Rebecca Overman

February 26, 2024

RECOGNITION : Decision Tree
Student Shows Signs of Learning Needs SPE 660

PRE-REFERRAL :
This is when parents and the school-based team would work on developing interventions specifically for the child. These interventions can include
things such as extended work time, using different materials to teach the same sunject, or changing the seating chart. Once the team has decided on
interventions, this is the time those interventioned would be applied in the classroom.

If the interventions worked and stopped the behaviors, then the process would stop here.

REFERRAL :
Since the interventions did not work, the student would then be referred for evaluation for special education services by someone in the school-based team.

EVALUATION :
If the students disability is affecting their educational performance, then they would be evaluated under IDEA. If the students disability is not affecting thier
educational performance, but is affecting one or more major life activities, then they would be evaluated under Section 504. These evaluations would be
certain tests that do not discriminate and will provide information that will be helpful in the process of deciding how to work with the needs of the student.

ELIGIBILITY :
The results of the evaluation will help the IEP team determine if the child is eligible fir special education services. If the child fallas under one of the
thirteen categories under IDEA, then they will be found eligible for special education services.

If no disability under IDEA is determined, then the process stops. The student can be referred again for interventions in the
classroom where the process would restart.
 IEP :
If the student is found eligible under IDEA, then the IEP process would begin. An IEP Team would be created for the student w hich
will include people such as special education teachers, parents and parent advocates, the student, administrative staff, general education
teacher, counselors, social workers, therapists, and more. This team of people would then create an IEP(Individualized Education Plan)
for the student. This explains what acccomodations and modifications the student will need, states the students goals, states the current
level of performance, and much more. After the IEP team is determined and the IEP is made, the student will then be placed into their
LRE(Least Restricitve Environment). The least restrictive environment would be discussed and determined by the IEP team in the IEP
meeting. LRE can be described as the classroom setting that least restricts the student and let's them be with their general education
peers as much as possible.

IEP IMPLEMENTATION :
Once the IEP is created, it is the responsibility of everyone on the IEP team to ensure that the IEP is implemented. Every special
education student has access to FAPE (Free and Appropriate Public Education).

IEP REEVALUATION :
Each student that has an IEP is required to have an IEP meeting atleast once a year, but can happen more often if revisions are
necessary. During this meeting, the IEP team will look over goals, accomodations, and others to determine if it needs revising and to
determine if the student is progressing towards their goals.