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The teacher acknowledges a child is having difficulties in the classroom.
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Before a teacher is allowed to refer a student for special education the teacher or district must provide prevention programs to see if the student's progress improves. Examples of these services include, but are not limited to, Title I, Project Read, at-risk resource rooms, or counseling.
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While referring a student the teacher must outline the intervention programs that were implemented in the attempt to improve the student's academic success.
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During this time, the referral agency must provide the parents with the Procedural Safeguards for the referral process.
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If the parents give consent for the evaluation, the process continues. If the parents do not give consent, the teacher must continue the intervention strategies.
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The school disctrict reviews the existing data to see if the referral process should continue or not.
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If the school district decides the child is need of testing, then the referral process continues. If the school district decides the child does not need more testing, the process ends.
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During this time, the district provides tests including IQ (ability) and achievement tests.
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After the testing process, the team members contemplate all of the gathered data to decide if the child should move forward in the special education referral process. If the team decides yes, then the child continues in the process. If the team decides no, then the process discontinues.
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The team members gather with the parents and the local education authority (LEA) included to determine which services need to be provided to the student. The least restrictive environment (LRE) is also determined for the child at this meeting.
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The parents need to give consent to continue the referral process after the staffing meeting. After consent is giving, the individualized lesson plan (IEP) process begins (they have thirty days to begin this). If consent is not given, the process is discontinued.
