. One rep will take the school level Info and represent the district In their quarterly DELAC meetings. Parents are offered opportunities to learn English, take parenting classes, and receive resources not offered to everyone.
        
        Students test every Spring, and then the next Fall. Students are categorized based on Levels 1-4. Level 1: Beginning ( receptive language). Level 2: Emerging. Level 3: Developing. Level 4 Is Expanding. Students who test out of ELL are known as Bridging students.
        
        ELPAC exams are continuously given to students below Level 4. ELL students continue to receive ELD support and classes with an EL coordinator.
        
        Teacher assesses student (s) for recommended reading and math Interventions, and works closely with them to help student (s) achieve standard goals
    - - continue using Universal Screening & Progress Monitoring
- - - - If CST views a need for special instructions, a meeting explaining the evaluation outcome and parental consent will be scheduled.
        
        After evaluation Is conducted, Info shared with parents, Special Education Is determined.
        
        If student Is eligible, an IEP Is created.
        
        Currently In CUSD: (https://docs.google.com/document/d/1vMNUvC_VB3tIotSoFWaVaHXBGbjHWaRzGWgk5Y-n4w4/edit?usp=sharing)
        
        Student might be in a special day class depending on classification: Moderate/ Severe.
        
        Functional Life Skills
        
        1 more item...
        
        Autism Program
        
        1 more item...
        
        Severe Moderate County Program
        
        1 more item...
        
        Special Day Class
        
        1 more item...
        
        Short term memory, delayed learning due to health Issues, language barriers,
        
        1 more item...
        
        Student might need a weekly set of minutes in a Resource Specialist Room: Mild/ Moderate
        
        Examples: Health Impairment, ADHD, Speech- Language Impairment, Orthopedic Impairment
        
        Continuously assess students to make sure they do not need SDC services. If they are improving, they may need to be evaluated to stay in mainstream fulltime.
- - - - Students and family will be able to retrieve results and new placement at the beginning of the next school years.
        
        Ways Homeroom teachers can implement Differentiated Instruction for Gifted Students
        
        Create Tiered Assignments. ...
        
        Allow Gifted Students to Work at Their Own Pace. ...
        
        Offer Open-Ended or Self-Directed Assignments & Activities. ...
        
        Compact the Curriculum. ...
        
        Deliver Project-Based Learning. ...
        
        Pair Gifted Students Up.