How effectively were due process, data privacy, procedural safeguards and legal or ethical requirements met during the pre-referral, referral, and evaluation process?

Assignment Description
For this assignment, select a student in your school or classroom to whom you have access. Consider selecting a student in the elementary grades as you will be investigating how the student was initially referred and evaluated for special education services. Those records are most readily available earlier in the process.
The child you select must have:
A mild to moderate disability.
A current IEP on file.
Academic problems in school.
Assignment Write a 5-7 page paper using the following steps:
Identify the following information in the data you have collected:
The student’s involvement in the Child Find Process, Universal Screening Process, and Early Interventions.
The required pre-referral intervention procedures that were implemented.
The parties involved in the assessment and the value they added to the process. This may include medical and educational professionals.
The background information required from all key stakeholders, including family members and previous teachers.
The assessments used.
Evaluate the information you have identified to answer the following questions:
How effectively were due process, data privacy, procedural safeguards and legal or ethical requirements met during the pre-referral, referral, and evaluation process?
How would you use and integrate the data collected during the pre-referral and early intervention stages? How would that data allow for informed decisions?
How do the assessments and data collected inform classroom instruction and overall academic progress?
How might you use assessment information and data to decide how and when the student should participate in district-wide and state-wide assessments?
Back ground information on student/ Notes from IEP (LIAM C. grade 1)
IEP was developed by early intervention team which includes case manager (school psychologist), special education teacher, general education teacher, speech langauge therapist, and Occupational therapist

Determination: L.C is eligible for special education and related services.
Current garde- 1st grade
Classification: Multiple Disabilities. In the presence of general education students for less than 40% of the school day.
Supplementary aids and services
Summary of Special Education Programs and Related Services
Special education multiple disabilities: LAnguage Arts, Science/Social Studies
Pull out resource replacement: Math
Speech Language Therapy: Individual or group (not to exceed 3)
Occupational Therapy: Group
Personal Aide: Indiviual (1-1 aide)
Behavioral Intervention: Individual

L.C was referred for Occupational theraphy in preschool. He was in an inclusion preschool class. He continues pull out direct OT services six times a month for 30 minutes. His OT goals include upper body strengthening, pencil/scissor grasp, cutting paper in half, copying pre-writing shapes, and coloring within lines. He is making steady gains and so far achived 4 out of 6 goals.

Educational Evalutaion: LC is currently in 1st grade. His areas of strength are easy transitions, ability to copy all pre-written shapes and write his first name, and improvements made with his cutting skills. His areas of needs include upper body and hand strength, pencil grasp, coloring inside boundaries, and attention to task. His individualized hoals goals this year target following directions with modifiers, answering wh questions, pronouns usage, describing catergorizing objects, engaging in pretend play,parralell play, associative play, following classroom routines, transitioning. He was reffered to the child study team in prek to determine eligibility for special education and related services.

PREK EvaLuation- The YCAT-2 was attempted, but results of the evaluation should be perceived with caution as a fair and accurate estimate of L.C’s academic abailities because of involvement with unfamiliar examiner, shirt stamina towards tasks, and modifications to the testing procedures. He was provided repetition and rephrasing of directions, positive reinforcement, and prompting back to tasks; however, he did not always generate a response but would instead disengage to a self-directed activity. Eye contact, joint attention, and engagement with the examiner were brief. When tasks were resented in a multisensory or digital manner, he showed more motivation to intitiate and complete tasks, such as ipad apps and physical manipulatives.

His performance on the YCAT-2 suggests his establishments of academic skills and his ability to apply those skills are all indicative of ability in the delayedrange (YCAT-2 Early Acheivement Composite, SS-62 1st percentile).L.C demonstrated relative strengths with his reading (25th percentile) and Math (9th percentile)., L.C demonstrated the ability to indentify isolated letters, identify one-and two-digit numerals. Writing, General information, and spoken language 91st percentiles) were areas of relative weakness. His fine motor skills can be described as deveolping. For oral language tasks, he often did not apply verbal direction and did not engage in many oral expressive tasks.

Speech/Language Evaluation- L.C, a five-year, two-month-old boy with a history of receptive, expressive, and pragmatic language difficulties, received a speech-language evaluation as part of a comprehensive Child Study Team re-evaluation in order to determine current levels of functioning and to aid in educational programming for the 2022-2023 school year.
Liam presents as happy and curious preschooler. He transitioned to the testing process with some encouragement. Joint attention to task could be difficult to achieve and maintain. Liam benefitted from multiple repetitions of test prompts, as well as, from words and gestures to gain his attention. During testing, Liam was observed to engage in several repetitive behaviors that impacted his ability to participate in the tasks presented.
Results of this speech-language re-evaluation substantiate ongoing concerns in all areas of communication. According to the Clinical Evaluation of Language Fundamentals-Preschool-2, Liam’s core language abilities were found to be in the severely impaired range (standard score of 64, mean of 100, confidence interval of 56-72, and percentile rank of 1.) Analysis of all subtest scores revealed abilities that ranged from mild to severely impaired. Subsequently Liam’s Receptive Language, Expressive Language, Language Content, and Language Structure Indices were all found to be in the severely impaired range. Concerns were noted in his ability to understand sentences that increase in length and complexity, apply word structure rules, label objects/ actions, follow directions that increase in length and complexity, repeat sentences verbatim, and understand word relationships. Mildly impaired receptive and expressive vocabulary skills were achieved on the Receptive One Word Picture Vocabulary Test-4 and the Expressive One Word Picture Vocabulary Test-4 demonstrating his vocabulary is an area of relative strength. In addition, results from the Descriptive Pragmatic Profile indicate that Liam’s pragmatic language skills fell in the moderately impaired range based upon parental report and the severely impaired range based upon teacher report. Both reports suggest inadequate communication abilities in context. Weakness is noted across the non-verbal communication skills; conversational routines and skills; and asking for, giving, and responding to information domains.
Informal assessment of voice and fluency revealed that Liam’s voice could lack variability in prosody causing him to sound fat. Fluency was deemed to be typical Articlation and phonological development were measured using the Age 5 Screener in Articulation Test Center, an iPad application developed by Little Bee Speech. Test results are centered upon research-based norms. Liam’s speech sound production indicated a full repertoire of developmentally appropriate consonants, as well as, multiple later developing consonant sounds. Sound substitution errors were noted on several later developing consonant sounds including /N, I, s, s-blends/. These sounds are expected to be established between the ages of 5:6 and 7:0 years. Overall speech intelligibility during a spontaneous speech sample was judged to be good, with at least 90% of words being clearly understood.
Potential Educational Impact:
Verbal and non-verbal communication
Social interaction, joint atlention, emotion sharing, perspective taking Imaginative or creative play
Understanding and sharing thoughts, ideas, needs
Conversational speech
Generating sentences containing semantically and grammatically correct content
Applying word structure rules to spontaneous speech
Leaming new vocabulary and related words
Making meaning based upon context
Asking and responding to “wh” questions
Following classroom directions and academic instructions, especially given subtle vocal and facial cues Comprehending, recalling, and acting upon spoken directions independently.

Social History:
These results should be used in conjunction with the other Child Study Team components of Liam’s evaluation, in determining eligiblity for special education and related services.
Liam is a four year, three month old child for whom Child Study Team evaluation was requested by his parents due to developmental delays.
An Evaluation Plan meeting was held on 6/11/2021 at which time it was determined that evaluations were warranted and would include Speech and Language, Psychological, and Social History assessments.
Liam was the result of an uncomplicated, full-term pregnancy. Liam reached all of his developmenta milestones within age appropriate timeframes with the exception of speech and language. Liam received speech therapy and developmental intervention through Early Intervention to address this delay. During this time, it was also noted that Liam had weak tone. Liam began receiving physical therapy and has since been discharged. Liam currently receives private occupational therapy and speech therapy services. Liam can be described as an energetic, goofy, and sweet young boy. His favorite activities include running, cars, balls, Peppa Pig, riding his scooter, and playing basketball. The area of social skills is Mrs. Cockey’s biggest area of concer. While Liam does better with older children, he tends to play very rough with children his age. Parents recently enrolled him at Crème de la Crème. After eight weeks a parent-teacher conference occurred and it was suggested that the family refer Liam to the school district for more support. He can play rough, be easily distracted, act impulsively, and have a high activity level. The results of the Developmental Profile – 4 showed that Liam falls within the Average range for Physical and the Below Average range for Adaptive, Social-Emotional, Cognitive, and Communication.
Occupational theraphy evalutaion:
Assessment: Liam is 4 years old and was referred for an occupational therapy evaluation for concerns regarding fine motor skills and sensory processing and modulation skills. His mother is concerned about his lack of attention and focus to age appropriate tasks and reported that he does not like to write. Liam demonstrated normal tone throughout his head, neck, and upper extremities. He demonstrated a minimal amount of low tone within his trunk as evidenced by his inability to assume and maintain prone extension and supine flexion positions. In addition, he demonstrated a minimal amount of decreased upper body strength as evidenced by his inability to maintain and assume extended elbows to wheelbarrow walk. His vision and hearing have been formally tested and reported to be within normal limits.
The Peabody Developmental Motor Scales, Second Edition, was performed to measure fine motor skills. According to this standardized assessment, Liam demonstrated in the very poor range for grasping skills and in the poor range for visual motor integration skills. H demonstrated a left handed dominance with an immature fisted palmer/supinate grasp to hold writing implements. He was able to stack blocks, copy vertical and horizontal strokes, and snip paper. He demonstrated difficult copying block designs, copying a square, and cutting across paper. The Sensory Profile – 2, Child, Caregiver Questionnaire, was administered to measure sensory processing and modulation skills. According to this measure, Liam effectively manages sensory experiences in the context of his environments. He demonstrated difficult copying block designs, copying a square, and cutting across paper. The Sensory Profile – 2, Child, Caregiver Questionnaire, was administered to measure sensory processing and modulation skills. According to this measure, Liam effectively manages sensory experiences in the context of his environments. He demonstrated performances just like the majority of others in all areas, including sensory seeking, sensory avoiding, sensor sensitivity, sensory registration, auditory processing, visual processing, touch processing, movement processing, body position processing, and oral processing.
Behaviors however, were heavily weighted in the area of conduct more than others his age, but not relevant to sensory input. Liam was reported to experience sensory disturbances, which are impeding on his daily functional performance. Liam would benefit from receiving skilled outpatient services to identify emotions and learn strategies for coping, as well as learn sensory strategies to increase his daily functional performance and attention and focus to tasks. In addition, he would benefit from OT services to improve fine motor skills.