Child study teams provide school districts with an established structure for following screening, pre‐referral, referral, and classification procedures. In turn, teachers should be knowledgeable of their role and responsibilities within the child study team process. This ensures pre‐referral strategies are implemented with fidelity within the classroom setting and data is collected concerning student’s strengths and weaknesses to fully inform decision making.
Design a 10‐15 slide digital presentation for general education teachers detailing the following about child study teams:
- An engaging title section as well as appropriate text, graphics, and layout.
- Why a child study team would be assembled and who would be a part of the team. Explain each team member’s role.
- The differences between screening, pre‐referral, and classification procedures.
- Legal definitions and assessment requirements regarding next steps for obtaining a formal special education disability classification. Include when the team can determine that all pre‐referral strategies have been exhausted and the only thing left is to refer the student for a comprehensive evaluation for formal classification under one of IDEA’s disability categories.
- Select one of the IDEA disability categories. Identify and describe 3‐4 resources teachers can use to help determine students’ strengths and weaknesses in consideration of a referral for this chosen disability category.
In addition to the presentation, create a supplemental handout that briefly explain three classroom pre‐referral instructional strategies that could be used to provide documentation of targeted supports for a student not making adequate progress.
Support your findings with 2‐3 scholarly resources.
Purpose, Team Formation, and Team Member Roles
10.0
Professionally explains why a child study team would be assembled, and who would be a part of the team. Descriptions of team member roles are insightful and thorough.
Screening, Pre-Referral, and Classification
15.0
Thoroughly distinguishes differences between screening, pre-referral, and classification procedures.
Legal Definitions and Procedures for Formal Classification
15.0
The legal definitions and assessment requirements explanation regarding when the team might determine that all pre-referral strategies have been exhausted is comprehensive. An in-depth explanation of when a referral for a comprehensive evaluation is the appropriate next step is given.
Referral Sources
15.0
Presentation selects one of the IDEA disability categories and skillfully identifies and describes 3-4 resources teachers can use to help determine students’ strengths and weaknesses in consideration of a referral for the chosen disability category.
Handout
15.0
Handout skillfully describes three classroom pre-referral instructional strategies that could be used to provide documentation of targeted supports for a student not making adequate progress.
Research
5.0
Research is supportive of the information presented. Sources are timely, distinctive and clearly address all the criteria stated in the assignment.
Overall Presentation
5.0
The work is well presented. The overall appearance is neat and professional. Work would be highly presentable to school colleagues.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Originality
5.0
The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.0
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.