This is only for speech (articulation, fluency or voice) and hearing concerns.
1. Fill out the enclosed for entitled Request for Observation.
2. Put the form in my mailbox (Linda Rainwater)
3. I will observe the student within the classroom setting and make a determination as to whether further action is necessary (i.e. a more in-depth speech sample is needed, a screen needs to be conducted, etc.). If I can’t get enough information from the classroom observation, I will ask to have the student come to my room for a more in-depth observation.
• If errors are developmental, or fluency/voice/hearing is within normal limits (and student is intelligible)
– no further screening will be necessary.
• If errors are not developmental, or fluency/voice/hearing is not within normal limits, I will proceed with a screening.
4. If screening scores are low, I will notify the parents (either by phone or by letter) to let them know of my intention to refer the student for a Special Education Speech Evaluation. – the actual referral entails the classroom teacher and myself filling out the form, then I must schedule a PPT meeting to review the referral with the team.
5. From the date of the referral, I have 45 days to complete the evaluation and to have another PPT to review the results. Eligibility for Special Education is determined at that PPT.
This is only for language (vocabulary, grammar, syntax, morphology, social language) or auditory processing concerns.
1. Fill out the enclosed for entitled Request for Observation.
2. Put the form in my mailbox (Linda Rainwater)
3. Depending on what your concern is, I will ask you to fill out a checklist, or two. For example, if your concern is limited vocabulary and weak grammar, you will fill out the Language Checklist. If your concern is following verbal directions, you will need to fill out both an Auditory Processing Checklist and a Language Checklist.
4. I will review the checklists and observe the student within the classroom setting to make a determination as to whether further action is necessary (i.e. a more in-depth language sample is needed, a screen needs to be conducted, etc.). If I can’t get enough information from the classroom observation, I will ask to have the student come to my room for a more in-depth observation.
5. If screening is administered and scores are low, I will notify the parents (either by phone or by letter) to let them know of my intention to refer the student for a Special Education Speech Evaluation. – the actual referral entails the classroom teacher and myself filling out the form, then I must schedule a PPT meeting to review the referral with the team.
6. From the date of the referral, I have 45 days to complete the evaluation and to have another PPT to review the results. Eligibility for Special Education is determined at that PPT.
Teacher’s name:
Student’s name:
Student’s Date of Birth:
Today’s date:
A good time to observe a whole-group (oral) lesson is:
Circle your area of concern:
Articulation Fluency Voice
Hearing
Auditory Processing
(difficulty listening/focusing in less than perfect listening situations)
Language : content (semantics/vocab)
form (grammar/syntax/morphology)
use (pragmatics – social language skills)
Briefly describe your conern(s) — try to provide an example: i.e. “During sharing time, Joey stammers a lot and seems to repeat small words (I, and) several times.”