Please enable JavaScript.
Coggle requires JavaScript to display documents.
Special Education Referral, Strat tier 1 and tier 2 intervention &…
Special Education Referral
Phase One
Recognition *
Every child brings different skills & knowledge.
Physical Observation
Social Emotional Engagement
Assessment for prior knowledge
Signs to look for:
:
Hesitation
Inattention
Aggression
Impulsivity
Difficulty organizing task
Hyperactivity
Off-task beahvior
Lack of communication & socialization skills
Frustration
Restrictive, Repetitive & stereotyped behavior
Lack of everyday skills for functioning (Adaptive behavior)
Affective characteristics
Memory and cognition issues
Poor sense of direction
Trouble learning the alphabet
Making many mistakes when reading aloud
Awkward pencil grip
Trouble understanding jokes & sarcasm
Confusing mathematical symbols and numbers
Trouble following multiple directions
Not knowing when to begin task
A discrepancy between performance & ability
Phase Three Referral for Special Education
When? After tier-1 & tier-2 intervention the student continues to experience difficulty in attention, gross & fine motor skills, language, math, reading, social emotional skills and written language.
Who? 1, School personnel (including classroom teachers, special education teachers, counselors & administrators.
Parents or legal guardians
Any other person involved in the education and care of the child.
Determining Eligibility:
Get parents consent for evaluation.
The evaluation: *conducted by multidisciplinary team that will consist of individuals who can bring different perspectives & expertise to the evaluation.
Assessment measures cognition academics, language skills along with social, emotional developmental & medical findings.
Include student records, observations, work samples, standardized tests, psychometric tests, & interviews.
The Evaluation Team: Educational Diagnostician, Special Educator, General Educator, Parents or legal guardians, Physical Therapist, Occupational Therapist, Audiologist, Orientation & Mobility Specialist, Medical doctors.
Phase Four IEP/ILP
Individualized Education Plan or Individualized Learning Plan: is a legal document between the school and parents that describes the special education service to be provided after evaluation.
Who? School personnel, parents / legal guardians/ professional who conducted the evaluations and anyone involved.
Why? Discuss results & eligibility for special education.
If a child qualifies, get parents consent to write an IEP or ILP and schedule a regular check in meeting.
If a child doesn't qualify he/she may be referred to counselors, occupational therapy or speech & pathology or other specific services.
A case manager should be assigned.
It should include: A student profile, Annual goal and objective, Eligibility factors, Accommodation & levels of participation in other areas, program placement, transition plan, Assistive technologies. .
Strat tier 1 and tier 2 intervention & keep quantitative & anecdotal data.
Tier-1 All students in typical classroom ongoing formative assessment data and screening.
Tier-2 Students will be put in smaller groups. reinforce basic concepts. supplement but not replace primary instruction.
Progress Monitoring
Monitor students response to tier 1 & tier 2 intervention in order to estimate rates of improvement, identify students who are not demonstrating adequate progress & compare the efficacy of different forms of intervention.
Changing the intensity & nature of Instruction. Intervention, Duration, Frequency, interventionist, & group size.
Response
Use differentiation & scaffolding strategies
Request for counselors, speech & pathologist, occupational therapist, & special education teacher to make physical observation.
Collect data & anecdotal notes.
Revise previous school record.
Phase Two RTI
Bring up the student at the Q3 & Q4 meetings every other week with a team of teachers, the principal, the student support team teacher & the counselor.
Discuss and start "Individual student problem solving Form"
Schedule meeting with parents to: share findings and tier 1 and tier 2 intervention plan. Keep anecdotal record of meetings.
Q3: How will we respond when there is evidence that they are not learning?
Q4: How will we respond when they already know it?
Plan of action & implementation
Progress monitoring
Review progress every other week
Relevant student data
Kidist Getaneh Belay
Comment: I love how you listed a comprehensive set of signs of a struggling student. These have included behavial/social/academic issues - Cherrie
Comment: I noticed you have included all stakeholders when developing an IEP plan as well as introduced a clear procedure. I am wondering who will be the case manager in this case? As in y school, it will normally be the Learnig support teacher rather than the homeroom teacher. - Cherrie