Multi- Tiered Systems of Supports & Response To Interventions
Exclusionary Factors for Referral
These are criteria or conditions that, when present, may prevent a student from being referred for special education services. These factors could include factors such as lack of evidence of educational impact, absence of a qualifying disability, or evidence of sufficient progress in the general education curriculum without additional support.
Referral Process for Special Education
This is the formal procedure by which a student is identified as potentially needing special education services. It typically involves a teacher, parent, or other school personnel initiating the process by requesting an evaluation for the student. The referral triggers a series of steps, including gathering information, conducting assessments, and determining eligibility for special education services.
FIE Components
Adaptive Behavior
Adaptive behavior refers to the skills and behaviors necessary for daily functioning and independent living. These may include skills related to communication, self-care, social interaction, and problem-solving. Assessment of adaptive behavior is often included as part of a comprehensive evaluation for special education services.
Evaluation Process In Special Education
The assessment process begins with the referral for evaluation and continues through gathering information, conducting assessments, analyzing data, and making eligibility decisions. It involves collaboration among educators, parents, and specialists to ensure a comprehensive understanding of the student's strengths, weaknesses, and needs.
Informal Assessment versus Formal Assessment
AInformal assessment refers to methods of gathering information about a student's skills, abilities, and behaviors through observation, discussion, and interaction. Formal assessment, on the other hand, involves standardized tests, measures, and procedures with specific administration and scoring guidelines. Both types of assessment are important for understanding a student's abilities and needs.
Protecting Emergent Bilingual Students
This involves ensuring that second language learners are not overrepresented or disproportionately identified for special education services due to language differences or cultural factors. It requires using culturally and linguistically appropriate assessment tools, involving interpreters or bilingual professionals as needed, and considering language proficiency and cultural background when interpreting assessment results. Additionally, it emphasizes the importance of providing appropriate instructional support and accommodations for second language learners within the general education setting before considering special education referral.