Data Collection Practices and Referral Process Flowchart

Formal and informal data collection is important for documenting student progress. Having specific methods in place for collecting, storing, and sharing qualitative and quantitative data is a must for teachers, particularly when it comes to making student referrals. When working with students from birth through age 8, it is important to include data related to academic milestones as well as other developmental milestones such as physical development, social and emotional skills, and communication skills. This information can then be used as part of the referral process to determine whether a student is experiencing development delays or an actual labeled disability.
Part 1: Data Collection Practices
Data is crucial in supporting the referral process. In 750-1,000 words, address the following:
Describe the legal and ethical requirements of data collection according to IDEA in the identification of students with exceptionalities as part of the referral process.
Describe the difference between qualitative data and quantitative data and explain why it is important to collect and include both as part of the referral process.
Describe the data you would collect related to physical development milestones. Include discussion of the type of data to be collected and how it will be collected. Provide an example of what the data might look like when collected formally and informally.
Describe the data you would collect related to academic milestones. Include discussion of the type of data to be collected and how it will be collected. Provide an example of what the data might look like when collected formally and informally.
Describe the data you would collect related to communication skills. Include discussion of the type of data to be collected and how it will be collected. Provide an example of what the data might look like when collected formally and informally.
Describe the data you would collect related to social/emotional skills. Include discussion of the type of data to be collected and how it will be collected. Provide an example of what the data might look like when collected formally and informally.
Explain how you will legally store and share the data. Describe how you will prepare the data for presentation to stakeholders, including discussion of specific legal restrictions related to the data.
Part 2: Referral Process Flowchart
The referral process can be overwhelming for families of young children, particularly since it may be their first exposure to the process. Using the topic Resources, IDEA guidelines, and your own research, identify the steps in the referral process for determining eligibility for special education services, including specific timelines for the completion of each step as required by law. Select a flowchart creation tool and design an easy to understand flowchart that could be shared with parents/guardians. The flowchart should include the following:
The title of each step in the referral process
1-2 sentence description of each step
Timeline for step completion as required by law
Support the assignment with a minimum of three scholarly resources.
While APA Style format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. Having specific methods in place for collecting, storing, and sharing qualitative and quantitative data is a must for teachers, particularly when it comes to making student referrals. When working with students from birth through age 8, it is important to include data related to academic milestones as well as other developmental milestones such as physical development, social and emotional skills, and communication skills. This information can then be used as part of the referral process to determine whether a student is experiencing development delays or an actual labeled disability.