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Special Education: The Pre-Referral Process

Special Education: The Pre-Referral Process

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Special Education: The Pre-Referral Process

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  1. Special Education: The Pre-Referral Process Jill L. Roberts ELS 740 October 2012

  2. Early in the process… All Students begin school with needs Quality learning for every student, every day Problem solving when you recognize a concern Interventions for success Classroom teacher is pivotal *Academic/behavioral/physical/social or emotional needs Culture of Caring

  3. Elicit parent input… Parents are KEY to developing strategies early on! Earn that trust! • Student’s strengths and weaknesses • Habits • Likes • Dislikes • Developmental milestones • Triggers

  4. Communication Frequent and ongoing communication is essential in establishing trusting relationships with families. • Newsletters • Websites • Photos • Put yourself and your work “out there”

  5. Culture of Caring….. • Build into classroom routines and instruction non-threatening interventions such as:

  6. Purpose of pre-referral… • Establish simple, non-threatening, reasonable strategies for ALL students to be successful • Begin to document concerns about a student. • Seek colleague consultation at least 2---document

  7. Student Assistance Flow Chart

  8. Phase or Level 1Colleague consultation • Documentation of dates and with whom you met about a student prior to calling a SAT. • Collect data • Evaluate and modify interventions/support

  9. Data Collections—provides basis of support or proof Anecdotal records on students—strengths and weaknesses Behavior plan Data, data, data Documentation Indicate patterns Show progress ABC plan

  10. Point SheetTeacher/Home Communication

  11. Tier I and Tier II supports Visual Calendar 2 minute warning before transition, etc. Documentation of conversations with at least 2 other teachers/specialists

  12. Data--Work Samples

  13. Tier I and II Interventions/Supports RE: D.M. September 4-18, 2012 Tier I and II Interventions in the classroom J R The following interventions have been ongoing in my classroom since the first day of school. These interventions have been documented on a point sheet for D, in SAT notes and in anecdotal records kept on D by Para pros and by me. High quality classroom instruction Differentiated instruction Progress monitoring by classroom teacher CMH contact—J.D Point sheet (in red SAT folder) 90% goal Narrative notations on point sheet Sticker incentives for appropriate behavior Break down of sticker intervals to ensure success of student Sensory breaks/walks

  14. …continued Mrs. R working one-on-one with the student Positive reinforcement and praise Non-verbal praise—thumbs up Use of classroom learning behavior chart---moving his clip up when compliant hugs Preferential seating Pairing struggling student with a peer Picture schedule 2 minute warning given to whole class prior to transitions D receives two options—“You can either do ______, or _____.Your choice.” Parents sit with student Paraprofessional support—K D and J M Structured classroom environment General education social work

  15. Proceeding to the SATprocess…Level or Phase 2 If students still show signs of struggle: • SAT meeting can be called by any interested person for the health or academic well being of the student. • Classroom teacher discusses concerns with building principal • Talk about members to include on the SAT team. • At lease one general education teacher • Special education teacher • Speech-Language Pathologist • Parents—notified in writing/letter • General education social worker • Literacy or math support staff • Other as deemed necessary. • Principal invites all members • SAT folder(s) in CA-60 holds all data collected, interventions, paperwork, etc.

  16. Response to Intervention (RTI) • Result of changes to IDEA in 2004 • 3 Tiers • Tier I: • High quality classroom instruction • Differentiated instruction • Progress monitoring by classroom teacher---academic and/or behavioral • Tier 2: Supports noted above as well as: • Complete ABC Form—antecedent, behavior, consequence • Complete Action Plan---assigning of duties • Develop Crisis Plan

  17. Sample ABC Helps to narrow down times of struggle, stressors, etc

  18. Phase or Level 3—SAT intensive Repeat Level II with more intensive support. Appropriate county services involved—i.e. Dept. of Human Services, Community Mental Health, LISD Typical meeting model may be “Meeting Mechanics”—structured, open-ended, democratic, problem solving process 30-40 minutes in length Follow-up meetings scheduled as needed

  19. Sample Positive Behavior Support Plan

  20. References Frankenberger, W., & Harper, J. (1988). Perceived importance of contributions made by professionals participating on multidisciplinary evaluation teams. Mental Retardation and Learning Disability Bulletin, 16(2), 29–35 Klingner, J. K., & Edwards, P. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41, 108–117. Stader, D. L. (2013). Law and ethics in educational leadership (2nd ed.). Upper Saddle, NJ: Pearson. Texas Council for Developmental Disabilities. (2008). The special education referral process. Retrieved from Adrian Public Schools : Student Assistance Teams Framework