Placement in Special Education

1. Placement in Special Education

2. Referral to Placement Process • 6 Steps in the Referral to Placement Process: • 1. Screening/Pre-Referral • 2. Referral • 3. Evaluation Process • 4. Eligibility • 5. IEP Meeting • 6. Placement

3. Pre-Referral • Individual pre-referral strategies are developed and employed: a. Communicate with parents b. Review records c. Communicate with past teachers d. Involve Teacher Assisted Teams (TAT). e. Keep systematic records and hard copies of student’s work and progress.

4. Referral • Write a letter, with copies of documentation and records of student’s work, to the Eligi-bility Determination Committee (EDC). • The EDC (parents are members) will review the submitted materials and determine if the need to evaluate is appropriate. • If so, they will contact the parents asking for permission to evaluate.

5. Parental Consent to Evaluate • Must be given before evaluation for SPE services. • Parents must receive a copy of “Child/Parent Rights.” • If parent(s) refuse permission to evaluate, the school may attempt MEDIATION or a “DUE PROCESS HEARING.”

6. Evaluation Process • The Evaluation Process must be administ-ered by qualified individuals. • The Evaluation materials must not dis-criminate in the way the materials are selected or administered. • More than one (1) type of assessment must be employed in the evaluation process.

7. State of Alabama Evaluation Process • Vision/Hearing tests as needed. • Individual Intellectual Assessment Ex. Stanford-Binet • Achievement/Diagnostic Assessment Ex. Battelle Development Inventory • Behavior/Adaptive Behavior Scale Ex. Vineland Adaptive Behavior Scale • General Physical exam as needed.

8. Parent Consent to Placement/IEP • Parents receive a copy of “Child/Parent Rights.” • Parents must agree to placement in writing. • If not, MEDIATION or DP HEARING. • Costs and time are always a factor.

9. Individual Family Service PlanPart C - IFSP • The IFSP must contain: • 1. Present level of functioning. • Information for the family about resources, priorities, concerns, etc. • Name of service coordinator. • Specific early intervention services recommended. • Expected outcomes/timeline. • Methods for transition to next program/ environment.

10. Individual Educational Plan (IEP) • The IEP must contain: • 1. Statements regarding the individual’s current educational performance level. • 2. Statements of specific services, aids, and accommodations to be provided. • 3. Statements of the extent to which the individual will be able to participate in regular school programs.

11. IEP cont…. • 4. Accommodations needed to participate in assessment, and if assessment is not appropriate, how the individual will be assessed. • 5. Frequency and location of services and modifications. • 6. Statements of appropriate measurable postsecondary goals based on age appropriate transition assessment related to training, education, employment, and independent living by age 16.

12. IEP cont… • 7. Information regarding transfer of rights. • 8. How progress will be measured and how parents will be informed.

13. Continuum of Services (SPE) • 1. General education classroom • 2. Gen. Ed. Classroom w/ supplemental support • 3. Part-time special education class • 4. Full-time SPE class • 5. Special environments • 6. Homebound • 7. Hospital/in-patient programs