Pre-referral Process for SPED

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Pre-referral Process for SPED

Step 7: IEP Reviews

Every three years, the team will reevaluate if the student continues to needs the IEP

If the goals from the IEP are met, the IEP goals MUST be updated

Every year, the IEP will be reviewed by the IEP team

Step 6: Initial IEP Meeting

If the student is over 14 years old, they are included in the meeting

The day the IEP is signed, is the day that the IEP is implemented

The entire team from the eligibility meeting must be present at the IEP meeting

The meeting must occur within 30 days

Step 5: Eligibility

If both prongs are met: Members of the team will discuss an IEP

If one prong is met: Members of the team will discuss a 504 Plan

Every person at the meeting must agree or dissent about the data supported the prongs

The data will be shown to parents, and they will be told about the two prongs for eligibility

Second prong: Does the data show that the student needs specialized instruction?

First prong: Does the data show that the student has a disability under IDEA?

A notice will be sent to parents, and an eligibility meeting will occur within 10 days of the notice

Step 4: Evaluation

All involved staff members and the student's parents are interviewed

Observations will also occur by involved staff members

Teacher continues to use different accommodations and strategies for the student so data is still collected

The district has 45-60 days to evaluate the student

Once parent consent is given, the evaluation begins

Step 3: Referral

IF THE NEXT STEP IS GOING TO START: PARENTS MUST GIVE CONSENT

Data must be collected by the general education teacher. If not enough data is collected, then step 4 cannot begin

If the data shows that the accommodations are not working, then the team (teacher(s), school counselor, any other staff involved in working with the student) will decide to move to referral

Step 2: Pre-referral

After data has been collected, school staff will determine if the student should be evaluated, or if the accommodations are working for the student.

More accommodations are suggested by school staff

Parents must be informed of the accommodations and data

Step 1: Recognition

If the data collected does not show improvement in the student's challenge, then step 2 will begin

TEACHER MUST NOT MENTION SPECIAL EDUCATION AT ALL in reference to the student

Parents should stay informed

Teacher should collect data on the student to keep track of improvement or lack of

The student's teacher and the student's parents should meet to discuss the challenges, and strategies to help that student

RTI/MTSS Strategies are also used at this time, as well as differentiation

The student's teacher, parent, or other school staff member recognize an academic or behavioral challenge in the student