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Pre-Referral
A Pre-Referral is when a classroom teacher identifies possible issues concerning a child's education. A teacher begins by identifying specific problems that may arise (for example, a child is struggling with phenomes when reading.) The teacher tries a variety of smaller interventions, such as "meeting with the child, extra help, simplified [or clarified] assignments, [and] parent conferences with the classroom teacher" (Pieranglo, R. & Giulani, G.A., 2012, p. 75). -
Request for an Evaluation
Within 5 days after the initial referral, an "evaluation consent form" must be sent to the parent/guardian of the child with a suspected disability. This form must be signed and returned immediately to the Special Education Coordinator so that testing may begin in a timely fashion.) -
Evaluation (initial or re-evaluations)
All evaluation systems must be identified, determined, and properly assessed to the child within a 30-day span. During this time, "the child is screened for a suspected disability by the members of the school staff, such as the school psychologist, education evaluator, and speech and language technician" (Pieranglo, R. & Giulani, G.A., 2012, p. 76). -
Team meeting and provision of proposed IEP (initial and re-evaluation)
Within forty-five (45) school days from date of parent consent for evaluation, a team must meet in order to provide specified assessments (depending on what was identified through earlier testing) and begins to identify the specifics of the speculated disability of the child through standardized testing, portfolio assessments, and criterion-based reference testing (Pieranglo, R. & Giulani, G.A., 2012, p. 76). -
Provision of proposed IEP (initial and re-evaluation)
Reports of assessments on child will be given to parents/guardians two days before the placement meeting. This will allow for any questions or concerns about the results of the administered tests. -
Placement Meeting
At this time, “the team determine[s] the strengths and weaknesses of the student; a possible diagnostic category, level of severity… recommendations to the school, teachers, and parents; and other information that later will be used to determine any appropriate special education accommodations” (Pieranglo, R. & Giulani, G.A., 2012, p. 76). -
Parent/Guardian Response to IEP development
Parent must respond to paperwork within a 30-day period. This is when a parent can ask questions about the IEP, inquire about accommodations, and/or familiarize themselves with the necessities of their child’s education. (If there is a rejection, this must be sent to Special Education appeals within the district in five business days.) -
Annual & 3-year Review
12 months after accepted IEP accommodations by both school and parent, the special education team and teachers get together to check on the students progress. This also happens during the three-year review, where parents and teachers can decide to keep an IEP, change/modify an IEP, or take a student off an IEP.
