TIMELINE AND REFERRAL PROCESS FOR …

1 1to1 Aide Flow Chart 2011 TIMELINE AND REFERRAL PROCESS FOR DETERMINING THE NEED FOR ADDITIONAL PARAPROFESSIONAL SUPPORT Student Name:_____ Person Initiating Request:_____ Staff Parent Date:_____ Residence LEA:_____ Enrolled LEA:_____ The PROCESS to determine the need for additional assistance is initiated when the staff or parent recommends that the IEP team consider the addition of paraprofessional support to the student's special education program. The student s unique needs are currently met through: The implementation of changes to instructional delivery and classroom environment. Accommodations/modifications that are in place. Annual IEP Goals to address student needs. Behavior Support Plan (BSP). Functional Analysis Assessment (FAA).

2 The provision of direct instruction to the student on how to use current supports/accommodations. The use of existing site/classroom paraprofessionals/staff . Peer support. The implementation of a Specialized Health Care Plan, if appropriate Check the area of intensive need that may require additional paraprofessional support: Instruction/Academic Health & Safety/Personal Care Behavior If the student is served outside of the district of residence, the serving LEA/nonpublic school of enrollment has communicated this REFERRAL to the district of residence. _____ _____ Administrator Signature Date Administrator signature to authorize the initiation of Step One (below) _____ _____ Administrator Signature Date DATE OF COMPLETION TIMELINE & STEPS PROCESS INITIATED _____ _____ STEP ONE 15 DAYS The student's case manager or department chair contacts the program administrator.

3 If the request or recommendation was made by the parent, the program administrator will respond in writing to the parent within 15 days, describing the district's intent to follow the Procedural Guidelines to determine the need for paraprofessional assistance. The appropriate case manager or administrator and the referring staff member or parent, complete Forms A-1 and A-2: Request for Additional Paraprofessional Assistance. 1to1 Aide Flow Chart 2011 _____ _____ _____ _____ STEP TWO CASE MANAGER OR ADMINISTRATOR CONVENES THE IEP TEAM 15 DAYS TO DEVELOP ASSESSMENT PLAN The IEP team reviews the information presented in Forms A-1 and A-2. The IEP team completes Forms B-1 using the B-2 matrix. Completion of these forms will assist the team in identification of target needs, critical aspects of the program, and available resources.

4 The IEP team determines whether additional assistance is needed. The IEP team may determine that: A. No additional assistance is required. In this case, the IEP team identifies other strategies and services to be included in the IEP, attaches Forms A and B to the IEP, provides prior written notice to the parents of the team's decision, and determines the next review date. B. Additional information is required in order to make a decision. In this case, the IEP team completes an assessment plan for parent signature and provides the parent with a copy of the Procedural Safeguards. Proceed to Step 3. C. Additional assistance is required for this student. Complete Form D and proceed to Step 4. _____ STEP THREE REFER FOR DIAGNOSTIC REVIEW 60 DAYS TO CONVENE THE IEP MEETING The IEP team determines the method of data collection and which staff members will be responsible for completing Forms C-1: Observational Evaluation to Determine the Need for Additional Support, and C-2: School Day Description.

5 Participants might include: school psychologist, special education teacher, nurse, behaviorist, speech/language pathologist, occupational therapist, program specialist, program manager and/or paraprofessional. Assigned staff members complete the following tasks: Conduct observations. Obtain input from other appropriate staff and parents. Verify implementation of Behavior Support Plan or Positive Behavior Intervention Plan. Review records for current level of performance, standardized test results and attendance. Assess changes in the learning environment that would change level of support needed. Identify existing interventions and their effectiveness. Identify existing goals that require additional support and determine if new goals are needed.

6 Complete Form D: Summary Report of Findings. Schedule IEP meeting within 60 days of receipt of signed assessment plan. _____ _____ STEP FOUR IEP REVISION AT THE IEP MEETING FOLLOW-UP If it is determined that the student requires additional paraprofessional assistance, the IEP team will: Document that alternatives were considered (Review Form D). Develop goal and objectives that address the independent functional skills that need to be taught in order for paraprofessional assistance to be appropriately faded. Note frequency, duration and location of the paraprofessional services on the IEP form. Note behavioral supports required, and changes to the Behavior Support Plan or Positive Behavioral Intervention Plan to reflect the additional support provided.

7 Develop a training plan for the paraprofessional assigned to the program. Identify what communication system has been developed between the teacher, paraprofessional, and parent. Schedule a review of the student s program and need for additional assistance (Form B) within 6 months. In cases of ongoing medical need, review may be scheduled up to one year from date of this IEP meeting.