STEPS
IN THE SPECIAL EDUCATION PROCESS
1.
SCREENING
To identify individuals with suspected disabilities
Screening must:
Include specific pass/fail criteria for each area
Be done for those areas in which the educational functioning may be
significantly effected
Screening must always be done in each of the following areas: (Assistive
Technology must be considered)
Vision
Hearing
Health (including motor)
Intellectual Cognitive (including adaptive behavior)
Academic Achievement (Pre-academic development for ECSE, transition, and others)
Speech and Language
Social/Emotional Development
Outcome Options:
Student passes screening: no action required
Student fails screening; implement AIS or proceed with evaluation process
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2.
ALTERNATIVE INTERVENTION STRATEGIES (AIS)
(Prior to initial evaluation only)
To modify the regular education program in order to accommodate individual
student's needs prior to a referral.
AIS must:
Be tried for a length of time sufficient to determine their effectiveness
Be based on an analysis of the screening results and teacher observations
Examples:
Presentation (verbal, written, demonstration)
Response (motor, oral, taped)
Physical Environment (seating, space, acoustics)
Teaching Methods (repetition, drill, reinforcement, discovery)
Curriculum (tests, adjust assignments, adjust amount)
Management (reinforcement, rules)
Support services/groupings (counseling/1-1, small)
AIS may be waived :
If student is suspected of having a significant disability
Parent request
First Steps recipient
Outcome Options:
If AIS are successful, continue use of these strategies
If AIS are unsuccessful, try new strategies or proceed with the evaluation
sequence
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3.
REFERRAL AND SCREENING REVIEW
To make a determination of the need for an evaluation
Additionally:
The referral may be made by the classroom teacher, parent/legal guardian, or
other individual with relevant information about the child
Screening information must be reviewed in all seven areas of functioning and
must be current within one (1) year
Outcome Options:
No evaluation is warranted, forward Notice of Action Refused
An evaluation plan will be developed
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4.
DEVELOPMENT OF THE INDIVIDUAL EVALUATION PLAN
To
determine what additional evaluation information is needed
Evaluation Plan Must:
Utilize previously reviewed referral and screening information
Identify specific areas to be evaluated within each area
Include the data collection procedures to be used
Specify the individuals who will administer the procedures
Include at least one (1) observation in area of concern
Be completed within thirty (30) days of the referral
Utilize assistive technology, if needed
Outcome Options:
Single discipline evaluation (speech: articulation, voice, and fluency only)
Multidiscipline evaluation for all other disabling conditions
Notice of Evaluation/Reevaluation
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5.
NOTICE AND CONSENT FOR EVALUATION
To assure that parents have been fully informed of and agree to the need
for the evaluation
Notice and consent must be obtained prior to the initiation of the evaluation
(Procedural Safeguards must be provided)
Outcome options:
Parental permission obtained, continue with evaluation
Parent permission denied, initiate due process
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6.
EVALUATION, DIAGNOSIS, IDENTIFICATION OF DISABILITY
Implement evaluation procedures specified in the evaluation plan and notice
for evaluation
Review and synthesize the evaluation findings through the diagnostic staffing
conference
Determine if the student has a disability based upon the established eligibility
criteria
Establish the students current level of functioning
Additionally:
Children who are determined eligible for special education are entitled to begin
receiving services on their third birthday
Step six (6) must be completed within forty-rive (45) days of parental
notice/consent for evaluation
Outcome Options:
No disability exists, provide Notice with Procedural Safeguards (i.e.
Ineligibility, may also include recommendations to continue AIS, etc.)
Disability exists, proceed with IEP document
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7.
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
To develop the IEP
To determine modifications and services required
The IEP:
Must be developed after the student is determined to be in need of special
education and/or related services,
Must be written before services can be provided
Must commit the resources necessary to reach the identified goals and objectives
Is designed to address those deficits identified during the evaluation process
Must be developed within nearly (30) days of the students initial diagnostic
staffing and reviewed/revised on an annual basis thereafter
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8. LEAST RESTRICTIVE ENVIRONMENT (LRE)
CONSIDERATIONS
To insure that the continuum of placement options is considered
To verify that each student is placed in the least restrictive environment
Consideration for removal from regular education must address these areas:
Instructional considerations
Social/interactional consideration
Any other considerations
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9.
NOTICE AND CONSENT FOR PLACEMENT
To assure that parents have been fully informed of and agree to the
placement decision (Procedural Safeguards must be provided)
Notice and consent must be obtained prior to initiation of special education
services
Be based on the needs specified in the IEP with placement being made in the
least restrictive environment
Outcome Options:
Parental permission obtained
Parental permission denied, initiate due process
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