Special Education Referral and Evaluation

ProcessPresented by Lexington Special Education Staff

February 1, 2013

Special Education Law is organized around the following six principles:

1. Parent and Student Participation

2. Appropriate Evaluation

3. Individualized Education Program (IEP)

4. Free and Appropriate Public Education (FAPE)

5. Least Restrictive Environment (LRE)

6. Procedural Safeguards

Student Experiences School Difficulties

Gather Available Information

Consult with student, parent(s), and other professionals Consider cultural and linguistic background of the student Review portfolio of student’s work Conduct observation of student in multiple environments Assess student’s performance in curriculum areas Identify student’s learning profile Review student’s educational history Review student’s work habits

*****See Handout Number 2

Identify Student Strengths and Needs

Identify and Implement Strategies

• Use of instructional support services, consultative services, building-based teams, enrichment programs, and academic support programs

Accommodations to the curriculum

Accommodations in teaching strategies, teaching environments, or materials

After 4-6 Weeks (or earlier if appropriate) Evaluate Strategies and Student Progress

• Difficulty Solved

Difficulty Persists

Difficulty Persists and a Disability is Suspected

Consider:

Alternative Methods of Instruction

Interventions

Referral for Services

Medical Assessments

Special Education Referral for Evaluation

Initial Referral Process

Parent Initiated Written Notification to Principal Upon receipt, ETS calls Parent/Guardian to

discuss concerns/options• LPS Intake Form is completed with referral

questions• Consent to Evaluate form is generated reflecting

testing in suspected areas of need• Consent is sent to home• Upon receipt of signed consent ,30 day to

complete assessment and a total of 45 day to hold Initial Eligibility Meeting

School Initiated Teacher raises concerns Teacher brings concern to Child Study Team CST determines what interventions are needed to

support the student (see Handout #2)• Should student still experience difficulty, CST

recommends student for evaluation to determine if there is a disability and refers to ETS

ETS calls Parent/Guardian to discuss concerns/options• LPS Intake Form is completed with referral questions• Consent to Evaluate form is generated reflecting testing

in suspected areas of need• Consent is sent to home• Upon receipt of signed consent ,30 day to complete

assessment and a total of 45 day to hold Initial Eligibility Meeting

Essential Components of an Initial Evaluation are:

Assessments in all areas related to the suspected disability. This could include academic achievement, physical therapy, occupational therapy, speech/language, cognitive, behavior, attention and/or social pragmatics. Licensed and trained specialists complete these assessments.

A Developmental History - completed by parents

An Educational Assessment – completed by the classroom teacher

A Classroom Observation – completed by a special educator

Optional assessments could include health, psychological or a home assessment.

Initial Evaluation Team Meeting

After the assessments are completed, an Evaluation Team Meeting is convened.

The purpose of this meeting is to: Discuss the student’s performance in class Review the assessments that have been administered Answer any questions the parent may have regarding the

student’s performance in class or on the evaluations Discuss if the student is eligible for Special Education Services

Content of Assessments

Summary of tests given, diagnostic impressions and a detailed summary of student’s needs and the means for meeting those needs.

Participants

• The student’s parents• The student if 14 years of age or older with parent agreement • A general education teacher• The Evaluation Team Supervisor• Any of the following specialists who administered an evaluation: School

Psychologist; Special Educator; Speech & Language Pathologist; Occupational Therapist; Physical Therapist; Applied Behavior Analyst; Assistive Technology Specialist; Vision & Hearing Specialist; Mobility Specialist; & Adaptive Physical Education Teacher

• Other participants may include the Guidance Counselor, Social Worker, School Nurse, the Principal or Assistant Principal

• With advance notice to the school, parents may invite other people to attend the Team Meeting

During the Meeting

• Staff introduces themselves and identifies their role

• The Evaluation Team Supervisor reviews the agenda

• The parent identifies their concern(s)

• The general education team provides an update of the student’s performance in class

• Each specialist summarizes his or her evaluation and the student’s performance and provides recommendations

• The team then discusses eligibility

Initial Evaluation Team Meeting Agenda

Introduction

General Education Team Update

Review of Testing

Finding

Eligibility Determination

Eligibility Determination

In order to be eligible for special education the child must have a disability and by reason thereof require special education ( specially designed instruction) or one or more related services to access and make progress in the general curriculum

Or in order to make progress in other areas impacted by their disability (behavior, social, emotional, functional needs i.e. daily living skills)

The evaluation should answer these questions:

1Does the child have a disability? What type? Disability Types in the Massachusetts State Special Education Regulations (603

CMR 28.02) are: • Autism • Neurological Impairment • Developmental Delay • Emotional Impairment • Intellectual Impairment • Communication Impairment • Sensory Impairment • Physical Impairment • Hearing/Vision/Deaf-Blind • Health Impairment

• Specific Learning Disability

Does the disability cause the child to be unable to progress effectively in regular education?

Effective progress is documented growth:

•in the school program

•with or without accommodations

•according to the chronological age and developmental expectations

•according to the individual educational potential of the child

•according to the learning standards of the MA Curriculum Frameworks and the local school curriculum.

• not determined by advancing from grade to grade

Does the child require specially designed instruction to make progress or does the child require a related service or services in order to access the general curriculum?

Specially designed instruction is modification:

of the curriculum, as appropriate to meet the needs of a child,

of the content

of the methodology/the delivery of instruction

• of the performance criteria

Specially designed instruction addresses the unique needs of the child related to the disability and ensures access to the curriculum in order to meet State and local standards.