CPM1_Task_4_Language_Learners_and_Special_Education.pptx English Language Learners &

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CPM1_Task_4_Language_Learners_and_Special_Education.pptx English Language Learners & Special Education CPM1 – Task 4 State of Tennessee Regulations and Requirements for Special Educat... ion Services Before an EL (or any) student can be referred for an initial comprehensive evaluation, the Tennessee Department of Education requires that any student who present “at risk” for a specific learning disability will participate in their home schools Response to Intervention (RTI) Program. •This is a data-based program that works to identify “at risk” learners who are struggling in Reading and Math. •In these groups, teachers can target teach to specific needs as they relate to the student. •The child should progress and through data reports and progress monitoring (occurs every 4 weeks), should theoretically not need intervention. •If the data does not show growth or it shows regression, the student can be referred for an initial comprehensive evaluation through Special Education. (TN Department of Education, 2018) State of Tennessee Regulations and Requirements for Special Education Services Initial comprehensive evaluation-Referral - School districts should institute and clearly communicate referral procedures in order to create consistency throughout the district. - When requesting a referral, the requestor (s) must submit all student information that relates to the potential disability, to the referral team. This includes all background information, parent comments and considerations, stud. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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