1. The multidisciplinary evaluation team
A. Function and Purpose - A team approach (many values, perspectives, ideas) provides greater accuracy in the decision making process of identifying the student's academic, social, and vocational needs and in developing an individualized educational program to meet those needs. The team functions to support students needing special education and related services, and to help keep students in the regular educational settings. Membership requires a shared responsibility and open communication in the form of collaboration and not just coordination.
Membership may vary, but regular, special, and vocational education are represented by teachers, administrators, and appropriate specialists serving in selected roles such as therapists, counselors, psychologists, bilingual teachers, and curriculum specialists. Parents, students, student's peers, and others can also serve on the team. Continuity of team membership is important and the team should be school based with some freedom to adjust membership in response to the perceived needs of referred pupils. Major functions of the team include:
1. Determining if the student is a student with a disability and requires special education services;
2. Planning and evaluating educational experiences of students who have been identified as in need of special education services; and
3. Developing a plan of action that meets the educational, social, and vocational needs of students with disabilities without placing them in special education and, if necessary, identifying the student's unique needs in order to develop an individualized educational program.
Basic multidisciplinary team activities include:
1. Receiving and evaluating initial referrals of students who are experiencing difficulty in the regular class or who are in need of special education on entering the educational system.
2. Developing intervention strategies that may be used in the regular class for those students who will benefit most from regular education with provided modifications.
3. Initiating the assessment process for students who are suspected of having a disability.
4. Reviewing student assessment data and existing information.
5. Developing an individualized educational program for the student.
6. Deciding on the appropriate placement for the student.
7. Acting as a support system for educators who serve students with special needs.
Note: Exact purposes of the multidisciplinary team may vary among local school districts. Some teams
work only during the prereferral stage attempting to keep the student in the regular classroom (S-Team), some teams work on both prereferral (informal stage) and referral (formal stage) (S-Team), and some teams work on formal assessment, IEP development, and placement (IEP Team).
B. Multidisciplinary evaluation team members
(a) Administrators - The site administrator, principal or assistant principal is an essential member of the team. Why? The administrator should be aware of specific resources and expertise within the school building. In addition, administrators are qualified to supervise the program and can commit necessary resources.
Specific responsibilities include:
· Completing administrative arrangements for team meetings, such as scheduling the date, time, and place for meetings.
· Preparing an organized agenda for the meeting.
· Identifying critical personnel and inviting them to the meeting.
· Inviting parents to the meeting.
· Chairing the meeting or appointing a designee.
· Encouraging each team member to participate actively during the meeting.
· Ensuring that each person knows what action the team recommends, who is responsible for implementation, and what resources are needed to support implementation adequately.
· Communicating administrative support of the team to all members of the school community.
· Promoting and committing resources to secure needed technical assistance.
· Identifying needed topics for in-service and developmental training.
(b) Regular education teachers - The regular education teacher and the special education teacher should have a shared and equal responsibility to all the children in the classroom. Typically, the regular education teacher's role is devoted to the presentation of subject matter in the classroom, and is ultimately in charge of instruction in the classroom. However, the role of the regular education teacher is expanded to include:
· helping to develop, review, and revise the IEP
· determining appropriate positive behavioral interventions and strategies for the student
· helping to determine supplementary aids and services, and program modifications for the student
· identifying supports that school personnel need to help the student progress in the general curriculum
The teacher typically assumes responsibility for maintaining communication between the school and home. The teacher keeps parents informed about the student's educational achievement and reports grades and explains the educational program.
(c) Special education teachers - the special educator's role is that of individualizing, diagnosing, and modifying curriculum. Historically, the special education teacher taught students with disabilities in self-contained classes. The role of the special education teacher in inclusive schools has shifted to include:
1. providing assessment and instructional planning for the student in the mainstream setting;
2. conducting remedial and tutorial instruction;
3. providing consultation to the regular class teacher (team teaching);
4. participating in the school's assessment and eligibility teams; and,
5. searching for ways of integrating special education students into all aspects of the schools program including extracurricular activities.
As a member of the multidisciplinary team, the special education teacher can offer suggestions for modifying instruction, consulting with the regular education teacher, identifying resources, alternative learning materials, and assistive devices.
Working together, the special education and regular education teachers can help parents in the following ways:
· Learn as much as possible about the student from the parents.
· Provide information regarding the student's disability as well as the rights of the parents in the IEP process and their role as team members.
· Explain the process and terms of the eligibility and IEP meeting (many school districts have parent manuals or brochures). Help the parents during the IEP process making sure their ideas, concerns, and views are expressed and heard.
· Provide parents with narrative reports and suggestions on how to work with their child at home.
· Assist the student and the student's parents in the planning of the student's future after leaving school (transition services).
· Act as the student's advocate, i.e., represent the interests, preferences, and rights of the student or parents.
(e) Students - Students should be invited and taught to be active participants in their own IEP process. They should be taught self-determination skills and how to set their own life goals and objectives.
(f) School psychologists - The school psychologist may assume the following responsibilities:
· Complete a thorough assessment of the child to determine eligibility for special programs and services.
· Analyze and interpret assessment data for parents and other team members.
· Participate in identification of curricula modifications and instructional interventions appropriate to the identified needs of the pupil.
· Conduct follow-up observations to determine the success of modifications and interventions.
(g) Related Services personnel - Related support people (to assist the regular education and special education teachers) include:
· Speech-language therapists
· Occupational therapists
· Physical therapists
· Vision specialists
· Medical personnel, such as nurses and dietitians
· Social workers
· Counselors and mental health personnel
· Adaptive physical education teachers
· Vocational specialists
· Others
C. Rights of parents
and students - Students with disabilities and their parents are guaranteed due
process rights in determining special education eligibility, evaluation of
their child, placement in the LRE, and provision of a free appropriate public
education (FAPE). A copy of the
procedural safeguards must be made available to the parents of a child with a
disability upon:
(a) initial referral for an evaluation;
(b) upon each
notification of an individualized education program meeting;
(c) upon
reevaluation of the child; and
(d) upon registration of a complaint.
Procedural safeguards include:
· independent educational evaluation
· prior written notice
· parental consent
· access to educational records
· opportunity to present complaints
· the child’s placement during pendency of due process proceedings
· procedures for students who are subject to placement in an interim alternative educational setting;
· requirements for unilateral placement by parents of children in private schools at public expense;
· mediation (a system in which parents and schools may voluntarily participate);
· due process hearings, including requirements for disclosure of evaluation results and recommendations;
· state-level appeals
· civil actions; and
· attorneys’ fees
Note: Policies and procedures on such things as time lines for assessment, eligibility determination and placement, composition of educational teams, procedures for parental notice and consent, and the process for examination of student records may vary from state to state. It is important to know Tennessee’s regulations.
2. Functional Phases of the Team
Prereferral is not mandated, it is suggested by experts. The primary purpose of the prereferral process is to reduce inappropriate referral of students for formal assessment, thereby enabling students to remain in regular class settings and avoid the possible mislabeling of students as having a disability.
Note: teachers typically and routinely conduct Preferral activities. That is, the teacher modifies instruction, learning environment, instructional day, learner tasks, or manages classroom behavior.
Several positive
effects of prereferral:
1. A decrease in the
number of students traditionally referred for special education services.
2. A decrease in the
cost of funding for special education programs.
3. Improved
instructional outcomes resulting from the prereferral procedures.
4. Improved school
climate.
5. Reduces the delay
between referral and intervention (shortens the diagnostic process).
6. Uses existing,
current student data or information.
7. It relies on the
expertise of classroom teachers who know the students best.
8. Prereferral affords direct benefit to the students with mild disabilities by increasing their opportunities in mainstream settings, improving their chances of success with the regular curriculum, and helping them avoid the stigma that is often associated with a disability label.
If a student continues to have difficulty after prereferral activities, referral to the multidisciplinary team for formal assessment is made. This begins the formal special education process. The initial referral may come from sources other than the prereferral team. Classroom teachers, parents or guardians or other professionals may refer a student for assessment.
Student’s problem is identified. The regular education teacher, typically, will make the referral for special assistance. Accordingly, the regular education teacher identifies a learning problem and then collects as much information as possible relative to the student's specialized needs. The student's difficulties should be based on recorded observations. The teacher should make a clear statement of the student’s needs, (i.e., primary purpose of the request for assistance). The referral should include:
· A clear and concise description of the student's present level of functioning
· A brief summary of the student's learning strengths
· The student’s unique learning style
· A prioritized list of the student's learning needs
· A brief description of the student's social interactions with peers
· A description of the problem that is interfering with school success
· A summary of the interventions that have been tried -- what worked and what did not work
After prior parental notice and consent have been given and an individual assessment is under way, the teacher should continue to observe the student in a variety of learning situations. A history of the student's problem can provide valuable information by describing the frequency with which the behavior occurs and under what conditions. It is recommended that teachers collect representative samples of the student's work, particularly if the student's problem is poor academic achievement.
Typically, an administrator assumes responsibility for calling the team meeting, arranging for physical space for the meeting, setting the team agenda, and notifying all prospective participants. The team meets primarily to review the referral, clarify the problem, and determine the next step in the process (i.e., provide suggestions for instructional and/or behavioral modifications and return the student to the regular class or refer the student for special assessment).
When modifications of the program result in failed student performance and achievement, the team may refer the students to be evaluated to determine if the child is a child with a disability and requires special educational services. At this time, formal assessment of the student takes place. The law requires:
1. Written notice is given to all parents and guardians.
2. Parents must give written permission for the team to evaluate and place their child.
3. In conducting an evaluation, the local educational agency shall:
A) use a variety of assessment tools and strategies to gather relevant functional and developmental information, including information provided by the parent, that may assist in determining whether the child is a child with a disability and the content of the child’s individualized education program, including information related to enabling the child to be involved in and progress in the general curriculum or, for preschool children, to participate in appropriate activities;
[Note that the emphasis is on gathering information that is instructionally relevant, i.e., information that can be used to determine the content of the IEP and to help the student progress in the general curriculum.]
B) not use any single procedure as the sole criterion for determining whether a child is a child with a disability or determining an appropriate educational program for the child; and
C) use technically sound instruments that assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors.
4. In addition, the local educational agency shall ensure that:
A) tests and other evaluation materials used to assess a child under this section are: (a) selected and administered so as not to be discriminatory on a racial or cultural basis; and (b) provided and administered in the child’s native language or other mode of communication, unless it is clearly not feasible to do so; and
B) any standardized tests that are given to the child (a) have been validated for the specific purpose for which they are used; (b) are administered by trained and knowledgeable personnel; and (c) are administered in accordance with any instructions provided by the producer of such tests;
C) the student is assessed in all areas of suspected disability; and
D) assessment tools and strategies provide relevant information that directly assists personnel in determining the educational needs of the child are provided.
Upon completion of administration of tests and a review of other existing evaluation materials, the team determines whether the child is a child with a disability. A copy of the evaluation report and the documentation of determination of eligibility are then given to the parent.
In summary, when parental permission for assessing the student is obtained, the assessment is conducted, results are analyzed and a report of findings is written. Based on this assessment, the multidisciplinary evaluation team determines eligibility for special education service.
IEP Team - When the student is determined eligible for special education services; the IEP team meets (not necessarily the same multidisciplinary team) to develop an individualized education program (IEP). IEP team means a group of individuals comprised of:
1. The parents of the student;
2. At least one regular education teacher of the student, (if the student is or may be participating in the regular education environment);
3. At least one special education teacher, or where appropriate, at least one special education service provider of the student;
4. A representative of the school district who is (a) qualified to provide or supervise the provision of special education; (b) knowledgeable about the general curriculum; and (c) knowledgeable about the availability of resources of the district.
5. An individual who can interpret the instructional implications of evaluation results (can be one on the other members of the IEP team);
6. At the discretion of the parent or the school district, others who have knowledge or special expertise regarding the child, including related services personnel, as appropriate; and
7. Where appropriate the student with the disability.
1. A statement of the student's present level of educational performance;
2. A statement of measurable annual goals, including benchmarks or short-term objectives related to: (a) meeting the student’s needs that result from the child’s disability to enable the student to be involved in and progress in the general curriculum; and (b) meeting each of the student’s other education needs that result from the student’s disability;
3. A statement of the specific special education and related services and supplementary aids and services to be provided to the student in order for the student to: (a) advance appropriately toward attaining the annual goals; (b) be involved and progress in the general curriculum and to participate in extracurricular and other nonacademic activities; and (c) be educated and participate with nondisabled students in the general curriculum and in extracurricular and other non-academic activities;
4. An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class, in the general curriculum and in other activities (extracurricular and other nonacademic activities);
5. A statement of any individual modifications needed for the student to participate in state- and district-wide assessments and if the IEP team determines that the child will not participate in such assessments, a statement of why such assessments are not appropriate and how the child will be assessed; Tennessee currently requires that all students be assessed, either through the TCAP or TCAP-Alternative which is a portfolio assessment for the profoundly or severely disabled who cannot communicate via a written state assessment. The state anticipates that this number will be less than 2% statewide.
6. The projected dates for initiation of services and anticipated duration of the services;
7. Beginning at age 14, a statement of the student’s transition service needs focusing on the student’s course of study (such as participation in advance-placement courses or vocational education programs); Beginning at age 16 (or younger if appropriate),a statement of needed transition services, including interagency responsibilities and linkages; Beginning at least one year before the child reaches age of majority under state law, a statement that the child has been informed of his or her rights that will transfer to the child on reaching age of majority; and
8. A statement of how the student’s progress toward the annual goals will be measured, and how parents will be regularly informed (by such means as report cards), at least as often as parents of nondisabled students are informed, of their nondisabled student’s progress toward goals, and the extent to which the progress is sufficient to enable the student to achieve the goals by the end of the year.
(emphasis on general education )
Factors to Consider when Developing the IEP
The IDEA Amendments of 1997 add specific factors that the IEP team must consider when developing a child’s IEP. Most notably, the team must consider behavior issues and the specific communication needs of the child; if he or she is blind or visually impaired, of limited English proficiency, or deaf or hard of hearing.
A. In general, when developing each child’s IEP, the IEP Team shall consider (a) the strengths of the child and the concerns of the parents for enhancing the education of their child; and (b) the results of the initial evaluation or most recent evaluation of the child.
B. Special Factors
a) in the case of a child whose behavior impedes his or her learning or that of others, consider, when appropriate, strategies, including positive behavioral interventions, strategies, and supports to address that behavior;
b) in the case of a child with limited English proficiency, consider the language needs of the child as such needs relate to the child’s IEP;
c) in the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP Team determines, after an evaluation of the child’s reading and writing skills, needs, and appropriate reading and writing media, that instruction in Braille or the use of Braille is not appropriate for the child;
d) consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level and full range of needs, including opportunities for direct instruction in the child’s language and communication mode; and
e) consider whether the child requires assistive devices and services.
C. Role of the Regular Education Teacher
The regular education teacher of the child, as a member of the IEP Team, shall, to the extent appropriate, participate in the development of the IEP of the child, including the determination of appropriate positive behavioral interventions, and strategies and the determination of supplementary aids and services, program modifications, and support for school personnel.
Sevier County School System shall ensure that the IEP Team (a) reviews the child’s IEP periodically, but not less than annually to determine whether the annual goals for the child are being achieved; and (b) revises the IEP as appropriate to address (I) any lack of expected progress toward the annual goals and in the general curriculum, where appropriate; (II) the results of any reevaluation; (III) information about the child provided to, or by, the parents; (IV) the child’s anticipated needs; or (V) other matters.
The regular education teacher of the child, as a member of the IEP Team, shall, to the extent appropriate, participate in the review and revision of the IEP of the child.
1. To ensure professional accountability for providing appropriate educational services to individuals with disabilities.
2. To ensure an individualized educational program to meet the academic, social, and vocational needs of individuals with disabilities in the least restrictive environment.
3. To ensure parent participation
4. To ensure collaborative and open communication among all personnel working with an individual with a disability.
Note: The IEP is a written agreement of resources, special education, and related services to be provided. It is also a vehicle for determining if a child is progressing toward the stated educational outcomes. The IEP represents a commitment of resources to the student and should reflect the best thinking of every member of the IEP Team.
Phase V: Support in the mainstream – IDEA mandates the placement of pupils with disabilities in settings with peers without disabilities to the maximum extent possible, and requires an explanation of why they are not in the regular education setting when excluded. The IEP team has the legally mandated responsibility to monitor the student's special education program. A monitoring plan should be built into the student's IEP.