# data[].attributes.headline
concerns expressed about students. Teachers collect data by conferring with other teachers and parents previous assessments, test scores and monitoring

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concerns expressed about students. Teachers collect data by conferring with other teachers and parents previous assessments, test scores and monitoring

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If the child is struggling to learn, the prereferral process is best, parent involvement in planning with their educational team, is very beneficial.

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If the child is struggling to learn, the prereferral process is best, parent involvement in planning with their educational team, is very beneficial.

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Review child’s strengths, interests, and talents.

Discuss reasons for referral, overall performance level, and behavior in the classroom

List interventions previously tried and their rate of success. (School interventions may include accommodations, modifications, and behavior plans.

Home interventions may include follow up with health concerns, behavior plans, and help with homework.)

Brainstorm interventions that address concerns. Select interventions to try.

Develop a plan for carrying them out. Agree on a time to meet again to discuss progress.

Put the intervention into action and evaluate it over time.

Could be from a couple of weeks to a school quarter or trimester, depending on the type of program set up.

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The team meets again to discuss the success of the intervention. As a result of the intervention, did the child's performance improve, remain the same, or decrease?

Try other intervention in place of the current one and start the process again.

Refer the child for evaluation to find out if the child is eligible for SE with a disability.

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Parent Request

Verbal Request, Written Request (could be in the form of Child Find Information packet for homeschooled students or those attending private/parochial schools)​

Student Services Team (SST)​

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Is any written/verbal request to identify an individual with exceptional needs made by a parent, teacher, or other service provider. Within 15 calendar days the district must give the parent a proposed assessment plan.

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Selected and administered in a way that is not racially or culturally discriminatory;
• Administered in the child’s native language or other mode of communication and in the form most likely to yield accurate information.
• Used for the purposes for which the assessments or measures are valid and reliable
• Are administered by trained and knowledgeable personnel according to the instructions provided by the producer of the test
• Tailored to identify specific areas of educational need, not merely to provide a single general intelligence quotient; and
• Selected to accurately reflect a child’s aptitude or achievement, rather than the impaired sensory, manual, or speaking skills, except where these skills are the factors that the test is to measure.

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• A description of the child’s performance in each area of suspected disability;
• Relevant functional, cognitive, developmental, behavioral, and physical information;
• Instructional implications for the child’s participation in the general curriculum or, for a preschool child, participation in appropriate activities; and
• For any assessments not administered under standard conditions, a description of how it varied from standard administration procedures.

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Determine that a disability impacts the child's educational performance

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Determine that a disability impacts the child's educational performance

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The initial evaluation shall be comprehensive enough to ensure a child is assessed in all areas related to the suspected disability.

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Academic performance
• Communication
• General intelligence
• Health, including hearing and vision
• Motor abilities
• Social, emotional, and behavioral status

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No disability is noted that impacts the child's educational performance. The process Stops. Refer for interventions again and monitor.

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Child's parents/guardians/caregivers

Gen ed teacher

Special ed teacher

school Counselor

other specialist if needed

Determine the Least Restrictive environment(LRE)

Provide restrictive placement if necessary.

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The IEP team determines that the child has a disability and needs special education and related services, the IEP team must meet within 30 days of the initial evaluation to develop the child’s IEP. The public agency will provide parents with a copy of the IEP teams evaluation decision.

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The IEP team determines that the child has a disability and needs special education and related services, the IEP team must meet within 30 days of the initial evaluation to develop the child’s IEP. The public agency will provide parents with a copy of the IEP teams evaluation decision.

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Child’s present levels of academic achievement and functional performance.

Annual goals, including academic and functional goals

IEP team decides the students accommodations.

Start date, duration, frequency, location and other modifications of the services provided.

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Parent Participation meeting

IEP Meeting

Monitoring students progress(data

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Collecting data on student's progress under the IEP implementation

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Collecting data on student's progress under the IEP implementation

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• Based on the student's performance the child can be reevaluated.
• If the child’s parent or teacher requests a reevaluation Whether the child continues to have a disability that requires the provision of special education and related services;
• The child’s present levels of academic achievement and related developmental needs; and
• Whether there any additions or modifications needed for the child to meet the measurable annual goals of the child’s IEP and to participate, if appropriate, in the general curriculum. If the IEP team determines that additional data are needed, assessments will not be conducted until parents are notified and consent is requested

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After termination of services Must include a summary of the child’s academic achievement and functional performance, recommendations on how to assist the child in meeting the child’s growth goals as per their placement that is presecondary, secondary or postsecondary education.

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Harford County Public Schools Special Education Department

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Harford County Public Schools Special Education Department

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Special Education (hcps.org)