exceptional child education - Jefferson County Public Schools

elated services should only be considered after appropriate interventions have been implemented as
described in this section.
SECTION IV
REFERRAL SYSTEM
The LEA shall have a referral system that explains how referrals from district or non-district sources will be accepted
and acted upon in a timely manner. 707 KAR 1:300, Section 3(1)
If a child or youth is identified as having a suspected disability, the referral source, including but not
limited to teachers, parents, and professionals, completes a written referral.
If a parent or an individual who is not employed by the district refers a child or youth, district
personnel (e.g., school counselor, building principal, teacher) provide assistance to make sure that
the written referral document is completed and submitted to the ARC chairperson/district
representative within fifteen (15) school days after the individual initiates the referral.
The completed written referral includes:
A. Personally identifiable data, including name, parent, address, date of birth, and student
number or social security number;
B. Current screenings in the areas of communication, hearing, and vision and the results of
any follow-up evaluations if applicable;
C. An educational history, including, but not limited to, school(s) attended, patterns of
attendance, years in school, current grade placement, grades, and participation in
educational/behavioral support programs;
D. A written description of the current status of the child or youth in relation to his or her
similar-age peers in such areas as communication, academic performance, or
developmental skills; health, hearing, vision, and motor abilities; social and emotional
competence; and general intelligence;
E. Results of performance on districtwide and state-mandated assessments and existing
screenings collected according to the district procedures for screening to identify mentalhealth
barriers to learning;
F. A listing of the child’s or youth’s involvement with outside agencies; and
G. A written summary of appropriate instruction, support services, and interventions that
have been provided in the regular education program/environment to address each area of
concern and to improve the educational performance or behavior of the child or youth.
See Section III, “Coordinated Early Intervening System” in this chapter. This written
summary should include the following:
1. The areas of educational performance or behavior targeted for intervention(s);
2. Specific intervention(s) used (e.g., support services, strategies, methods, materials,
environmental changes);
3. The length of time the intervention(s) were implemented;
4. Personnel involved in the intervention(s); and
5. The impact of the intervention(s) on the problem.
6 3: Child Find, Eval, & Reeval