Pre-referral, Referral, and Eligibility

1. Pre-referral, Referral, and Eligibility Jessica Murray, M.Ed. HCS Psychological Services January 23, 2008

2. Steps to Student Referrals Teacher observation and documentation of student performance Record review Grade level teams SIT referral Implement interventions Conference with administration Child Study referral Child Study and Eligibility meetings

3. At-Risk Students Fail beginning of the year assessments Have been retained before Have needed remedial services in the past Have attendance issues Have discipline issues Have limited educational exposure outside of the school setting Poor parent involvement

4. Student Intervention Team (SIT) Obtain a referral form from case manager Complete and return the form A meeting will be scheduled Team members present are: administrator, you, parent, counselor, other related personnel The purpose of the meeting is to review areas of concern and areas of strength, review the interventions completed in the past, brainstorm new interventions, and make a plan for follow-up

5. Decision Time Depending on the follow-up meeting, the committee could make several decisions Has the student accessed all available services to meet their needs and they are still not making progress? -Go to Child Study Are the interventions working and the student has what they need to build success?-Continue plan and utilize SIT as needed

6. Good Referrals to Make Students who have not made academic gains/ behavioral improvements despite interventions Students with medical diagnosis that impacts educational performance Students earning Ds or Fs in one or more subjects who have good attendance Students with behavioral challenges who are not choosing to behave in a negative manner

7. Referral to Child Study Discuss referral with administration Inform case manager that you would like to make a referral Complete referral form and turn in to case manager Meeting within 10 days

8. Child Study Team consists of: administrator or designee, referral source, classroom teacher, parent or guardian, special education teacher, school social worker, school psychologist, others as appropriate Options as the result of a Child Study Meeting: Refer to SIT, HCS resources, community services, H-FAPT, 504 eval, Special Ed eval, or No further action, intervention strategies (return to child study)

9. What to Bring to a Child Study Meeting Report card/Progress report Standardized assessments (Let�s Go Learn, PALS, benchmark scores, previous SOL data, etc.) List of interventions and accommodations and be able to speak about their success Relevant work samples

10. During the Meeting� Discuss current performance Inform parents of possible outcomes Decisions are based on a vote and the majority rules

11. Child is in the Evaluation Process Areas of potential testing: Educational Medical Socio-cultural Psychological Speech and Language Classroom Observation Hearing, vision, OT, etc. Timelines: 50/65 days

12. Teacher�s Role Throughout the Process Expert at the meeting Students will be removed from classroom to complete assessments May be asked to complete rating scales May need to participate in interview for additional student information Administrators may observe student in class May need to attend eligibility meeting

13. Eligibility Meeting Eligibility Committee members: special education eligibility coordinator, school psychologist, school social worker, parent, administrator or designee, teacher Members consider results of requested evaluations, cumulative records, and classroom performance. Team reviews Special Education criteria and comes to consensus.

14. Eligibility- Who qualifies? Must meet the criteria for one of the special education categories Must show a need for special education services (typically student is making D�s and F�s and/or is failing all assessments despite interventions)

15. Special Education Categories Autism Deaf/Blindness Developmental Delay Emotional Disturbance Hearing Impairment Mental Retardation Multiple Disabilities Orthopedic Impairment Other Health Impaired Severe/Profound Specific Learning Disabilities Speech/Language Traumatic Brain Injury Visual Impairment

16. Definition of a Learning Disability Average ability Severe discrepancy Processing deficit Exclusionary component

17. New LD Addendum Teachers will need to be present or participate in the eligibility meeting Now have to provide documentation about interventions done in the areas of reading and math Documentation of progress through repeated assessments Will need to state specific program used to remediate problem area

18. Emotional Disturbance Inability to learn Inability to build or maintain relationships Inappropriate behaviors or feelings under normal circumstances General pervasive mood of unhappiness or depression Tendency to develop physical symptoms or fears Excludes Social Maladjustment: Student usually demonstrates knowledge of social expectations but chooses not to conform to those expectations

19. Remember: Get help from others Administrators Curriculum specialists/ Title I Counselor, psychologist, social worker Special educator Grade level teammates/ SIT

20. Questions?? Thank you for your time!