1. Referral and Identification for Special Education: RTI Tier Three
Chapter Four
Referral and Identification for Special Education:
RTI Tier Three
© 2016 Taylor & Francis

2. In This Chapter You Should:
Summarize the laws that guide special education and protect the rights of people with disabilities
Explain the team-based procedures used to determine eligibility for special education
Identify the types of formal and informal assessments used in the eligibility process
Cite the importance of the team in the IEP process
Determine the role of team members in the eligibility and IEP process
© 2016 Taylor & Francis

3. Referral Procedures Legal provisions
Americans with Disabilities Act (ADA)
Section 504 of the Rehabilitation Act (Section 504)
Individuals with Disabilities Education Act (IDEA)
Zero Rejection
Nondiscriminatory Testing
Free and Appropriate Education (FAPE)
Least Restrictive Environment (LRE)
Due Process
Parental Participation
© 2016 Taylor & Francis

4. Eligibility Team-Based Practices
Identification begins with a referral
Multi-factored evaluation
Formal assessment instruments
Developmental assessments
Screenings
Cognitive assessments
Academic assessments
Adaptive behavior scales
Behavior rating scales
Specific related-services assessments
© 2016 Taylor & Francis

5. Eligibility Team-Based Practices
Informal assessments
Interviews or questionnaires given to caregivers
Interviews done with the student
Observations of the student
Ongoing progress monitoring through curriculum-based measurements
Review of a student’s academic history
© 2016 Taylor & Francis

6. Individualized Education Program
Writing an IEP
PLOP
Goals
Special education and related services
Other team decisions
© 2016 Taylor & Francis

7. Team Members and Roles
Key team members for both eligibility and IEP are:
Parents or guardians
General education teacher
Special education teacher
School administrator
The student him or herself (if possible)
© 2016 Taylor & Francis