Please enable JavaScript.

Coggle requires JavaScript to display documents.

Special Education Referral Process by Marcie Elsner - Coggle Diagram

- - - - Information can be collected from a variety of sources
        
        Family members
        
        Concerning behavior at home
        
        Check with teacher and seek counselor
        
        Other classroom teachers
        
        Student portfolios or work samples
        
        Classroom observations
        
        Cumulative school records
        
        Attendance records
        
        Formal assessments
        
        Counselor
        
        Teacher
        
        Concerning issues in class
        
        Check with parents and seek counselor
      - Collect information about:
        -Instructional methods, strategies, and materials that have been previously tried or used
        -The student’s skill level
        -The student’s background knowledge and experiences
        -School and home expectations for behavior and academic performance
        -Classroom behavior management techniques
      - Stage 3: Sharing Information and Team Discussion
        
        People involved in the students' life meet and share information they've observed about the child. Everyone shares their observations from their perspective
        
        Stage 4: Discussion of Possible Strategies
        
        Members brainstorm strategies that they believe are most likely to meet the needs of the student. One or more strategies may be selected for each area of concern
        
        Recommendations can focus on many different areas, such as:
        -Classroom environment (e.g., changing seating positions, making the classroom more accessible)
        -Classroom management system (e.g., increasing positive reinforcement, providing individual student contracts)
        -Instructional procedures (e.g., providing additional instruction, presenting content in a different format, grouping students)
        -Task demands (e.g., assigning only the odd-numbered math problems, instead of all of them)
        
        Stage 5: Implementation and Monitoring of Strategies
        
        Monitor academic progress through curriculum based measurement (CBM)
        
        Monitor student behavior using behavior recording sheet
        
        Stage 6: Evaluation and Decision Making
        
        Determine if the student is making adequate progress
        
        If the student is making adequate progress, ask:
        
        2 more items...
        
        If the student is not making adequate progress, ask:
        
        2 more items...
        
        Any forms included in this stage should include:
        -Specific concerns that prompted the referral
        -Student’s strengths, talents, and interests
        -Student’s skills compared to those of his or her classroom peers
        -Setting or situation in which the concern developed
        -Previously attempted strategies or interventions
        -Best times to observe the student to see the behavior of concern
        
        Reflect on whether or not other factors are affecting these behavior issues, like:
        -Insufficient instruction and practice
        -A mismatch between the student’s skill level and the classroom curriculum
        -Differences in background knowledge and experiences between the student and the dominant classroom culture
        -Differences in academic or behavior expectations between home and school
        -Inadequate classroom management techniques
  - - - If no issues are noticed over long periods of time, then carry on with teaching normally