My bold padlet by Christie Stiles

Flow Chart for Special Education Referral

stileswy — 2024-07-05 21:20:40 UTC

Student has been identified as performing below grade level in screenings, standardized tests, and classroom assessments.

Student has been in Tier II Interventions

stileswy — 2024-07-05 21:24:31 UTC

The student has completed the recommended time period in at least three targeted Tier II interventions and the student has failed to show growth on progress monitoring, standardized tests and classroom performance. Multi-Tier System of Supports team will evaluate for language difference vs a disability using the chart linked.

Step 1 Are problems found in both languages if a second language is spoken by the student?

Step 2 Does the student have oral fluency and listening comprehension?

Step 3 Does the student have phonemic awareness?

Step 4 Does the student have reading comprehension and appropriate vocabulary?

Step 5 Evaluate the student in writing and spelling.

Step 6 Math and Problem Solving skills are evaluated.

Step 7 Evaluate student handwriting.

Step 8 Evaluate student behavior.

Multi-Tier System of Supports Meeting

stileswy — 2024-07-05 21:27:52 UTC

The Classroom Teacher, Intervention Teacher, Principal, and Special Education Teacher will meet periodically looking at the child's growth. Test scores, progress monitoring, and classroom performance is discussed and evaluated. If it is determined that growth is not being seen the team will discuss the possible reasons. The team will take into consideration any language, possible learning disabilities, and behaviors that may be influencing the students growth. At this time the team will make a plan to address these issues and continue with Tier II interventions determined by the team based on student need.

Tier III intervention is recommended by the MTSS team

stileswy — 2024-07-05 21:30:19 UTC

If the MTSS team decides that Tier III intervention is needed, the team may decide to reach out to the School Psychologist to have the student tested and evaluated.

School Psychologist Test and Observe

stileswy — 2024-07-05 21:31:48 UTC

The school psychologist will test and observe the student. The teachers and parents may be asked to complete evaluation questions about the student, and return them to the school psychologist.

Meeting to determine Qualification for IEP

stileswy — 2024-07-05 21:34:49 UTC

A meeting will be called including Classroom Teacher, Intervention Teacher, Principal, Special Education Teacher, School Psychologist, and Parents to discuss findings of the testing and observations of the School Psychologist and a determination of eligibility will be made.

Tier I Interventions Parent Communication

stileswy — 2024-07-05 21:59:48 UTC

The student will receive differentiated instruction in the Tier I curriculum. In addition, I will communicate with the students parents about their assignments and expectations, informing them of the steps I am taking to help their child and any supports they can provide.

References

stileswy — 2024-07-05 22:54:42 UTC

American Federation of Teachers. (n.d.). Building parent-teacher relationships. Reading Rockets. https://www.readingrockets.org/topics/parent-engagement/articles/building-parent-teacher-relationships

Butterfield, J. (2014). Meeting the needs of English learners with disabilities: Resource book. Goleta, CA: Santa Barbara County Special Education Local Plan Area (SELPA), on behalf of the SELPA Administrators of California Association. Retrieved from http://www.sbcselpa.org/wp-content/uploads/2014/06/EL-Resource-Book-Revised-6-14.pdf

Eligibility: Determining whether a child is eligible for special education services. Learning Disabilities Association of America. (n.d.). https://ldaamerica.org/info/eligibility-determining-whether-a-child-is-eligible-for-special-education-services/

Iris. IRIS Center. (n.d.). https://iris.peabody.vanderbilt.edu/

Tier 3 interventions in MTSS (multi-tiered system of supports). Branching Minds, Inc. (n.d.-a). https://www.branchingminds.com/blog/what-is-tier-3-in-response-to-intervention-rti