Special Education Referral and Evaluation Process

1. Special Education Referral and Evaluation Process Presented by Lexington Special Education Staff February 1, 2013

3. Special Education Law is organized around the following six principles: • 1. Parent and Student Participation • 2. Appropriate Evaluation • 3. Individualized Education Program (IEP) • 4. Free and Appropriate Public Education (FAPE) • 5. Least Restrictive Environment (LRE) • 6. Procedural Safeguards

4. Student Experiences School Difficulties Gather Available Information • Consult with student, parent(s), and other professionals • Consider cultural and linguistic background of the student • Review portfolio of student’s work • Conduct observation of student in multiple environments • Assess student’s performance in curriculum areas • Identify student’s learning profile • Review student’s educational history • Review student’s work habits *****See Handout Number 2

5. Identify Student Strengths and Needs

6. Identify and Implement Strategies • Use of instructional support services, consultative services, building-based teams, enrichment programs, and academic support programs • Accommodations to the curriculum • Accommodations in teaching strategies, teaching environments, or materials

7. After 4-6 Weeks (or earlier if appropriate) Evaluate Strategies and Student Progress • Difficulty Solved • Difficulty Persists • Difficulty Persists and a Disability is Suspected

8. Consider: • Alternative Methods of Instruction • Interventions • Referral for Services • Medical Assessments • Special Education Referral for Evaluation

9. Initial Referral Process Parent Initiated School Initiated Teacher raises concerns Teacher brings concern to Child Study Team CST determines what interventions are needed to support the student (see Handout #2) • Should student still experience difficulty, CST recommends student for evaluation to determine if there is a disability and refers to ETS ETS calls Parent/Guardian to discuss concerns/options • LPS Intake Form is completed with referral questions • Consent to Evaluate form is generated reflecting testing in suspected areas of need • Consent is sent to home • Upon receipt of signed consent ,30 day to complete assessment and a total of 45 day to hold Initial Eligibility Meeting • Written Notification to Principal • Upon receipt, ETS calls Parent/Guardian to discuss concerns/options • LPS Intake Form is completed with referral questions • Consent to Evaluate form is generated reflecting testing in suspected areas of need • Consent is sent to home • Upon receipt of signed consent ,30 day to complete assessment and a total of 45 day to hold Initial Eligibility Meeting

10. Essential Components of an Initial Evaluation are: • Assessments in all areas related to the suspected disability. This could include academic achievement, physical therapy, occupational therapy, speech/language, cognitive, behavior, attention and/or social pragmatics. Licensed and trained specialists complete these assessments. • A Developmental History - completed by parents • An Educational Assessment – completed by the classroom teacher  • A Classroom Observation – completed by a special educator • Optional assessments could include health, psychological or a home assessment.

11. Initial Evaluation Team Meeting • After the assessments are completed, an Evaluation Team Meeting is convened. • The purpose of this meeting is to: • Discuss the student’s performance in class • Review the assessments that have been administered • Answer any questions the parent may have regarding the student’s performance in class or on the evaluations • Discuss if the student is eligible for Special Education Services

12. Content of Assessments • Summary of tests given, diagnostic impressions and a detailed summary of student’s needs and the means for meeting those needs.

13. Participants • The student’s parents • The student if 14 years of age or older with parent agreement • A general education teacher • The Evaluation Team Supervisor • Any of the following specialists who administered an evaluation: School Psychologist; Special Educator; Speech & Language Pathologist; Occupational Therapist; Physical Therapist; Applied Behavior Analyst; Assistive Technology Specialist; Vision & Hearing Specialist; Mobility Specialist; & Adaptive Physical Education Teacher • Other participants may include the Guidance Counselor, Social Worker, School Nurse, the Principal or Assistant Principal • With advance notice to the school, parents may invite other people to attend the Team Meeting

14. During the Meeting • Staff introduces themselves and identifies their role • The Evaluation Team Supervisor reviews the agenda • The parent identifies their concern(s) • The general education team provides an update of the student’s performance in class • Each specialist summarizes his or her evaluation and the student’s performance and provides recommendations • The team then discusses eligibility

15. Initial Evaluation Team Meeting Agenda • Introduction • General Education Team Update • Review of Testing • Finding • Eligibility Determination

16. Eligibility Determination • In order to be eligible for special education the child must have a disability and by reason thereof require special education ( specially designed instruction) or one or more related services to access and make progress in the general curriculum • Or in order to make progress in other areas impacted by their disability (behavior, social, emotional, functional needs i.e. daily living skills)

17. The evaluation should answer these questions: 1Does the child have a disability? What type? Disability Types in the Massachusetts State Special Education Regulations (603 CMR 28.02) are:  • Autism • Neurological Impairment • Developmental Delay • Emotional Impairment • Intellectual Impairment • Communication Impairment • Sensory Impairment • Physical Impairment • Hearing/Vision/Deaf-Blind • Health Impairment • Specific Learning Disability

18. Does the disability cause the child to be unable to progress effectively in regular education?  Effective progress is documented growth: •in the school program •with or without accommodations •according to the chronological age and developmental expectations •according to the individual educational potential of the child •according to the learning standards of the MA Curriculum Frameworks and the local school curriculum. • not determined by advancing from grade to grade

19. Does the child require specially designed instruction to make progress or does the child require a related service or services in order to access the general curriculum? Specially designed instruction is modification: • of the curriculum, as appropriate to meet the needs of a child, • of the content • of the methodology/the delivery of instruction • of the performance criteria Specially designed instruction addresses the unique needs of the child related to the disability  and ensures access to the curriculum in order to meet State and local standards.