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Signs & Signals Screening Evaluation Evaluation Report Progress & Reevaluation
Primary
Goal
Support
Process-
Based
Opportunities
Emotional
Experience
Global
Opportunities
Stages
Process &
Documents
Student/Parent Experience
Guiding Principles
Help parents and students navigate the special education
process by providing information and guidance.
Provide access to consolidated information about
process, people, and resources to support students.
Humanize process by orienting the experience around
building a circle of support of people and other resources.
Provide a secure framework for the utilization and
exchange of student information to improve outcomes.
Transition
At-birth
diagnosis
Parent notices
behavioral issue
Hearing
test
Physician diagnoses
hearing impairment
Teacher observes
reading deficiency
4-yr university /
community collegeAcademic
assessments
Report cards /
attendance records
Classroom
observation
HHS preschool
recommendation
must evaluate
within 60 days
multiple potential
followups to manage
IEP/ILP process: goal
setting, intervention
tracking, celebrating
goal achievement.
multiple potential
2-3 year reevaluation
cycles.
no IEP
Parent must identify signs & signals of
potential disability at home or in school,
and learn about how to find appropriate
support for child. If child is diagnosed at
birth, parent proceeds to evaluation and
IEP report stage.
Resources to help identify whether child
has special need.
Resources to help families of students with
physical disabilities.
uncertainty, fear, anxiety, helplessness
Resource or tool to inform parents about
questions to ask in the context of the
phase.
out-of-school
in-school
If student exhibits signs of a special need,
parent and school perform different types
of screening. Screening process varies
between disability types. Additionally,
school, parent and community provide
student with “natural supports”, Universal
and/or classroom-based interventions.
Resource for information about screening
process, legal requirements, and forms of
screening available in and out of school.
Descriptions, definitions and examples of
natural support and universal intervention.
Resource that connects parents with
natural supports outside of school.
Resource that explains response to
intervention at the school level.
confusion about the process, feeling of
inequity, helplessness, anxiety, anger
about process and lack of control
Resource that describes roles and respon-
sibilities in and out of school at each step
in process.
Parent can request a formal evaluation
of child by a school psychologist to
determine whether accommodations
and an individualized education program
are necessary. Evaluations may also be
performed by independent professionals.
Resource that explains the evaluation
process in a step-by-step fashion.
Resource to explain legal framework for
evaluation process. (Rights of the child.)
fear, anxiety, financial worry, concern for
equitable treatment of child, confusion
about school’s legal requirements
Resource that describes the data access,
security, and privacy framework and
implications. (HHS, PII, etc.)
Receive results of the evaluation report
containing: recommendation, category
of disability (if one has been identified),
diagnosis, IEP goals, strengths and
needs of the student. If an IEP has been
recommended, parent will receive a
procedural safeguard document.
Resource that describes appeal process,
re-evaluation and legal framework.
Resource that provides step-by-step
walkthrough of procedural safeguard, and
its implications.
Resource that describes next steps for a
child that has/does not have an IEP.
confusion, deluge of documentation
and legal information, anxiety, anger at
diagnosis, worry about labeling child
Resources to help find parents like me.
Goalbook
Review annual progress. Modify and
update IEP goals. Review interventions,
both in and out of school, to determine
progress and achievement of IEP goals.
Resource that collects and presents
parents with available resources, service
providers, and other tools to help my child
succeed and achieve goals.
Resource or tool to help parents track
progress aligned to goals and curriculum
skills.
when goals are met, positive feelings;
when goals are not met, negative feelings,
fear and anxiety; helplessness; agency
Resource that provides parent/teacher and
advocate ratings and reviews of service
providers in local/regional areas.
Goalbook
Provide transition plan detailing transition
of student out of school and into the work-
place. Required for students aged 14 or
older.
Resource that helps parents and students
find service providers, and other resources
to help students transition out of HS.
Resource that describes the types of
supports available for students after HS.
Resource that lists vocational, technical,
career, or educational service providers
that help child prepare for a career.
fear, anxiety, confusion about how the
process and legal requirements vary from
those that apply in the school environment
Resource or tool to help parents track
meetings, documents, evaluations, assess-
ments, reports, and other interactions.
nonlinear, nonstandard, potentially cyclical nonlinear, nonstandard, potentially cyclical linear, multi-input, potentially cyclical eval meeting; 1-month & periodic followups annual IEP review, 2-3 year reevaluations student-specific, nonlinear
Physical /
cognitive
evaluations
Permission
to evaluate
Procedural
safeguard
Occupational/
vocational rehab
Transition
plan (14+)
Transition
plan (14+)
Trade
school
Evaluation
report
Physical
therapy
Agreement
to waive
reevaluation
Request for
independent
evaluation
Individualized
education/learning
program
Request for
reimbursement
meeting | decision point journey through process
required documentation potentially cyclical stage
IEPIEP
Evaluation
report
RyeCatcher Education PBC (c) 2014

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Special Education Process Guide for Parents

  • 1. Signs & Signals Screening Evaluation Evaluation Report Progress & Reevaluation Primary Goal Support Process- Based Opportunities Emotional Experience Global Opportunities Stages Process & Documents Student/Parent Experience Guiding Principles Help parents and students navigate the special education process by providing information and guidance. Provide access to consolidated information about process, people, and resources to support students. Humanize process by orienting the experience around building a circle of support of people and other resources. Provide a secure framework for the utilization and exchange of student information to improve outcomes. Transition At-birth diagnosis Parent notices behavioral issue Hearing test Physician diagnoses hearing impairment Teacher observes reading deficiency 4-yr university / community collegeAcademic assessments Report cards / attendance records Classroom observation HHS preschool recommendation must evaluate within 60 days multiple potential followups to manage IEP/ILP process: goal setting, intervention tracking, celebrating goal achievement. multiple potential 2-3 year reevaluation cycles. no IEP Parent must identify signs & signals of potential disability at home or in school, and learn about how to find appropriate support for child. If child is diagnosed at birth, parent proceeds to evaluation and IEP report stage. Resources to help identify whether child has special need. Resources to help families of students with physical disabilities. uncertainty, fear, anxiety, helplessness Resource or tool to inform parents about questions to ask in the context of the phase. out-of-school in-school If student exhibits signs of a special need, parent and school perform different types of screening. Screening process varies between disability types. Additionally, school, parent and community provide student with “natural supports”, Universal and/or classroom-based interventions. Resource for information about screening process, legal requirements, and forms of screening available in and out of school. Descriptions, definitions and examples of natural support and universal intervention. Resource that connects parents with natural supports outside of school. Resource that explains response to intervention at the school level. confusion about the process, feeling of inequity, helplessness, anxiety, anger about process and lack of control Resource that describes roles and respon- sibilities in and out of school at each step in process. Parent can request a formal evaluation of child by a school psychologist to determine whether accommodations and an individualized education program are necessary. Evaluations may also be performed by independent professionals. Resource that explains the evaluation process in a step-by-step fashion. Resource to explain legal framework for evaluation process. (Rights of the child.) fear, anxiety, financial worry, concern for equitable treatment of child, confusion about school’s legal requirements Resource that describes the data access, security, and privacy framework and implications. (HHS, PII, etc.) Receive results of the evaluation report containing: recommendation, category of disability (if one has been identified), diagnosis, IEP goals, strengths and needs of the student. If an IEP has been recommended, parent will receive a procedural safeguard document. Resource that describes appeal process, re-evaluation and legal framework. Resource that provides step-by-step walkthrough of procedural safeguard, and its implications. Resource that describes next steps for a child that has/does not have an IEP. confusion, deluge of documentation and legal information, anxiety, anger at diagnosis, worry about labeling child Resources to help find parents like me. Goalbook Review annual progress. Modify and update IEP goals. Review interventions, both in and out of school, to determine progress and achievement of IEP goals. Resource that collects and presents parents with available resources, service providers, and other tools to help my child succeed and achieve goals. Resource or tool to help parents track progress aligned to goals and curriculum skills. when goals are met, positive feelings; when goals are not met, negative feelings, fear and anxiety; helplessness; agency Resource that provides parent/teacher and advocate ratings and reviews of service providers in local/regional areas. Goalbook Provide transition plan detailing transition of student out of school and into the work- place. Required for students aged 14 or older. Resource that helps parents and students find service providers, and other resources to help students transition out of HS. Resource that describes the types of supports available for students after HS. Resource that lists vocational, technical, career, or educational service providers that help child prepare for a career. fear, anxiety, confusion about how the process and legal requirements vary from those that apply in the school environment Resource or tool to help parents track meetings, documents, evaluations, assess- ments, reports, and other interactions. nonlinear, nonstandard, potentially cyclical nonlinear, nonstandard, potentially cyclical linear, multi-input, potentially cyclical eval meeting; 1-month & periodic followups annual IEP review, 2-3 year reevaluations student-specific, nonlinear Physical / cognitive evaluations Permission to evaluate Procedural safeguard Occupational/ vocational rehab Transition plan (14+) Transition plan (14+) Trade school Evaluation report Physical therapy Agreement to waive reevaluation Request for independent evaluation Individualized education/learning program Request for reimbursement meeting | decision point journey through process required documentation potentially cyclical stage IEPIEP Evaluation report RyeCatcher Education PBC (c) 2014