Referral Process

This process of referral of students to Special Education in The Kokomo Area Special Education Cooperative (KASEC) occurs as a possible outcome of one of two processes:  the individual school corporation’s RTI process and/or the Article 7 referral process outlined in the Indiana state guidelines.  The RTI System uses problem-solving teams to initiate and track interventions targeting difficulties experienced by individual students.  A primary focus of the problem solving teams in the RTI process is the identification of interventions for the student and progress monitoring to guide the content and intensity of interventions.  Referral to Special Education using the RTI process will occur only if it is evident that the student has not responded to interventions implemented with fidelity and appropriately targeted the student’s difficulty.  Referral to Special Education using the Article 7 process occurs when an educational staff or a parent makes the initial referral using the stated procedural steps after general education interventions occur.

IEP Process Flowchart

Overview

The Multi-disciplinary team must use a variety of eligibility and assessment tools and strategies to gather relevant functional, developmental, and academic information about the student, including information provided by the parent, to assist the case conference committee in determining the content of the student’s IEP, including information related to enabling the student to be involved in and progress in the general education curriculum (or for an early childhood student, to participate in appropriate activities).

The following procedures are NOT considered a part of an educational evaluation (and, therefore, do not require informed parental consent):

• A test or other evaluation that is administered to all students, unless, before administration, consent is required from parents of all students;

• A screening of students by a teacher or a specialist to determine appropriate instructional strategies for curriculum implementation;

• A review of existing data regarding a student;

• The collection of progress monitoring data when a student participates in a process that assesses the student’s response to scientific, research-based interventions.

Tests and evaluation materials are:

• administered in the student’s native language or other mode of communication and in the form most likely to yield accurate information on what the student knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to do so;

• selected and administered so as not to be discriminatory on a racial or cultural basis;

• used for the purposes for which the assessments or measures are valid and reliable;

• administered by trained and knowledgeable personnel in accordance with any instructions provided by the producer of the assessments;

• technically sound instruments that may assess the relative contributions of cognitive and behavioral factors, in addition to physical or developmental factors.

When administered to a student with impaired sensory, manual, or speaking skills, the assessment results accurately reflect the student’s aptitude or achievement level (or other factors the test purports to measure), rather than reflecting the student’s impaired sensory, manual, or speaking skills. 

• Assessments and other evaluation tools include those tailored to assess specific areas of educational need, and not merely those designed to provide a single general intelligence quotient.

• Assessment tools and strategies provide relevant information that directly assists the case conference committee in determining the special education and related service needs of the student and are sufficiently comprehensive to identify all of the student’s special education and related service needs whether or not commonly linked to the disability category in which the student has been classified.

The student is assessed, or information is collected in all areas related to the suspected disability, including, if appropriate: 

• development

•  cognition

•  academic achievement

•  functional performance or adaptive behavior

•  communication skills

•  motor and sensory abilities, including vision or hearing

•  available educationally relevant medical or mental health information

•  social and developmental history

As part of the educational evaluation, the multidisciplinary team must, with or without a meeting, do the following:

•  Review existing evaluation data on the student, including the following:

• Evaluations and information provided by the parents of the student

• Current classroom, local, and state assessments

• Classroom based observations and observations by teachers and related services providers

• On the basis of that review, and input from the student's parents, identify the following:

  • The suspected disability or disabilities

  • Any additional data that is required for the student's CCC to determine eligibility for special education; and the special education and related service needs of the student.

School psychologists, speech and language pathologists (SLPs), diagnosticians, occupational and physical therapists (OT/PTs) who administer standardized tests are trained and knowledgeable in accordance with any instructions provided by the producer of the tests.

If the assessment is not conducted under standard conditions, the school psychologist, SLP, diagnostician or OT/PT must describe in the evaluation report the extent to which the assessment varied from standard conditions.

After an educational evaluation has been completed, the multidisciplinary team must compile the findings of the multidisciplinary team into an educational evaluation report.

Timelines for Completing Evaluations

All educational evaluations are to be completed within the mandated timelines.  To assist in assuring that the case conference is completed within the mandated timelines, the date and time of the case conference is determined at the time the parental consent for the evaluation is received.  It is recommended that this conference be scheduled to occur within at least 40 school days from the initiation of the timeline.

Initial Evaluation Timelines

When a student is transitioning from early intervention to early childhood special education, the initial educational evaluation must be completed and the case conference committee convened to ensure that the student receives special education services by his/her third birthday.

For all other students referred for an initial evaluation, the evaluation must be completed and the case conference committee convened within fifty (50) school days of the date the written parental consent is received by licensed personnel. 

This time frame does not apply in the following situations:

1. When the student has participated in a process that assesses the student’s response to scientific, research based interventions (including a detailed, written notification to the parent when the student requires an intervention that isn't provided to all students in the general education classroom).  In such a case, the time frame to complete an evaluation is twenty (20) school days.

2. When the parent of a student repeatedly fails or refuses to produce the student for the evaluation.

3. When a student transfers into SBCSC with a pending evaluation, if parent and school agree to a specific time when the evaluation will be completed.

4. When the student requires a Manifestation Determination Conference, a 20 day timeline applies to the evaluation process.

Re-evaluation Timelines

The re-evaluation timeline depends on the purpose of the re-evaluation:

1. If the re-evaluation is being requested to determine the student's continued eligibility for special education services, the re-evaluation is due by the student's next annual case conference.

   • • When the student requires a Manifestation Determination Conference, a 20 day timeline applies to the evaluation process.

2. If the committee suspects an additional or change in eligibility; or requires additional information to make decisions regarding special education and related services, testing must be completed and the case conference held within fifty (50) school days of the receipt of written parental consent.

   • • When the student requires a Manifestation Determination Conference, a 20 day timeline applies to the evaluation process

Initial Educational Evaluation

A comprehensive initial educational evaluation conducted by a team of qualified professionals shall include a variety of assessments and information gathering procedures designed to provide relevant functional, developmental and academic information about the student. 

This information will be used to assist the case conference committee in determining whether the student is eligible for special education and related services.  It will also be used in the development of the student’s IEP,  including the extent to which the student will be involved in and progress in the general education curriculum (or for an early childhood student, to participate in appropriate activities).

A student must be evaluated prior to determining eligibility for special education services. A student must also be evaluated before determining that he/she no longer qualifies for special education services, except when the termination of services is due to graduation with a regular high school diploma or upon exit at twenty-two (22) years of age. 

Either a parent of a student or school staff may initiate a request for an initial educational evaluation for the purpose of determining if the student is eligible for special education and related services. 

Situations which may require an Initial Evaluation:

• • A student is first suspected of having a disability, including speech/language impairment.

  • A student has been previously evaluated but found not eligible, and is referred for another evaluation.

Re-Evaluation

Once a student is eligible for special education and related services, any subsequent evaluation of the student is considered a re-evaluation.  

Western  must consider re-evaluation for each student :

• At least once every three (3) years; however it is addressed yearly through the Indiana IEP system (IIEP)

• If the public agency determines at any time that additional information is needed to address the special education or related services needs of the student; and

• If the student’s parents or teacher requests the re-evaluation.

Parents or staff may request a re-evaluation for the purposes of: (a) reestablishing eligibility for special education and related services; (b) determining that the student is eligible for special education and related services under a different or additional eligibility category; or (c) informing the case conference committee of the student’s needs.  Re-evaluation to re-establish eligibility may not occur more than once a year, unless the parent and the school agree otherwise.

Situations which may require a Re-evaluation:

• A suspected change in eligibility area (e.g. from SLD to Mild Cognitive Disability).

• An addition of eligibility area (e.g. already SLD and adding ED; OR already LI/SI and suspecting SLD).

• The student is suspected of no longer demonstrating one or more of his/her current eligibility (ies) for special education services.

• Additional information is needed/required to make appropriate educational plans for the student, including occupational or physical therapy evaluation, or CAT evaluation.

• A student with a disability moves into Western AND requires an evaluation.

Evaluation of Non-Public and Homeschooled Students

Western is responsible for evaluating students who reside within the boundaries of the Western , including those who are home-schooled.  For students who attend non-public schools within the boundaries of Western, the Corporation is responsible for conducting educational evaluations.  For students who reside in Western's boundaries, but attend a school which is located in another school district, the district in which the school is located is responsible for conducting the evaluation.  However, if the parent so chooses, the student’s home school district can complete the evaluation.

When Western conducts an evaluation on students residing in Western's boundaries, but attending an out of district school, Western must obtain written parental consent prior to sharing any information with the out-of district school.

Typically, psychologists, diagnosticians, SLPs, OT/PT team members assess the student at the student’s school.  However, in certain circumstances, the evaluator may request that the student be brought to a Western location in order to complete the evaluation.

Evaluation of Newly Enrolled Students

Assessments of students with disabilities who transfer from one school district to another during the evaluation process are coordinated with those students’ previous and current schools, as necessary and expeditiously as possible to ensure prompt completion of evaluations.  

A student who moves into the corporation from another Indiana school corporation or from out of state may require an evaluation because:

• • A previous evaluation is not available or is out of date (over one and a half years old).

  • The student is from out of state and has a disability not recognized in Indiana (e.g. Developmentally Delayed for a student aged six (6) or above).

  • The eligibility stated on records is questioned by the school and/or parent.

  • The student’s IEP from the previous district states that an evaluation is recommended.

If an evaluation is requested, follow the procedures for an Re-evaluation request 

Independent Educational Evaluations

An Independent educational evaluation means an evaluation conducted by a qualified evaluator who is not employed by the school corporation responsible for the student in question.

If a parent requests an independent educational evaluation, the parent should be asked to put the request in writing and send it to the Director of Special Education.  Upon a parental request for an independent evaluation, the Special Education Department will provide the parent with information about where an independent educational evaluation may be obtained, and the Corporation’s criteria applicable to independent evaluations.

A parent has the right to request an independent educational evaluation at public expense (i.e. no cost to the parent) if the parent disagrees with an evaluation conducted by the Corporation.  Within ten (10) business days of the Director’s receipt of the parent’s request, the corporation must either:

• • Initiate a due process hearing to show its educational evaluation is appropriate; OR

  • Notify the parent in writing that the independent educational evaluation will be at public expense

A student’s parents are entitled to only one (1) independent educational evaluation at public expense each time the Corporation conducts an educational evaluation with which the parent disagrees.

If Western agrees to provide an independent educational evaluation at public expense, the criteria under which the evaluation is obtained, including the assessment components, location of the evaluation and qualifications of the evaluator must be the same as Western uses when conducting an evaluation.

If the Corporation initiates a hearing to determine the appropriateness of its educational evaluation and the hearing officer determines that the evaluation conducted by the Corporation is appropriate, the parent may still seek an independent evaluation, but at the parent’s expense.

When the parents present a report from an independent evaluator, at the parent’s expense, the evaluation results must be considered by the Case Conference Committee only if the evaluation components are the same as required by Western.  Upon receipt of this report, the school should complete a Request for a Multidisciplinary Evaluation, provide Notice of Evaluation, obtain parent consent and provide the parents with the Notice of Procedural Safeguards.  This should be done so that the school psychologist and other staff, as indicated, can review the independent evaluation report and conduct any additional testing that may be needed to meet federal and state criteria for eligibility determination.  Typically, if the test results are older than one and a half years, new testing must be completed