the special education process—part ii

The Special The Special Education Process—Education Process—

Part IIPart IINational Association National Association of Special Education of Special Education

TeachersTeachers

Special Education Special Education Process-Part IIProcess-Part II

Evaluation, Diagnosis, Evaluation, Diagnosis, Classification, and Classification, and

Placement of students Placement of students with Disabilitieswith Disabilities

Overview of the Overview of the Multidisciplinary TeamMultidisciplinary Team

Once the CST has tried Once the CST has tried everything possible and everything possible and the issues still exist, a the issues still exist, a referral is made to the referral is made to the

team that will be team that will be responsible for the responsible for the formal assessment.formal assessment.


This team is called the This team is called the multidisciplinary team (MDT). multidisciplinary team (MDT). Since this referral by the CST is Since this referral by the CST is for a formal assessment it will for a formal assessment it will require another referral form to require another referral form to be filled out. be filled out.

Review of Special Education Review of Special Education Process-Part I-Determination of Process-Part I-Determination of

a Suspected Disabilitya Suspected Disability Step 1-Initial ReferralStep 1-Initial Referral Step II-Gathering Available School Step II-Gathering Available School

RecordsRecords Step III-Initial Child Study Team MeetingStep III-Initial Child Study Team Meeting Step IV-Parent IntakeStep IV-Parent Intake Step V- Pre-Referral Strategy PlansStep V- Pre-Referral Strategy Plans Step VI-Determination of a Suspected Step VI-Determination of a Suspected

DisabilityDisability


. A formal referral to the MDT is . A formal referral to the MDT is nothing more than a form starting nothing more than a form starting the special education process. the special education process.

A referral for more formal A referral for more formal individualized evaluation and individualized evaluation and possible special education possible special education services is initiated by a written services is initiated by a written request by the CST. request by the CST.


However, you should However, you should understand that other people understand that other people other than the CST have the other than the CST have the right under due process to right under due process to initiate a formal referral for a initiate a formal referral for a child with a suspected child with a suspected disability. disability.

Referral to the MDTReferral to the MDT Depending on state regulations, Depending on state regulations,

these could include:these could include: The child’s parent and advocate or The child’s parent and advocate or

person in parental relationshipperson in parental relationship A classroom teacherA classroom teacher Any professional staff member of Any professional staff member of

the public or private school the public or private school districtdistrict

A judicial officer- A representative A judicial officer- A representative of the courtof the court

Referral to the MDTReferral to the MDT A student on his or her own behalf if A student on his or her own behalf if

he/she is 18 years of age or older, or he/she is 18 years of age or older, or an emancipated minor- a person an emancipated minor- a person under the age of 18 years of age who under the age of 18 years of age who has been given “certain adult rights” has been given “certain adult rights” by the court.by the court.

The Chief School Officer of the State The Chief School Officer of the State or his designee responsible for or his designee responsible for welfare, education or health of welfare, education or health of children.children.

Referral to the MDT from the Referral to the MDT from the School StaffSchool Staff

Initial Referral to the MDT From the School Initial Referral to the MDT From the School StaffStaff

ToTo: : Chairperson of the MDTChairperson of the MDT From:From: Bill WethersBill Wethers School:School: Harrison HighHarrison High

DateDate::5/15/005/15/00 Name/TitleName/Title: : Chairperson of the Child Study Chairperson of the Child Study

TeamTeam The following student is being referred to The following student is being referred to

the CSE for suspicion of a disabilitythe CSE for suspicion of a disability:: Student NameStudent Name:: Rosa CarlarzoRosa Carlarzo SexSex: F: F

Grade:Grade: 55 EthnicityEthnicity: : HispanicHispanic


Parent/Guardian NameParent/Guardian Name: : Livia/CarlosLivia/Carlos AddressAddress: 12 High Court: 12 High Court City:City: Birchwood GlenBirchwood Glen StateState:: NYNY

Zip:Zip: 1578915789 TelephoneTelephone: : (914) 456-9867(914) 456-9867 Date of BirthDate of Birth: :

3/2/903/2/90 Current Program Placement:Current Program Placement: Regular Regular

mainstreammainstream Teacher (Elem):Teacher (Elem): Mrs. BugliaMrs. Buglia Guidance Guidance

Counselor (Secondary):Counselor (Secondary):


Reasons for Referral: Describe the specific reason Reasons for Referral: Describe the specific reason and/or needs that indicate the suspicion of a and/or needs that indicate the suspicion of a disability. Specify reason why referral is considered disability. Specify reason why referral is considered appropriate and necessary.appropriate and necessary.

Rosa is being referred for a formal assessment as Rosa is being referred for a formal assessment as the result of suspected learning disability. The the result of suspected learning disability. The school has attempted a variety of pre-referral school has attempted a variety of pre-referral strategies but have been unable to change Rosa’s strategies but have been unable to change Rosa’s level of impaired performance. Rosa exhibits severe level of impaired performance. Rosa exhibits severe problems in processing information, retaining problems in processing information, retaining information and expressing her ideas on paper. information and expressing her ideas on paper. While she is a bright girl, and articulates While she is a bright girl, and articulates appropriately, her written expression is well below appropriately, her written expression is well below average. Rosa also needs a great deal of attention, average. Rosa also needs a great deal of attention, encouragement and monitoring in the classroom. encouragement and monitoring in the classroom. She is not a self starter and tends to avoid She is not a self starter and tends to avoid academic tasks.academic tasks.


Describe recent attempts to remediate the pupil’s Describe recent attempts to remediate the pupil’s performance prior to referral, including regular performance prior to referral, including regular education interventions such as remedial reading education interventions such as remedial reading and math, teaching modifications, behavior and math, teaching modifications, behavior modifications, speech improvement, parent modifications, speech improvement, parent conferences, etc. and the results of those conferences, etc. and the results of those interventions.interventions.

The referral is considered necessary at this time The referral is considered necessary at this time because Rosa continues to do poorly in school because Rosa continues to do poorly in school despite classroom modifications, parent training despite classroom modifications, parent training and conferences, portfolio assessment, and conferences, portfolio assessment, observation, remedial reading and math observation, remedial reading and math intervention, and changes in teaching strategies intervention, and changes in teaching strategies and management. The results of these intervention and management. The results of these intervention strategies have been unsuccessful and have even strategies have been unsuccessful and have even added to Rosa’s sense of frustration and lack of added to Rosa’s sense of frustration and lack of confidence.confidence.


Do you have a signed Parent Assessment Do you have a signed Parent Assessment Plan ?Plan ? __X_yes___no (If yes send copy attached) __X_yes___no (If yes send copy attached)

Is there an attendance problem?Is there an attendance problem? Yes__X__No____Yes__X__No____

Language Spoken at home?Language Spoken at home? EnglishEnglish Did student repeat a gradeDid student repeat a grade? Yes___No__X_If ? Yes___No__X_If

yes, when?yes, when? Is an interpreter needed?Is an interpreter needed? Yes___No_X__Deaf: Yes___No_X__Deaf:

Is a bilingual assessment needed?Is a bilingual assessment needed? Yes___no__X_ If yes, what languageYes___no__X_ If yes, what language

Language spoken at home:Language spoken at home: English English


Is student eligible to receive Is student eligible to receive ESL(English as a Second Language) ESL(English as a Second Language) services?yes____no__X_services?yes____no__X_

If yes, how many years receiving ESL If yes, how many years receiving ESL services? __NA__ If yes, determine services? __NA__ If yes, determine how student’s educational, cultural how student’s educational, cultural and experiential background were and experiential background were considered to determine if these considered to determine if these factors are contributing to the factors are contributing to the student’s learning or behavior student’s learning or behavior problemsproblems


TEST SCORES WITHIN LAST YEAR TEST SCORES WITHIN LAST YEAR (i.e. Standardized Achievement, Regents (i.e. Standardized Achievement, Regents

Competency etc)Competency etc) TEST NAME AREA MEASURED TEST NAME AREA MEASURED

PERCENTILE SCORE COMMENTPERCENTILE SCORE COMMENT 1-Wechsler Ind. Achievement Test 1-Wechsler Ind. Achievement Test Basic ReadingBasic Reading 2222

ScreeningScreening 2- Wechsler Ind. Achievement Test2- Wechsler Ind. Achievement Test Reading Comp.Reading Comp. 1818

ScreeningScreening 3- Wechsler Ind. Achievement Test3- Wechsler Ind. Achievement Test Numerical OperationsNumerical Operations

1212 ScreeningScreening 4- Wechsler Ind. Achievement Test4- Wechsler Ind. Achievement Test Oral ExpressionOral Expression 6767

ScreeningScreening 5- Wechsler Ind. Achievement Test5- Wechsler Ind. Achievement Test Written ExpressionWritten Expression 1111

ScreeningScreening 6-KBIT-Kauffman Brief Intelligence Test6-KBIT-Kauffman Brief Intelligence Test IntelligenceIntelligence 6767


Has school staff informed parent/guardian Has school staff informed parent/guardian of referral to CSE?of referral to CSE? Yes_X__No___ Yes_X__No___

By whom?By whom? School PsychologistSchool Psychologist What was the reaction of the What was the reaction of the

parent/guardian to the referral?parent/guardian to the referral? PositivePositive To be Completed by School Nurse-Medical To be Completed by School Nurse-Medical

Report SummaryReport Summary Any medication?Any medication? Yes___No_X__If yes, specify: Yes___No_X__If yes, specify: Health Problems?Health Problems? Yes___No_X__If Yes Specify: Yes___No_X__If Yes Specify: Schorliosis ScreeningSchorliosis Screening: :

Positive____Negative__X__Positive____Negative__X__ Date of Last: PhysicalDate of Last: Physical: : 8/998/99 Vision resultsVision results: :

NormalNormal Hearing ResultsHearing Results: : NormalNormal


Relevant Medical information: NoneRelevant Medical information: None Nurse Teacher signature:Nurse Teacher signature: Principal’s signaturePrincipal’s signature To Be Completed By The Appropriate AdministratorTo Be Completed By The Appropriate Administrator Date received: Date received: Signature:Signature: Chairperson:Chairperson: Date Notice and Consent Sent to Parent/Guardian:Date Notice and Consent Sent to Parent/Guardian: Parent Consent for Initial Evaluation Rec’d:Parent Consent for Initial Evaluation Rec’d: Date Agreement To withdraw Referral Received:Date Agreement To withdraw Referral Received: Projected Eligibility Meeting Date:Projected Eligibility Meeting Date: If eligible, projected date of implementation of If eligible, projected date of implementation of

services:services: Projected Eligibility Board of education meting Projected Eligibility Board of education meting

date:date:

Membership of the Membership of the Multidisciplinary Team (MDT)Multidisciplinary Team (MDT)

While specific state regulations While specific state regulations may differ on the membership of may differ on the membership of the MDT, the members are the MDT, the members are usually drawn from individuals usually drawn from individuals and professionals within the and professionals within the school and community. school and community.


You should also be aware that You should also be aware that the law mandates that an the law mandates that an individual who is an expert in the individual who is an expert in the field of the suspected disability field of the suspected disability must be a member of the MDT. must be a member of the MDT. For instance, in the case of a For instance, in the case of a suspected learning disability you suspected learning disability you will be considered the expert on will be considered the expert on the team in this area. the team in this area.


School Psychologist: The role of the School Psychologist: The role of the school psychologist on the MDT involves school psychologist on the MDT involves the administration of individual the administration of individual intelligence tests, projective tests, intelligence tests, projective tests, personality inventories, and the personality inventories, and the observation of the student in a variety of observation of the student in a variety of settings.settings.

School Nurse: The role of the school School Nurse: The role of the school nurse is to review all medical records, nurse is to review all medical records, screen for vision and hearing, consults screen for vision and hearing, consults with outside physicians, and may refer with outside physicians, and may refer to outside physicians if necessary.to outside physicians if necessary.


Classroom Teacher: Works with the local Classroom Teacher: Works with the local school based Child Study Team to school based Child Study Team to implement pre-referral strategies, plans implement pre-referral strategies, plans and implements, along with the special and implements, along with the special education team, classroom strategies that education team, classroom strategies that create an appropriate working environment create an appropriate working environment for the student.for the student.

School Social Worker: The social worker’s School Social Worker: The social worker’s role on the MDT is to gather and provide role on the MDT is to gather and provide information concerning the family system. information concerning the family system. This may be accomplished through This may be accomplished through interviews, observations, conferences etc.interviews, observations, conferences etc.


Special Education Teacher: The role of this Special Education Teacher: The role of this individual includes consultation to parents individual includes consultation to parents and classroom teachers about pre-referral and classroom teachers about pre-referral recommendations, administers educational recommendations, administers educational and perceptual tests, may be called upon to and perceptual tests, may be called upon to observe the student in a variety of settings, observe the student in a variety of settings, may be involved in the screening of may be involved in the screening of students with suspected disabilities, writes students with suspected disabilities, writes IEP’s including goals and objectives and IEP’s including goals and objectives and recommends intervention strategies to recommends intervention strategies to teachers and parents.teachers and parents.


Educational diagnostician: Educational diagnostician: Administers a series of evaluations Administers a series of evaluations including norm-referenced and including norm-referenced and criterion referenced tests, observes criterion referenced tests, observes the student in a variety of settings, the student in a variety of settings, makes educational recommendations makes educational recommendations that get applied to the IEP as goals that get applied to the IEP as goals and objectives.and objectives.

Special education supervisor:Special education supervisor:


Physical Therapist: The physical therapist is Physical Therapist: The physical therapist is called upon to evaluate a child who may be called upon to evaluate a child who may be experiencing problems in gross motor experiencing problems in gross motor functioning, living and self help skills, and functioning, living and self help skills, and vocational skills necessary for the student to vocational skills necessary for the student to be able to function in certain settings. This be able to function in certain settings. This professional may be used to screen, evaluate, professional may be used to screen, evaluate, provide direct services or consult with the provide direct services or consult with the teacher, parent or school.teacher, parent or school.

Behavioral consultant: This individual works Behavioral consultant: This individual works closely with the team in providing direct closely with the team in providing direct services or consultation on issues involving services or consultation on issues involving behavioral and classroom management behavioral and classroom management techniques and programs.techniques and programs.


Speech/Language clinician: This professional will Speech/Language clinician: This professional will be involved in screening for speech and be involved in screening for speech and language developmental problems, be asked to language developmental problems, be asked to provide a full evaluation on a suspected provide a full evaluation on a suspected language disability, provide direct services, and language disability, provide direct services, and consult with staff and parents.consult with staff and parents.

Audiologist: This professional will be called upon Audiologist: This professional will be called upon to evaluate a student’s hearing for possible to evaluate a student’s hearing for possible impairments and as a result of the findings may impairments and as a result of the findings may refer the student for medical consultation or refer the student for medical consultation or treatment. The audiologist may also assist in treatment. The audiologist may also assist in helping students and parents obtain equipment helping students and parents obtain equipment i.e. hearing aids that may impact on the child’s i.e. hearing aids that may impact on the child’s ability to function in school.ability to function in school.

Membership of the MDTMembership of the MDT Occupational Therapist: The occupational therapist is Occupational Therapist: The occupational therapist is

called upon to evaluate a child who may be experiencing called upon to evaluate a child who may be experiencing problems in fine motors skills and living and self help skills, problems in fine motors skills and living and self help skills, This professional may be used to screen, evaluate, provide This professional may be used to screen, evaluate, provide direct services, consult with the teacher, parent or school direct services, consult with the teacher, parent or school and assist in obtaining the appropriate assistive and assist in obtaining the appropriate assistive technology or equipment for the student.technology or equipment for the student.

Guidance Counselor: This individual may be involved in Guidance Counselor: This individual may be involved in providing aptitude test information, provide counseling providing aptitude test information, provide counseling services, work with the team on consolidating, changing, or services, work with the team on consolidating, changing, or developing a student’s class schedule, and assist the Child developing a student’s class schedule, and assist the Child Study Team in developing pre-referral strategies.Study Team in developing pre-referral strategies.

Parents: The parents plays an extremely important role on Parents: The parents plays an extremely important role on

the MDT in providing input for the IEP, working closely with the MDT in providing input for the IEP, working closely with members of the team, and carry out, assist, or initiate members of the team, and carry out, assist, or initiate academic or management programs within the child’s academic or management programs within the child’s home.home.

Objectives of the MDTObjectives of the MDT Only when the parents have Only when the parents have

been informed of their rights, a been informed of their rights, a release is obtained, and the release is obtained, and the assessment plan is signed, can assessment plan is signed, can assessment begin. The MDT has assessment begin. The MDT has several evaluation options from several evaluation options from which to choose depending upon which to choose depending upon the specializations of the the specializations of the members of the MDT. members of the MDT.

Assessment DomainsAssessment Domains Psychologist: responsible for an Psychologist: responsible for an

intellectual assessment and a intellectual assessment and a dynamic assessmentdynamic assessment

Intellectual Assessment OptionsIntellectual Assessment Options Wechsler Scales of IntelligenceWechsler Scales of Intelligence Stanford Binet Intelligence TestStanford Binet Intelligence Test

Psychological AssessmentsPsychological Assessments Wechsler Scales of IntelligenceWechsler Scales of Intelligence1.1. Wechsler Preschool and Primary Wechsler Preschool and Primary

Scales of Intelligence-WPPSI-III Scales of Intelligence-WPPSI-III for ages 2.6-7 years of agefor ages 2.6-7 years of age

1.1. Wechsler Intelligence Scale for Wechsler Intelligence Scale for Children-IV-WISC-IV for ages 6-Children-IV-WISC-IV for ages 6-16-1116-11

Psychological AssessmentsPsychological Assessments3-Wechsler Adult Intelligence Scale-WAIS-III for ages 3-Wechsler Adult Intelligence Scale-WAIS-III for ages

16-11 on16-11 on This intelligence test is the universal This intelligence test is the universal

standard most often used by School standard most often used by School Psychologists. This version of the Wechsler Psychologists. This version of the Wechsler is standardized for children from age 6 to is standardized for children from age 6 to 16.16.

The test is divided into two main sections. The test is divided into two main sections. The The Verbal ScaleVerbal Scale measures how well children measures how well children are able to express themselves verbally and how are able to express themselves verbally and how well they are able to understand what is being well they are able to understand what is being said to them. The said to them. The Performance ScalePerformance Scale measures measures the nonverbal areas of being able to perceive the nonverbal areas of being able to perceive spatial relationships, such as putting puzzles spatial relationships, such as putting puzzles together and being able to transfer visual together and being able to transfer visual information rapidly.information rapidly.

http://www.condrell.org/verbal_subtests.htm

http://www.condrell.org/performance_subtests.htm

Psychological AssessmentPsychological Assessment Using test interpretation, the three Using test interpretation, the three

I.Q. scores and the specific pattern I.Q. scores and the specific pattern of strengths and weaknesses of strengths and weaknesses indicate how well the child is able to indicate how well the child is able to learn and whether there are any learn and whether there are any specific learning disabilities. This specific learning disabilities. This information is then used to predict information is then used to predict at what academic level the child at what academic level the child should be functioning. In this way, should be functioning. In this way, diagnoses of diagnoses of learning impairmentslearning impairments are are possible. possible.

http://edcen.ehhs.cmich.edu/~mnesset/impair2.html

Psychological AssessmentPsychological Assessment Stanford Binet Intelligence ScaleStanford Binet Intelligence Scale

This intelligence test is a standard tool This intelligence test is a standard tool of many school psychologists. This test of many school psychologists. This test has been fairly recently revised and now has been fairly recently revised and now provides multiple I.Q. scores instead of provides multiple I.Q. scores instead of a single I.Q. score, as before. In addition a single I.Q. score, as before. In addition to being able to measure the verbal and to being able to measure the verbal and nonverbal areas of a child's nonverbal areas of a child's development, the Binet also provides a development, the Binet also provides a quantitative score, measuring the quantitative score, measuring the child's mathematical reasoning, and a child's mathematical reasoning, and a memory score, measuring the child's memory score, measuring the child's short term memory. short term memory.

Psychological AssessmentPsychological Assessment The materials in this test are very The materials in this test are very

appealing to children. The child appealing to children. The child has little chance to become bored has little chance to become bored with this test since the activities with this test since the activities are changed frequently. The test are changed frequently. The test is somewhat cumbersome for the is somewhat cumbersome for the psychologist to administer. For psychologist to administer. For that reason, many psychologists that reason, many psychologists prefer the prefer the WechslerWechsler scales. scales.

http://edcen.ehhs.cmich.edu/~mnesset/wisc2.html

Dynamic AssessmentDynamic Assessment Measuring Personality: Often the Measuring Personality: Often the

first step in understanding first step in understanding personality is to come up with personality is to come up with tools that measure it.tools that measure it.

The tools used by psychologists The tools used by psychologists tend to fall into two general tend to fall into two general categories:categories:

Dynamic or Projective TestsDynamic or Projective Tests Objective tests are paper and Objective tests are paper and

pencil type tests that directly ask a pencil type tests that directly ask a person to answer various questions person to answer various questions about their personality i.e. MMPIabout their personality i.e. MMPI

Projective tests examine Projective tests examine personality in a much more indirect personality in a much more indirect way by assessing a patients way by assessing a patients reaction to certain stimulireaction to certain stimuli

Dynamic or Projective TestsDynamic or Projective Tests The Rorschach (or inkblot) test in which The Rorschach (or inkblot) test in which

students are asked to describe what they see students are asked to describe what they see when presented with an ambiguous pattern of when presented with an ambiguous pattern of inkink

The Thematic Apperception Test: People are The Thematic Apperception Test: People are shown ambiguous pictures and are asked to shown ambiguous pictures and are asked to construct a story about the events that lead up construct a story about the events that lead up to the picture, including detailed discussion to the picture, including detailed discussion about what the characters in the story are doing about what the characters in the story are doing and thinking. The notion is that the person will and thinking. The notion is that the person will project themselves into the story and the things project themselves into the story and the things they tell you about the characters are really they tell you about the characters are really about themselvesabout themselves

Dynamic or Projective TestsDynamic or Projective Tests

Figure drawingsFigure drawings

Sentence completion tests i.e. Sentence completion tests i.e. When I grow up I want to be a When I grow up I want to be a ____ When my father comes ____ When my father comes home I____ Friends are____home I____ Friends are____

Symptoms that Might Indicate Symptoms that Might Indicate a Need for a Psychological a Need for a Psychological

EvaluationEvaluation High levels of tension and High levels of tension and

anxiety exhibited in behavioranxiety exhibited in behavior Aggressive behaviorAggressive behavior Lack of motivation or indications Lack of motivation or indications

of low energy levelsof low energy levels Patterns of denialPatterns of denial Oppositional behaviorOppositional behavior

Psychological SymptomsPsychological Symptoms DespondencyDespondency Inconsistent academic performance, Inconsistent academic performance,

ranging from very low to very highranging from very low to very high History of inappropriate judgmentHistory of inappropriate judgment Lack of impulse controlLack of impulse control Extreme and consistent attention Extreme and consistent attention

seeking behaviorseeking behavior Pattern of provocative behaviorPattern of provocative behavior

Educational EvaluationEducational Evaluation Such an evaluation is frequently Such an evaluation is frequently

recommended when a child's recommended when a child's academic skill levels (reading, academic skill levels (reading, math, writing, and spelling) are math, writing, and spelling) are unknown or inconsistent and unknown or inconsistent and when his or her learning process when his or her learning process shows gaps (e.g., memory and shows gaps (e.g., memory and expression). expression).

Educational EvaluationEducational Evaluation This type of evaluation will:This type of evaluation will:

will determine strengths and will determine strengths and weaknesses in the child’s academic weaknesses in the child’s academic and processing areas. and processing areas.

Educational EvaluationEducational Evaluation Whatever achievement battery Whatever achievement battery

(a battery is a group of tests) (a battery is a group of tests) the special educator chooses, it the special educator chooses, it should be one that covers should be one that covers enough skill areas to make an enough skill areas to make an adequate diagnosis of academic adequate diagnosis of academic strengths and weaknesses.strengths and weaknesses.

Areas Covered in an Areas Covered in an Educational EvaluationEducational Evaluation

ReadingReading

MathMath

SpellingSpelling

Written ExpressionWritten Expression

Examples of Tests used in Examples of Tests used in Educational EvaluationsEducational Evaluations

Wechsler Individual Achievement Wechsler Individual Achievement Test-II (WIAT-II)Test-II (WIAT-II)

Woodcock Johnson Achievement Woodcock Johnson Achievement BatteryBattery

Gray Oral Reading Test (GORT)Gray Oral Reading Test (GORT) Key Math TestKey Math Test Test of Written Spelling (TWS)Test of Written Spelling (TWS) Test of Written Language (TOWL) Test of Written Language (TOWL)

Language EvaluationsLanguage Evaluations

This recommendation usually This recommendation usually occurs when the child is occurs when the child is experiencing significant delays in experiencing significant delays in speech or language development, speech or language development, problems in articulation, or problems in articulation, or problems in receptive or problems in receptive or expressive language. expressive language.

Perceptual EvaluationPerceptual Evaluation A perceptual evaluation is suggested A perceptual evaluation is suggested

when the team suspects when the team suspects discrepancies in the child’s ability to discrepancies in the child’s ability to receive and process information.receive and process information.

The evaluation may give us this The evaluation may give us this information that is very useful when information that is very useful when making practical recommendations to making practical recommendations to teachers about how to best-input teachers about how to best-input information to assist the child's information to assist the child's ability to learn.ability to learn.

Occupational Therapy Occupational Therapy EvaluationEvaluation

TThe team may consider this evaluation he team may consider this evaluation when the child is exhibiting problems when the child is exhibiting problems involving fine motor/upper body functions. involving fine motor/upper body functions. Examples of these would include Examples of these would include abnormal movement patterns, sensory abnormal movement patterns, sensory problems (sensitive to sound, visual problems (sensitive to sound, visual changes etc.), and hardship with daily changes etc.), and hardship with daily living activities, organizational problems, living activities, organizational problems, attention span difficulties, equipment attention span difficulties, equipment analysis, and interpersonal problems.analysis, and interpersonal problems.

Other EvaluationsOther Evaluations Psychiatric EvaluationPsychiatric Evaluation Physical Therapy EvaluationPhysical Therapy Evaluation Neurological EvaluationNeurological Evaluation Audiological EvaluationAudiological Evaluation Vocational AssessmentVocational Assessment

Non Standardized Forms of Non Standardized Forms of AssessmentAssessment

Ecological assessmentEcological assessment basically basically involves directly observing and involves directly observing and assessing the child in the many assessing the child in the many environments in which he or she environments in which he or she routinely operates. routinely operates.


Curriculum-based assessment (CBA) is Curriculum-based assessment (CBA) is one type of direct evaluation. "Tests" of one type of direct evaluation. "Tests" of performance in this case come directly performance in this case come directly from the curriculum. For example, a from the curriculum. For example, a child may be asked to read from his or child may be asked to read from his or her reading book for one minute. her reading book for one minute. Information about the accuracy and the Information about the accuracy and the speed of reading can then be obtained speed of reading can then be obtained and compared with other students in and compared with other students in the class, building, or district. CBA is the class, building, or district. CBA is quick and offers specific information quick and offers specific information about how a student may differ from about how a student may differ from peers.peers.


Portfolio Assessment: Perhaps the most Portfolio Assessment: Perhaps the most important type of assessment for the important type of assessment for the classroom teacher is the portfolio classroom teacher is the portfolio assessment. assessment.

A portfolio is “a purposeful collection of A portfolio is “a purposeful collection of student works that exhibits the student’s student works that exhibits the student’s efforts, progress, and achievement in one or efforts, progress, and achievement in one or more areas. The collection must include more areas. The collection must include student participation in selecting contents, student participation in selecting contents, the criteria for selection, the criteria for the criteria for selection, the criteria for judging merit, and evidence of student self-judging merit, and evidence of student self-reflection.” reflection.”

Follow –Up Child Study Team Follow –Up Child Study Team MeetingMeeting

OptionsOptionsReferral to the Committee Referral to the Committee

on Special Educationon Special EducationDevelopment of the CSE Development of the CSE

Packet-Case ManagerPacket-Case ManagerMeeting with the teacher/sMeeting with the teacher/s

Reporting Test Results to Reporting Test Results to ParentsParents

Assigned members of the MDT will Assigned members of the MDT will hold a follow-up meeting with the hold a follow-up meeting with the parent/s to discuss the results of parent/s to discuss the results of the comprehensive assessmentthe comprehensive assessment

At that meeting they will also At that meeting they will also answer any questions on due answer any questions on due process rights and inform the process rights and inform the parent of the procedures of the parent of the procedures of the CSE meeting that will be heldCSE meeting that will be held

Reporting Test Results to Reporting Test Results to ParentsParents

Freedom of Information ActFreedom of Information Act

Copy of CSE PacketCopy of CSE Packet

Parent Booklet from NY State Parent Booklet from NY State Education dept.Education dept.

Committee on Special Education Committee on Special Education (Also know as the IEP Committee, (Also know as the IEP Committee,

or Eligibility Committee)or Eligibility Committee)

This committee is usually made up This committee is usually made up of mandated members and of mandated members and assigned members whom the assigned members whom the board of education deems board of education deems necessary. Most states require necessary. Most states require that certain professionals and that certain professionals and individuals be core members. individuals be core members.

Committee on Special Committee on Special EducationEducation

These usually include:These usually include: an administrator or director of pupil an administrator or director of pupil

personnel services or director of special personnel services or director of special educationeducation

school psychologistschool psychologist a medical doctor (does not need to be in a medical doctor (does not need to be in

attendance at every meeting but should attendance at every meeting but should be present anytime medical issues are be present anytime medical issues are involved i.e. health related classifications, involved i.e. health related classifications, issues involving medication etc.), and issues involving medication etc.), and

a parent of a disabled child residing a parent of a disabled child residing within the district.within the district.

Committee on Special Committee on Special EducationEducation

Other professionals may be appointed Other professionals may be appointed such as a guidance counselor, social such as a guidance counselor, social worker, nurse teacher, and so on. The worker, nurse teacher, and so on. The child's teacher is usually required to child's teacher is usually required to attend the meeting but at the secondary attend the meeting but at the secondary level, where a child may have numerous level, where a child may have numerous teachers, the guidance counselor usually teachers, the guidance counselor usually represents all the teachers’ views and represents all the teachers’ views and comments after consultation with the comments after consultation with the child's teachers. child's teachers.

Responsibilities of the CSEResponsibilities of the CSE 1-Following appropriate procedures and 1-Following appropriate procedures and

taking appropriate action on any child taking appropriate action on any child referred as having a suspected referred as having a suspected disability.disability.

2-Determining the suitable 2-Determining the suitable classification for a child with a classification for a child with a suspected disability. The classifications suspected disability. The classifications from which the Eligibility Committee from which the Eligibility Committee chooses are defined as follows:chooses are defined as follows:

Responsibilities of the CSEResponsibilities of the CSE 3-Reviewing, at least annually, 3-Reviewing, at least annually,

the status of each disabled child the status of each disabled child residing within the district.residing within the district.

4-Evaluating the adequacy of 4-Evaluating the adequacy of programs, services and facilities programs, services and facilities for the disabled children in the for the disabled children in the district.district.

Responsibilities of the CSEResponsibilities of the CSE 5-Reviewing and evaluating all 5-Reviewing and evaluating all

relevant information that may appear relevant information that may appear on each disabled student.on each disabled student.

6-Maintaining ongoing 6-Maintaining ongoing communication in writing to parents communication in writing to parents in regards to planning, modifying, in regards to planning, modifying, changing, reviewing, placing or changing, reviewing, placing or evaluating the program, classification evaluating the program, classification or educational plan for a disabled or educational plan for a disabled child child

Responsibilities of the CSEResponsibilities of the CSE 7-Advising the Board of 7-Advising the Board of

Education as to the status and Education as to the status and recommendations for all disabled recommendations for all disabled children in the district.children in the district.

8-Determining the least 8-Determining the least restrictive educational setting for restrictive educational setting for any child having been classified as any child having been classified as having a disability.having a disability.

Annual ReviewAnnual Review An annual review of a disabled child's An annual review of a disabled child's

classification and educational program classification and educational program by the CSE. The purpose of this review by the CSE. The purpose of this review which includes the parent and which includes the parent and sometimes the student, recommends sometimes the student, recommends the continuation, modification or the continuation, modification or termination of classification, termination of classification, placement or IEP needs and related placement or IEP needs and related services for the upcoming year.services for the upcoming year.

Triennial EvaluationTriennial Evaluation A full and comprehensive A full and comprehensive

reexamination of a disabled child reexamination of a disabled child held every three years. This held every three years. This reexamination may include reexamination may include educational, psychological, and educational, psychological, and medical or any evaluation deemed medical or any evaluation deemed necessary by the CSE in order to necessary by the CSE in order to determine the child's continuing determine the child's continuing eligibility for special education. eligibility for special education.

Aging OutAging OutAging out is the date upon Aging out is the date upon

which the disabled child which the disabled child will no longer be eligible will no longer be eligible for tuition free for tuition free educational services.educational services.

Adaptive Physical educationAdaptive Physical education specially designed physical education specially designed physical education

program for disabled children who cannot program for disabled children who cannot , as a result of their disability, benefit , as a result of their disability, benefit from the normal school program. This from the normal school program. This program is an individually designed program is an individually designed program of games, sports, and program of games, sports, and developmental activities that are developmental activities that are individually suited to the needs, interests, individually suited to the needs, interests, capabilities, and limitations of each capabilities, and limitations of each disabled child. disabled child.

the special education process—part ii

Documents

formal referral

referral form

school staffinitial

multidisciplinary team

school staffparentguardian

school staffto

school staffreasons

formal assessment