Special Education Experiences

Observed
Multidisciplinary Evaluation Team (MDET)- is a group of specialists who evaluate and
reevaluate an individual's eligibility based on data collected. Multidisciplinary Evaluation
Team may consist of a parent, an individual from the school district, a school
psychologist, a speech pathologist, a physical therapist, a school nurse, an occupational
therapist, a special education teacher and a general education teacher.

Response to Intervention (RTI)- is a multi-tiered system to prematurely recognize and

assist students with learning difficulties.
• Universal Assessment is an assessment for all students in a classroom designed
to figure out which students may need more support.
• Tier 1: all students.
• Tier 2: students who need additional instruction. These students who are
not at the necessary benchmarks.
• Tier 3: students noted to be at high risk of failure and may be up for eligibility for
identification of special needs.

Child Study Team Meeting- reviews the data collected and dictates the eligibility of
special education and provided resources. The Child Study Team consists of individuals
such as a school social worker, a school psychologist, a special education teacher, and
a speech pathologist.

Student Assessment Process-

• Curriculum Based Assessment (CBA) is an ongoing assessment used to
determine student progression in various academic subjects.
• Functional Behavioral Assessment (FBA)- is an assessment to evaluate the
reason/reasons behind a student's behavior and to support finding a
resolution to the behavior.
• Informal Reading Inventory (IRI)- is an individual assessment to distinguish a
student's reading comprehensions skills of fluency, reading by grade level,
and oral reading ability.
Informal Reading Inventory (IRI)- is an assessment tool administered to provide data on
reading fluency and comprehension.

IEP Development Process- IEP process includes recognizing students' educational

needs, analyzing eligibility, writing specific goals, supplying services, coordinating IEP
meetings, reevaluating student progression.
• Specially Designed Instruction- is instruction that is adapted based on students'
individual needs,

IEP Process Steps: 1. Referral for evaluation.

2. Evaluation of eligibility for services.
3. Set up IEP meeting.
4. Create the initial IEP.
5. Provide necessary services.
6. Observe progress.
7. Review IEP and reevaluation.

Accommodation Checklist- is a tool for supplying students with IEPs with the essential
support necessary.

Instructional Adaptations- are modifications to instruction to contribute to the

accommodations of student's individual needs.

Progress Monitoring- observes students' development and advises the special education
teacher of where the students are at in terms of their goals.

Not Observed
Special Education Student Participation in an Alternative Assessment- provides special
education students with varied testing that still coordinates with the general education
testing materials.
Annual IEP Re-Evaluation-Goal Setting- is used to determine if a student's needs have
changed, whether they need more or less assistance.

Parent/Teacher Informational Conferences- are based on student progression from

information gathered such as observations, assessments and assignments results.

Extent of Special Education Student Participation in State Assessments- including

special education students in state exams.

School/District Due Process- is set with the purpose of making sure that special needs
students receive a free public education.