Submitted October 14, 1986
approved February 27, 1987
The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.
3 APPENDIX 365-634 NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN SUBMITTED OCTOBER 14, 1986 APPROVED FEBRUARY 27, 1987 BOOK 2 of 3 > NORTH LITTLE ROCK SCHOOL DISTRICT SUPPLEMENT TO DESEGREGATION PLAN APPROVED FEBRUARY 27, 1987 ( Du! PROC!SS Sn:PS FOR APPRAISAL SO.VIC! It i.s ~,e intent of ~~is guide to provide necessary infor=tion md foes to insure that the rights guaranteed to individU&l. students and the Sor:~ U:tle Rock Sc~ool District by Public !.aw 94-142, Ark..ulsa.s State Lav 102 of 1973, as Az:lended, md other laga.l actions are protec:ed. 1:l orde:- to h.av-e a :nore thorough understanding of t.he needs of the stude':'lc, assessment should include infor1aation from home, sc.'lool and co=un:.:y i: relevant. :'hese measures of behavior and/or pe:-!or:iianc:e should c=e free a varier:7 of sources. No single procedure is to be used~ ~,e sole cri:2rion for dete:-::i::i.'lg an app'C't)priate education.al progra:n :or t~e s:~de~:. The evalu.ation i.s to be ':ll&de by & team vith t.he child bei::g assessed L'l al! areas related to the suspected ~ability including \lhere appropriate: he.a.1th visiou h e..a:- _' n g soci&l and aiotional status ge:era.l iA~genc:e ac:adadc perfor::ance c0llllltm.ie&1:ive sta.tus :ocor abilities Please remember that a.11 11:eps sbould be followed both for the ?rotection of students a::d the school cil.si:rict. This guide as an at:e:::pc to i~sure cot:ll)liance ~i:h 1981 Stat Deparnent of Education Gu.::.~eli::es h.as also been prepared to help in dec:rea.sing legal vulnerability. Staff of Appraisal Se?"'rices are readily available to ansver any questions concerni~g t~is g~ice. Ne~ in!or:uti.on and for.ns wi..ll be sent as needed to kee? this guide upda:a6. All for:ns should be requested by 11um.ber frot:1 Cu:-:-ic.tl.ar Se:vices/!-!.at:er:.als De?arc:nent:. 00365 l ( CONTEXTS* DUE PROCESS FLOW C-dART ?REPARATIONR ES?ONSIBILIT': DUEP ROCESS ST.M!ARYO F PRINCI?AL !~ A.'ID RES?ONSI3IL::-r srEP l RE:E
l.RAI. For:ns: AS l (Rev. 8-83) Elemencar,Secotldary AS 2 STE? 2 REF=3.RAIC. ONFE.WiCE For:ns: AS 3 AS 4 (Rev. 8-83) AS S (Rev. 8-83) "Parental Rights" STEP 3 RE:E::i...'UI. TO APPRAISAL For:ns: ASS (Rev. 8-83) (Now parental per::u.ssion also) Letter for Social History Social History (Rev. 8-83) STEP 4 EVALUATION STEP 5 EVALUATION/PUC~ CONFE:RDICE For.a.s: AS 8 (Rev. 8-83) AS 9 (Rev. 8-83) STEP 5 EVALUATION/PUC~T/PROGR.\.'!MINGC ONFERE.~CE Forms: IEP pages l, 2 & 3 CnECKSHEEFTO R DUE PROCESS/REFOR.A(IR. ev. 8-83) (cakes place of AS 6) STEP 6 PUC~ ADDITIONALIN FORMATION I. Release of Information For:n: AS 7 (Rev. 8-83) II. Rec:ests Form: AS 11 (New 8-83) III. Parental Permission and Relac:ed Issues i?ROGR.\.R'1E VIEW Form: AS 10 (Rev. 8-83) IEP page 4 00366 Daca Gache-::i:ig I C:Jnsulcac:.oo ~o Solucioo !E!!ll+lorary I ?lace:!!enc RZ:':::,RAl. CONFEREJ!CZ No Solucion RE!'.::3-.'Ul.T O1 A.P? RAISAL,._ _ _. .:U'?!UI SAL S ERV! CES ~Al.UAT:ON CONFERE.~CE..,..--~ ,A I'\ I ?ossi:ile Cur-::ic:.i.lar cnan~es I Fur:her I Referral ~o rl.,UID!C..\P?ING COND!:'ION i I ' I HANDICAPP!~!G CONDITION -----I Fur::ner 1 :'.valuation P:l.OG< l.\i.'1MING CONFBE.'!CE (IE:?) ?LlC21E:lT RECOMMENDED Office of Special Services and Student Affairs ~o PUCZ:-!E:IT RECO~DIDE!) 00367 0 0 (,l C1> (l) ECEHu: STEP I ERSON RESPONSIBLE Fonns) Must be present tlust be invited tidy be included ~ ~~1 /_ ttUNCll'AI. (AS 3) Notification (AS 4) attempts (2) l'E.f.CIIEll or tl.FEHIR N C: Fl<StlN lur:
c/otl1crs ( AS I), (,\S 2) l11f,1r111.il d.il<l .,1 l,,,1 l11~ Teacher Principal or Designee l'arent AtI.east) Persons lAS 5) ~ r PREPARATION/RESPONSIBILITY DUE PROCESS I'll INCll'AI. ("Rights") PARENT (Rev. 8-8)) 11 EXAHINER Observation lntellectual Achievemenl l'erceptual Language Sununary (Social History) (Explanatory 1.etter) (AS 11) for Retest Decision not to r..,fcr Lo Appraisal (AS 9) l'IU NCil'AI. No Handicapping ~ (AS 9) CondiLion ~ Office of SL11Je11t Affairs E.V Pl.,..,~, .. " co ... ...._.. ...... l'lllNCll'AL (AS 9) llandicapping-} Condi Lion (AS 8) Notification (AS 4) attempts (2) Examiner Principal or Oeslgnee Parent AtI.east 3 Persons Teacher Speclul Teacher OLher11 Vt t NC 1. t::llgihlllLy 2. TEP (1 ,2 ,&)) 3. l'laccment reconnuendeJ l. ~a:<.:.::<
=~r::ts avai!able t:J teac:::ers ar:.d pa.re:-:.4:s. 2. :1oci=:,i::g and sc:1eduli::g conferences w 1th parent:s, teac::ers, and exa.ininer s, being sure co obser,e requi:ed c:.:ne l.i=l.i cs and co dcc=enc noti=icacion. 3. ~olding conferences being sure t.~e ~ini.mw:l nllll'lber of persons and c::e correct: persons are present: and doc-.Jlllent:ing that: the conference ,.
as held. 4. 3eing sure the parent: is noci=ied of conference decisions and t::ac t::e parent: has given ..ri:cen pe..~ission for testing or L,i:ial placement:. 5. 3eL,g sure that the Social Histor:, for:n is gi,en to parents .. r.en a :.ew cest is being planned and being avai:able to expla.i..~ and assist: parencs as needed. 6. Being sure parent:s understand their righcs and giving t.~em a copy of "Your Rights as the l?arencs of a !iandicapped Chi-d." 7. Being sure that: the Evaluat:ion/Planning/Programming Conference is held promptly after receiving the wriet:en repor-:. (Due process :or t:he se~dent is not compleced uneil this i.m
:ort:.anc seep is :~,ished.) 8. 3eing sure due process and refec-al for::ts are ccmpl: . md are senc Special Services whichever is indicaeed. Copies of c::e Eor~s are also to be sent: to Special Educat:ion. 9. 3eing sure that: st:udent:s already placed in special educacion c~asses are referred for reeese.i..,g every t:iree years. (Referral should be made ac lease t~o monchs prior to expi:acion dace.) I':' :s V'E:RY I.
1PORTANT THAT :'HIS INFORMAT:!:ON BE '/'S'ii'ED AS .
Su~r-<ARY c:-1t.c. Also included in 1983 Elementar/ Principal's Handbook 00369 w r l. SI!: l Referral is m.ade for the put7ose of compili~g :~for::ation about a chi-d ~ho is e:t?er:.e~cing problems which interfere r..ith le.ar:ii..:lg. Initial referral should be made when a child is encountering di::icclties L~ maki..:lg progress in che regular educational program. Referral can be :nade by any person ~i:h nlevant loowledge about the child. Aily infot'""'...ation TJhich would assist in deter.:ii..:lation o"f che nature of t:ie chi.:d's learning problems and TJhich is presently available should be co1!!piled wic.:i the R.efer.:al Fo= su6 as home or classroom behavior check.lists, e:c'..sci~g medical, social and educational data, and/or Sa!lli)les of the child's. ~erk. Infor.:ial data gathering ~ust be completed prior to the Referral Conference. When appropriate, the student should be infor::ed about the referral and be given an e~lrntion of its purpose-Refenal. Placement, and Ao~eal Proced~res, State Depan:ent of Education, 1981. 00310 A. Refe:-::-:..,g person completes (AS l rev.) and gives co ~u:se :or completion of medical section and sig:iacure. Ot~er specia-iscs =ia.y also.assise (AS l rev.). ~ote thac student !.D., currenc add:ess and cor:ec: date of ~irch are requested. !his hel?s :educe :ecor~ confusion in case of duplicate ll.1l:les and ensures ac:u:acy of cesc daca. B. Refer=i.ng person completes (AS 2) and gives ooth (AS l rev.) and (AS 2) to che principal. (In secondary sc.::ools, the counselor may receiJe ches fOt"""-S.) C. Wic~ seven davs the principal or secondary counselor contacts the pare: to sec a R.efer=a.l Conference by one of the folloving :ethods: l. re~stered ~il (AS 3) 2. cettified oail (AS J) 3. first class mail (AS J) 4. home rtsit (AS J) 5. phone call and first class JI.ail (AS J) If either J4 or 15 is ~ed, ~it:en documenea.cion (AS 3) is required. D. If parents do act respond to~ notice w-ithin seven (7) calendar days. a second notice lolill be senc specifying chat the Refer.al Conference ~i:: be held no sooner than seven calendar days from chat dace. Ever/ reascc.able effort should be ::iade to infor::i and include che parencs. If no response is made to the second notice by the parents, the Referr3: Conference is held. Although the Referral Conference may be held lolic~ouc parents, ic is very helpful for thee co be present in orde:- that they :n.
:. provide additional infor:nacion, lear:i more about available educational ser-Jices and become a part of the decision. (Rev. 1:!-83) 00371 ~ u: r RETEST (Circle One) ~OR!n LI!TI.Z ROC~ SCnCOL Drs:1:c: RE!nRAL FO R..'1 El.E:IDITARY To Be Compleced By Classroom !eac~er or Reier"ing Person SCnOO_L_ _________________ _ DAE OF REQUEST_:_ _______ _ STUDE.'IT'S ~'!E ---------------------- SEX- ---- AGE- ----- ID. Nt,'}!BE
t ----------- ADDRES--S- ----':"='"--------,------------- P~ONE- --------- (Be sure currenc) DATZO F an::~------------ PA.RE.'ITs' NA..'!_E_._ ____________ _ (From per.:ianent record) FATHERIs OCC'..,"PAT_IO_N_ ______ MO~ Is OCG:?ATIO_N_._ _________ _ RE?EATIN_G_ _____ REFZ..."L~GP ERSON_. _______ _ ATTS'IDA.NC!EU :CORD: Missed less than 20 days Missed more than 20 days !. PREVIOUS EVALUATION: Kl23456 Kl23456 (Circle grades that apply) Has this child had a comprehensive evaluation previously? Check all possible sources. If so, briefly describe the results and recommendations (e.g. all I.Q. 's, perceptual troubles, etc.) Speech/Language Development Dace !est Scores (Ag_ency) Individual Intelligence N1.R.PS? Dace Test Scores (Agency) II. SPECIAL SERVICES: (Circle services which the student has received or is receiving presencly. Daces are helpful.) Child Study Center Consultant Remedial Reading Remedial :-ta th Early Childhood Program Gifted Resource Resource Self-contained Skills Center IEP Goals :-!et of Speech/language !II. PRESENTI NSTRUCTIONALE VELS Reading: Mach: '- Book _________________ _ Level _______________ _ Race of :-1.ascery:- ---- Repeating __ _ Race of M:ascery: _________ _ 00372 CIO tJ: Refer-:al For::i STUDD r. ' S AA.'1-.E- ----------------- IV. ADDITIONALT EST DATA: BOES'! TEST FOR BASIC CONCE.?TS DALLAS Pre Tesc Dace ___ Posc Tesc Dace __ _ ?-:e Test Date ___ Post Test Dace a.i.w Score(~o. correct) ___ :taw Score Age ?.:quivalenc ___ Age E:oui,ale~: ?ercencile _____ Percentile _____ _ ~rlL'11..:1 P=3.:"0R.'!A.'ICTEE ST (}fay have been given ac third year) Record ~cered Objectives Reading ~ord Recognition of Comorehension ---of __ _ Study Skills of== !-!at::.e!l!atics Numeration wnole ~umbers --- of --- --- of --- Xeasure:enc of Racional ~umbers ___ of __ _ Go?omecry of== IOWA TEST OF BASIC SKILLS DATE: Vocabulary _______ ...!.-
fa c h Concepts Social Science Reading ________ _ Xach Problems Science Spelling ________ _ !fac:i Co1II?utacion Composite Language Total _____ _ Mach To cal SRA or Other Achie1e!l!enc (Lacesc grade equivalent infor:iation) DATE_: _____ _ Leading_______________ Strongesc Area _____________ _ Language Arcs ___________ _ Weakest Area"_ ______________ _ Math _______________ _ Algebraic Apcitude _________ (Percen: V. Please use this space to w-rice any pertinent coamiencs as co che urgenc:, of chis referral, special classroom problems or ocher information which l!IAY be useful in diagnosing this child. VI. EVALUATIONBY RE'frnING PERSON: (Please state your reasons for referring chis chi:~ Be explicit.) To Be Completed by School Nurse: VII. PHYSICALC ONDITIONO F SIUDDIT: ______________________ _ Vl SION SCR.E~!NG_ ___ ...,..._....,_.._. ____ HEARINGS CREE.'IW_G__ --:-::-,---:------ (Date) (Date) Describe any physical defeccs which may impair educational or social functioning (e. glasses, braces, childhood diseases.) YES NO (Circle One) IF YES, WHAT KIND? __________ _ NURSE'S SIGNATURE_ ______________ DATE_:_ ________ _ AS-l (Rev. 8-8:J) 00373 ac "' co c:, l. RE"!:'.S"! (Circle One) NORT:1L ITI~Z ~ocx SCEOOLu IS:3.lC~ REF::~~ FOR.'i SECONDARY To 8e Completed 3y Classroom Teacher or Referring Person SCEOO-L- -------------------- DA:Z OF REQ~ZS7-: ----------- STUDEY r' S ~A.'!E- --------------------- SEX- ------ AGE- ---- ID. ~BE.'l ---------- ADDR .ES S- -----,.(-:-.3-e_s_u_r_e_c_u_r_=_e___n___t.,..) ______ _ ?~ONE_ ________ _ DATE OF BIRTH PAREYI''S NAHE ---,---------------,,-- ----------------- (From ?er::ianent record) FATHER'S OCCUPATIO-N- ---------- ~OTPL.~'S OCC-JPATIO-N- ----------- PR.ESEN T GRAD_E_ ____ R.EPEATD!G_ ___ R.EERRDIG ?::RSON__ __________ _ ATI'~A.~CZ RECORD: !tissed less th.an 20 days :-Ussed more th.an 20 days Kl 2 3 4 5 6 7 8 9 10 11 Kl 2 3 4 5 6 7 8 9 10 11 ( Circle g:-aces that apply) I. PREVIOUS EV ALUAT!ON: Has this child had a c0111preheasive evaluation previously? Check all
,ossible sources. If so, briefly desc=ibe the results and recommendations (e.g. all I.Q. 's, perceptual troubles, etc.) Speech/Language Developmeat Date Test Scores (Agency) Individual Iatelligence Dace Test Scores (Agency) !I. SPECIAL Sl::RVICES: (Circle services which the studeat has received or is receiving presently. Dates are helpful.) Child Study Center Consultant Remedial Reading Remedial Ma th Early Childhood Program Gitted Resource Resource Self-contained Skills Center IE? Goals ~et ___ of __ _ Speech/Language !II. SCHEDULE(P lease indicate Basic, Resource, etc., and lase nine weeks grades) Subject Grade Subject Grade - 00374 00 c:, Referral :or: STUDa!'S ~AM_E_._ _____________ _ IV. ADDI::oN.AL T~ST DATA: A. OTIS QU:O: SCOR:C:GIQ : __________ _ ~EI.SON :U:..\DI~G GE: DAT~------------DAT~------------ B. !OWAE S7S OF BASIC SKILl.S DAT_E_ ____ _ Vocabul.ar-1 _____ _ Visual ~cerials ______ _ ~ach Concepts ___ _ Readin"'-------- Reference Materials ____ _ Spelling, ______ _ Work Study Total ______ _ Mach Compucacion __ _ Language To cal ___ _ ~ach Tocal. ____ _ Composite ______ _ C. !iI~~ PE3FORMANCE DATE_. ___ __,_ _ (Indicate number of objectives mastered) Reading Word Recognition of of ~thematics Nume:-acion ___ of __ _ Compr e hens ion Study Skills Critical Reading --- --- --- of --- --- of --- Library __ of __ Ref. /Study Skills __ of __ Whole ~umbers Rational NU111bers Measurement Geometry ___ of __ _ ___ of __ _ ___ of __ _ --- of --- Probability & Statistics ___ of __ _ 0. OTHER TESTS (Brigance, Silvaroli, etc.) _________________________ DAT_E_. ______ _ ___________________________ DAT_E_. ______ _ V. EVALUATIOBNY REFERRINGP ERSON: (Please scace your reasons for refer:-ing this student. Be explicit.) Signature of Referring ~erson *******************************~********************************************~********~~~ To Be Completed By School Nurse: VI. PHYSICALC ONDITIONO F STUDENT_: _____________________ _ VIS ION SCREEN!N_G_ __ =-_-,-- _____ HEARI~GS CREE~!NG_ ________ _ (Dace) (Dace) Describe any physical defects which m.ay impair educational or social functioning (e. glasses, braces, childhood diseases.) !1EDICATION: YES NO (Circle One) IF YES, WHATK I!-ID?_ _________ _ ~URSEIs s IGNATUR_E__ _______________ DATE: _ __________ _ 00375 ~ 0 0 2 s l'OK F:N t.r.m
ui\r.E I. Ability to apenk 1n complete sentences using accurate sentence structure usually u9ee Incomplete eentencee wlth grammatical errore 2. Vocabulary oblllly usually usP.s immature or Jmproper vocnbulory J. Ability to recall words usually unable to coll forth the exact word 2 frequently uees incomplete sentenceo and/ or numerous grammatical errore llmlted vocabulary including prJmnrfly simple nouns
few precise, descriptive words often gropes for words to express himself 4. Abllit to tell stories and relate ex eriences unable to tell a sequential story has difficulty relatinB ideae in logical sequence 3 unee correct grnmmar
few errors of omission or incorrect use of prepoeltlons, verb tense, pronoune adequate vocabulary for nge occasionally searches for correct word but adequate for age average ability to tell stories 88 4 above average oral language
occasionally makes gra111111atical errors above average vocabulary
usee numerous precise, descriptive worde above average ability
seldom hesitates on a word above average
uses logical sequence flllrly cone latently 5 speaks in grammotlcally correct sentences high level vocabulary
ueen preciee words to convey message
uses abstraction ueuslly speake well
rarely hesitates or substitute& words exceptional ability In relating facts appropriately ID r--. (') 0 0 ----------------------------------------------------------- ----- 5. Ability to formulate ideas from Isolated facts usually unable to relate Isolated facts hoe difficulty relating isolated (nets
Ideas are incomplete scattered usually relatee facto intn cct11i11gful ideas
adequate for ege relates facto and ideas well --------------- ... --- - ..... - outstanding ability in relating facts appropriately . -- ---- -------- 4 88 2 Unme __________________ _ i\dd reenR ________________ _ llOR lit 1.1 TTLE ROCK SCllOOI. Ill STRICT PUPIL BEhAVlOR IU\TlNG SCALE lS'hcohnoeo _l_ ___________ _ Please circle the deecrlptlon under each heeding which ls most charocterletlc of thle chlld in relation to other chl ldren of thia age. AUDITOP.Y COHPREIIENSlON AND LISTENING I. Ability to Collow oral directions l ueunlly confused
cannot or le unable lo foJlow directions 2 usually follows simple oral directions but often needn iml1vidunl help 2. Comprehension of close dlscueeione usually inattentive and/or unnble to follo~ and understand dlecueelone lieteno but rarely comprehend a we 11
mind often wonders J. Ability to retain lnformotlon that he hears almost total lack of recall
poor memory retaine simple ideas and procedures lf repeated often 4. Com reheneion of word meanln s AS2 Extremely poor level of understanding foils to grasp efmple word meanings
mleunderetande words nl appropriate oge 10 vcl 3 follows directions that are femllinr and/or not complex listens and follows discussions according to age average retention of mater lals
ade'luote memory for ace good grasp of grade level vocabulary for age 4 remembers and follows extended directions understands well and benefits from discueslone remembers procedures and information from various 5 unusually skillful in rememberinR and following directions becomes_ involved and ehowe unusual understanding of material discussed superior me~ory for both details and content 11ources
good i11W11ediate and delayed recall understands ell nge level vocabulary ee well as higher level word meaninge superior underetan~ing of vocabulary
und!rstends many abstract liords r--, r--, (') 0 0 2 4 tl<l'IOH I. C:rg!}_!?_S!,mrillnatlon (running, cllmhing~_plng, walking) I 2 3 very poorly coordlnnted
clumsy below average coordination
awkward average coordination for
i~e 88 4 5 exceptional ability
er.eels in this area above avernge coordination
does well in -- -----------------------------,---------------"-'--__
:__
these_ _ actlvltiea .:.__ __________________ _ 2. ! !..!~~_s-~~!:~_!_!1~-o!n!_ ~( d row l n_h_ cut t ~B.~h _': .~E.:. .> very poorly coorill- below overap,e coordl- 11oted
clumsy nation
awkward ). -O-o--lo--n-ce very poor hnlance below average average coordination or age average balance (or age
not outatandlnp, hut adequate for ahove average coordination
doea well in these actlvltlea above average
does well in activities requiring balance exceptional ability
excells in this area exceptional ability
excels in balancing _________________________ e::..q_.__u=llib_r_iu___m__ _____________________ _ ,, . !'hllity to monl 111lote very poor In manunl m1111Jp11lntlo11 llF.IIAVIOR I. lml!ulse control continually disrupts classroom
1111able to inhibit responses 2. Attention ). ls seldom attentive
very dlstracllble ~bllity to le highly ized
very or~anlze dl!lorgnncareless materials, utenolla nnd nwkwnrd In mn1111nl dexterity equl~ent: mam13l_ dexter!!l_ ndequnte dexterity frequently center of attention
often speaks out of turn rarely listens
attention frequently 1,1andere often dleorganlzed in rnnnner of working
inexact
careless for nge
mnnlpulatee well 'Wnite hie turn
average for age attends adequately for age and grade maint~lns average organization of work, careful nhove avernp,e mnnual dexterlty good control
above average without adult encouragement above avl!rage almost al1,1oya attends above everage ability to organize and complete 1,1ork
consistent exceptionally dexterous in performance
read! ly manipulates new e ul ment excellent control without adult encouragement or su ervlelon al1,1aye attends to important aspects
long attention span always completes eseignmenta in highly organized nnd meticulous raanner (l) i--, C') 0 0 0 OHi Elffi\TION I. rrornplness l:1cks grn!lp of lhe me
inlng of tJme
usually late or confused 2 2. Spatial orientation generally confused
11nnhle to nnvlgnte nrouncl cJns,noom or echooJ, playground or neighborhood 4 2 poor tJme concept
tends to dawdle: often late frequently p,e ts loot ln relatively fnmillor surroundings J overnRe underatandlng of time for ap,e can maneuver in fnmiliar locntJons nvernp,e or age J. Judgment of relationships
big, little
Car, close
llght 1 heavy J11dp,me11ts of reJaUon11hJpe very J11ode<1uate 4. Spatial directions highly confused
unel, Je to dlatinguf!!h direct:lon!'I ns rlr,ht, left, north ond !'loulh, up ond down makes r,ross Jmlgments successfully frequently exhibits dlrectionol confusion average ability in relation to age average
uaea right vs. left
N-S-E-W, up vs. down 4 prompt, late only with good reason above average nbiltty
seldom lost or confused 88 accurate judgments but does not always generalize to new situations good sense of direction, seldom confused 5 very sklllful at handling schedules
plane and organizes "ell rnrely lost
adapts to new locations, oituotions, places unusually precise judgments
generalizes them to new situations and experiences excellent sense of direction Ol t-< (") 0 0 0 0 (,.) (X) 0 IJ ,- llEIIAVIOR (cont i nucd) 4. Abtl l ~y t~ _f.QP~illLD.IJ_J\ t t 11ac.Jo ns _ loa.I.t..!e ~ i. tf!P~, y!sitors and 3 other unanticipated changes in routine) - I becomes extremely excitablei usually lacking in aelf- 2 often over-reacts
new situations are disorganizing adapts adequately fJr age 4 adapts easily and quickly "1th 11elfconfJ, leuce --~c~o~n~t~r~o~_l_c__ _________________________ _ 6. 1: 8. 9. 10. Social Accept~nce avoided by others tolerated by others Acceptance of responsibility cannot assume respon- limited reaponai-sibility
seldom bility
not coDUnen-initiatea own surate with ase activities Completion of assignments rarely able to work seldom finishes "ithout supervision assignments Tactfulnesa uaually socially inept .!ssresaivenejlS very cruel to other children, combative, oflcn requl rcu reprtmandu Activity acutely hyperactive, restless, not still a minute independently often socially inept
little understanding of feelings of others belligerent and dominating, aggressive, dewandJnc, LoHHY restleus, frequently moving about, but able to settle down "Jth encouragement 11 ked by others
average for age accepts responstb111ty
adequate for age average ability to fol low through on assignn1ents average tactfulne~s
occasionally eocially inappropriate not outatandinsly aggrcHliive or poaaive, very ueldo111 atrikes except in self-defense, makes reasonable deoands well lJked by olhers enjoys responsibility
above average
frequently takes initiative of volunteers above average ability to cowplete asstgnmenl: 1 above average tactfulnese
socially inappropriate seldom tends to be picked on by olhcra, puts up L1iniu1al rcuiatancc, reluctanl to wake appropriate demands energetic and busy uloY, not spontan- "ilhout excetia of eoua requiree extra unnecessary acttvily titlmulatlon to act s excellent adaptation, utilizing initJatlve and independence sought by others seeks responsibility
almost always takes Jnltiative "llh ' enthusioani corupletea a6signmenta "ilhout supervitdon exceptionally loctful rarely socially inappropriate often hurt hy oLhcru, docs not ilcfc11tl tiClt, extremely putitiJvc inert, quite leLhargic, 11tareu blankly 'l 1 OOIJ.:XmlJNI 0 0 I,) (X) .... ,,........ w BEttA YTuR (wnuouc.dJ 11. ~ euphoric, ah.mys joking, never serious ACADEtliCS 2 enthusio&tlc, happy likea joke&, usually emf ling 1: Reeding ability (for alli very poor or falling below average 2. Arithmetic ability (for age) very poor or failing below average 3. Spelling ability (for age) very poor or failing below average 3 &table balance between happy, optimistic and unhappy, peseimilltlc average average average 4 rather sober, quiet, and unhappy above average above average above average 5 irritable, 1111frlc111lly extremely unhappy, cries easily super tor superior supedor --------------------------------------------------------------- - 4. Handwriting ability (for age) very poor or failing helou average 5. Ovcral l academic a~J!ievenicnt (tor age) very poor or failing below average 6. Native intelligence (your estimate) mentally retarded below average average above average aupcrior average at,ove average &upcrtor average above average auperior -------------------------------------~-------------:------------ ,,.- . R8 1 001,I~Nl NORTH LITTLE ROCK PUBLJC SCHOOLS PARENT NOTIFICATION OF REFERRAL CONFERENCE Date Dear _____________ _ Your child Fir,t Lut has been referred as one to be considered for receiving special services. These services would provide additional educauonal assistance. We have scheduled a Referral Conference on _____________________ _ at ------- in ____________________ . The purpose of tn1s conference is to r,me plc talk about your child's educational needs. It will also give you a cnance to learn more about special services including speech and resource. If this date, time and/or place are inconvenient. please contact ________________ _ at _______ as soon as possible. Please complete the enclosed form and return it w1tnin seven days as we are required to nold tn1s conference within a specified time period. Please feel free to call if you have questions or concerns. We look forward to hearing from you. (Principal) (Scnool) 00382 00 a: 00 (") STE? l -- RE!ERRAL {cont:io.ued) Toe (AS 4) m.ay be used io. oocifyio.g parents ao.d gives
iarencs several alcer.iacive ~ays to respond. !c has beeo. revised so t~ac it~ be incluced wic~ AS J, AS 8 or AS 10. 00383 -2 SCHOOL: STUDENT: NORTH LITTLE ROCK PUBLIC SCHOOLS PARENT NOTIFICATION OF CONFERENCE ENCLOSURE D I can attend the conference as scheduled. 0 I cannot attend the conference as scheduled. D.0.8. ------ 0 Please reschedule on --------------------------- 0 Please contact me by pnone at ____________ to reschedule the conference. 0 I cannot attend a conference at all. l!"c1oee .,,,. conterenc 1"10t1hc1-on AS- (10,.MI NAME: DATE: ----------------- 00384 C0 C0 > 00 0::l Complec~d AS l (Revised) and AS 2 for.:is along wich ocher cescs and/or data shculd be brought to the con:erence by the classroom teacher or a teacher fam.iliar with the student. The Re:e~al Conference is held. At least three ?ersons should be ?resent including che princi?al or designee and a teacher directly invol1ed .1ith the education of the student. A special teacher or others '-lho can ?rovide relevant info=tion, the parent, and c.he student (when appropriace) should also be invited. Only those persons actually in at:endance should sign the Referral CQnference Record For::i(AS S). The ASS is pri::iarily used co document attendance at the conference, to record the group's decision and to document ?arental permission prior to referral for services. TE:-!PORARPYU C~r:: The ASS is used for temporary placement. TemporarJ placement is limited to a period of not more than sixty (60) calendar days during which evaluation mu.st be completed. Note that the AS S does~ give ?er.nission for TE.~.: ORARY PUC!:!DI':'.'. !olhen placing a student tecporarily, such as in the BA classes or other special cases, t7Pe stateinent in after "Infor=.ation for Parents and Guardians" and over parent signature line: I a~ree to temporar/ placement. (See For.n) Temporar, placeinent occurs (l) when a student comes from Special Class placeinent in another school district and receipt of test data is pending or (2) "when observed educational needs constitute necessity for immediate intervention". The latter should only be considered in extreme cases and only then after consultation with appropriate supervisors and the student's parents. All temoorarr placement must be aonroved bv the Office of Student Affairs ~rior to Placement in a soecial class. Students are ver/ unlikely to be te:!!porarily placed after a complete evaluation. * In this case, temporary placement necessitates Referral to Appraisal S~rvices for evaluation. (Revised 8-3J) 00385 I I-:' NORTH LITTLE ROCK PUBLIC SCHOOLS REFERRAL CONFERENCE RECORD STUDENT -::-:-:::-----------o----------- tlur1 1F,r,11 ,.,.,001e1 OATE OF a1RTH _______ _ AGE---- 10 --------------------------- SCHOOL---------------- PARENT _____________________ _ OAT: CF CONFERENCE ___________ _ AOORESS OAT: OF "1AILING Oear Parent or Guara,an: In accordance w,t1, our previous nouticauon. a Referral Conference was neld concerning tnIs student's e<iucauonat needs. The signatures :eiow indicate tne persons on 1n,s Referral Committee. 1. 2. 3. NAME Princ1pal/Oes19nH Refernng Teacner POSITION After r8'11ew1ng all ava1laole 1nformauon. tn,s committee recommends tnat tne above named student receive tne tollow1ng services: __ 1. EVALUATION (cneck onel You will be notified of an evaluation conference. Comprenens,ve ___ Spec1a11zed --- -- 2. NO EVALUATION (Rema,n In tile regular scnool pragram w1tll program mod1ficauons) _ 3. OTHER (specify) PROGRAMMING RECOMMENOA TIONS -- 4. TEMPORARY PLACEMENT (specify type) You will be noufied of a permanent placement conference w1tll1n 60 days. REASONS FOR TEMPORARY PLACEMENT IEP D WAS D WAS NOT developed at tll1s conference. If not. state wny _______________________ _ Protess,onat Oes19natltd Respons,ote tor lmptemenung Oec1s1ons Autnorizauon is nereoy granted to Nortn Little Rock Public Scnools to conduct a formal 9'1aluat,on. interview or test w1111m y cn1ld. I agree 10 TEMPORARY PLACEMENT 11 recommended above. I nave read and understand "Your Rlgnts as tile Parent ot a Handicapped Cn1ld." (Signature of Parent or Guard1an1 Oa111 00386 ST~ 2 Rc"~"UI. CONFE~~CE (concinued) If parencs are ~ present at the RefeTTal Conference copies of c~e (AS S) and "Your Hghts As The Parent Of A Handicapped Clild" should be sent home regardless of the decision. The Social !liscorJ for::i with accompanyi~g letter and (ASS) should also be given to them 1: the decision was made to refer to Appraisal Sern.ces. This mu.st be done by one of the following: A. registered mail B. certi!ied mail C. first class mail 0. direct contact A phone contact and/or home visit may be necessary if there is any reason to expect that the parent may not understand the notification of Referral Conference Decision and/or Parental Rights and Social History. (Rev. 8-83) 00387 I Io r ( The rol!c,.iflg .!.nfor::aticn .!.s a ::etai!ed state::-~nt of
,arertl.!. ::.:
:its. The ::.:.:at!.::is a: :r-e :ef': sice or tne page refe: to ti-.e s
iecif.:.c sec:icn of tne F'ecenl il.ec
ulat.:.cns. In t.'".e !.nte:est :f simplicity, tney nave ee~ para
:."lrased here. l2la.SOA(a}(ll(2} l2la.5C6(~l(ll(2) l2la.50!1(c)(l}(2l(J) l2la.505(al Ol 12la. 505( a)(2) l2la.50!1{a)(4) 12la.5CC(a) l2la.504(~l(l}{il l2la.504(b}(ll(ii) l2la.5CO(a) 12la.50A(cl<2l As a parent ycu have a r!ght to: be not.!. r.!.ed t:e rore the sc:-:::ol lC:ent!.f!es, assesses, or ::-aces ycur chi.!.d cn g:::uics er r-.avir.g a nar.c!.::a::
ir.:
c::-.::!.:!.:n
o: ~anges an icen:!r:cac:cn, assass~ent, or plac~~ent c~ac nas :e~n 111aoe
or rejec:s ye.Jr rec~~st tr.at :~~se ac:!.cns ce taKen. receive all sl..C' not!~s in ...r !:ir.g and in t~.e lar.c
-..::?c
yec u sceaK and unc:erstand t::est. tr t.'".e:e are parer.:s .hose nat.:.ve lar.c
.:a,
e 1s not a ...r itte:i lar.c
~a
e, t~e sc."'lcol ofricials ::rust see t:-:at :~e nct!ce is e:xolair.e-:i ,o tr.em orally or in a Tic::e or c::.=n.:.cat.:.::n t."1ey unC:erstar.d, that they 1..1'\C:erstand t.".e info:~at!::."I :-.~ey have been given, and tJ'\at t."le:e is writ:en evicer.ce t."'lat t!"lis requirement has t::~ met. be notH!ed of each testin:
prc::e-:u:e, :ec:lr::l, or :e-:::::-: t:-:e scnool will use as tr.e cas.:.s fo: any cec.:.slcn :ec
.u::.:.:-.c
ye:.
: ct1ild. a desc:!pticn of the plan ror your c!iilo wit!"I an ex::.!.an:it!.cn or why it is rec:::mel"\ded, wnac: other o
:t.:.ons were consi~e:!!o, ana wrr, tr~se O?t.:.cns ,ere :-ulec out. be inform~ of ar.1 ot.'ier relevant rac:o:s that s:::~-::o!. or~!::.als ccnsiC::ered iii t."".iii: ci:c.:.sicn. The notice you rece.:.ve r::ust also 1ncl~C::e all or t.":e info~at.:.cn contained in this ::o~!.et. Your written ccnsent ls necessary Cefore t.'ie sc.".Col may: test your d"lild indivicJally witn arry tests tnat are net generally given to most ot~er stucents. place your cM.ld in a special ecucaticn p::lg:am fo: tne fi:st time. Before your ccnsent is given, tJ-.e sc."lool must e:xolain in ycur na.:.:.ve language wnat you are agreeing co, ana t..'"'.es e:'lcol must t:e sur~ ,nae you unaerstand H. The consent for::, must cesc:.:.!::e wnat you are agreeing to, list which or ycur c..,ilc's rec:lr<ls (if any) wil! t:e ~leased, ana specify wl"IOw ill
eceive tnem. Your consent is to Ce given f:eely, and you may withdra., it at any t.1lne. If yo.J do not give your ca'\,Seilt,ycur child's baSiC right to at~.c. scho:>l and pa.rticipat.e in sr..col ac--..iviues ....-ill not be af:ec-...cd 'c-/ 'fOU:: refusal. 00388 12la.504 (cHl) 12la.504(c)(2)(l) l2la.504(c){2)(.:.i) l2la.504 (b )(2) 12la.504(c)(l) l2la.50A(c) (2) (i) l2la.504(c)(2)(.:.i) l2la.s:n l2la.S:5'Z(a) (l) l2la.5JO(b) l2la.SJ2(.)(2)(J) l2la.SJ2(e) l2la.SJ2(r) l2la. 5J2(b) l2la.SJ2(d) l2la.SJ4{b) l2la.5J4(a) Ir you refuse to give ycur c::rise!'lt, and the scr.col ac::iinist:at:J:s believe what t..'iey pr::::cse is in ye:.
: child's t:
est inte:st, tl"'.e sc:,c::l may request a !'\earing. An ince::ercenc nea::ng office: wcu~::l ~:-en decide wnet:-ia: ycur c:,ild sncul::l ::e tested or place::l .,.i~:-:ct.
t ycu: consent. Ycu have a rii
nt to at:er.c c:iis :-.ea:ir.g ano tell wny 1cu refuse to gi,e ycur c::nsent. Ycu a.!.so nave a :.:.:
:it to a::
:eal ~.--:e decision to tne State if L'ie
:r::cecu:e as a lccal hearing. 1r you do not give ycur c::nsent, ye:.
: child's basic ri:
:it to ac':.erd sc:nool and paruci
:ate in sc~ol ac~:vit.!.es 'Ifill r.oc t:e aff'ec~eo -:,y yOI.Jt refusal. Ir you reruse to give ycur c::nsent, and the sc.'iool ac::iir.ist:at::s believe .nat t."\ey prc::::se is in :,cur c."ii.!.::ls' best ir.~e:es:, ~ne s~ool may ri?:
-.
est a hearing. An :.nceoerc:e:it ne:u:.ng off.:.ce: wcu:o then decide w~t..,er ycur c:,ild snc:.:lc be tested or p.!.aced wi ::-:c:.
t your consent. Ycu have a ri
:,t to at':.end t..,is nea:.:.,"1g ano te.!..!. ny you refuse to give your c::ns~~t. Ycu also nave a ri~nc :o ac
:eal the decision to the Stace if t.'ie p:::ce:::.
:e was a lccal hearing. Before your c..,ild receives any scec:al ed'~caticn se~1ices, a rull ar.d indivic:ual evaluat.:.cn ir.ust t:e c::r.c1.:ctec. Th.:.s
neans ycur c:,i:C .,.ill be given scecif.:.c test.
whicn are not usually given to r.1est s
~ccl children. In this circ--1:Star~e ycur cnild has a r!~nt to: be tested in the lanqJa
e whic!"I he or she speaks and uncerstan=s best, be tested in sue." a manner that :esults are not a ff'ected ':.1 :ace or CtJ1ture, be tested by qualif'ied proress!.::nals using valid tests .nic:i ..... given ao:ortiin
to prcpe: inst:-..:ct.:.c:is, be evaluated by a grcup or pr:fessicnals indud!.ng at least cne teac:ner or special!.st who is kno .. lec
~aole aoout tne kine of pn:oiem your ~ild is tnoui
nt to nave, be tested in all areas related to his or r-:er suspected pn:olem, be tested through proceCu,es hic!"I Cete:-:iine seed nc areas of edl.Jcational need, r.ot just an !.ntellli
erc:e ("IC") test, have his or her eCucat.l.cnal pr::gram determined on the basis of 1110reth an one test, receive a coll'Qlete re-evaluaticn every three years. or more f~quently if necessary or if rc~estetl by you or your cnilc' s teacner, have his or her individualize::l ecucat.:.on program (!EP) reviewed annually. 00389 l2 L I \.. 12.la.5J2(::) l2la.5JJ(a)(l) l2la.!iJJ(a)(2) l2la.5JJ(a)0) l2la.5JJ( a)(4) l2la.5JJ(~) Tests l!l.JSt :e given to c!"!ildren wit."'! i~ai:ed heJ::.rg o: vis:cn, o: rest:icted ao:!ity to ,no,e o: sceak, in s .. c:i a av as :o ~e:
s:.
:e :.-e cnild' s cocencial aoil!ty or wnat tne c:,i!d l'as !ea::-e: ar.c no: :.-e degree of :.::-cai~enc (unless, or c::u:se, ,r,easur:r.g i::-::ai:::-.enc is ~:-.e purpose of ~'":e test). tthen looking at test results and de::!ding on ::.-:e ces:
:i::
:1.-:1 r:: y01Jr child, tl'le sc.-.col mus:: c::illec: infor:nat.!.cn r.::~ ~any scur:es, guarantee that this in(c:::-.at.!.::n is dcc~~ented and caref:..:l:y C"'...nsice:ed, insure that the place:nent dec.!.sicn is :nace cy a c
::::.::: of profess:.~als 1r.c.luoing s:.~e wno l<r.a accut ycwr c~i:c= ar.c:1 a:~ professionally cacaole of inter:::etin
t:-e test resu::s anc relatir~ those resul~s to a~prc::riate oo:icns, insure that t.'":e olace::-.cnt ce::isicn !.s mace in su::n a .. ay t.-:a: y01Jr C!'lild's ec1..,:aticn Lll t:e to t.rle ex::.ent ac
:::::ia~e, wii:,"1 children wr-.c are net handicacped. H it 1s Ce':e
:".:lined that ycur c!'1ild is hand:.::ac:ed and :.s :.n nee:: or spe::.!.al e::-...:::aticn ana re.laced services, an :~:i :r..Js: :c ce,e.!.:::ec. An lE? 1s a~ :r.clv1ouaJ.!zeo e~.J:JCJ.c.,al pre
=~~ wn1c., '"use 1r.c_uc~ a sca::.e~enc or ,cur c:i:iC's : present levels of e-:uca:ional cerfo~ar.::e, a statc~ent or annual ~:::Jls ar,a s
-ic:: ':e:::i ::::Jec::,es! ror ycur c.,ild, a state~ent of t~e s
:ecif:.c s:e-:ial e::-~::aticn and :elated services :o ce ! provideo, tr:e exte:,t to hi:::, ycur cn::o ill t:e aole to
:artici::a:~ :.n :e~...:ia: ~c~c~:::n programs, and t:ie proJe:::ed d~c?s fc: ~e~:nn1ng t~e sczcia.!. ecucJti::n ar.a new ~en
:.~ :s excec:ed to c::nt:nue. It :r.:.zs::a lso ~ncluce an oojec:ive way of oece::n1n1r.g, at :case .
:-.nl.
ally, whether ycur C!'1J.!d is ac:i!.eving t:ie s,,:ir: ter:n ooje:::i"les that ere se~. This :~? ::1us: :ie dec!.Ced u::cn in a :neeting '#hie:, ir::.!.:.
::?s a :cc:esen::Jti,e of tr:e sc~::::l ycu: c:iilc ac:en::s (this must t:e sc~eone wno is ~ualif:ed to
:irovice or su::ervise !Cccial ecucac::::i,) you: c.,!.l::'s teacr:er, you as t:ie c.,ild's pare:it or C3rencs, and ycur c:ii.!.O if tl".a:: 1s acor::::::~te. E!.~:-e: yau or :::-.e sc~ool m.y !"lave otners oa::i::icate. H you wisn acoiticnal infcr::,aticn ac::ut ye<..: child's!~ ,ou srculO ask vour ::iild's teac:-:er or an official or 1c1..::c nil::"s =c-c:::. l2la.50J(a)(b) l2la.50J(al(J)(1l l2la.50J(a)(J)(i1) 12la.50J(b) 12la.50J(a)(2) Ir you do not agree with the evaluation provided by the sc:'lcol that is, if ycu ocn't think they gave :::ie rl
:-:::. test:
or :eac:'led t.-:e rii
nt conclu:.icns - you may nave an incecencerit eCucJc.:::-.Jl evaluation ccnC\Jcted at puolic excense. ><n "ir.ce
:cr.ceri::. ecwc
ic::nai evaluation" means tnat y01Jr cni.l.d will be tested oy a c:wal:::~::: person who is not emoloyed by the scncol your cnild at:er.c5. The sc."lool will eitner pay for a private evaluacicn or will ar:arc
z ro= one at no cost to you. However, t.rle scnool also nas ~ ,:c
nc co a hearing, to snc-,, tnat its evaluation .. as ac:irccr:.ac.e. lf tne near:r.g officer decides that the sc~ool's evalu:ition was acc:::
:::
i:c, yew still have tne rignt to an incepencenc. eoucational evaluation, Cuc not at public expense. The school l!l.Jst inform you, 1.9cn your reauest, where ir.ce
:encent evaluat!cns are availaole. 00390 L22. 121-i.50:(c)( ll l2la.503(cl (2) 12.la. !03(d l l2la.503(el 121:i.56~ l21.l.562(al -l2la. 566(b) l2la.5S2(bl(l) 121
.562(!:)}(2) l2la.S52(o)(J) 12la.562(cl l2la.S67(a) 121:J.567(!:l) l2l
i.567(cl Ir y1'11hJw "! an in::e:::~r.c:ent e'lalua:.:.::i c::r.C:uc:'!1 at 'JOU': c-.-n e
,~e:,se, the. resul:s. of this "!v'-lluac.:.::m: rust be c::nsic:!ered ':.y t!'le sc:.c::l !.n ar.y c:!ec.:.sicn :e
,::::!.:-c
yr.u: c.~ild"s ec..
c~::r.:i, and Ir an inC:e:er.c::en: e,~luaticr, !.s :ec-...:es~ed !:ly a hea:.:.n:
: cf~i:e:. as p~,t or , "c-...:e prc:es .. r.ear.:.ng, t..~ c,alua~.:.::i :::us,: ::I'!
it pucl!:: expense. Evali.:aticns c=.iic_-::~ed at pt.:olic ex:e:ise rr.us: r.,e!~ t~e sa~! c:-:. ~!::a (qualirica:i:ns of exa~ir.er 1 etc.) as ~~~se c:r.c~::ed ~Y ~~~ sc~col. "!<ECO!'mS" You have a ri
~: to: Tl'-!! re::c.1.ve, l..:cn your recuest, a list or the ty~es or ec...:cat.:.:::i reco:ds ke~t en your c:ii!=. whe:~ tn~y a
? r..a:n:iir.e::, ar.~ rvJ,1 yOAJ cwi g~t ac::e:s to tne~, ar.~ in~pect a:id :?v!.ew any of y~Jr c'"tild's reco::s. scncol rust c~ly wit~ your :e~..
est to do so: without t.ntiecessar1 c:elay before an IE? meet!r.g or hear!r,g within 45 day!
have sor::eon"! at yc~r c~ild's sc:-:ool explain o: int:r
:,:et a.1y ite~ in yOtJr child's re:::r:~ ro::eive cc-
:,ies of tlie r~::m~s lr tNs !.s the only way to ins1,
r:::i ttlat you will~~ able :o :evie~ 2~d ins:e::~ t:-:~. Th~ s:~nol ~ay d'lu-ie a rec re~ t"'e cc:.:.es, if $Jc:'' ~ crar:
!! d:.:!s not
i::v!'-,: yr:,J fr0:1 \.nsoec-::.:-:::a
.-.a r!'!v1e,dr.,
ti,c rcr.o:::s have a reoresen~att,e lnsocct 2nd :evieN the records The school r.:ay assu.-:? that ycu have t~~ 2ut:-:ori ~, to :.r.:oc!'-::~ a,:::i review your criilc's recc:os unless it has ::iecn :.nfo::::c:l l:":a, ~c., c:: not have this rii
.,t (b~ause of scr.:e le<
al ac:.:.on sucn as cust::c'/, for exa,r,ple). rr you feel that an'/ state:::ents in yOtJr child's records are wrong or misleacing, you ~ay as~ the scl"\col to cnan::c tri~r.i. Th? sc:icol must either cr,
.ing~ :uc::i state~en:s in a reaso:iaolo! per:.co of ti,-nc or romally refuse to do so. tr H refuses, sc:-::ol offici31S mus~ infor:n you of tr.cir refusal and ac'lise ycu of your rii
::it to a nca:~ng on the m.2tter. 00391 NORTH LITTLE ROCK PUBLIC SCHOOLS EVALUATION/PROGRAMMING/PLACEMENT RECORD Pac
e J of J STUDENT DATE OF 3IRTH ______________ _ 1.1.. uo ID------ SCHOCL CCNF:'.RENCE PLACEMENT REC:MMENDATIONS ----------------------------------- EVALUA TION/PRCGRAMMI NG/PLACEMENT COMMI TTE:'. ,. 2. 3. NAME POSITION Princ1pal/Des1gnee E.tam1ner1Speecn Therapist Agree Disagree "Eacn commI1tee member who disagrees must attacn a written statement ot 1111re1a son(s) tor disagreement w1tn signature ano Cate. IEP WAS WAS NOT O developed at 1nIs conference. II not. state wny Proress,onal(SI Oes1gnatea Respons,ote lor Implementing Oec1s,ons As parent or legal guardian. I was consulted regarding an evalua11on ot tne learning needs ol my cn1ld. I 010 D 010 NOT D attend tne evaIua1Ion conference. I receIveo a copy of and understand tne decision reacned at 1neconlerenc11. I received prior written nouce ot rne conference ano a copy ol '"Your Aignts As The Parent of a Hano1cappea Chila: 1 understand rn,s placement will be recons1aered and reviewed at least once a year. I give perm1ssIon for ----------------------------- 10 receive special eaucauon services from rne Nonn Little Rock Puohc School District. (Signature or Parent or Guardian) Date Reviewed by _________________________ _ 00392 CD tJ:l CD (') STEPS - EVALUATION/PUC~'IT/PROGRAMMI~GC ONFER-~CZ( conti.~ued) If eligibility c=iteria are 111et, a HAND!CAPPI~GC ONDITIONe xists and is w-ricten on the AS 9. Recommendation stace.:nencs for c~e AS 9 are as follows: 1. Receive resource services 2. Receive speech services 3. Receive speec.~ and resource services 4. Receive special services in a self-contained setting (Specify S hour day or other) G. After eligibility criteria are ~et, ~~e P.AND!CAP?I~GC ONDITION and recommendations are w-ricten on the AS 9, the conference also becomes a Programming Conference and pages l, 2, and 3 of the !El' are completed. NOTE: Specific classes or other specific programming are w-ricten on the !El',~ on che AS 9. a. Questions co be answered in .rriting the IE? and in recotI:l!lending the least r~trictive setting are as follows: 1. What does the student have the ability co achieve? 2. What is the student achieving? 3. Why is there a discrepancy? 4. w'hat can be done? I. The parent is asked to sign the bot:om of che AS 9 giving per.nission for placement. If the parent does not attend che Evaluation/Placement Conference, the AS 9 is sent home for a signature for olacement (hand-delivered, regular, certified or registered mail). If there is any reason co believe that the parent may require assistance in understanding che notification or decision, a home cont~ct or visit should be made. J. Completed copies of the AS 9 are sent to che following: l. white copy - Mr Andrew Power, Assistant Superintendent Office of Student Affairs 2. pink copy - Mrs. Diane Zook, Supervisor Special Education 3. yellow copy - Student's personal folder 4. green copy - parent 00393 NORTH LITTLE ROCK SCHOOL DISTRICT INOIVIOUAL EDUCATION PLAN Sirthaat&: ________ _ Age: ___ _ 2. ScMol: ___________________ _ Grad&: __ Principal _________________ _ J. Date plan dr,elooed: ____________________ _ ReV1sed __________________ _ Plan Oevelooe~: (Signatures) ?os1t1on Pos,tion Position Position Position Oescripuon of student's pat1ic1patIon In regular educational program: (Suo1ects ana amount of time allocated tor eac~.) Soec1a1 Education Services Provided: (State spllClflc services and amount of time allocated for eacn.) 1. 2. J. E.xcect&d date 1. tor servI
e(s) 10 oe InIt1a111<1: 2. J. Ant1c1patltd Duration of Service: Placement for ______ school year. Oates 1. termIna1ea: 2. J. Placement will oe reviewed informally throughout the year, and tormally at lhe request of lhe parent. any 01ner memo er of the I. E.P Team. ana/or at the Annual Program Review Conterence. IEP/1 00394 Name: Age: --------------- Grade: ___ _ Individual Education Plan Oescriot1on of present level of functioning: Long-Range GoaJs: (Annual) Cate Initiated: _____________________ _ Short-Range Goals: (Instructional Objectives) One Per Six (!) WNk PeriOd IEPt2 reacner: ______________________ _ Sub1ect: Sc~ool: ---------- Cate Completed: ___________________ _ Evaluation Cate Matenals Proce<1ures ln1t1ated Completer 00395 0) C0 N '------------------------------------------------~~~---- School:--------------------------------------- Grace: ______ _ ,!:! ST RESTRICTIVc SETT'ING A. Cin:le aie placement (saMce setting) which is least restncove for this chtld based uoon data obtained dunng his/her evalua11on and ~con :components at this pIan: Indirect SeMces Some lnstruetJon In Regular Class Self-Contained Class Min. Day Res1denoal School Facility Regular Class Some Direct Instruction No Instruction In Regular Class SeifCont.atnlld Class Hoscltlal Program Regular C!ass Max. 3 Penods Per Dav Resoun::e Room No lnstruetion In Regular Class S~1al Dav SeMce Facility Homebound lnstrucoon B. ist any other placement or programming opnons which the plan developers considered and the reasons why thosa options were re1~ed '1pt1on: _________________________ Reason: _______________________ _ Uption: _________________________ Reason: ________________________ _ lptlon: _________________________ Reason: _______________________ _ ~ Descnbe parent/guardian's role in helping child meet goals:-------------------------------- 0. 11elated SeMCes: (Trans0011alion, Ther10y, Adagtive P.E.. Specialized EQuipment, etc.) _____________________ _ E. onacademic Services In which student is participating: (Extra Cumcular. etc.) ________________________ _ F. isciplinary proceduras for ,napp~nate behavior: (Time Out. etc.) ------------------------------ G. "escnbe the involvement of the parents in the development of this plan: __________________________ _ H. 1rent Notmcat1on 1f not ,n Attendance: (Date: ___________ ....., 00396 IEP/3 00 Ill 00 (") NORTE ROO: SC-!OJL ors:~rc Name of S :~c:enc. ________________ Schoel ____________ _ 1. AS-1 ~efer:al ?or.n __ ~urse's signature __ ~efer:ing ?erson's signature 2. AS-2 3ehavior rating scale ~ame of ?e:son cccpleti~g __ ~ach item a.nd page completed 3. AS-3, AS-4 Not.i.:ication of parent __ ?arent noti!ied within presc:illed time 4. PAREmAL RIGHTS Nine page desc:iption __ Parent given copy of "Your Rights As The Parent Of A Handicapped Child" __ Parent appears to unde:stand rights S. AS-5 Referral conference record and parent per:nission to test __ Th:ee persons present __ Parent signature 6. AS-11 Notification of parent about retest and parent per:nission to retest __ Parent signature 7. socr
.r. HISTORY Developmental and medical hiseory of student __ completed by pa.rent 8. AS-8, AS-4 Notification of parent __ Parent noti.:ied within prescribed time of the evaluation conference 9. AS-9 Evaluation/place111ent/?rogramming (~i:ed for) (New and :-et.est) (New and retest) (New) (New) .( Retest) (New) (New and retest) conference record (New and retest) __ Three persons present __ Examiner present __ Handicapping Condition or No Handicapping Condition __ Signature of Principal __ Parent signature if placement is decision __ Student address and phone n\ll!lber May be used i~ place of AS-6 00397 co ca co (") C I \ ST'2 6 PUC2-!L'IT A. 7:1e student's name, address and phone nc=ber are ~itten i~ the upper left-hand cor:ier and the (AS 9) is for-#arded to the Office of Stuce~c Affairs. 3. At che Of!ice of Studenc Af:airs, the sc~ool assi~ent is ~i::en on the bottom of t..~e (AS 9) and the school~ notified. !! transporcation is required, this is done at t..~e same t:.=:e. C. Toe student is placed wit..~in fifteen (15) days of parental per.nission. D. The (AS 9) is for-.ra.rded to Appraisal Se~1ices where it is kept on record along with the coll1l)rehensive evalu.i.tion data. E. A co=i.ttee selected by the Assistant Superintendent for Instruction shall serve a.s an appellate body whenever parents disagree with the decisions of the referral or evaluation committee. 00398 ADDI7IONAL I~OR.'!ATION I. Release of Infor.:iation (AS 7) A. If a parent wishes to have a copy of the writ:a!l re?ort, t~e (AS 7) is used. B. If another school, agency or medical facility requests a copy of the written report, the (AS 7) is used, being sure to .n-ite in the full name and address on the bottom. C. If a copy of a written psychological report or other infor.:iation is desired from another agency, school or medical facility, the (AS i) is used. The second box should be checked, being sure to ~rite i~ the full name and address of agency, school or medical facility. ( D. Be sure to forward additional information to Appraisal ~d Referral , Services. Copies of tests from other agencies should be in the student' Appraisal file. The school may have this sent directly to Appraisal an Referral Services by writing this address on the bot:cm: Appraisal and Refer:-al Ser-1ices North Little Rock Public Schools P.O. Box 687 North Little Rock, Ark.ansas 72115 The material will be copied and sent to the school by Appraisal Ser,ices. E. Copies of all psychological test reports will be released~ from Appraisal and Referral Services. F. Copies of all communications to and from parents should be kept in the cumulative record. Also the (AS 9) and written test report should be placed there, although the original information will be kept in Appraisal and Referral Services' files. 00399 NORTH LITTLE ROCK PUBLIC SCHOOLS INFORMED CONSENT FOR RELEASE OF RECORDS OAiE OF SIFHH ___ _ 10 ---------------------- GRACE SCHOOL----------------------------- D Authorization is hereby granted to the North Little Roel< Public Schools for the release ot psychological information to: Name of Thira Party _______________________ _ Aadress ---------------------------- D Authorization is hereby granted to: Agenc:y ---------------------------- Address ---------------------------- for releasing medical, social and/or psychological information to: NORTH LITTLE ROCK PUBLIC SCHOOLS Appraisal Services/Administrative Annex Box 687 North Little Roel<. AR 72115 Parentl\.egal Guardian Oare 00400 ADDr::oNAL I)ITO~'-!.ATION(c onci:J.ued) !I. Re:::s cs "An evaluation of the child, based cc. procedures 1Jhich :ueet t:ie requi:-e::-.e!:).::s uncer Sectioc. 12la.SJ2, is conducted ever7 t:iree years or ~re frequen::y i: coc.citions ,
arrant or if the child's parent or teacher requesc:s an evaluation . , 1981 SDE Gu.ideli.:l.es. A. Retest:.ui.g is pr~rily doc.e to deter::une ,
hether coc.ti~ued special place=e~t is ~eeded. If this is che case the following procedures are to be obser,ed: 1. AS land AS 2 completed 2. ?arec.c notified prior to the evaluation and parenc:al per.:iission received. (Documented AS 5/other) 3. !uelines obse::-ved in noci!ying parent of Evaluacion/?lacemenc:/ Programming Coc.ference (AS 8) 4. Record of F:::/P Conference (AS 9) S. Handicapping Condition and placement decision of AS 9 6. Assign::i.ent by Of!ice of Student Affairs B. If t=ie student is being referred again after being tested previously ,
hen special cl.ass ?lace:nenc I.las~ reco=ended procedures are identical co a new refer~al beginning with the Referral Conference. This also applies to chose students having a suggestion to "retest in one year", etc., if no initial olace::ent was reco=ended. C. A t=iird tn,e of retest 1Jould be after TI:-!PORARYPU C~~T is made. P:-ocec~:-es to follow ,
ould be the same as mentioned in A. (If temporary placement is ::..ace prior to~ testing, procedures for an initi.l referral beginning 1Jith Referral to Appraisal should be followed.) D. In swmary, if an nlITIAL PUCEME.."ITis anticipated all procedures should befollowed beginning ',lith the Referral Conference. If CONTINUEDP UC~~ is anticipated, parent notification prior to the retest and parent permission (in writing) are required in addition to (AS l rev. and AS 2). 00401 C0 n NORTH LITTLE ROCK PUBLIC SCHOOLS INFORMED CONSENT FOR RE-EVALUATION SiUOENT --IL-.-&-1-1-1-1-1- -~--------- tF1r1t1 (Mu:ICJel OATE OF BIRTH __ _ SCHOOL _______________ _ Dear ______________ _ tPvWtuW.,a1an1 Every student who receives special services classes must be re-tested every three years. Our records show that the above-named. student was last evaluated on If this student has been evaluated by an independent agency such as Child Study Center, Elizabeth Mitchell Children's Center. Stepping Stone or another school district, please have a copy sent to the school at once. It is your right to: 1. Go over all records related to the placement 2. Go over the procedures used in placement 3. Be informed of the results of the evaluation When retesting is completed, you will be contacted to arrange a conference to discuss test results. Please return this form to us as soon as possible so we may proceed with retesting. Sincerely, Principal PLEASE READ CAREFULLY, SIGN ANO DATE Authorization is hereby granted to North Little Rock Public School District to conduct a formal evaluation, interview or test with my child. I have read and understand "Your Rights as the Parent of a Handicapped Child." (Parent or Legal Guara,an) Cate 00402 ( ADDITIONALL 'ITOR.'!Al'ION(c ontinued) !II. Parental Per=ission and Related Issues A. Parental per.u..,sion i.s needed in c--.-o (2) instances: 1. to conduct a for:n.a.l evaluation 2. for initul placement B. CONTL'rnZD PUCE?mrr - a copy of t.'le (AS 9) is gi1en to t:ie parent even though continuation of placement does cot require parental per::iission. C. ~O FiJRl'KERl 'UCE?mr! aeeded - a copy of the (AS 9) is sent by cer~ified mail ~en though parental permission is cot needed for re~oval from special class placement. 00403 l50. J,i :2 ----------------- '.lear Scudenc :fame (E"i:-sc) :
e sc:1.edule confer<:nces
:,e-::-icd.:.cally ~-- ~---~~n::
1.-h..: ::~:1= , .:~-~~- rece:v:.ng special ~.:uc.J.cion and re_,i~_-..: 3e:-,i~e..:. ::~-:"':~ .:.::::.:
~.
~:.::.~ us an oppor:uni::y to discuss your :"..:.~.:' 5
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,_ is !.lSuall:, ::ore successful ::.n sc:100L, r know ::o,. :.::. .:,1::-.: : ,::.:::_ =-" confe:-ence. :he conference will be __ _ Ti.me .l~ '....c~: :i c ion ::. : :-~ Ple.:ise cr.u-:r,lec:e che enc.:loseu:, for.:-: so '.-:~ :i:: .:: .. .- p l.m co ac :end che c:onfaren..:e ac c::i:, :
,::,c:.:ul-::s: ~ ~ :-: ~ for us co resc:1.edule. Recurn c::1.e enc~Jsed for~ oefcre ~nuw . .-h.:ic :-.:i~-
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,...,,....----------------"-<-.,-.-.- .-., ._-, 31r:!"'cai:e_:_ ______ .:.~e:_ Sr.noot -------------------------------------------- Graae: _________ _ -\. iAAM REVIEW ~ -view of tl'Ht students crcqress In relanon to is/her lndMdual Education clan Is reauired annuaIlv. Th,s review mav oe concuc:ed more 1rec1..entIv ,f so d ,red. To as.surw aoproonate service. progress ,s cont1nuattv monitor-ea and rev,ewea. A Progress :o date: (Numoer of shortrange oblec".Nes met per subIec:l a t'tacement Recommenaaoons: (Check as aoproonate) ----- Cononue the same placement (service setting) next year. _____ Rerum to flJll-ume ntgular classroom. (Must be accompanied by appropnate cue process forms.) ---- E
,plore other altemawes. such as: C. 'rogramm,ng Recommendations: (Leaming style. strengths. weaknesses. matenals/eou,omen~ moa1ficat1ons. social. ana/or aaaoove n.mc:1on,nc
. etc.: C D )ate of Rev,ew: ___________ _ E.
ate of Last Comprehenwe Evaluaocn: ___________ _ F. G ~ames of Persons Contnbut,ng To Rev,ew: ----------------------------------------- P-..1ENT~L PARTlCtPATlON ~ Jescnbe the involvement of the parentS In the review of this program: a Parent No11ficat1on if Not ,n Attenaance (Date: ___________ __, C >arent Signature: _______________________________________________ _ ( ther Pertinent lnfcrmaoon: ----------------------------------------------- 00405 ! '4 N. L R. ADMINISTRATION OFFICE'S COPY LS 2. 00 tc ( 121a. 56c l2la.5i0 12la.565(al llla,!69(:il 12!a.569(c)(.)(2) l2la.572(al l2la.572(!:l} l2la.572(c} l2la.572(d) l2la.5cll l2la. 57l(a}(1) l2la.571Ccl l2la.57:l(a)(b) l2la.56l(al .This hc?3r!.l"'qC .:e3 r,ot ne~!?5s~:-.ly r'ollc"' 1.i~
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~o.ees ,.,.o :.? per::,1ttcd ~c::es~ co tr.es~ re~:rcs, p~:rr.ittir,q p:r~n~z to s~~ O:'\l'/ t:-.~t inr'"~r:-:-atic.:_i ,icn :e!:.~!.:S :c. their o-m cn!.l!:l ~Mn r"!c:::-us .::ntai:i inr"or:::at:.on on :-.:::: ,,,an c:-:e child, recuirin~ yo,.
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.:.,.n re~i:ir.g ,c~= c:::i:eni: t::ero:'! u:in~ yc:.
r cnld' s reco~~3 for .. -, l)\Jr::oscs o~r.~: th~n tt.os,~ re~~~'!~ to
:i=:v~d1r.g oec1al i.c:... .:i ,::., anc rcl.i:::o :erv::.ces. 10 ..~. ver, ~::,::s ~.ay riave policies a o procec:.
ro:s wnic:1 a:::!.y in :r.e t:!vent tna~. you ca::l.:.ne to :J.:.,e ::i1s consent and th.Jt tr,e sc~ool re!!ls ~r-.e ,eco:::s sr,c:.uld oe g~ven :::i the crson wM rcc,.:~sci::d :..-.c:n. These o=::e~.Jres c::".Jl.j .. llc" c:ie school to send c:c=ics cf c:-:c: r~-:::rtJ: co t11a rec-.
~s,.:.rg :::erson c: agency, under c~r
J1n ci::-:uns:.:.n:es, oes
:iite you:- ooJec:ion. informing ycu when ccnf~:'!:i~ial 1nfor,,atic,, on ycur c:iild :.s no longer nee-::~o. At your :eci.:'?st, this infor::iacicn r.u:,c be de:st::-oyed (or char.:
:d so tl'1at ~t c..rmot be iaenc~ f :.eo
s belo~1ng to yvu::- cn1idl. Stat~~ are teci.:iu:u to 11ave cc:itinuous proc?dl..ae:. to identUt t,ar.dic:ic
:ied c.>iilaren and to "u::lisn a statewioe noc~ce in n~. ..s pacers 00406 12la.56l(a}(l) 121a. 561( alC2) 12la.56l(a)Ol 12la.56Ha)(4) l2la.550(b)(l) 12la.550(bl(2) l2la.'5l(b) (l) 12la.55:'5 l2la.552(c) l2la.552(a)(l) 121a. 552(a)(2) l2la.552(al(J) 12la.55l(a) 12la.552(b) l2la.55l(t:J)(2J l2la.552(d) or ot."le: mecia wnic."'I infc:-:is oa:?nts or t.,e :e:
-.Ji:e~ents re
J::::~
i icentification of hanoicap
::e: cnilc::en. lt 111.JSt i.rlc.!.ud<!: a cesc:ipt:cn of the c:ii:oren en .r.c~ ::nfi:ent:al infcr~a:!:n is ke~t and l:Jie uses of :~a~ info::-.a~~=n, a cesc:-!pt.!.cn of he., t."lis info::::at!cn is :.Ce::t and p:::ec:e::, a des.::-iot.!.on of t."\e rii
."'lts or parents and child:~n ret
a::.!.:-.g Ws infor::iation. YC\Jr c."lild has a r:
nt to: be e=uc:ate:j to the extent .p
:::-:priate with cnilc:en who are not h.nei:apped, t:e in a recular c!assroo~ unless the nature of seve:-i:.y of :.he hanoicao is- su:n tna: he or s~e car,r,oc :e:eive a s
,t:sf .. ::::, ecucation in tne re~lar c.lassr:c.-:i, us:.:-.g acoit:.c:-.al a.ics ar.c services, have a ranc
e or place~rits avai!a::ile, 1nc!1.
::ing classes, sce:ial classes, s
:ecial sc:icols or residential placements, ano nc.-ue inst:~::icns, re
~lG: s=~o:l ins:i:utions, partic!
::a:e with non-hanc:ic:icced c:iild::n in ext-:a-cur:i:ular anc: non-acaccm.ic activi:i~s, attend the school he or sh~ .. culd at:?nd if not hanC:ica:
:ec, unless the IE? calls for a Oifrer?nt :ilJ:e~ent. YC\Jr Child's ec:ucatic:ial placement ~st be: revie-.,,ed and dec!ced upon at least ar~ually, based on tl'le lE? , as clo,e to hcme as possible. Every school must have availa:Jle a variety of set~!n~s to me:t the ec:ucaticnal needs of na,.c:i:aocec c:iilcr:n. This ran-:.: "'us: inc :-~::e any plac~m:nc wi1icn is nec::ec to im:il::::-.enc tr.e c:,il:i' s !S"'. Provisio:, m:..st also tle mac:<?r or s1.:::ol'iIn :
i Jny s1..:0:?:i:l- :lentar'I se:, i-:es ne:deO when a hanoicacceo c:iila is :n a re
ular class. In selecting the least rest-:ic:.i,c environ~ent for your cnild, s.::~col ofricia.ls rust consi:er any possible har::,ful eiicc~s tr,Jc a particular place"'ent may have on ycur cnild or en services yuur cnild is to receive. 125. 00407 l2la.555 l21a.!56 l2la.SC6(a) l2la.506(b) ( 121 a. 507 (a}( l) l2la.!07(alC2) l2la.508(a)(l) l2la. 508(a)(2) <... 1113kea r:an~e~nts i~~ pu~ ~=ar .d pr:.vae lnst:.:-..:t:.::ns t::: lnsu:e that to t~e extent 2::0:::0::.a:.e, nar.cica~::eo cnilc:en are e::~::3,?C wit.~ nc:,-hanCiC3C~e~ c.,.:.lc:en, insure t!"lat teac.-ers ar.0
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ni:iist:at::::s are rully infor.::ed at::::.:t the itr.cl:.::aticns or tr.e c::r.::e::t of tr.e le3st :es:.::.:::::,e envir-...,1".'ller.t and receive t:a.inir.g ar.0 ass1s:.ar.ce in i
s appHcat.ion, insure that all sc:-.cols ln t~e state are ca::-1ir.g cut t:-.ese rec:ui:~::-..ents. tr ~-.~=i:s~ evi::!r.c~ c_-,at s.::..-:c:l lS r,c:, ~. ..~ State Ce::ar~.er.t or E::-..:~ati:n ~s c::li
ateC to :evle~ tr.e sc:-.:::i's perfo~..
."\Ce and to see t~at any ~~o:t::::::i.:.r.
s are c:::ec:ec. lf .t any time ycu cannot c::.-:1et o a~ree:r.ent ith the sc!,ool re
a::::.:-.g your d'\ild' s ec~-cation, ycu nave tr.e ri~nt to asK for an im::ar-:.:.al heari.-,,g. A nearing tr~Y be helo on any matter :elating :o t:-.e identification, evaluation, er placeir.ent of your cnilo or tr.e provision or a "f:ee ac::rccr:.ate
:uolic ec:.
::3t:.cn". Hear:n~s a:e to be held by ei
:-.er t.:,e State Ce::ar:ment of c:::-..:::ati:n or i:.-.e sc:-.::::.!. dire:tly resccnsiole fo: your cr.il::'s ecucati:n. To obtain a ~~arir,g, you should ~ak! a writ:en :e::~es: t~ ~~e ~erscn 'Who 1s responsible fo
the ec~caticn pr:i~:am your c.~:!j a::e~cs. An 1
r.oartial hearin~ office:- will be assic
ned to presica over ar.y such hearing ar.d ar:-ive at a eecisicn. io insure i::-.
ar:iall.:y, a hearing oificer may net be: an em
:lcyee of a public a~er.c:y (sc.',col syst~'II, !.ns:!.t!Jticn, whicn is involved in ~~e e::ucaticn or care of ycur c~il:, anycne who has a per'Sonal or pr:ifessicnal lnta:est wnlc.~ cul:j ca,rlict wittl oojectivity in :~e near:ng. Each scnco! 111Jst kceo a list or ~er:cns .no se:ve as hearing off~ce:s and t.t~ir qualifications. Rigt,ts whicn cot.ti you and the sc.>iool are ent!.tled induce t~e :ic
~t to: be acc:icoanied and advised by legal ccun~el anc by perscns ,. ith special 1<n0.
ledge of tr'\e pr-colems of nanoic~cpcd ciiloren, present evicerce and c:-oss examine and con
:iel tne at tenoance or witnesses, l26. 00408 l2la.SCS(al0l l2la.!0S(a)(4) l21a.!C3(a)O) l2la.506(cl(ll(2) l2!a.508(b)(l) l2la.5ca(b) (2) 121a.5l2(d) l2la.512(a)(ll(2l 12la.512(cl 12la.509 l2la. 510( a)(b) l2la.510(b)(l) l2la,510(b)(2) l2la. 5l0(b) 0) 12la.510(b)(4) l2la.510(b)(5)(6) l2la.5l0(cl prc:iibit tl-.e :nt:::=uc~!.cn of evicer:c: tr.at r.ad not tee!'! :evea!e-::i to you at least five (5) days t:e(c:e t..~e r.ear:~~. . . receive a wri::en f!.nding of fact and the cec!sicn of t~e ~ea::~~- You also have t~e r!~nt to: be told by t..":e sc:iool wne:e f:ee o: le.., c::st le~al r.e!::, !.s availaole. The sc:-.ool '11.JStg lve yotJ t:iis inf::~a::i::n at ar.y t!.
::e yo.J re~~~st it o: wnenever a nea:lr.g is :o ta~e place, have yCJ..JcrM ld attend tr.e hea:!.r.g if you wisn, c~en tr.e hearing to the p~~l!:: ~r you wisn, have t-:e heJrir.g c::no..-c:e-::i at a t!me and place reascnaoly ccnvenient to ycu. w1t:iin ~5 days of :e~eiot of your re01.Jest for a hearing, the hear!ng office: must :eac:i a cecisicn and mail ycu a c:::::y of tr.e cec.:.s.!.c.,. The hearing officer ~ay grant an extensicn to tnis ti~e pe:!cd at ~-:e recuest of eitner party. The cecisicn or t:-.e r:earing offi:e: is f!l'lal unless ei:~r you or the sc.~col c:J-.ooses t:: a::::eal. Ir your hearing was held,by tne State ar.~ ycu are net satisf~ed, you can bring civil a::ticn !n a State c:urt o: a U.S. oist:i:t c:ur:. If yC\Jr hea:in~ was held by ycur scncol rat:ier tn
n t:ie St1:::e, ar.d tr ycu are dissatisiried with tne cecisicn or t!"le riear.:.n~ of'.:.::?r ano would like tc a~e3.l it, ycu must J.nrc:::i t:-.e Sta:::e OecJ:::::ent of Ecuc .. ticn or yo-": cesire to co so. The St.ate Ceca:::::en::: of ::::-..::
ti.en will then c:::ric1,
c: an i~art!a.l revie-,, of tr.e hearing. The office: ccnductir.g tr.e review will: examine the entire hearing record, insure that the hearing was conc:uc:ted prc::erly, seek more evicer.ce if necessar,, 1r a hearing ls held to receive this adoiticr.al evicer.ce, t:-.r.n the hearing ri~~ts previcusly described would app.ly, give both parties an opportun1:y to present ar
unents, make an lnc~
encent decisio~ and give ~cth par:ies a ccoy of t:-.e decision. The decision or t~e imoartia.l revie-w rust ce reached and a ccoy of it mailed to you anc tl":e sc:iool wit:i1n 30 cays of tne reauest for tl'1e review (unless an extension is granted Oy t!":e :evie..,ing off.i.c.:.ail. The decision 1s final unless eitr.er part, encases to or.:.ng civil action and pursue tne matter in court. Our ing tl'1e tir.:e tna t t.~e l ::!i . 00409 ( l2la.5l4(alC!) 12la.Sl4(a)(2) 12la.Sl4(al(J) l2la . .Sl4(!l) 12la .Sl4(c)(l) l2la .Sl4(c)(2)(i) l2la .Sl4(cl(2l(ii) l2la.Sl4(d)(ll(2l l2la . .Sl4(e) hear:.~ an ac:ells p::::ess is ~ .. k!r.g p!ace, 'fC-.Jr c:-.i::: l.s !o ~e:-a::i in his o: her present place!T:e:-:t, unless yc-.J ar.d t..e sc:".ccl a-
:?e other
.,ise. rr t~e di~cute c::r.cer:is t,"'-e l.ni::al ac::.ssicn cf ye~: child to PL:Jlic sc:,col, then he or sne, ..,i t."I yOT.Jrc :::isent, ..,! ..!.! :e placed in a pu~llc sc~.ool pr:g:am until t.r
e cc.~.
,!et!:n of ~~e prccee-::!.!.nc
s. no parent can be icent!f.!.ed, tl'le whereaocuts or the pa:ents is not l<no.,,, tr.e c."lild is a war:: or t.".e State. It ls t.".e sc."l::ol's cuty to appoint a star.c-in or sur:::~ate, or to see tl'lat one is a::
::ointe::i. E.:.::."'.e:t:r .e state or ycur sc.-.co.i. .:::.Js: h3ve a 111ethod of ac
:oint!r.c
sur:c:
at~s. The sc:-:ool or state ,'!lay sele::: a sur:::-
ace in ar.y manner i::e::n.it:ed by State law, but i:,.ist maKe su:e tl'lat the i:
ers::n selec~e::i: does not have a c::r,rllc~ or interest, is ~lHied to re-
,resent tl'\e c."lild, is not an ~loy~ or a :::uolic ac
er.cy involved .!.n the ec..
ca:!.on or care or tne c~ild (a ce:scn is not c:::isic~:e::i an e~
::~:'fee solely beczuse he or sne se:ves as a sur:::
ate). The surrcc
ate may re:,resent the child in all mat~e:s ::elat:~1":
to icentificaticn, evaluaticn, ph.:e~ent, and l:.~e p~vis!.cn of a f::=e 1ppropriat:= i:
,..
!:llice c..11:aticn. 00410 NORTH LITTLE ROCK PUBLIC SCHOOLS 2700 P011laSr tmt P. 0. Box 687 SOAAO OF :CIJC~7'C-" AOMINISTFU rive CF :,c~, North Little Rode, Ark
uuas 72115 Dear ?arent/Guardian: As .e have already indicated, you as the responsible adult for this student have very i.:npon:ant infor:nacion to share. Resear~~ has sholol'Tl thac med:.cal and developmental infor:nation leads to a more c~orough and acc~race evaluation of learning problems. Also i.:nporcanc is infor.:1acion whi~~ describes a student's accicude and behavior at home. We realize the highly personal nature of this Social Risco~
for::t and assure you that t~is inior-,...acion will be held in confidence. Thank you for your assistance in helping us gee a better picture of your child. Principal School , AS/Social History 00411 129. ( NORTH Lir:"L:: ROC:< SC~COL Drs:~:c: SOC:::.U HIS'i'ORY l Clild's Na::e __________________________ Date __________ _ In.for...anc 's Nace ___________________ ~e-acioc.shi? __________ _ FA.'fILY DA':.
Fac!-ter' s Na:::e _____________________ Age E:ducation. ______ _ E::lploymen:: !i::~ --------------- ~ocher's Na=e Age :'.:iucac.:.on_ ______ _ E:nploymenc !ic~ ------------- Clildren (O:.::es t to Youngest) Name Age Nair.e Age l. 4. 2.------------ s.------------- 3. 6. Phys~i_c_a~l-,-=-e_n_t_al--,-e-=--_t-i _oor_ ns_cahlo ol-relate_d_?_r_o_b_l__=_s o__t_ b_ r_o_t_h_e_r_s_/_s_i_s_::ers: ------ Physical, =e=::al or e?nOtional problems in .family: ___________________ _ Clild li,es ..,.. :::i. _________________ Nu:nber family ::ioves_ ________ _ Others in ::oc:e Numbe::-schools attended _______ _ Parents di,orced _______ deceased ______ Age of child at deach or di,o::-::e __ _ Age of chi:d at remarr.:.age ___________ _ ~echods of discipline used in home ___________________________ _ wno most :::-equencly disciplines? ___ ,.....--~---=--,------ How of::en? ______ _ Has discipline been strict, lenient, inconsistent? (ci::-cle one) '..ihat ti::ie does child go to bed?~~,-,---,-----,----,,....G~t up? ______________ _ What responsibilities does the child have at home? __________________ _ wnat activities are shared by family? _________________________ _ ?REGNANC"H: I STORY Number chil:i::-en bor:1 ______ Number of living children ______________ _ P!-tysical, ::iental, emotional problems during pregnancy: ________________ _ BIRTH HIS:'OR"! Number of hours from first contraction till birth -------------------- ~ e di cation __________________ Asleep or natural childbirth? _______ _ Birth wei~hc Induced or elective? ________________ _ Deliver/? Labor less than 2 hours 2-8 hours more than a hours Circle one Physical, ::iencal, emocional problems or anything unusual at birth and/'or during baby's first mon::h? _______________________________________ _ DEVELOP~E!l7AHLI STORY Age walked alone __________ Rocking __________ Unusual fears _______ _ Age said 4-10 words Head bumping Temper tantrums _______ _ Age used sentences Sleeping problems Overactive __________ _ ( Right or lefc handed? (circle one) Coordinacion? ___________________ _ Age this settled ________ _ (Rev8-8J) 00412 tJO. soc:.u. HIS:ORY C1ild' s dee :or Hos pi :al Vis ion chec ked-=?:===========.=
.h =_-e_n_?===================--,,.-ih-e-re-?- ---------- Hearing checked? ~ben? __________ ~bere? Speech problems? ---------------- Relative with speeci or heari.:lg problam.s? (Please indic.ate ages beside iLness/dise_a_s_e~)---------------------- Flu?_-:---:---,------ Convulsions? __________ _ Meningitis?______ High fever?_-,- ________ _ E:lcephali:is?..,....____ Abcessed ears? _________ _ 'H.-!eeaads leIns?ju ries? --------:<.i-.-~-ci.-? ____________ i._n_c__on_ pg__lC. _o_u___g___h___?_ __ _ Mumps ?"'.'"".....,,-:----------C'-.....icken ?o:< ? ________ Ji
, c:heria ? ___________ _ Allergies? ________________________________________ _ Ocher injuries, :_~esses, operations, hospic:alizac:icns? _______________ _ Please be speci!ic ___________________________________ _ C1ild's feeling coward school (li.:<es, hates, indifferent) _______________ _ Attendance (good, poor, average) _________ If poor, why? ___________ _ Parent's perception of how chi_d adjusting in school: Academically ______________ Behaviorally..,..,, ______________ _ Any c:utors? _________________ Su=er school? _______________ _ wnen?~-,-----------,---,--,-.....,..--How successful? _______________ _ l. Child does c::i.ings impulsively wnicn result in spills, break..i.ge, bruises, ec:c.? 2. Child stays with a specific acciviC-/ such as reading, playing a sic-down game or small task? J. Child becomes anxious in new situations (such as c:ri
,s, visitors, unanticipated changes in rouc::'.ne)? 4. Child gees .l.long with other children? S. Child accepts responsibility in home (chores, etc.)? 6. Child finishes task or activity that be begins? 7. Child "cakes tur.is" and oc:her-.-ise plays well with ocher children? 8. The child moves his hands, feec: and/or legs excessively when sitting? 9. Child has bad !llOods? PARENTALC OHMENTS Rarely Socec:imes Often Rarely Someti!nes Often Rarely Sometimes Ofc:en Rarely Sometimes Often Rarely Somec::imes Ofc:en Rarely Sometimes Often Rarely Sometimes Often Rarely Sometimes Often Rarely Somec:imes Ofc:en Any other infor.:iation such as especially upsetting events in the family? _______ _ (Rev 8-SJ) 00413 ( RITERR.ALC ONFE1~CE (continued) 1::e:-e are several possible ouccomes of a Re:er..:-al Conference: l. No evaluation services are needed with only :ninor curricular adjusc=encs sue~ as change in teaching scracegies or alcer..a.cive ?rog:-a=.ing anc/or grouping. For e.~ample: dif:erenc level in read:'..:lg or ocher subjec: :naccer, seating assignment, parent coope:-ation ..nth home~ork, disci?li~e, attendance, etc. In this case the princi?al directs the appropriate individual co carry out the decision and also requires che indivicual co observe for follow-up for possible re-re:erral. 2. Referral to other specialists within the school such as re~edial reading teacher, VIPS volunteer, Child Study Center Consultant, Distar teacher. 3. lefer for specialized test:.ng (Speech Therapist). 4. "-efer to Appraisal Ser,ices for comprehecsive eYaluation. If ?arents are present ac the Referral Conference they should be gi,en a copy of "Your Rights As The Parent Of A Handicapped Child". If a decision is :nade for referral to Appraisal Set"'rices, parents should also be asked co sign the (AS 5) giving pe~ssion to test, and co complece a Social HisCOt"'/ for,n. Assistance in completing chis for:n should be available if needed. If che group chooses ll3 or #4, parental oer.nission co cesc muse be obcained by using Che (AS 5). Use (AS 5) for ~er:nission co cesc. The (AS i) is now ONLY used for releasing and re~uescing psychological information. ~!ore discussion of these for.n.s is in the Additional Infor::iation sec:ion. 00414 NORTH LITTLE ROCK PUBLIC SCHOOLS INFORMED CONSENT FOR RELEASE OF RECORDS rv STUOENT -::--::------------,-
:--,,-------.,.,.-- OATE OF BIRTH __ _ (L..ul:) tF,r,tJ 1M1001e1 10 ---------------------- GRACE SCHOOL------------------------------ 0 Authorization is hereby granted to the North Little Rock Public Schools for the release of psychological 1nformatIon to: Name of Third Pany Address ---------------------------- 0 Authorization is hereby granted to: Agency---------------------------- Address ---------------------------- for releasing medical, social and/or psychological information to: NORTH LITTLE ROCK PUBLIC SCHOOLS Appraisal Services/ Administrative Annex Box 687 North Little Rock, AA 72115 Paref'lti\..egat Guardian Oate 00415 l ( s:E: 3 - aEFE::ulATLO APPRAISASLE RVICES A. The ?rincioal sends the following coc:i,leced for.:is co Appraisal and Referral Se?:'-rices in one packet: AS-*, AS 2, AS 3 wich documentation, AS 5* and the Social i-iiscor
* Doc=encac:.on This indicates the parent was notified in advance. I: che ?arenc wanes to have the conference earlier than prescribed ci~elines, chis is documented on the AS 3. Parental Per.nission (AS 5) The law states chat sixty days from the dace of parent's signature and/or the Referral Conference, the evaluation has co be completed, thus the completed referral packet~ be sent to Appraisal Services as quickly as possible. Social Hiscor, If incomplete or if parent refused to complete it, the reason is wric=en on the for:i and sent anv-.rav. A parent may be unable co complete chis form. or may not understand. Specialises such as the Child Study Center consultants, resource teachers and/or examiners can help the Principal with chis responsibility. Medical and developmental information, as well as the student's attitude coward school and his behavior ac home help in for.ring a more accurate conclusion about scudenc needs. Mentioned previously, a cover letter is available to send with the Social History for:n when sending it home for parents to complete. This letter explains the purpose and the confidential nature of the Social History foni. B. Appraisal and Referral Services reviews the referral packet for completion and stamps it. (If incomplete, the referral packet is returned co the school with accompanying note of explanation.) C. The referral packet is given to an examiner for scheduling. *(Revised 8-83) 00416 ( EVAI.U.AI!ON .A. Toe exa:minar or speecll t!lerapi..st obs er-res :.::a student. B. Toe ~er /~ecll c.baral)ist a.ssesse.s c!le student in one or =re of the followi:lg areu: ability, achievem9nt, pereepe~ou and :.anguage C. A summary of all in:for:iat~n gat!lereci p-rev:.ously f'rO'lll nco-rd.s, ce.aciler, parent: and e,!i.e for.11&1. testing i.s wrltun. o. Toe ~i:un report: 1.s mailed to the p-r:!nc:.
,a.l. 00417 A. The pr:.:ci?al or second.aq counselor aoci!!e.s t~e ?arenc (AS 8) t!lac t.!le evaluacion 1.s completed and sc:iedules a con:ference. The e:tami.:ler/ speec= ::~era.pi.st: is consulted about sc:iedu.ll!:g and 1.s for'"'-a.lly noc:.!ied when dace and t=.:.::ie ar-9 set. 1'he e::i:aminer c.!len lla.s tile oppor:uniey to prepare adeqwittly for c.!le conference and ~ing samples o:f t:ie scudenc' s test per:o=n.ce to tile conference. (~oc:.!!cation of parencs should precede the conference by fou::een (14) days.) If parencs do not respond '-Tithi.:l seven (7) days, a second ll0tice mu.st: be sent. I! parena fail to respond or indicate t:!l.at c:iey do not '-Tish to par~C?ate, ~'ie conference should sc!ll. be held 110 longer ~'ian t!l.ir~ (JO) days aicer recei
,t of c.!le ~!::en repor-:. P.U-1:"\!T.U. CONS~ ~ST aE OB'!.ADED aE:FOR.E OII:AI. ?UC~ OF A !iANDI~!'!D C'alI.D. B. Persons ~ho~ be at: Eva.lu.acit:Jn/Placeinent Conference (ac lea.st 3 persons) l. Ex.ami:ler or Speech Therapist: if Speech Evaluation (person legally competent: to inter
,ret evalu.at~n) 2. P':'"'.-:ici
,a.l or person responsible for having Re:ferral C-Jnierence decision carried out The parent: muse be !10ti!ied in advance but ~ ~ have to be present. C. Persons Jho aiay or a:ay not be at E.raluacion/Place::ient C.:,n:ference: l. ~'iose involved 'Jith scudent' s daily inscruction 2. chose providing special ser"7'l.ces 3. those having addition.al input 4. parent noci!ied in advance followi.ng ti.meiines (Rev. 8-aJ l ooua L~6 . Dear PAa..::.\'": :
o,:?ICAHON uf EVAI.UA!:C!l?/L
C~E.'r. / ?il.OCi<A.~!)ICc cs
:
:t:
xc:
Dace --------------- ----------------- The evuuacions recomm.eoded for your child, _____________ _ by the referTal committee ~ve been cO'lllpleced. Therefore, we are holding a coofereoce co discuss the re.sulcs and to :axe ed1catiocu.l plans for your child. Once again, we would like for you to be there. ~e have scheduled a conference on _________________ at ___________________ _ Dace !ice in ______ ....,...,----------- Phce Please contact - by pnone ac _______________ if you have any questioiu or if you need to reschedule the conference. I aa looking forward to hearing fros you. ,\$-8 (Rev.SJ) S1.ac:erely, ______________ , Principal _______________ , School 1. .vn,1e ~- Pink ~ Yellow 4. Green .:.or-rd1sal Service, Sot!c1a1 Eeluca111JOnf f1c11 P1Jr5ona1 Foleler Parent 00419 D. Those attenc:..::.:::5 t!le conference present the data and re.rie,.
it. Sased on this data they ~il:: l. deter.:ii.:l.e .nether student meets the eligibility criteria 2. specify t~e handicapping condition on the AS 9 3. design an ::::::? (
,ages l, 2, 3) 4. recommend appropriate placement At any ti..:ne in this sequence of steps, the conference can be discontinued-if e::!.gibility criteria are not ~et, if no handicapping condition e:d..sts, or if appropriate placement is dee:ied to be the regular classroom. All three steps must be in agree~e~t "'7ith 1981 Guidelines prior to decision to recommend place=ent. ~bile the committee can over-rule an individual, it still :!.s bound by law to establish: a. eligibility criteria b. handicapping condition prior to recommendi:lg special class place:i:ent. E. Only those in actual attendance sign at the top of the AS 9 and it also must be signed at the bottom by the individual adaiinistratively responsible for services in that school. Those in disagreement -:n.t!l the placement decision should state "disagree" by their signat'1re and attach reasons for disagreement to the AS 9. F. An AS 9 is completed when: there has been an evaluation (new or retest) there is a change in placement there is a conference to review placement If eligibility criteria are not met, NO HA...'IDICAP?I~CGO NDITIONe xists and is written on the AS 9. Recommendation statements for the AS 9 are as follows: l. No Special Services needed 2. No Special Services needed at this time, but progress will be monitored closely J. Return to regular program of study 00420 NORTH LITTLE ROCK PUBLIC SCHOOLS EVALUATION/PROGRAMMING/PLACEMENT RECORD ?age 01 CA TE OF BIRTH ________ _ AGE ___ _ 10 --------------------------- GRACE __ _ SCHOOL _________ _ PARENT/GUARDIAN CATE OF EVALUATION ____________ _ AOCRESS ----------------------- CATE OF CONFEi'lENCE ___________ _ PHONE _______________________ _ CATE OF MAILING _____________ _ Cear Pa~n!/Guardian, In accordance w1tn our crev1ous notification an Evaluat1on/Pogramm1ng/Placement Conference was neld concerning tn1s student's !!ducatronat neeos. A summary ot aata cons1aered t:>y tn1s committee follows: EVALUATION CATA Vision ScrHning lntelle-ctual Acnievement Adaptive 8enav1or Social History Hearing Screening _______________ _ Communicatrve At:>rlity ------------------------------------------- Language Skills Receptive _________________ _ Perceptual (Auditory, Visual, Motor) -------------------------------------- Functional S~ills/Classroom Observation Otner CIAGNOSTtC IMPRESSIONS (as relate<l to primary handicapping condillon) R.,.1ewed t:>y ------------------------ 00421 I NOMI H LIT fLE ROCK PUBLIC SCHOOLS EVALUATION/PROGRAMMING/PLACEMENT RECORD Pac
e 2 ot J STUDENT DA 7: CF 3IRTH ______________ _ SCHOOL CONF::iENCc ADDITIONAL IMPRESSIONS (Complete tl1Is ~ 11 suspec:ed pnmary handicacp1ng condItIon ,s specific teaming d1sab1!1ty ) A severe d1screoancy between acnIevement and 1ntetlectuat abliity is found In one or more of the tollow1ng areas: (Check all tnat acplyJ ____ Oral ocressI0n ---- 'Nntten expression ---- L1s1en1ng comprehension ____ Basic reading skills ____ Reading comprenensI0n ____ Mathematical calculauon ____ MatnamatIcaJ reasoning And this discreoancy betw"n acnIavement and intellectual ability Is NOT pnmar1ty tne result of ---- Visual. heanng or motor handicap ____ ~1v1ronmental. cultural or economic disadvantage ____ Mental re1arda1Ion ____ Emotional dIs1urcance lnaoproonate 1nstruc:Ional programs. lack of readiness. lack of mouvatIon, delayed maturation or factor external 10 1111s1t uoent. PRIMARY HANDICAPPING CONDITION Student eligibility tor s0ecIal education Is certified by tne 11sta0I1snment ot this pnm.iry 11and1ca0pIng condItIon by 1ne Evalua110n1Programm1ng/Placement Comm1tt". (Evalua1ton/Programm1ng1Placement Committee Chairman) This statement of pnmary nand1capcIng condition is a rec:iuirement of Act 102 of 197:l as amended. and PuOlic Law 9'-1,2, 1f a student 1s to rece,-e special educational services. This Is note 1taternent of the studenrs general alllllty but onIy InvoIves 1ne narrow area ot public education. Ttw, statement will be used only tor determIna110n of elig1b1lity tor special education services. Th1S primary nanoIca0pIng condItIon will no longer aoo to 1nIs student wnen special service delivery Is terminated. DESCRIPTION OF EDUCATIONAL DEFICIT PROGRAMMING RECOMMENDATIONS PROGRAMMING/PLACEMENT CONFERENCE DECISION ---- Special education services appropriate ____ Special education services not appropnate at tn1s time Reviewed by------------------------ 00422 ~OR!~ L-rnE ROCKS CEOOLor snrcr Special Services Depart~ent Persons/Agencies who Assist Parents In the Referral/Evaluation/Progran:ming/ Place~ent Process l. Advocacy Services 2. Arkansas Department of Education Special Education Section 3. Arkansas Coalition For the Handicapped (371-2171) (371-2161) (376-3420) 00423 I Special Services Depa=nient Agencies and Schools that may assist in Independent Evaluations Ar child, Inc. 5310 Wast 10th St. Little Rock, AR 72204 Ph. 666-2484 Ark&naas Children' Hospital 804 Wolfe Street (Also) Children's Developmental Cen:e Attn. Glen Lowitz, Ph. D. Little Rock, AR 72202 Ph. 370-1100 Arkansas School for the Blind 2600 West Markham, P. O. Box 668 Little Rock,_ AR 72203 Arkansas School for the Deaf Ark. Children's Hospital 804 Wolfe Street Little Rock, AR 72202 2400 West Mar~h&m, P. O. Box 3811 Little Rock, AR 72203 ATTN: Jerri Finch 371-2211 A:k~~s~~ 5?~~:~ a~c ~ea:i~g Cli~i: ATTN: Fred BE:ggs 4E:s ~E:s: ~a=~~Ae t~::lc- K~cl.., A.~
::o
00424 !he Br idg eway P. 0. Box 8500 Little &ock, AR 72215 Child Study Center 4301 West Markha.m Little Rock, AR 72205 (2) The Bridgeway 21 Bridgevay Road No. Little Rock, AR 72118 Debbie Pipkin 771-1500 Ph. 661-5800 00425 Eascer Seal Society of Arkansas 2801 Lee Avenue, P. O. Box 5148 Lic:le Rock, AR 72225 Ph. 663-8331 Eaatgate Clin~c #60 !aatgate Terrace No. Little Rock, AR 72114 Economic Opportunity Agency Special Day Cencer #l Oakland Place Little Rock., AR 72206 Ph. Elizabeth Mitchell Children's Center 6601 West 12th St. 753-8983 Little Rock, AR Ph. 666-8686 Family Service Agency of Central Arkansas 2700 ~o. Willo11 No. Liccle Rock, AR 72115 Ph. 758-1516 00426 Fullerton Adolescent Center 4313 West Markham Little Rock, AR 72201 Little Rock Public Schools Special Educatiou Dept. 100 So. Arc~ (A.uuex) Little Rock, AR 72201 Memorial Hospital _1900 West Pershing Blvd. ( 4) Ph. 661-4500 Ph. 370-1654 North Little Rock, AR 72114-1899 MR-DDS Suite 400, Waldon luilding 7th aud Main Streets Little Rock, AR 72201 Nort~ Hills Exceptional School 207 Rain'oo<J Lane SherJooci, AR i:116 Ph. 835-i3J3 00427 ( 5) North Pulaski Social Services P. 0. Box 5791 Nor:~ Little Rock, AR 72119 Pat~finders, Inc. 310 John Rardin Drive P. 0. Box 338 Jacksonville, AR 72076 Ph. 372-2755 Ph. 982-0528 Pulaski County Special School District Auxiliarv Services Building 1500 Dixon aoad, P. 0. Box 6409 Little Rock, AR 72216 Sp. !d. records Ph. 490-2068 ATTN: Mary Moon Stepping Stone, Inc. 3500 South University Little Rock, AR 72204 Ph. 562-1809 00428 ( 6) United Cerebral Palsy of Central Arkansas, !nc. 5917 Ir S::r-ae-r---- L i t :: 1 e Ro. c k , AR 7 2 2 0 5 P h . 6 6 6 - 9 4 7 8 University of Arkansas at Li::::le Rock 33rd and University Little Rock, AR. 72204 You::h Rome, Inc. 143 Crestviev No. Little R.ock, AR 72116 Ph. 753-2939 (Speech Clinic ATT~: Dr. Rope Keizer Ph. 569-3155) Youth Home, Inc. 924 Marshall Li:tle R.ock, AR 72202 Ph. 376-9231 00429 Technical Assistance on Alternative PracticesR elatedto the Problemo f the Overrepresentationf B lack and Minority Students in Classesfo rt he Educable Mentally Retarded U.S. DEPARTMENT OF EDUCATION CANTALICIAN FOUNDATIONI,N C. I/al BUFFALO, NY \WI 00430 INTRODUCTION This pamphlet, ~echnical Assistance on Alternative Practices Related to the Problem o( the Overrepresentation of Black and Other ~inority Students in Classes for the Educable Mentally Retarded", has been commissioned by the Office for Civil Rights, U. S. Department of Education, to provide technical assistance to state and local education agencies. The puri
,ose o{ this project is to identify and disseminate lcnowledge o{ alternative educational practices which show promise o{ contributing to a reduction of this overrepresentation. Our selections derive from a model which differs significantly from the traditional testing paradigm. We propose that educational practice, particularly referral and assessment practices, be predicated on a functional relationship to the instructional process. The practices we have selected are characteristically part of a larger design which recognizes the limitations of the traditional testing paradigm by shifting emphasis to instructional interventions which have been successfully applied to students expe~iencing educational difficulty or iailure. Given this emphasis, the selection of specific testing devices would perpetuate the traditional testing paradigm and possibly obstruct the shift of attention we pra
,ose. When assessment procedures are used they must, of course, be valid and non-biased. Moreover, given these criteria the use of appropriate testing instruments should be left to the discretion o{ state and local education agencies. The majority of practices we have chosen are alternative instructional programs which can be used in the regular classroom. Our criteria are based on a fundamental concern. Do these programs show evidence of improving achievement rates of students experiencing learning problems and consequently enable local education agencies to retain these students in the regular classroom? Improving the educational outcomes of these students is, in our opinion, the most promising approach for reducing minority overrepresentation in classes for the educable mentally retarded. ~~kew=- 1Sister Raphael Marie, CSSF President, Cantalician Foundation, Inc. 00431 ACKNOWLEDGMENTS This pamphlet is the result of a cooperative eifort by many indivicuals. The Cantalician Foundation gratefully acknowle<lges the direction and support provided by Office for Civil Rights' staff members, Edmund Drake, Project Officer, and L. Lawrence Riccio, Psychologist. Project Consultants Robert Algozzine, James Ysseldyke, Jane Mercer and Johnnie Mayo, offere<l valuable insight and perspective. John Weaver, Rose Adkisson, John Taylor, Doug Carnine, Russ Gersten, Raymond Beck, Denise Conrad, Ethna Reid, :Ylartha Knight and Margaret Wang cont:-ibuted generously to our understanding of individual programs. James "vtarillo served as Project Director and Daniel Mombrea as De?uty Director. Richard Towne served as Senior Analyst/T,ainer and Lawrence Maheady as Associate Analyst/Trainer. Sharon Lansing, Management Instruction Resources, :
,rovided tech nica.l support. The Cantalician Foundation is especially appreciative of the dedication and assistance of Lucille Panek and Laura Steinbom. Linda Cisternino and Theresa Drennan served as Management Instruction Resources Assistants. Additionally, we would like to thank Sister Mary Patricia Tomasik of the Cantalician Center for Learning for her assistance. 00432 TABLE OP CONTENTS INTRODUCTORMYA TERIALS ALTERNATIVE INSTRUCTIONAL PRACTICES Direct Instruction with OISTAR Exemplary Center for Reading Instruction Precision Teaching Peer Tutoring .-\captive Learning Environment '.'ltodei (Redefinition of Roles) Computer Assisted Instruction ALTERNATIVE REFERRAL PRACTICES Pupil Appraisal Assessment Program Rapid Exam for Early Referral and Classroom Learning Screening ALTERNATIVE ASSESSMENT PRACTICES Reclassification and Declassification Interactive Model for Professional Action and Change for Teachers FOOTMO'l'ES BIBLIOGRAPHY CONT ACT PBRSONS 00433 1 9 10 13 16 20 23 26 29 30 35 39 40 46 51 53 56 DfTRODUCTORY MATERIALS There are more, often many more, minority students in special education programs for educable men tally retarded (E :11R ) students than would be expected if predict ions were based solely on the proportion of minority students in the community. This is called disproportion or overrepresentation. It is neither a new nor an isolated phenomenon and it is especially true for black children.l For example, the 1980 Office !or Civil Rights (OCR) biannual nationwide survey of students revealed that while 16 percent of all elementary and secondary students in this country are black, 39 percent of the students in classes for EMR students are black. The proportions vary Crom place to place but the overall pattem is clear.2 What is not so clear is what causes the situation. ts it our students, our culture, our history, the way our schools are organized? Is it prejudice and discrimination? ls it technically inadequate tests? And just as there is disagreement about the cause, there is also disagreement about the remedy. Do we eliminate the category "educable mental retardation?" Do we eliminate intelligence testing? If we eliminate the statistical disproportion wi 11 we solve the problem? While disagreements continue, policies are made, programs are set in motion and children go to school. What should be done? What needs to be done? To help answer such questions, understand minority overrepresentation better and formulate sound policies to protect minority school children against discriminat"on, the Office for Civil Rights, within the Department of Education, sought guidance from the National Research Council of the National Academy o( Sciences. In 1979, the Council established the Panel on Selection and Placement of Students in Programs for the Mentally Retarded and charged it with a twofold mission: (1) to determine the factors that account for disproportionate representation of minority students and males in special education programs, especially programs for mentally retarded students and (2) to identify placement criteria or practices that do not affect minority students and males disproportionately. The Panel recommended " .. .six principles o( responsibility that must be adhered to in order to ensure valid re(en-al, assessment, and placement and high quality programs of instruction." (The six principles are reproduced on page 5.) The six principles, the Panel felt . are consistent with current law and educational theory, (but] to a large extent they are not followed in practice, nor do they underlie current systems of assessment, classification, and instruction. Faithful adherence to these principles would have far-reaching efCects on the organization of both regular education and special education system. This project i.s based on and draws Crom the Panel's work. The Panel provided perspective and background
it made recommendations and referred to a number of possibly helpful practices. We have taken the next step by searching the country !or state education departments and school districts which are successfully applying or have successfully applied the principles recommended by the Panel. 1 00434 The U. S. De?artment of Education defines eleven categories of handicapped children. The focus o( this research was on individuals whose primary handicap !alls within the category o( mentally retarded. However, this project was not designed to include all students placed in this category. Our targeted pC9ulation was mildly mentally retarded or educable mentally retarded. We have searched especially !or successful alternative instructional practices within the regular program for students who are experiencing academic failure. We have also searched for referral practices and for alternative evaluation and assessment practices that have been used to guard against the misclassification of minority children.' We did not search for "a grand solution" because we do not believe there is one. Instead we have identified a number of programs, particularly alternative educational practices, that are helping a great variety of students learn in regular claS'!lroom settings. There are c!asses where special education students study with regular education students and you would never be able to pick them out. There are classes where the teacher will point to a student and tell you that were it not for the suceessful alternative practice, that student would have been referred to special education. Look at the data
better still look at the programs in C9eration. There are many schools doing a wonderful job teaching students who too often would be assigned to special classes. Instead we find these students succeeding in regular classrooms. The practices we have located are described here as case studies. Enough detail is included to provide basic knowledge of how the practices work, of the resources needed to implement them, and of their applicability, limitations, and effects to date. References and additional resources are provided. Readers of the case studies will become more familiar with suceessful regular education alternatives !or students experiencing academic failure and with more valid referral and assessment techniques and procedures !or assigning children to classes for the educable mentally retarded (E:'rfR) or other mildly handicapped students. Readers can compare the case studies to their own situation and should they have questions or need additional information, pursue their interests through the resources and references provided. Readers may adC9t or adapt these or similar practices in their own schools. When this happens, when more schools use successful regular class altematives to special education placement and valid referral and assessment procedures for assigning students to special classes, we believe the number o( black and other minority students in claS!es for the educable mentally retarded will be reduced and an increasing number of all students will be apprC9riately and successfully educated in the regular classroom's less restrictive environment. In the most general sense, education for all children will have been improved. But a few cautions are in order. 1. We are dealing, here with complex, long-standing problems that are not amenable to a "quick Cix." There are no overnight solutions in the descriptions which follow, and there are no shortcuts. These practices can help, but by themselves they will not solve the ongoing challenge of helping our schools respond better to existing needs. 2. Because the practices have been successfully implemented in one site does not mean they will necessarily work in another, or that the only way they will worlc is to reproduce exactly what has already been done. These practices are p053ibilities that need to be studied and discus-sed within the context of particular school districts. 2 00435 3. We have not, given the scope of this topic, been able to t,eat it ex aus :ive!y or comprehensively. We are satisfied, after an extensive research effort, that the educational practices selected are consistent 'Nith the model reforms we propose and have generated sufficient evicence of e ff ecti veness to .,..a.r ~a nt inclusion. We do not wish to infer that other worthy programs do not exist or discourage individuals in their efforts to develop, identify and/or disseminate knowledge of such programs. Foundations of the Reoort This report has two related foundations. The fir-st is the Office (ex Civil Rights' charge to protect school children from discrimination, especially as defined by Title Vl of the Civil Rights Act o! 1964, Section 504 of The Rehabilitation Act of 1973, and Public Law 94-142, Education !or All Handicapped Children Act of 1975, as it is related to Section 504. The second is the recommendations of the National Academy of Sciences' Pane! on Selection and Placement of Students in Programs for the :vtentally Retarded which were reported in Placing Children in Soecial Ecuc&tion: A Strategy for Eouitv. An overview of e!lch foundatton 1s presented below. Today, ecucators are very concerned with how litigation and legislation affect their programs. The Fourteenth Amendment of the t.:nited States Constitution, which guaranteed the equal protection of all citizens under the law, was the foundation of much early litigation. Title VI of the Civil Rights Act of 1964, proscribed discrimination in federally funded programs and served as a model for other remedial legislation that followed. Title VI applications occurred primarily in the Cield of public education and legal action and precedent derived from those applications reflect that focus. :vtore recently, Section 504 became important because it mandated that the handicapped could not be discriminated against. The regulations for Section 504 and Public Law 94-142 established requirements central to this report. Two concerns requiring special attention are protection in evaluation and least restrictive environment. Protection in Evaluation The regulations !or Section 504 and Public Law 94-142 include requirements designed to prevent the misclassification oC students and to identify their educational needs. Requirements seek to ensure that: (1) children suspected o! handicaps receive an individual evaluation
(2) a child's placement decision and educational plan are based on an overall educational assessment, not on the results of a single educational test: (3) tests and other assessment procedures are not racially and culturally discriminatory: and (4) all evaluation materials must be validated (or the purpose for which they are being used. The regulations clearly call !or the development oC alternatives to the traditional assessment and evaluation model, and they deemphasize the use o! a single criterion, such as the resulb oC an intelligence test, in making placement decisions. The regulations require that te,b and other assessment procedures be valid and that they not be biased. Much wcxk has been done to en.sure such conditions but to date with little success. We have chosen lmtead to empha,ize alternative Instruction.al practices and referral systems. Doing thi3, we believe, will focus attention on practices that in the long run will more likely have a positive impact on the d~proportion ot minority students in classes tor the educable mentally retarded by improving the educational outcomes for these studenb. :l 00436 Least Restrictive Environment Regulations for both Section 504 and Public Law 94-142 require that to the extent possible, handicapped children are to be educated in the regular education environment. Section 504 directs that handicapped children be educated in the regular class environment unless it can be demonstrated that they cannot achieve satisfactorily in this environment, even with the use of supplementary aids and services. Public Law 94-142 parallels Section S04's requirement by allowing the removal of handicapped children from the regular education environment only when the nature or severity of the child's handicap or behavior is such that education in regular classes even with supplementary aids and services, cannot be achieved satisfactorily. These provisions apply to students who have already been labeled as handicapped and have resulted in the enormous growth of "mainstreaming" prog?"ams. Within the context of this report, as recommended by the Panel on Selection and Placement of Students in Programs for the Mentally Retarded, the lea.st restrictive environment principle is equally appropriate for children not yet labeled as handicapped. This suggests that before a child is recommended for special education placement, teachers and administrators must implement alternative instructional strategies and demonstrate that such strategies did not help the child learn. Only then is it legitimate to assess the child for placement. Panel on Selection and Placement oC Students in Programs for the Mentally Retarded The Panel on Selection and Placement of Students in Programs for the Mentally Retarded was formed to help the OCR (1) enhance its understanding of minority disproportion in special education and (2) formulate sound policies to protect minority children against possible discrimination associated with special class placement. ln pursuit o( these tasks, the Panel broadened its concern from specific actions or procedures that eliminate or reduce minority overrepresentation to the underlying conditions that make overrepresentation a problem. The Panel concluded: Two key issues are at the heart oC the debate about disproportion. First, disproportion is a problem when children are invalidly assessed for placement in programs for the educable mentally retarded children. Second, disproportion is a problem when children receive low quality instruction. This problem may arise in the regular classroom, where opportunities (or academic success may be restricted, or in the special education classroom, where a child's educational progress may falter due to lowered or inappropriate expectations and iOals.5 Following a period o( study and debate, the Panel proposed six "principles of responsibility<' to guide school districts in their efforts to validly assess educational needs and provide "appropriate, high-quality services." The recommendations were consistent with existing laws and regulations and were already being practiced by some school districts. The section of the report that details the Panel's recommendations is reproduced below: 4 00437 --,~ -~_,.-. t
. .,
,. -1~--- ' ~ Each of the six principles listed below aslcs par :icipan ts in the placement and educational proces-s to demonst:ate that an individual child needs special ecucation services. Each also stipulates that improved educational outcomes should be the final criterion on which to judge all decisions. 1. It is the responsibility of teachers in the regular classroom to engage in multiple educational interventions and to note the effects of such interventions on a child experiencing academic failure before refen'ing the child !or special education assessment. It is the responsibility of school boards and administrators to ensure that needed alternative instructional resources are available. 2. It is the responsibility of assessment specialists to demonstrate that the measures employed validly asse~ the functional needs of the individual child for which there are potentially effective interventions. 3. It is the responsibility of the placement team that labels and places a child in a special program to demonstr'ite that any differential label used is related to a distinctive prescription for educational practices and that these practices are likely to lead to improved outcomes not achievable in the regular classroom. 4. It is the responsibility of the special education and evaluation staff to demonstrate systematically that highquality, ectective special instruction is being provided and that the goals of the special education program could not be achieved as effectively within the regular classroom. 5. It is the responsibility of the special education staff to demonstrate, on at least an annual basis, that a child should remain in the special education class. A child should be retained in the special education class only after it has been demonstrated that he or she cannot meet specified educational objectives and that all efforts have been made to achieve these objectives. 6. It is the responsibility of administrators at the district, state, and national levels to monitor on a regular basis the pattern o! special education placements, the rates !or particular groups of children or particular schools and districts, and the types of instructional services offered to atCirm that appropriate procedures are being followed or to redress inequities found in the system.6 The Panel discussed each of the recommendations, indicated implications !or implementation, and suggested research that needs to be done. The proposal, are not radical: Indeed, nothing new Is recommended, yet individually and collectively, should the recommendations be implemented, the school's present way oC operating would be greatly altered. For example, the Panel points out that recommendation one, 5 00438 . shifts attention from presume<! deficiencies in the child to possible contributor, in the child's environment. The child who has been unable to learn under certain conditions of instruction in the regular program should not be judged as unable to learn under any conditions of regular instruction until a variety of such strategies has been attempted and demonstrated to be unsuccessful. 7 The Panel also stated two broader goals it considered to be "o( special significance." First, the current categorization system, which includes a class of children labeled EMR, would gradually evolve into a system that emphasizes the functional educational needs o( children e:q,eriencing learning dif(iculties. Second, the ~e of global IQ scores would be deemphasized in favor o! techniques that link assessment more directly to the provision of educational services.8 While the Panel provides the background and conceptual framework and its recommendations estaolish a direction, state education departments and school districts must translate the Panel's work into concrete programs and practices. This report is designed to help districts do that by describing existing practices that are in accord with the Panel's recommended principles. The examples provided here may not work everywhere but the practices that are described have already worked in the programs identiCied and show promise of being adaptable elsewhere. Should these and other practices in accord with the recommended principles be implemented on a broad scale, it would appear that our schools' referral, assessment, and special education placement practices would be improved, and more students would receive an appropriate education in the least restrictive environment. We believe the adaptation of these practices on a broad scale would contribute greatly to reducing the overrepresentation of minority children in classes for the educable mentally retarded. 6 00439 Procedure Sates R:gulations which implement Section 504 of The Rehabilitation Act of 197 3 require that, to the extent possible, handicapped children be educated in the regular education environment with non-handicapped children. The Panel on Selection and Placement of Students in Programs for the Mentally Retarced suggests that this princ1
,al applies e~ually well to children not yet labeled as handicapped and recommends that teachers and administrators exhaust all available educational strategies in the regular classroom before referring a child who is experiencing academic and/or behavio~al problems for special education assessment and possible placement. Piis project, therefore, has searched for alternative instructional practices that can be !.!Sed within the regular classroom. While our concern is the overrepresentation of minority children in special education classes for E:'ttR students, we have not searched for exemplary programs specifically designed for DIR students or specifically demonst:ated as effective with E.\1 R students. Instead our concern has been to locate and describe programs that are effective with students experiencing academic learning problems but who have not yet been referred and labeled. We believe that the programs and prac:1ces described here would be effective with E.\1R students, and, indeed, several programs (Peer Tutoring, Direct Instruction, l:'Y!PACT, and ECRI) have already demons t:at ed such effectiveness, and that is why special education programs are not the main focus of this project. Instead, this report emphasizes alternative regular education practices that will enable local education agencies (LEAsl to retain students currently being placed in E.\1 R class es. Since this project is concerned with the overrepresentation of minority children in classes for E~R students, it has searched for practices and programs where minority students have been involved and data can point to ef!ects !or minority populations. Doing this has created two difficulties. First, just because this project sought minority data, it should not be inferred that the practices described in this report work only with minority students, and second, searching for practices that have minority related data should not be interpreted to mean that for a practice to be effective with minority students, it must h3ve been developed for a minority population. We highlight these points to protect against the mistaken inference that there are uniquely minority and non-minor-icy interventions. (This is similar to the history of special education programming, which developed under the assumption that there are distinctly different interventions for various mildly handicapped categories like E:'t1R and learning disabled. Cun-ent evidence disputes this. There appear to be no effective interventions unique to various categories, and there is evidence that a set of method
is effective across the major mildly handicapped categories.) As this seems to be true for special education programming, it also seems true for the education of minority an non-minority students. Instead, there appears to be a set of direct instruction treatments that may benefit all children, minority and non-minority alike. 7 00440 Referral Rate Data Does eCCective instruction result in fewer minority students being referred for special education placement in programs for the educable mentally retarded? Do various instructional programs demonstrate different effects on minority referral rates? Most places, it appears, have not kept data to examine such trends. School districts and programs do keep achievement data, and in a number of programs these data point to very positive achievement gains a.s.,ociated with various interventions. Since such data support the reason for instituting the intervention in the first place, there has been little or no need to collect referral rate data. The absence of such data weakens the case for the approach taken here, and for recommending given practice5 as an effective means for reducing 1isproportion. But it is not a fatal weakness. Achievement gains have b~n rigorous., documented, and until referral rate research is undertaken it is sufficient to agree "~t when students are achieving academically and being successful learnel'S, their t :-!hers are not as likely to feel the need for help or to ref er them for special class
:,:ac ement. 8 00441 I AL TERM A TIYE IMSTRUCT'IONAL PRACTICF.3 In keeping with the emphasis of the project proposal and the recommendations o( the Panel on Selection and Placement o( Students in Pro rams for the :r1entall Retarded. we have identi 1ed six separate practices which appear to be et ect1ve in improving the academic performance o( children who are at rislc (or re(erral Cor special education services. For the most part, these practices are applicable to regular classroom settings. In addition, each type o( practice has been used with success in a variety o( settings and with a diversity o( minority populations. The rationale behind emphasizing alternative instructional practices is that i( they can be implemented success(ully, and the child makes adequate progress, then referral for special services may not be necessary. In addition, i( these practices are described in sufficient detail, they can be replicated for special education students being returned to regular classes as part o( a local education agency's declassification program. The six practices identified are: Direct Instruction With OISTA R Exemplary Center for Reading Instruction Precision Teaching Peer Tutoring Adaptive Learning Environment Model Computer Assisted Instruction 9 00442 TYPE OF PRACTICE Alternative Instructional MAME OF PROGRAM Direct Instruction With DISTAR DESCRIPTION OP PROGRAM For many yea.rs now, educational researchers have tried to identify specific educational variables that improve the academic performance of children that traditionally experience academic difficulty. These students typically include poor Black, Hispanic, American Indian. and non-minority students. Initially, researchers were concerned almost exclusively with examining specific teacher characteristics and/or variables such as war:nth, ent'lusiasm, and empathy to determine if and how they were related to academic growth in basic skill areas. Unfortunately, this line of investigation did not prove fruitful.9 ~ore recently, researchers have shifted their attention to speciCic student variables such as a student's "opportunity to learn" content and the extent of student involvement with the content. Collectively, these two variables have come to be known as academic engaged time (AET). Numerous investigations of AET have repeatedly revealed the same finding
Le., increases in academic engaged time are significantly correlated with improved test performance on criterion measures. Essentially, this means that students who spend more time directly engaged in reading, math or spelling tasks will outperform peers who spend less time engaged in similar activities. The implications of these findings for practitioners are in no way startling. They merely suggest that if teachers want their low achieving students to improve their performance in basic skills, then they must get them to spend significantly more time performing the desired behavior, e.g., reading, computing, etc. Furthermore, if their ultimate goal is to help these students "catch up" with their peers, then they must get the students to cover more material in a shorter period of time. Such a task is much more easily said than done. One system that offers a plausible solution is Direct Instruction. The term "Direct Instruction", is used to refer to activities and settings designed to systematically move students through a seQuenced set of academic materials (i.e. reading and math). More specifically, Direct Instruction re?ersto a~~ teaching behaviors focused on academic tasks having clearly soecified goals
time allocated for 1nstruct1on is sufficient and continuous
content coverage is extensive
student responding is raoid and at a high frequency
and feedback to the student is immediate and academically oriented.llr'Tn Direct Instruction programs, the teacher controls instructional goals, selects material appropriate !or students' ability levels, and ~ the instructional episodes. Perhaps the most widely-known Direct Instruction program is DISTAR. DISTAR programs in language, reading and ma th are commercially available through Science Research Associates, Inc. In addition to the program characteristics noted above, D[ST AR incorporates the following features: (a) emphasis on small group instruction as opposed to students working independently, (b) systematic correction procedures, (c) principles for cumulative review of previously learned material, and (d) Insistence on mastery of each step in the learning process. 10 00443 In a typical DCSTA R program, one will iind a mtnimum ot t:1ree instructional groups. Detailed Teacher Preparation Books provide classroom instructors ,11ith specific information on how a lesson must be taught. This in!or11ation is written in the form of a script and provides an easy-to-follow format. }!ore importantly, the content of DIST AR materials has been carefully scrutinized to ensure that: ( l) concepts are clearly presented, (2) tasks are developmentally sequenced, (3) errors are systematically corrected, and (4) requisite skills are learned to mastery. DIST AR instruction usually takes place in small groups (8-10 students), moves at a rapid presentation pace, and frequently involves choral responding. DIST AR lessons can be easily incorporated into a regular classroom to take the place of traditional reading and/or math groups. EVIDEMCE OP EFFECTIVEMESS Perhaps the "true" test of any alternative educational practice is its ability to improve the academic performance o{ students who traditionally experience problems in acquiring basic skills. Throughout the late 1960's and early l970's, the United States Office of Education (USOE) funded a massive research study designed to evaluate the eUectiveness of a variety o{ instructional approaches in improving the achievement scores of low income children. Results from this Follow Through Project indicated that the Direct Inst:-uction Model (DIST A !\l was substantially more successful in raising achievement levels than any o{ the other programs studied. Further11ore, the D!ST .\ R system was much more successful in raising student self-esteem, self-confidence, and sense of responsibility. Additional support for DIST AR prognms can be found in the special education literature. A recent review by Gersten concluded that a large number of experimental studies have shown that, "Direct Instruction reading and language programs consistently produce higher academic gains than traditional approaches in both mainstreamed and selC-contained classes, and across a range of handicapping conditions." Empirical evidence supports the eUectiveness of DISTAR programs. In Mount Vernon, New York, administrators report that there has been a steady decline in the number of students assessed below minimal competency. Houston Independent School District reported significant improvements on Iowa Test of Basic Skills scores following DIST AR instruction. It is particularly noteworthy that the average achievement levels oC their minority children following three years of DIST AR, were slightly above national norms. In North Highlands, California, di.strict oWcials reported that before using DlSTAR programs, 23 percent o{ their first it'aders were below the national median in reading. However, aCter only two years in DIST AR, the percentage of students scoring below the median, Cell to 4.3 percent. Additional support for DISTAR came on recent field site visits. In San Diego Unified School Di.strict, for example, a primary objective wa.s set that by the end of grade two, student, with continuous participation in DISTAR programs since entering lcindergarten would. on the average, be performing at or above the national average. A recent report notes that at it'ade two the objective was attained in all subject areas, i.e., reading, math, and language. In addition to improving basic academic performance, district personnel report that students in DISTAR classrooms are referred and placed in special education proit'ams at approximately one-half the rate o( those in traditional classrooms. 11 00444 A.PPIJCABILITYT O LOCAL EDUCA TIOM AGEMCIES As noted earlier, DISTAR can be easily integrated into existing regular and/or special education programs. However, inservice training is crucial to its effective implementation. Such training provides users with appropriate strategies for ~ daily lessons. It is a skill that ty
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.