Special Education

Referral Procedures
Abby Rader

 Review increased number

of county wide referrals

Purpose

Discuss referral sources

Update staff on referral

procedures

Increase Number of Referrals

Students moving into the county with active IEPs
Many families with 2+ children
Implement with in draft; determine eligibility

Parent referrals
Response to increased curriculum demands
Community changes
Recommendations from the physician

School based referral

Procedural Timeline

Referral
Written notice will be
provided to the IEP team by
the referral source.

Screening
IEP team will meet to review
the Child Find Referral and
determine if assessments are
needed.
(30 days from receipt of
referral)

Assessment

Eligibility

Consent must be provided

by parent before any
assessments are
conducted.

IEP team will meet to

review the assessments and
determine initial eligibility.
Draft IEP if appropriate.
(60 days from signed
consent)

Before a School
Based Referral

1. Identify the area of

concern.
2.Communication with the
parent has occurred
documenting the concern.
3.All inclusive supports have
been exhausted (in-class
supports/intervention
groups).
4.A referral has been made
to the Instructional
Consultation Team.
5.Minimal progress was made
during the ICT process.

School Based Referrals

Obtain a Child Find Referral (IEP Chair)
Document all concerns and include:
Attendance
Benchmark scores
DIEBELs data
Anedcotal notes
Supports provided
What works
What doesnt

Discuss:
Inclusion Intervention History
Programs participation
over multiple years
Response to the
intervention
Instructional Consultation
Team data
Areas of focus

Parent
(Physician)

Referral

Written notice is provided

to the IEP, requesting a
meeting to discuss
concerns

Meeting will be scheduled

within 30 days of receipt

Discuss classroom
performance/growth
Examine intervention data

Screening
Meeting
IEP Chair, Psychologist
Gen Ed, Spec Ed
Guardian

Document guardian concerns

Student medical needs

Determine if additional
assessments are needed
Discuss possible educational
coding
Parent must provide consent

Develop a plan
Schedule assessment review
meeting if appropriate

Required Documentation

Child Find Referral

Consent for Assessment

Assessment
Process

Required:
Academic performance
(Chair)
Cognitive functioning (Psych)
Classroom observation
(Spec.Ed. Teacher)

Additional:

Assessment
Process

Adaptive functioning
Social emotional
Autism rating scale
Behavior
Related services:
Speech/Language
Occupational therapy
Physical therapy

Review all assessments

Update classroom
performance

Assessment
Review Meeting
IEP Chair, Psychologist
Gen Ed, Spec Ed
Guardian
Related Service Staff
(if requested appropriate)

Discuss need for direct

instruction
Determine eligibility using
criteria
Draft an IEP, if appropriate
a. goals/objectives
b. accommodations/supp aides
c. assistive technology
d. services
e. least restrictive environment

IEP Monitoring
Following initial eligibility determination:
Annual review

Program review

Held no later than 364 days following

initial

Held at any time at the request of any

team member

Update all portions of the IEP

Review areas of concern

Progress reports

Triennial review

Quarterly

Held no later than 3 years after the

initial date

Review progress or lack of progress

toward each IEP goal

Assessments are requested

Determine continued eligibility and
appropriateness of services