For those who don't already know, I am currently working as a 3^rd grade teacher at Benson Primary School in Benson, AZ.  I was asked to assume this role when my predecessor decided to retire mid-year.  I had been subbing at the school for 4+ years and had become a fairly permanent fixture.  My transition has been fairly comfortable due to my familiarity with the school, staff, students, etc. 

While I frequently subbed for Special Education (SPED) teachers and paraprofessionals, I never knew the details regarding how students were referred, evaluated, monitored, etc.  As a SPED sub, I would most often pick students up from their classrooms to conduct small-group instruction.  I never knew why the students had IEPs or what that even meant.  I just knew that the students had a variety of challenges that required more one-on-one attention.  Also, as a sub, I sometimes had to spend time with certain students in their classrooms.  I did this both at the primary school and middle school.  Often, it involved sitting with a particular student, or a group of students, and providing extra assistance with whatever the rest of the class was working on.  Many times, it involved keeping students focused on the task at hand.  I spent time with a non-verbal student who is also combative.  This student was, and still is, in a regular classroom for much of the day.  I was instructed to keep an eye on this student’s emotions and provide a break from the classroom when needed.  I would take the student to use some of the occupational therapy equipment before returning to class. Interestingly enough, I was told this student has a fascination with looking down ladies’ shirts, so I was warned to be very cognizant of how I was positioning myself.  I also spent one day with a student who is known for having “fits of rage.”  I never saw that side, for which I was grateful, but I was a bit on edge all day. SPED subbing was always full of unknowns and excitement J. 

Now, as a classroom teacher, I have students in my class who have IEPs.  I have no doubt that I will one day have to refer a student for SPED.  In an effort to learn more about the SPED referral process, I reached out to various classroom teachers and SPED professionals within my school family.  I also reached out to our Reading Specialist to learn more about how she assesses students.  The more I know, the better I can help those in my class who are struggling. 

I interviewed (2) third grade teachers and (1) first grade teacher.  When asked how they identify a student for SPED, all mentioned consistent struggling and low performance on assignments.  A third grade teacher added poor performance on assessments (classroom, district, and state) and talking to past teachers and parents.  The first grade teacher made an interesting point by saying she would take a look at the student’s birthdate to see if the student may just need a little more time to mature.  Also, she would talk to previous teachers to get the student’s history. 

According to the teachers I interviewed, signs of a struggling student include frustration, an inability to complete assignments, getting low grades, an unwillingness or an inability to focus, acting out, always asking for help, being withdrawn, and/or not engaging in discussions. 

All three teachers had alternative methods they would try before referring a student for SPED.  All mentioned more individual attention.  Some examples for more individual attention include preferred seating, shortened homework and classwork assignments, and longer periods of time to complete assignments and assessments.  My mentor teacher mentioned intersession.  Our district has what’s called an extended-year calendar, which includes a two-week fall and spring break.  During the first week of these breaks, intersession is offered at the school and taught by certified teachers.  Intersession is a way for struggling students to get additional support in math and reading in smaller groups.  Recommendations for intersession come from classroom teachers, which is something I just got done doing.  Parents whose children need additional help were contacted, and a note with details was then sent home in the student’s Q3 progress report.  I am quite familiar with this because my son attended math intersession both times in 3^rd grade.  He had difficultly with the pace in the classroom and needed more repetition to comprehend the concepts fully.  My mentor teacher was his teacher and I am grateful she recommended him for it.  Spring intersession takes place just prior to state testing, which is ideal because it gives students a chance to catch up prior to testing. 

Continuing with alternative methods prior to referral, two teachers I interviewed mentioned peer tutoring and small group support.  Both I have found beneficial for those students who struggle in my classroom.  Pairing them with a responsible student who is willing to take the time to show them how to complete assignments has been a blessing.  It’s a win-win for both the struggling student and the helping student.  It provides the latter with an opportunity to build character and leadership skills.  Originally, I felt that pairing student and group work would lead to more fooling around.  While sometimes that is true, for the most part I have found that kids perform at a higher level when working together.   

The first grade teacher interviewed recommended multisensory instruction, as well as the use of manipulatives.  Perhaps tapping into the different senses will lead to finding a means of instruction that works for that particular child.  Also, manipulatives give students a visual representation of what is being taught, as well as a way to put busy hands to work in a productive manner J. 

To learn more about the SPED referral process, I reached out to our K-4 Reading Specialist (also our Title 1 teacher), as well as our Pre-K through 2 SPED teacher.  The referral process might begin with a teacher noticing a student struggling, a concerned parent, school nurse, school psychologist, or a combination.  The concerned will contact a member of the SPED team, the principal, or the Reading Specialist to get the ball rolling.  News to me was that the Reading Specialist is the one who initiates the referral process by having the teacher complete a packet.  From there, data from various sources is collected and compiled by the Reading Specialist.  Data includes grades, reading levels from Star Reading/Star Early Literacy tests, benchmark scores (end of quarter district assessments), and STEEP (System to Enhance Educational Performance) scores, which are timed tests for math fact fluency, reading proficiency, and writing fluency.  Our Reading Specialist also added Accelerated Reader quizzes, vision and hearing tests, and examples of classwork.  Once compiled, the Student Study Team or SST (principal, SPED teacher, Reading Specialist, parent(s), and classroom teacher) will meet to review the data.  Meanwhile, the student’s results and behavior is monitored for a length of time to see if progress is being made.  If needed, the SPED teacher will prepare paperwork to allow the school psychologist to conduct a psycho-educational evaluation in the areas of concern.  This would require parental support and approval/signatures. 

The school tries to make the care of struggling students a team effort before entrance to the SPED program and during.  Prior to entrance, at school, the classroom teacher is ultimately responsible for the student’s progress, but will receive assistance from the Reading Specialist, parents (hopefully), and sometimes SPED teachers will assist struggling students.  It was noted by the SPED teacher I interviewed that this is not something they really should be doing but, when done, it’s normally for the younger grades K-2.  It is probably done in rare circumstances when a student or teacher really needs the assistance.  After admittance to the program, the SPED teachers take a much greater role in the student’s progress, but the classroom teacher, Reading Specialist, and parents are still very much involved.  In the case of my SPED students, they still spend quite a bit of time in my classroom during the day.  I am responsible for grading their work in Social Studies, and I still have them do much of the math, reading, and language work when they are present.  I accommodate them by pairing them with students who can assist in the completion of assignments.  K-3 Science is taught outside of the classroom in a weekly specials class, so the specials teacher for Science is responsible for that grade. 

A few years back, the district directive for SPED was inclusion.  That has since changed to whatever works best for each student.  I have noticed a big increase in the number of one-on-one paraprofessionals hired to assist students.  These paraprofessionals are with individual students in the classroom, when they go to specials, lunch, recess, SPED classes, etc.  Accommodations can be made for students both inside and outside of the classroom, depending on needs.  Accommodations will be outlined in the student’s IEP or 504 Plan.  Student schedules can be modified as needed to best suit their needs.  Services such a speech/language, occupational and physical therapy are available.  I currently have a student whose reading level is below grade level.  This student’s 504 Plan includes the taking of district and state assessments in a small group, or one-on-one, outside of my classroom.  The SPED teacher or SPED paraprofessional will help read the test questions, which will allow more time for completion of the test.  From what I have gathered from our school principal, the number and nature of SPED cases continues to grow, which requires flexibility on the school’s part to serve struggling students.  As a result, accommodations are constantly changing and growing.  I know the district is in the design phase for a new building.  My principal is hoping that this building becomes a one-stop-shop for SPED services, which will include SPED teachers and paraprofessionals, occupational and physical therapy services, etc.  She envisions it as a shared facility between the primary and middle school since the campuses are side-by-side.  

Parent involvement in the SPED referral process is key.  While referrals often begin with classroom teachers who notice daily struggles, parents can also initiate the SST process.  According to the SPED teacher I interviewed, parents are invited to all meetings and kept in the loop throughout the entire process.  Unfortunately, my experience has been that many of the struggling students have family struggles that prevent parents from being involved.  Some of these struggles include broken homes, drugs, struggles with the law, or a general lack of concern.  These reasons are why I feel that we are seeing more and more struggling students.  Also, quite frankly, there is a growing lack of personal responsibility on the part of parents and students.  It is much easier to blame others for things than to accept responsibility and make necessary changes.  My colleagues and I often discuss the damaging effects parents have on their children.  Many of these children are safer emotionally and physically at school than they are at home.  For that reason, we must change to meet their needs.  Each child has different needs and the role of SPED must change with the times.  As my principal alluded to, the number and nature of cases continues to grow, and I have seen my school change to accommodate students in a variety of ways.  Each week is seems someone new has been hired to assist a SPED student.  While parents need to be included, some parents cannot be counted on to be the best advocate for their children.  As a result, teachers and schools must advocate for them to see that their needs are met in a way that works best for them. 

When I asked the three classroom teachers what changes they’d like to see in the SPED referral process, the first grade teacher I interviewed wishes for a full-time school psychologist like the school had at one time.  As it stands right now, our school psychologist is contracted and splits his time between numerous schools in the area.  He is at our school on a very limited basis.  The amount of repetitive paperwork and meetings are complaints.  All feel the process needs to be sped up.  My mentor teacher said she has referred a student at the beginning of the year and the student isn’t placed in SPED until the end of the year.  Meanwhile, the student struggles unnecessarily for the entire year, which is difficult to watch. 

In closing, the implementation of technology tools to cater to the needs of students needs to become more widespread.  This is the direction our country is heading.  The School of One in New York City uses technology to present algorithms to students in different ways.  By doing so, individual learning styles are identified.  Students progress through coursework based on performance on these algorithms and assessments.  Teachers’ time can then be spent doing more one-on-one instruction to close gaps.  I think this would be widely embraced by students, as many of them are more technologically advanced than their teachers.  For more information on the School of One, please watch this incredible video and provide comments.  https://www.youtube.com/watch?v=HSTrI6nj5xU

Have a great long weekend teachers!