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OPERATING GUIDELINES Table of Contents i LEGAL REFERENCE ............................................................................................................... ........................ XII I: PUBLIC AWARENESS/CHILD FIND/ENROLLMENT PROCESS ................................................................. 1 C HILD F IND .............................................................................................................................. .......................... 1 P UBLIC A WARENESS .............................................................................................................................. ............ 1 C AMPUS R ESPONSIBILITIES .............................................................................................................................. .. 1 P ARENTAL I NVOLVEMENT .............................................................................................................................. ..... 1 Parent and School Support Team ................................................................................................ ............... amily Support Cooperative ..................................................................................................... ................... C HILD F IND F OR I NFANTS .............................................................................................................................. ..... 2 T RANSITION A CTIVITIES FOR S TUDENTS E XITING ECI P ROGRAMS ........................................................................ 2 P RESCHOOL P ROGRAM FOR C HILDREN WITH D ISABILITIES (PPCD) ...................................................................... 3 M EASURING E ARLY C HILDHOOD O UTCOMES (ECO) ............................................................................................ 4 eportin euirements for the Child Outcomes .................................................................................... . ENTRY definition: ............................................................................................................. ........................ 5 EXIT definition: .............................................................................................................. ........................... 5 S PECIAL E DUCATION R EFERRAL P ROCESS ......................................................................................................... 5 eferral for ull and Individual Initial Evaluation IIE ......................................................................... ...... G ENERAL E DUCATION P ROBLEM S OLVING /C HILD S TUDY T EAM (CST) ................................................................. 6 Overview of Austin ISD’s Child Study Team Process ............................................................................. .... 6 Step 1: Deliver Tier 1 supports to all students ............................................................................... .......... 6 Step 2: Identify students in need of additional support ....................................................................... ..... 6 Step 3: Engage in a problem-solving process with colleagues for Tier 2 challenges .............................. 6 Step 4: Progress monitor interventions (3-9 weeks) ............................................................................ .... 7 Step 5: Refer the student to the Child Study Team for more intensive staffing ....................................... 7 Step 6: Child Study Team staffs student for Tier 3 interventions and supports ....................................... 7 Step 7: Progress monitor interventions (3-9 weeks) ............................................................................ .... 7 Step 8: Consideration for further evaluation .................................................................................. .......... 7 Evaluation Timelines .......................................................................................................... .......................... 8 Special Circumstances to be Considered by the CST ............................................................................. .... 8 Parent Request for a Child Study Team Staffing: ............................................................................... ..... 8 Speech/Language: .............................................................................................................. ..................... 8 504 Referral: ................................................................................................................. ............................ 8 Urgent Need (e.g. Death in the family, homelessness): ......................................................................... . 9 Safety Concerns: .............................................................................................................. ........................ 9 Attendance: ................................................................................................................... ........................... 9 CST Process for Students Currently Served by Special Education ............................................................ 9 We have an obligation to identify every area of suspected disability. The main issue in considering referral for students already receiving special education services is whether the referral will limit the student’s access to the general education curriculum or their ability to participate in the same statewide assessment as their non-disabled, “typically developing” peers. Each student must be considered individually; some may move through the process more quickly. .................................................................................... ........ 9 PPCD .......................................................................................................................... ............................. 9 Requesting additional evaluation for a child currently being served in a PPCD classroom does not require a return to CST or approval from the SEES and/or Speech Supervisors. There are few general education interventions available for this age group. If additional disability is being considered, schedule an ARD/Evaluation Planning Meeting. .............................................................................................. .............. 9 Suspected Learning Disability/ED .............................................................................................. .............. 9 If a learning disability or an emotional disturbance is suspected, the Child Study Process should be followed ...................................................................................................................... ............................... 9 Other Suspected Disabilities .................................................................................................. .................. 9 If campus staff, parent, or another service provider have concerns or an outside diagnosis that support the suspicion of an additional disability, a staffing must be scheduled to discuss the concern. The team should include, but is not limited to, a general education teacher who knows the student, all special education service providers, and evaluation staff. (The SLP must be included if a speech impairment is suspected.)
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