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Pre-Referral, InterventionsInterventions video - Coggle Diagram
Pre-Referral
When the teacher finds out that a child's learning development is obviously lagging behind peers, the teacher will use RIT, PBIS, and other methods to intervene. If the child makes progress under the intervention, he will continue to intervene.
Referral
Child is evaluated
An IEP team recommendation and parental consent are needed before the child may be evaluated.
The evaluation must assess the child in all areas related to the child's suspected disability.
The evaluation results will be used to decide the child's eligibility for special education and related services and to make decisions about an appropriate educational program for the child.
Identatification
A group of qualified professionals along with the parent(s) review the child's evaluation results. Together they decide if the child is a "child with a disability," as defined by IDEA.
Eligibilty
If the child is found to be a "child with a disability," as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child.
IEP meeting is scheduled, the school system schedules and conducts the IEP meeting.
:check: Contact the participants, including the parents, teachers and school-related staffs
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:check:Tell parents the purpose, time, and location of the meeting
:check: Tell parents who will be attending the meeting, tell the parents they may invite people to the meeting who have knowledge or special expertise about the child
Development of IEP
The IEP team gathers to talk about the child's needs and write the student's IEP. The parent(s) and the student (when appropriate) are part of the team. :silhouettes:
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Each of the child's teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes any accommodations, modifications, and supports to be provided to the child, in keeping with the IEP.
Implementation
The child's progress toward meeting the annual goals is measured, as stated in the IEP.
His or her parent(s) are regularly informed of their child's progress. Progress reports must be given to parents as often as parents are informed of their non-disabled children's progress.
The child's IEP is reviewed by the IEP team once a year, or more often if requested by the parent(s) or school.
If necessary, the IEP is revised. Parents, as team members, are invited to attend and may make suggestions for changes.
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Intervention is not effective
A child is identified as possibly needing special education and related services.
A child may be identified by Child Find, and parents may be asked if the Child Find system can evaluate their child. Parents may also call the Child Find program and ask that their child be evaluated.
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