Specially designed instruction.
Services available at no cost to parents.
Instruction designed to meet the needs of a child with a disability.
Instruction provided in the most typical and least restrictive setting appropriate for the child.
All of the above
Child find is reporting document title referring to the process of locating a previously missing student, e.g. on a field trip or hidden on school grounds, for whom a school district is responsible.
Child Find is an on-going recruitment process comprised of public relations events and media applications designed to increase student enrollment.
Child Find is a continuous process of public awareness activities, screening and evaluation designed to locate, identify, and refer as early as possible all young children with disabilities and their families who are in need Special Education services.
Child Find is the process of designating as many students as possible who are struggling academically as special education students for the purposes of securing federal reimbursement dollars.
Child find is the process of locating a previously missing student, e.g. on a field trip or hidden on school grounds, for whom a school district is responsible.
Pre-referral interventions are a combination of classroom day to day strategies and techniques that most teachers are doing already to solve academic and behavior problems in their classrooms.
Pre-referral interventions are documented in communications with school staff and parents that a particular student needs special education services.
Pre-referral interventions are planned, systematic, and documented efforts by a problem-solving team to resolve apparent learning or behavioral problems within a regular education setting.
Pre-referral interventions are documented guidelines students are expected to follow when completing standardized tests.
All of the above
Because it is required by state law.
Because it is best practice to try reasonable accommodations and modifications before a special education referral.
Because the special education evaluation is a lengthy and taxing process for students and parents with emotional and life-long considerations, especially taking into account that students may not qualify. Often strategies that draw on individual strengths to meet educational needs may be all that is needed for successful academic or behavioral improvement.
All of the above.
None of the above
Encourage the student’s parents to request a special education evaluation.
Make a referral to the RRT who alone may waive the pre-referral requirement when they determine the student’s need for the assessment is urgent.
Contact a special education teacher and arrange for mutually agreed upon services.
Any procedure would be acceptable.
None of the above.
It depends on the age of the child
It depends on the education model the school uses.
The IEP team will determine the level of the general education teacher's involvement.
It does not matter as long as the interventions being used are of high quality and administered with fidelity.
There is no specified timeline mandated by law.
30 days for academic reasons, 6 months for behavioral concerns.
The RRT team should determine this at the initial pre-referral meeting.
Answers A, B, and D
A variety of services based on individual student needs, the IEP team determines the most appropriate type and location of services provided in the least restrictive environment.
Early Intervention services (Birth to 3) typically in the child’s natural environment, which would be the home or daycare setting and Early and Childhood Special Education services (3 to 5) ranging from non-inclusion to full inclusion depending on the needs of the child and which may include small group instruction to help children work on targeted skills and one-on-one instruction depending on the needs of the child.
Services designed to prepare students with disabilities to progress and move from high school to community life and employment including the transition areas of Jobs and job training, Recreation and leisure, Post-secondary education and training, Home living/daily living skills, and Community participation.
Indirect services, where the service provider consults with other team members, but does not provide face to face service with the student and direct services, time that the student is personally involved with the service provider.
All of the above.