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Referral the formal request for an evaluation of a student to determine whether he or she has a disability. Evaluation (IDEA) procedures used…to determine whether a child has a disability and the nature and extent of the special education and related services that the child needs. The term means procedures used selectively with an individual child and does not include basic tests administered to or procedures used with all children in a school, grade, or class. (34 C.F.R. Sec. 300.500) Preassessment and Prereferral refer to activities or the time period prior to evaluating a student who is having difficulty for possible special education or related services. Intervention refers to the procedures and/or the modifications attempted in an effort to enable the student to be successful in the general classroom environment. All three of these terms can be thought of as interchangable, and take place before any evaluation for special education. (preassessment, prereferral, intervention) Model Intervention Plan Step 1:Classroom teacher observes student difficulty in the classroom Teacher calls parents and discussed concerns Teacher gathers information from student's previous teachers, and school folder. The student profile sheet is brought up to date. Step 2: Teacher begins documentation of student's difficulties. Appropriate intervention packet (academic or behavioral) is started. Teacher calls parents and discusses updated information. Interventions the parents and teacher decide upon are tried before any other assistance is sought. (All interventions are documented on intervention packet.) - Successful (go no further) - Not successful (when parents and teacher decide they need assistance continue to next step). Step 3: Teacher contacts case manager for grade level intervention team. Case manager observes student in the classroom. Teacher calls parents and discusses updated information. Teacher brings student profile sheet and intervention packet to meeting. Members of grade level team make suggestions for interventions. Teacher attempts interventions suggested by grade level team. - Successful (go no further) - Not successful (after suggestions at this level are exhausted continue to next step) Step 4: Grade level team requests assistance from school level intervention team. Teacher calls parents and discusses updated information. Teacher brings student profile sheet and intervention packet to meeting. Members of school wide level team make suggestions for interventions. Teacher attempts interventions suggested by the school wide intervention team. - Successful (go no further) - Not successful (after suggestions at this level are exhausted continue to next step) Step 5: School level intervention team requests evaluation for special education services. Teacher calls parents and discusses updated information. Paperwork for evaluation procedures begins. Parent signature must be given before evaluation can be done. Teachers provide pertinent information (student profile sheet, intervention packet, and work samples). Evaluation is scheduled. Step 6: Complete psycho- educational evaluation is conducted. Eligibility meeting is scheduled with multidisciplinary team. Results are presented and discussed. Team decides eligibility for services Student meets criteria for services. Student does not meet criteria for services. Step 7: IEP is written Step 8: Services begin IDEA Requirements Types of tests or other evaluation materials: Tests must be tailored to assess specific areas of student’s educational needs not just a single score Validated for specific purposes used Non-discriminatory on a racial or cultural basis Administering of tests: Multidisciplinary team Selected and administered to avoid impairing performance due to disability Administered in native language or mode of communication Administered by trained personnel Nondiscriminatory on racial or cultural basis Include description of extent conditions vary from standardized conditions. Number of tests: Must include more than one, no single procedure may be used for evaluation Breadth of the evaluation: Must assess all areas related to suspected disability, including health, vision, academic performance Comprehensive enough to identify all special education or related needs With infants and toddlers include unique strengths and needs and services appropriate to meet needs Timing of the evaluation: Must occur before initial placement in program providing special education and related services. Must ensure reevaluation every three years or more frequently is need is indicated. Parental consent and notice: Must ensure parents are fully informed and the they provide written consent prior to evaluation or reevaluation Must include full explanation of all due process rights, a description of action proposed or refused by educational agency, a description of each evaluation procedure used, and description of any factors that influence educational agency decisions. Providing notice Schools must provide a written and timely notice to parents in their native language when propose change in students identification, evaluation, educational placement or FAPE (includes infants and toddlers) Notice must be written on an easily understandable level and include: Full explanation of all procedural safeguards Description of proposed or refused action, explanation of why, and description of options. Description of each evaluation procedure, test, record, or report Description of any other factors relevant to decision. List of sources for parents to contact to gain assistance in understanding the information. Obtaining Consent Parental consent is required for each proposed evaluation, reevaluation, or special education placement 1.) Fully informed of all information relevant to evaluation in his/her native language or mode of communication 2.) Parent understands and agrees in writing to evaluation and understands what they involved. 3.) Understands the consent is voluntary and may be revoked at any time but not retroactively. Interpretation of evaluation information: Must draw upon and carefully consider a wide variety of information sources, including aptitude and achievement tests, teacher recommendations, physical status, social or cultural background, and adaptive behavior. Must be made by a group of qualified professionals and parents. WISC- III Wechsler Intelligence Scale for Children – Third Edition Norm referenced General measure of intellectual ability Verbal and performance ability Approximately 1 hour 6 to 16 years Verbal scale General information – answering factual question General comprehension – understanding questions about vocabulary Arithmetic – solving arithmetic problems Verbal (cont.) Similarities – understanding similarities and commonalities Vocabulary – defining words Digit span ( supplemental) – immediate recalling orally presented digits Performance Picture completion – identifying missing parts in pictures Picture arrangement – comprehending and sequencing relationships Block design – copying visually presented stimulus designs Object assembly – putting together puzzles pieces to form complete objects Performance (cont.) Coding – associating and copying specified symbols Mazes (supplementary) tracing a path through mazes Symbol search (supplementary) identifying if a target symbol is in a search group.
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