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

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

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

Identify Student Strengths and Needs

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

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

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

Initial Referral Process Parent Initiated 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 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

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. 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 A Developmental History - completed by parents An Educational Assessment – completed by the classroom teacher An Educational Assessment – completed by the classroom teacher A Classroom Observation – completed by a special educator A Classroom Observation – completed by a special educator Optional assessments could include health, psychological or a home assessment. Optional assessments could include health, psychological or a home assessment.

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

Content of Assessments Summary of tests given, diagnostic impressions and a detailed summary of students needs and the means for meeting those needs. Summary of tests given, diagnostic impressions and a detailed summary of students needs and the means for meeting those needs.

Participants The students parents The students parents The student if 14 years of age or older with parent agreement The student if 14 years of age or older with parent agreement A general education teacher A general education teacher The Evaluation Team Supervisor 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 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 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 MeetingWith advance notice to the school, parents may invite other people to attend the Team Meeting

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

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

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 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) Or in order to make progress in other areas impacted by their disability (behavior, social, emotional, functional needs i.e. daily living skills)

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

Does the disability cause the child to be unable to progress effectively in regular education? Effective progress is documented growth: 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 not determined by advancing from grade to grade

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 curriculum, as appropriate to meet the needs of a child, of the content of the content of the methodology/the delivery of instruction of the methodology/the delivery of instruction of the performance criteria 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.