Referral by ewghwehws



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

 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

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
 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
 Teacher brings student profile sheet and intervention
  packet to meeting.
 Members of grade level team make suggestions for
 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
  Teacher calls parents and discusses updated
  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
       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
Administering of tests:

 Multidisciplinary team
 Selected and administered to avoid impairing
  performance due to disability
 Administered in native language or mode of
 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
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
 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
1.) Fully informed of all information relevant to
   evaluation in his/her native language or mode of
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
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
Must be made by a group of qualified
 professionals and parents.

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
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

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

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