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Assessment Process Flow Chart
9
Transcript
Assessment Process Flow Chart
Justice Webb
SPE/512: Special Education Assessment and Interpretation
June 30th, 2020
Professor Barbara Averill
Identification of child
Identification of a child
o There are essentially two main steps in which a child will be identified for special education services. One of these steps is referred to as, Child Find . The second option for how children can be identified for special education services is through the referral of a parent or a school personnel member (Pierangelo & Giuliani, 2017, pp. 13-14).
Child Find
- According to Pierangelo and Giuliani (2017), "The Individuals with Disabilities Education act requires that all states identify, locate, and evaluate all children with disabilities in the state who need special education related services."
- The state will conduct what is referred to as Child Find activities. After the activities have been completed , if the child is found to possibly have a disability and to need special education services , the parents will be asked for permission to evaluate their child.
- The parents can also request their child be evaluated.
Referral
- A school personnel member may request the child be evaluated for a disability.
- The child's parents may also request their child be evaluated for a disability as well.
- Either way Parental consent is always required for the child to be evaluated.
Evaluation by multidisciplinary team
Evaluation by multidisciplinary team
- A thorough evaluation is done by a multidisciplinary team .
- This evaluation is designed to answer the following questions;
- Does the child have a disability that requires the use of special education and related services such as speech?
- What are the individual child's specific needs?
- What services would be needed to fit the child's specific needs?
(Pierangelo & Giuliani, 2017, pp. 13-14).
Specific Laws:
Specific laws
- According to the law the child's initial evaluation must be completely focused only on that individual child (Pierangelo & Giuliani, 2017, pp. 13-14).
- The evaluation must asses every area related to the child's suspected disability.
What happens next?
Next...?
- After the evaluation has taken place the results will determine the child's overall eligibility for special education as well what related services they may qualify for.
- The team will use that information to also make decisions regarding their individual education program as well.
Eligibility
Determination of eligibility
- After a full comprehensive study is completed for the child, the eligibility committee and the child's parents will meet to discuss the results.
- While reviewing the child's results the committee and the child's parents will decide if they believe the child meets the criteria for a "child with a disability."
What's next?
- If your child is found eligible as a "child with disabilities," then the team will move forward with developing an I.E.P for the child and providing the child with the necessary special education services, related services and accommodations.
- If the parents do not agree with the decision for eligibility they may ask for a hearing to challenge the eligibility decision.
If found eligible ?
I.E.P meeting and writing
- After the child is found eligible for special education services the team must meet within 30 calendar days to write the child's I.E.P. (Pierangelo & Giuliani, 2017, pp. 13-14).
- Throughout the process it is the school staff's responsibility to contact the parents and inform them of when and where the meeting will be taking place, who will be attending the meeting, and contact the rest of the meeting participants.
- The I.E.P team will then gather to discuss the child's needs and write the child's I.E.P based on their needs.
- The parents are involved in the complete process of developing the child's I.E.P.
What are some of the things included in an I.E.P?
What is included within the I.E.P?
- The child's placement
- The child's present level of performance (PLOP)
- Individualized instruction and related services
- Supports such as assistive technology and accommodations.
- The child's annual goals.
After the I.E.P is written:
After the I.E.P is written
- After the I.E.P is written the I.E.P must be reviewed and the parents must provide consent.
- Once the school has received the parents consent they can begin providing services to the student.
- If after reviewing the I.E.P the parents do not agree with what has been written the parents are allowed to voice their concerns to the I.E.P team and develop an agreement after working together.
- If the parents and the team are not able to come to an agreement the parents do have the right to file a complaint with the state education agency (Pierangelo & Giuliani, 2017, pp. 13-14).
Progress Monitoring
Progress monitoring
- Progress monitoring is the process of measuring the child's progress towards their annual goals stated in their I.E.P.
- In order for progress monitoring to be correctly implemented the students academic performance is measured on a regular basis. This may be weekly or monthly.
- Progress monitoring is then completed by comparing the students expected goals as stated in their I.E.P's to their actual rates of achievement ("Special Education Instructional Resources ", 2017).
Communication is Key!
How are you, as parents kept in the loop?
- As parents you are constantly kept in the loop!
- You are informed of your child's progress towards their annual goals by receiving progress reports.
- These progress reports demonstrate whether or not the child is making enough progress towards their I.E.P goals to successfully achieve them by the end of the year ("Special Education Instructional Resources ", 2017).
- These measurements also indicate whether or not certain teaching and instructional strategies may need to be adjusted to best meet the needs of the child, so the child can successfully achieve their goals ("Special Education Instructional Resources ", 2017).
I.E.P Review
I.E.P review
- A child's I.E.P is reviewed at least once a year unless the parents or school as for the I.E.P to be reviewed more often.
- The students I.E.P. team as well as their parents must be invited to come and review and evaluate the I.E.P
- A child's I.E.P is reviewed to determine if any changes need to be made to the I.E.P by taking into consideration the child's progress thus far and overall performance.
- Parents do have the right to not only agree or disagree with the I.E.P. but with the placement as well.
It is okay to not agree right away!
What happens if you don't agree?
- If you do not agree with something in their I.E.P or agree with the suggested placement you have every right to voice those concerns!
- You can discuss with the team other available options and make suggestions to the team of what you think would be best.
- You have the right to even request additional testing or even an independent evaluation.
- This is also the time that you can discuss with the team if you think your child may benefit from different services or accommodations or if you believe an accommodation may need to be removed.
References
- Pierangelo, R. A., & Giuliani, G. (2017). Assessment in special education (5th ed.). Retrieved from https://phoenix.vitalsource.com/#/books/9780134155739/cfi/6/6!/4/2/2/4@0:0.
- Progress monitoring: https://sites.google.com/a/oswego.org/special-education-instructional-information/iep-development/progress-monitoring-tools
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