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Copy of Flow Chart

Flow Chart of student referred to special education

shabena din

on 16 March 2013

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Transcript of Copy of Flow Chart

Tier II of RTI Tier III Student continues to do poorly
despite all efforts to the contrary.
A full evaluation for special education services is initiated.
Parent is invited and must participate in the meeting. (Parental permission is necessary before evaluation begins) Meeting is held to determine the components of the evaluation.
Most students receive a series of formal evaluations that determine: intelligence, achievement, behavior, disability-specific issues, and medical including vision and hearing screenings. Eligibility (FAPE)
If the eligibility team comes to the decision that the student is eligible for special education services, then a formal Individualized Education Program (IEP) team will be formed to develop a plan of special education services for the student. If a student in general education displays significant academic delays and below grade level scores on beginning of the year assessments and screenings.
The teacher begins pre-referral process with the data.
Goals are assigned and implementation of those goals with small group instruction with evidence based programs are put into place.
Consultations with school reading specialists and other staff deemed appropriate for
apparent deficits may occur.(Lechtenberger, 2008) Meetings convened to discuss progress, according to data. Parents may be invited but do not have to be present at meetings.
If student continues to make no progress, more intense interventions are necessary.
Consultation with appropriate staff such as special education teachers, school psychologist, school social worker, speech and language therapists. Individualized support in areas of need, "pull out" and in-classroom resources.
All programs considered and implemented are appropriate to the students' needs and must be evidence-based.
Continuation of data collection through assessments and regular review of data is made so adjustments can be made accordingly. (Lechtenberger, 2008) 1. Screening children within the general curriculum.
2. Tiered instruction of increasing intensity.
3. Evidence-based instruction
4. Close monitoring of student progress.
5. Informed decision making regarding next steps for individual students.("Whose idea is," 2012) • Highly qualified teachers
• Instructional coaching model
• Professional development
• Research based curriculum design
• Systemic assessment program
• High interest, real life application of skills embedded in curriculum
• Preschool initiatives
• Increased time for instruction
• Strategic reading focus
• Integrated curricula
• Dropout recovery program
• Transition programs for middle to high school
• Credit recovery NNPS Pre-Child study and Child Study Process Handbook • Early Intervention in Reading (EIR)
• Reading Recovery
• Stepping Stones to Literacy
• Building Blocks for Math (SRA Real Math)
• Everyday Mathematics
• Accelerated Math
•Wilson Reading System
• Earobics Tier I of RTI Tier 1: Examples of Prevention and Intervention Tier II: Actual Interventions
Evidence-based The Special Education Evaluation The evaluation of the student has to take place within 60 days of the initial formal referral in Tier III. Testing consists of the components chosen for the evaluation. Individualized
Educational Program
(IEP) An IEP team is developed to plan for the services and implementation of those services a student is eligible for through special education. The student is placed in their least restricted environment and services are implemented according to their IEP. Full Evaluation College of Education
Grand Canyon University Placement of a Student
into Special Education
Flow Chart Shabena Din
March 20, 2013 Placement of a Student
Special Education The process for placing a student with a learning disability into special education, according to the RTI: Once a referral is made, the school has 30 days to give a Prior Written Notice (PWN). A PWN is a notice to the parents that the school is taking action in the qualification for a disability.
Consent must be given by the parent to evaluate the student
If the parent does not consent, then mediation and due process may be used by the school to evaluate the student. Evaluation Process Steps of the Evaluation
The evaluation must:
Use a variety of assessments
Not use only one measurement to determine the proper educational program
Use reliable tests to assess intellect, behavior, and physical development
Use assessments that are in the native language of the student
Use unbiased assessment toolsInclude tests given by a trained professional
Assess all areas related to suspected disability An evaluation is a way to get the complete picture of the abilities of the child. It is used to address the needs of the student and to determine if the student is eligible for services. After the evaluation is complete, the IEP team will:
Review the results of the evaluation
Create an Evaluation Team Report (ETR) that summarizes the information gained through the evaluation
Determine if the student has a disability
Create an IEP if it is determined that the student has a disability After the Evaluation Determining the Disability
To determine if a student has a disability, the IEP team must:
Use teaching instruction that is proven by research to be successful with the students age and grade level
Use other procedures or interventions proven by research to be successful References Lechtenberger, D. (2008). Project ideal. Retrieved from http://www.projectidealonline.org/special-education-referral-process.php Edresourcesohio.org. “Whose IDEA is This? A Parent’s guide to the Individuals with disabilities Education Improvement Act of 2004 (IDEA),” retrieved on March 20, 2013, from http://www.edresourcesohio.org/files/whose_idea_is_this.pdf
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