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Special Education Referral Process at BCHS by Duo Sun - Coggle Diagram
Special Education Referral Process
at BCHS by
Duo Sun
Step 1: Identify the struggling students
Stept 2 Record and File
Step 3 Report
Step 4 Evaluation
Step 5 IEP Meeting
Step 6 IEP Implementation
Step 7 Reevaluation
Regular meetings for students, parents, counselors, co-teachers, special education teachers...
Review the plan every year.
Test students at least every three years, if they pass the test, they can exit the special education program
Common Instructional Framework
For all contents teachers
--Modification curriculum
--Scaffolding
--Literacy Group
--Collaborative Group work
--Positive reinforcement
--Classroom talk
--Questions
--Build up good relationship with students
...
Response to intervention (RTI)
Tire 1 Strategies
--Use standards
--State objective
--Give direct instruction
--Hands-on activities
--In time feedback
--Grouping
--Differentiation
--Using summary and note taking
--Restate the objective and reinforce the lesson
Tire 2 Strategies
--Breakdown information to shorter segments or steps
--Target learning to simplify instructions
--Slow the pace of the class
--Reteach
--Frequent progress monitoring
Tire 3 Strategies
--Individualized according to learning styles
--Small group
--Extend the length of the time
--Teachers use the strategies that are designed to affect the way for students' progress
https://www.youtube.com/watch?v=S-y2v1a5XRU
Discuss the services to meet the needs of the students
People include:
--Dean of the students
--Director of Special education
--Other staff of special education department
--Counselors
--Parents
--Students
--Diagnostician
Finalize the IEP Service Plan
Eligibility meeting with the parents and the diagnostician
Eligibility Determination: If the evaluation is confirmed by the diagnostician, and the special education department of the school will prepare relevant services for the students.
If the student has been determined to be a special education student
contact the special education teacher,
Have a meeting with the special education director, teachers, students, and parents of students to reflect on whether the special education plan has been implemented and the effect of the implementation. How to improve.
If the student is not in special education yet
report to the head counselor.
Contact the special education department for a diagnostic test.
Academic struggling students:
Collect their assignments and test papers into a folder.
Discipline issues studnets:
Record the students’ discipline behaviors in “powerschool” and the paper, to put in a folder as well. Three “minors” equals one “Major”
Low academic performance
--They are not doing well in class assignments.
--They can’t comprehend what’s happening.
--They have trouble connecting to the lesson.
--They often make careless mistakes
--They are struggling in quizzes or exams
--They often turn in incomplete homework or don't do it at all
--They often take longer to complete their homework.
--They have a hard time articulating their thoughts when asked to summarize or analyze.
Discipline issues and classroom behavior problems
--They often sleep in class or pretend to sleep
--They often go to the bathroom
--They often quarrels with others
--They have very low attendance rate or always late
--They can't concentrate on listening
--They ignore eye contact with teachers and classmates.
References
Signs of a Struggling Student
https://www.advancedlearners.com/tutoring/struggling.aspx
SPECIAL EDUCATION: THE REFERRAL AND EVALUATION PROCESS
https://www.parentcompanion.org/article/special-education-the-referral-and-evaluation-process
The Teacher’s Response to Intervention (RTI) Guide: Tiers, Strategies and More
https://www.prodigygame.com/main-en/blog/rti-response-to-intervention/
Parent Guide to Special Education Services
https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/168/Parents%20Guide%20September%202018%20English.pdf
https://www.youtube.com/watch?v=2SxTzl8TuEk
