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    The Process of Child Study Teams and Special

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    gryphon688
    The document outlines the process for identifying students who may need special education services, including warning signs, referrals to the child study team, screening, assessment, and formal testing by professionals. It then describes the components of the individualized education program (IEP) meeting, such as reviewing evaluation information, determining eligibility and goals, and maintaining communication with parents. Key members of the IEP committee and requirements are also listed.

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    The Process of Child Study Teams and Special

    Uploaded by

    gryphon688
    76 views16 pages
    The document outlines the process for identifying students who may need special education services, including warning signs, referrals to the child study team, screening, assessment, and formal testing by professionals. It then describes the components of the individualized education program (IEP) meeting, such as reviewing evaluation information, determining eligibility and goals, and maintaining communication with parents. Key members of the IEP committee and requirements are also listed.

    Original Description:

    Mapping the process of Specific Learning Disability identification from concerns to IEP.

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    The document outlines the process for identifying students who may need special education services, including warning signs, referrals to the child study team, screening, assessment, and formal testing by professionals. It then describes the components of the individualized education program (IEP) meeting, such as reviewing evaluation information, determining eligibility and goals, and maintaining communication with parents. Key members of the IEP committee and requirements are also listed.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    76 views16 pages

    The Process of Child Study Teams and Special

    Uploaded by

    gryphon688
    The document outlines the process for identifying students who may need special education services, including warning signs, referrals to the child study team, screening, assessment, and formal testing by professionals. It then describes the components of the individualized education program (IEP) meeting, such as reviewing evaluation information, determining eligibility and goals, and maintaining communication with parents. Key members of the IEP committee and requirements are also listed.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 16

    Garner Fall 2010

    Warning

    signs noticed Parent or General Ed teacher makes a CST referral Child Study Team examines instructional interventions/opportunities Screening Multi-disciplinary Team

    Assessment Collaboration

    IEP

    Committee

    General

    Education Teacher Administrator School Counselor/School Psychologist Special Education Teacher Reading Specialist School Nurse Speech-Language Pathologist Social worker

    Examine

    overview of learning needs of student (including teacher report) Look at all levels of information (records, parents, test scores, prior teacher info) Review of instructional strategies that could be used to address student issue Time given to implement new strategies and collect data (pgs 70-75)

    Hearing and vision tests Review GENED classroom management Program change/teacher change

    Intellectual

    screening (IQ tests can only be given by psych examiner) Language screening (given by SLP) Behavioral screening (often inventories given to parents and teachers) LD Screenings (reading/writing/listening) Classroom Observations

    Formal

    tests or assessments given by trained professionals Multiple assessment procedures used Assessments selected to target areas of academic need Includes similar members to CST but limited to professionals working directly with student in question MUST include childs general education teacher and a special education teacher Clinicians

    Consent
    Pre-referral

    information Assessment options


    Academic achievement Intellectual/psychological Perceptual Oral Language Occupational Therapy Physical Therapy

    Norm-Referenced

    Tests

    Give comparison to others in a particular pop.

    Standardized

    Testing

    MEAP

    Informal

    Assessment

    Incorporated into classroom activities Academic skill mastery based

    Criterion-Referenced

    Ecological

    Assessment

    Observe how student interacts in environments

    Interviews
    Observations Curriculum-based

    measurement

    Tests on curriculum

    Portfolio

    Assessment Authentic or Performance-Based Assessment Task Analysis

    IQ Language

    Syntax, semantics, morphology, phonology, pragmatics Oral language Written language

    Perceptual

    ability Academic Achievement


    Reading Writing (spelling, composition, handwriting) Math Behavioral concerns

    Exclusion

    factors

    Mental retardation Primary emotional problems Hearing/Vision problems Poor Teaching Cultural Confusion Motivation

    Ecological

    Assessment

    Varied settings

    Dynamic

    Assessment Measurement

    What can child do with prompts/cues? Specific weaknesses and strengths

    Curriculum-Based

    Task

    Analysis Style

    Break down learning tasks

    Learning

    Required

    members of the IEP committee

    Parents At least one general educator At least one special educator LEA representative (principal, teacher consultant)

    Other

    members

    A person to interpret assessment results Other individuals working with student Student advocates The child (when appropriate)

    Review

    evaluation information Determine appropriate disability classification Determine Least Restrictive Environment Determine IEP goals based on determined needs Review annually the IEP goals and status of student Evaluate effectiveness of programs/services Maintain communication with parents Re-evaluate every three years

    Document,

    document, document Make all attempts to get parent at meeting Evaluations and IEPs expire Diagnosis will differ from state to state, district to district Diagnosis can be appealed by parents. Parents can refuse to sign diagnosis papers IEP team MUST consider Least Restrictive Environment

    Look

    at assessment information

    Target academic needs Goals should reflect end of year achievement/benchmarks or objective list steps to that goal Goals should fit within the regular workings of the general education classroom Write goals so that everyday classroom activities can be used as data Data must be collected on a regular basis to demonstrate improvement over time

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