Referring and Evaluating for Special Education

1
Chapter 11

• Referring and Evaluating for Special Education

2
Pre-Referral and Pre-Intervention

• ECE/ECSE Settings Providers
• Illinois Regulatory Oversight
• http//faculty.kendall.edu/hweiman/Regulatory_Over
  sight.sdr
• Private
• Public
• Including public programs subcontracted to
  private facilities
• Child Family Connections (0-3)

3
Team Members

• Varies according to setting, resources and needs
  of child
• Private
• May have limited resources
• Public
• Guidance Counselor
• Social Worker
• Psychologist
• School Nurse
• General Ed Teacher
• Special Ed Teacher
• Parents
• Other Specialists OT, PT, Vision, Hearing, TBI,
  etc.
• School Administrator Principal or VP

4
Team Leaders

• IFSP Service Coordinator
• IEP Team Leader

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Pre-Intervention

• Begin building reliable alliances between school,
  community and family
• Implementing pre-referral intervention
• Teacher Assistance Teams or School-Based
  Problem-Solving
• http//www.cps.k12.il.us/AboutCPS/Departments/OSS/
  SBPS-Service_Delivery_System.pdf

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Pre-Intervention Models

• Teacher Assistance Teams
• Guidance support for implementing
  pre-intervention strategies
• School-Based Problem-Solving Levels of support
  and team problem-solving
• Level 1 Coordination with family/community for
  consistency and support across settings
  interactive journaling, contracting, reward
  program, etc.
• Level 2 Consultative support --collaboration
  with other teachers, administrators and
  specialists
• Level 3 Shared group problem-solving Includes
  some direct intervention from specialists
• Level 4 Specialized Services

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Pre-Intervention Strategies

• Informal assessment Systematic observations
• Anecdotal records, time/event samplings, FBA,
  student portfolio, etc.
• Formative and summative measures
• Pre-intervention strategies
• Move from less to more supports, accommodations
  modifications
• Depend on strengths and needs of child
• Cultivate strengths and remediate weaknesses
• Direct instruction in specific skill areas
• Basic Behavioral Intervention Plan

8
Coordinating the Referral and Evaluation Process

• Reviewing pre-intervention successes and failures
• Initiating and reviewing the referral
• Providing notice and obtaining consent
• Collecting evaluation information
• Conducting assessments and constructing
  portfolios
• Sharing of family story
• Expressing preferences, expectations, strengths
  needs

9
Discussing Evaluation Results with Parents

• Notifying parents
• Taking the families perspective
• Fostering a reliable alliance
• Considering the students role in discussing
  evaluation results
• Following an agenda for discussing results

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Chapter 12

• Individualizing for Appropriate Education

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Legal Requirements

• Considerations in the IEP/IFSP
• Identify
• Current level of performance based on evaluation
  data
• Goals, objectives benchmarks
• All necessary services, including transportation
  and extended school year
• Time needed for specialized services
• Least restrictive environment

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IEP/IFSP Planning with Partners

• Identifying appropriate goals/objectives/benchmark
  s
• Goals Long-range, broadly stated, based on
  standards
• Objectives Short-range, observable and
  measurable, based on instructional level
• Benchmarks Performance expected at end of each
  marking period
• Determining appropriate placement
• Based on childs needs and objectives, not based
  on label

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Chapter 13

• Extending Learning into Home and Community

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Incorporating Person-Centered Planning

• A process
• Listen to the great expectations of individuals
  with disabilities and their families
• Tailor lifestyle support to actualize those great
  expectations

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Five Components of the Group Action Planning
Process

1. Invite support
2. Create connections
3. Share great expectations
4. Solve problems
5. Celebrate success

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Fostering Homework Collaboration

• Family concerns about homework
• Suggestions for homework collaboration
• Create options to minimize family responsibility
  for homework
• Provide ideas to improve practice

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Behavioral Support

• Positive guidance and discipline
• A problem solving, data-based, and proactive
  orientation to maximizing students successful
  behavioral outcomes
• Consistency across settings
• School-wide positive behavioral support
• Individualized behavioral intervention plans
  Based on Functional Behavioral Analysis (ABCs
  identified antecedents to behavior and
  consequences)

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Current Discipline Challenges

• Would you agree or add to this list? (p. 307)
• High rate of office referrals
• Suspensions/Expulsions/Drop-outs
• School violence
• Lack of motivation

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Integrating Services

• How available to parents are services in your
  community?
• Do you have a full-service school? What steps
  would you need to take to have a single point of
  delivery?

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Chapter 14

• Attending and volunteering at School

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Attending/Volunteering at School Events

• Attending general school events
• Attending extracurricular activity events
• Contributing to classroom instruction
• Contributing to other school tasks
• Attending classes for parents
• Participating in the Parent-Teacher organization
• Participating in family resource centers