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Special Education

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Initial Referral Process

 

During the referral process, the school principal, or Local Education Authority (LEA) must be first made aware that the scholar is being referred. The principal will gather data from the MTSS team, or the people that the scholar receives academic services from daily, to discuss the need for the referral.

 

The MTSS team must present to the school LEA evidence of: 

  • classroom tier 2-3 progress monitoring data

  • communication records between the teacher and guardian

  • attendance records

  • behavior documentation

  • any letters from outside medical servicers

  • a completed observation from the instructional coach

  • any documented reports of concerns (such as sleeping in class or excessive tardies)

  • school-wide data (I-Ready, MAP, etc)

  • classroom work samples

  • any additional evidence that supports the referral.  

 

Based on the presented data, the LEA will determine if the referral should go to the special education LEA. 

 

If a referral is requested from the parent or school LEA, the special education LEA will assign the scholar to a special education case manager.  The case manager will set up a Notice and Invitation to a Meeting Consent for Agency Participation with the scholar’s guardian, the school special education LEA, the classroom guide(s), the lead MTSS representative, and any additional personnel that can support the referral, such as the representative that handle’s discipline.  

 

During the meeting, everyone on the team will determine if the referral should be accepted or referred back to MTSS based on the collected data.  During the referral meeting, specific evidence will be documented on the Referral For Evaluation form to ensure that the scholar’s referral is warranted.  

 

The following information must be on the referral form

  • Date of referral

  • Student's name and demographic data

  • Information about the student's problem

  • Documentation of pre-referral interventions and their effectiveness

  • Completion of environmental, economic, cultural concerns checklist

  • IEP Team member's signatures

 

During the Referral Process

 

A referral begins with the date that the guardian signs the Notice and Consent for Initial Evaluation.  The process from referral to IEP development must be completed in ninety (90) calendar days regardless of any scheduled interruptions in the scholastic year or the scheduled summer vacation.  

 

Prior to an evaluation, a passing vision and hearing screening, or outside medical documentation, must be collected from the school nurse or MTSS team.  

 

Once received, the case manager/school psychologist or psychometrist must collect

Evaluations must be completed no later than sixty (60) calendar days from the consent of evaluation date.  

 

A new Notice and Invitation to a Meeting Consent for Agency Participation will be sent to the guardian to discuss if the scholar qualifies for eligibility for special education services.  To adhere with best practices, every reasonable option should be offered for guardian attendance in-person, virtually, or by phone.  According to the Alabama Administrative Code, 2 reasonably documented attempts must be made to inform the parent of the meeting prior to the meeting.  The guardian may be notified over the phone and through verified secured email as well as by written notification.

 

Based on the Alabama Administrative Code, a student can qualify for special education services, under the Individuals with Disabilities Education Act (IDEA), if they meet the criteria for one of the following 13 categories:

  • Autism  

  • Deaf/Blindness (DB)

  • Developmental Delay (DD)

  • Emotional Disability  (ED or EDD)

  • Hearing Impairment (HI) 

  • Intellectual Disability (ID)  

  • Multiple Disabilities (MD)

  • Orthopedic Impairment (OI)

  • Other Health Impairment (OHI) 

  • Specific Learning Disability (SLD) (dyslexia will fall into this category; Alabama does not recognize dyslexia as a qualifying disability)

  • Speech or Language Impairment  (SLI)

  • Traumatic Brain Injury (TBI)

  • Visual Impairment (VI)

 

Eligibility must be determined no later than thirty (30) calendar days from the date of the completion of all evaluations.

 

If the scholar is found not eligible for services, the referral team will refer the scholar back to MTSS for additional support, and the parent will receive a determination notification.

 

If the referral is accepted, the psychometrist/school psychologist will provide the parent with the Notice and Eligibility Decision Regarding Special Education Services, and collect a copy of the Notice and Consent for the Provision of Special Education Services.

 

Immediately following, an IEP meeting must be held and written within thirty (30) calendar days after the student is determined eligible.

 

IEP Process

 

What is an IEP?

 

This IEP will document how the special education guide will provide support to enable the scholar to progress and participate alongside their grade level peers.  The assigned special education case manager will evaluate the scholar’s data to develop the scholar's present levels of educational performance and measurable annual goals to reflect how the disability affects the scholar’s involvement in the general curriculum.  

   

Prior to developing the IEP, the case manager will 

 

The IEP team must consist of 

  • At least one general education teacher of the student (if the student is or may be participating in the general education environment)

  • At least one special education teacher 

  • The parent, guardian, or surrogate parent of the student

  • A Local Education Agency (LEA) representative who is qualified to provide or supervise specially designed instruction, is knowledgeable about general education curriculum and knowledgeable of available resources

  • Someone who can interpret results 

  • Other people knowledgeable about the student, including related services personnel (such as a speech pathologist, occupational therapist, etc.

  • And whenever appropriate, the scholar.

 

During the meeting, the IEP team will 

  • Begin the meeting with the IEP agenda topics

  • Present the meeting norms

  • Collect signatures of all parties that will have access to the scholar’s records 

  • Discuss the scholar’s present academic or behavioral levels

  • Review parent concerns

  • Discuss medical needs

  • Collaborate on future goals and supplemental services

  • Determine placement and if there is a need extended school year service (ESY) 

 

After the IEP meeting, the team will make a decision about the discussed plan.  If all members agree, the special education guide will finalize the plan.  A signed copy will be given to the guardian, along with the Notice of Proposal or Refusal To Take Action.

 

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