2. Special Education Evaluation Process

Pre-referral and Referral to Special Education

The Special Education referral is the initial step of the Special Education process. Any student who is believed to have a disability and in need of special education or related services in order to receive a free and appropriate public education may be referred by a teacher, parent, or other interested person. A special education referral shall not be requested until the student has been presented to the building level Collaborative Support Team (CST) team for suggestions and recommendations, and the student’s progress has been monitored for a period of 10-12 weeks indicating interventions are not making a significant impact on progress. Parents may request a referral at any time. The CST team will decide along with parents whether to proceed with an evaluation. Teachers should operate from the hypothesis that a disability is the least likely cause of poor academic success, and that repairing of obstacles to success within the teacher’s control should be given priority prior to a Special Education referral. Repairing obstacles may include addressing vision or hearing problems and/or attendance issues with parents, and/or documentation of a variety of intervention strategies during the pre-referral process. This may include close communication with parents, school counselors and/or the principal to ensure these details have been addressed. Building level CST teams may recommend a variety of appropriate interventions for a trial period, in agreement with parents, prior to a formal special education referral.

Pre-Referral Considerations (This section still under construction)

• Prior to a Special Education referral, the following steps shall be completed:

• Teacher to meet with or call the parent and complete the parent interview form. The purpose of this call is to share concerns about progress or performance in class and obtain any helpful background information to assist in determining obstacles to school success.

• The teacher will complete a cumulative record file review documented on the File Review form. The teacher will look for clues from the past, such as behavior referrals, test scores, attendance, failure of hearing/vision screenings, etc.

• The teacher will meet with grade level and/or data team for consultation on core curriculum implementation, appropriate supplemental interventions, need for behavior supports and other available resources to support student progress. Consultation from Title 1 or Resource Room teachers may also be beneficial for suggestions on teaching strategies, curriculum modifications or accommodations.

• If the classroom teacher’s data indicates the student is not making expected progress, the teacher begins to make adjustments in strategies used in teaching the student through intervention planning. The teacher reviews data to determine if these adjustments make an impact. Interventions should be documented for a course of 6-8 weeks. (Use RTI documentation sheet, Appendix 3 and Guidelines for DIBELS cut scores, Appendix 4)

• Following intervention planning during grade level or data teams, the teacher will implement and document the effectiveness of interventions. The type of intervention, instructional objectives, frequency of intervention (how many times per week), and duration of intervention will be noted. Additionally, the teacher should be prepared to compare the student’s rate of progress to the expected rate of progress for the specific grade level and/or to compare the student’s progress to his/her peers.

• Temporary interventions may be provided during this pre-referral period. The following temporary interventions may include the following as appropriate):

• Daily/weekly progress report

• Daily/weekly communication with the family

• Peer tutor

• Extended instructional time/day

• Small group setting

• Counseling support

• Differentiated instruction and assignments

• Shortened assignments (pending evaluation and placement)

• Classroom volunteer support

• Academic organizers

• Oral and/or written options for homework/test completion

• Extended time for assignments

• Teacher and/or student notes

• Positive behavior intervention support plan

• Buddy classroom

• Counseling support

• Alternate daily schedule for a brief duration (pending evaluation and placement)

• Evaluate the results

  • Collect data

  • Review progress daily or weekly

  • Adjust intervention plan as needed

  • Document results

  • Share results with team

Special Education Process

• When the pre-referral steps have been completed and it appears there are no other reasonable interventions to attempt, and the student’s performance continues as a concern, it would be appropriate for CST to make a referral. The CST team will provide documentation of intervention data and results to the building special education team.

• Parent will be asked to provide information or complete a developmental history

  • For students referred for a special education evaluation, the discipline/removal procedures outlined in this handbook apply as they do for an eligible special education student. The following guidelines will assist with ensuring the success and safety of all students and staff.

• When a student is scheduled for a Special Education referral, the following documentation is mailed to the parents:

  • Notification of Special Education Initial Evaluation referral,

  • Procedural Safeguards,

  • Meeting notice

Required Meeting Participants for Meeting Notice:

• Pre-Planning Meeting

• Eligibility Meeting

• IEP Meeting

• Placement Meeting

Note: The parent is not included on this list because the meeting notice is addressed to the parent.

*For items marked by an asterisk, the determination may be made by team without a meeting.

Paperwork:

* Schools must communicate information to limited English parents in a language they can understand.

• Pre-Referral

• Staffing Notes

• Academic data collection records

• Behavioral data collection records

• Parent contact log

• Parent interview

• Teacher input

• Release of information with any outside entities (i.e. physicians, psychologists, counselors;etc.)

• Referral

• Parent notification for Special Education Initial Evaluation Referral

• Meeting Notice

• Staffing Notes

• Prior Notice about Evaluation/Consent for Evaluation

• Release of information with any outside entities (i.e. physicians, psychologists, counselors;etc.)

• Procedural Safeguards

• Minutes of Evaluation or Re-evaluation Planning Meeting

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