Post on 01-Jan-2016
description
The Exceptional Children’s Education Act
Day Two Eligibility Criteria
Summer 2014
Setting Norms
•Norm One•Norm Two•Norm Three
What does this look like to
you?
ECEA Overview/ObjectivesGoal One: Participants will become familiar with the multiple resources to support in the special education qualification process and the development of an IEP
Goal Two: Participants will understand the tools found in the IEP process to support the closing of the gap for students with a disability
Goal Three: Participants will develop background knowledge needed to implement Enrich, the new IEP system
Goal Four: Participants will understand how to determine eligibility under the revised Exceptional Children Education Act
Utilize the note-catcher to organize
your thoughts and
remember your
questions!
Agenda: Day TwoM
eet
You
r Team Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Pro
cess MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
Page numbers to key documents are indicated in the upper right-hand corner.
KeySymbol Meaning
Something new or changes in procedures
Requires effective teamwork
Task
Difference between Enrich and Encore
Intellectual Disability, Other Health Impaired and Serious Emotional Disability
ID, OHI and SED: Objectives
Objectives
Participants will be able to qualify a student under Intellectual Disability, Other
Health Impaired and Serious Emotional Disability
To be eligible as a child with an Intellectual Disability, there must be evidence of criteria in each of the following areas:
• Cognitive, and• Adaptive Skills, and• Academic
ID Eligibility Criteria
Must meet all four conditions listed below:
1. Have a chronic or acute health condition.
2. The health condition must cause limited strength, vitality, or alertness due to chronic or acute health problem.
3. Educational performance must be adversely affected by the health condition.
4. The health condition must create a need for specially designed instruction.
OHI Eligibility Criteria
Serious emotional disability means a condition exhibiting one or more of the following characteristics over a…
long period of time and to a
marked degree
Six+ months
Significant
difference
Eligibility
Explore the Disabilities
Case Study: Use a student who currently qualifies for SLIC, PD, and SIED to determine if they will qualify for ID, OHI and SED. Summarize the student. Will they qualify?
Compare and Contrast: Use the checklists to compare and contrast the eligibility under SLIC, PD, and SIED to determine if they will qualify for ID, OHI and SED. How are the new criteria different?
Non-linguistic Representation: As a team create a non-linguistic representation of the new ID,OHI and SED criteria. What is needed to qualify?
Intellectual Disability
Share what you have learned…Non-Linguistic Representation
Compare and Contrast
Case Study
What are the criteria to
qualify for …
How is this different from
…
Summarize your student.
Will they qualify?
Intellectual Disability
Two standard deviations
below the mean
Two or more standard deviations
below the mean
Adaptive is measured by a BOE that includes one standards Or nationally normed assessment
Major Changes
SLIC
Portfolio of Possible
Assessments
Adaptive(SIB-R, Vineland
II, ABAS 2nd Edition, Behavior Scale ABES-R2)
Cognitive
(WISC, WPPSI, Kaufman, DAS,
Leiter-R, CTONI-, UNIT, WNV)
Academic
(WJIII, WIAT, TEMA, TERA-3,
TOWL-4)
Major Changes
Eligibility Criteria: Cognitive• A full scale score of 2.0 or more standard
deviations below the mean on individually administered measures of cognition; and this is typically an IQ score of 70 or below.
• If the student is above 70, take into account the Standard Error of Measurement (SEM) and look at the rest of the profile before making the determination.
Does the student meet the criteria under ID in adaptive behavior AND academics?
Assess the student’s comprehensive adaptive skills based on a body of evidence that reflects the child’s social, linguistic and cultural background.
• A full scale score of 2.0 or more standard deviations below the mean on a standard or nationally-normed assessment of adaptive behavior; and
• An interview of parents; and
• Observations of the child’s adaptive behavior that must occur in more than one educational setting. A discrepancy must occur in two or more domains related to adaptive behavior in more than one educational setting.
Eligibility Criteria: Adaptive Skills
A discrepancy must occur in two or more domains related to adaptive behavior in more than one educational setting.
• The discrepancy must be consistent across educational settings. • Sometimes students may perform a skill in one setting and not
another for many reasons. • Caution: Pay careful attention to any discrepancy in
communication when the student is an English Language Learner.
Eligibility Criteria: Adaptive Skills
A face-to-face interview of the parents or caregivers using a formal adaptive behavior assessment rating scale must be completed by an individual who is trained to administer such an instrument.
Eligibility Criteria: Adaptive Skills
A deficiency in academic achievement, indicated by…
• Scores 2.0 or more standard deviations below the mean in formal measures of language, reading and math; or
• A body of evidence on informal measures when it is determined that reliable and valid assessment results are not possible due to the student’s functioning level.
20
Eligibility Criteria: Adaptive Skills
All Multidisciplinary Team Members
and
School Psychologist
Teachers(SPED andGen. Ed.)
Social Worker
Who is essential?
andor
•Summary
Key Points: Intellectual Disability
ID
New name is intellectual disability
ID
Continue to require 2.0 SD at or below the mean in adaptive functioning, academics and cognitive
ID
Parent interview required;
ID
A discrepancy must occur in two or more domains related to adaptive behavior in more than one educational setting
Agenda: Day TwoM
eet
You
r Team Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Pro
cess MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
Other Health Impaired
Share what you have learned…Non-Linguistic Representation
Compare and Contrast
Case Study
What are the criteria to
qualify for …
How is this different from
…
Summarize your student.
Will they qualify?
AutismTBI
Separate disabilities with their
own criteria
ADD and ADHDFBA and BIP
BOE
Normed measure
of attending in school
Portfolio of
measures
Major Change
• May involve the following medical conditions: Asthma, ADD/ADHD, diabetes, epilepsy, a heart condition, hemophilia, leukemia, kidney disease, sickle cell anemia, or Tourette's Syndrome.
• Being diagnosed with a health-related condition does not automatically qualify child as having an OHI.
• Must have limited strength, vitality, or alertness that prevents the child from receiving reasonable benefit from general education
OHI Eligibility CriteriaThese
conditions are not the only ones that may
be considered
.
Limited strength is indicated by an inability to sustain effort or to endure throughout an activity.
Eligibility Criteria: Limited Strength
Limited vitality as indicated by an inability to sustain effort or to endure throughout an activity.
Eligibility Criteria: Limited Vitality
Limited alertness, as indicated by an inability to manage and maintain attention, to organize or attend, to prioritize environmental stimuli, including heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment.
Eligibility Criteria: Limited Alertness
Factors to consider in an evaluation include, but are not limited to:
• Medical history including medication
• Type, degree, and severity of health impairment
• Current levels of performance – both academic and nonacademic
• Need for special education and related services
Factors to Consider
• A medical diagnosis alone is insufficient to determine eligibility for special education services.
• Teams should focus on presenting problems along with a comprehensive evaluation to determine the appropriate disability.
• Medically-based mental illness would be more accurately identified under the eligibility category of Serious Emotional Disability.
• Skeletal-Muscular based illness/disorder would be more accurately identified under the eligibility category of Orthopedic Impairment
Remember…
All Multidisciplinary Team Members
and
SchoolNurse
Teachers(SPED and Gen. Ed.)
School Psychologist
or Social Worker
SchoolMotor
Therapist
Who is essential?
and and and
Key Points: OHI
•Summary
OH
I ADD and ADHD still require an FBA/BIP as a part of MTSS, and normed assessments
OH
I Doesn’t require an outside medical diagnosis; if one exists it can be a part of the BOE
OH
I Mental Illness goes under SED; Skeletal-Muscular goes under Orthopedic Impairment
Agenda: Day TwoM
eet
You
r Team Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Pro
cess MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
Serious Emotional Disability
Share what you have learned…Non-Linguistic Representation
Compare and Contrast
Case Study
What are the criteria to
qualify for …
How is this different from
…
Summarize your student.
Will they qualify?
ExclusionaryClause Social
Maladjustment
MTSS
REQUIRED
Major Change
Every student receives
UNIVERSAL supports
MTSS is REQUIRED for SED
Some students
also receive TARGETED supports
Few students also receive INTENSIVE
supports
• Proactive and preventative strategies to reduce problem behavior and academic failure
• Example: Development of three-to-five positively stated behavioral expectations • Explicitly taught• Culturally responsive• Reinforced to all students
• Reciprocal relationship between good classroom management & effective instruction
Tier I: Universal Supports
Problem-solving team plans additional supports and interventions:• Defines behavior(s) of concern based on data• Selects an evidence-based intervention• Selects a targeted goal• Establishes progress monitoring procedures• Assigns tasks & timelines
A Functional Behavioral Assessment may be needed to identify the focus of the intervention.
Tier II: Targeted Supports
• FBA provides important information on the functions a behavior serves
• Also gain understanding of conditions (e.g., antecedents & consequences) that sustain and motivate the behavior
• FBA leads to development of a Positive Behavior Intervention Plan
Functional Behavioral Assessment
Due to the strong
connection between
academics and
behavior, the BIP may need to include
interventions in both
areas.
• Colorado law* requires that the parent be notified of any test in the area of behavior.
• The recommended testing must be described along with how the results will be used
• Special Education Consent should not be used unless the child has been referred.
*“School personnel shall not test or require a test for a child’s behavior without prior written permission from the parents or guardians of the child and prior written disclosure as to the disposition of the results or the testing there from.” (C.R.S 22-32-109 [1][ee].
Parent Permission
• If targeted levels of intervention are not sufficient, Problem Solving Teams (PST) may decide to collect more information through diagnostic/prescriptive assessments.
• An FBA should be completed if not already done.
• Supports and interventions at the Intensive Tier are for students with significant and/or chronic deficits, approximately one-to-five percent of the population,
• Response to Tier III intervention needs to be monitored at least one time per week.
Tier III: Intensive Supports
An inability to learn which is not primarily the result of intellectual, sensory or other health factors; and/or
An inability to build or maintain interpersonal relationships which significantly interferes with the child’s social development; and/or
Eligibility
Inappropriate types of behavior or feelings under normal circumstances; and/or
A general pervasive mood of unhappiness or depression; and/or
Eligibility
Tendency to develop physical symptoms or fears associated with personal or school problems.
Eligibility
A variety of instructional and/or behavioral interventions were implemented within general education and the child remains unable to receive reasonable educational benefit from general education; and
All four qualifiers must be documented (1/4)
Indicators of social/emotional dysfunction exist to a marked degree; that is, at a rate and intensity above the child's peers and outside of his or her cultural norms and the range of normal development expectations; and
All four qualifiers must be documented (2/4)
All four qualifiers must be documented (3/4)
Indicators of social/emotional dysfunction are pervasive, and are observable in at least two different settings within the child's environment. For children who are attending school, one of the environments shall be school; and
Indicators of social/emotional dysfunction have existed over a period of time and are not isolated incidents or transient, situational responses to stressors in the child's environment.
All four qualifiers must be documented (4/4)
SED Exclusionary Clause
Social maladjustment is generally seen as consisting of a persistent pattern of violating established norms through such behaviors as truancy, substance abuse, perpetual struggles with authority, poor motivation for schoolwork, and impulsive and manipulative behavior.
• Misbehavior that is controlled and understood
• Intact peer relations• A member of a subculture group• Conflicts primarily with authority
figures
2.08(5)(d). The term “serious
emotional disability” does
not apply to children who are socially
maladjusted, unless it is
determined that they have an
emotional disability under paragraph 5 (a) of this section.
• Often displays self-confidence outside of school situations• Generally reacts toward situations with inappropriate
affect• Lacks appropriate guilt and often blames others for
his/her problems though otherwise appears reality oriented
• Dislikes school except as a place for social contacts• Is frequently truant and/or rebels against rules and
structures• Avoids school achievement even in areas of competence• Displays little remorse• Anger is a common emotional overreaction• May have diagnosis of conduct disorder or dual diagnosis
of CD with substance abuse
Social Maladjustment
All Multidisciplinary Team Members
and
SchoolNurse
Teachers(SPED and Gen. Ed.)
School Psychologist
or Social Worker
Who is essential?
and and
Key Points: SED
•Summary
SE
D MTSS is required for SED qualification; the FAB and BIP are a critical element to the problem solving process
SE
D Social Maladjustment is a rule out; MHA staff can provide guidance
SE
D If a child qualifies the most reasonable service provides include a collaboration between teachers and mental health providers
Agenda: Day TwoM
eet
You
r Team Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Pro
cess MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
Autism Criteria
Autism
Autism: Objectives
Participants will be able to qualify a student under autism.
AutismSeparate disability
with its own criteria
Major Change
An Autism Spectrum Disorder prevents the child from receiving reasonable educational benefit from general education as evidenced by at least one characteristic in each of the following three areas:
• The child displays significant difficulties or differences or both in interacting with or understanding people and events.
Social • The child displays significant
difficulties or differences which extend beyond speech and language to other aspects of social communication, both receptively and expressively.
Communication
• The child seeks consistency in environmental events to the point of exhibiting significant rigidity in routines and displays marked distress over changes in the routine, and/or has a significantly persistent preoccupation with or attachment to objects or topics.
Repetitive Activities and
Restricted Interests
Eligibility Criteria: ASD
The child displays significant difficulties or differences or both in interacting with or understanding people and events. Examples of qualifying characteristics include, but are not limited to:
Significant difficulty establishing and
maintaining social-emotional reciprocal
relationships, including a lack of typical back and forth social conversation
And/or significant deficits in
understanding and using nonverbal communication
including eye contact, facial expression and
gestures
and
ASD: Social
and
The child displays significant difficulties or differences which extend beyond speech and language to other aspects of social communication, both receptively and expressively. Examples of qualifying characteristics include, but are not limited to:
An absence of verbal language
; or,
and/or significant difficulty sharing;
if verbal language is
present, typical integrated use of eye contact and body language is
lacking;
engaging in
imaginative play;
and developing
and maintainin
g friendships
;
ASD: Communication
The child seeks consistency in environmental events to the point of exhibiting significant rigidity in routines and displays marked distress over changes in the routine, and/or has a significantly persistent preoccupation with or attachment to objects or topics.
ASD: Repetitive, Restricted Patterns of Interests and/or Activities
• There must be impact in each of these three areas to qualify with an Autism Spectrum Disorder
• On the eligibility checklist for ASD, if any of the above areas has a box checked “no” the student does not qualify and the team does not go on to the next set of indicators
• The 2.08(1)(b) section was added to identify other areas that may impact the students education but are not features that qualify the student.
ASD: Eligibility
• The child exhibits delays or regressions in motor, sensory, social or learning skills.
• The child exhibits precocious or advanced skill development, while other skills may develop at or below typical developmental rates.
• The child exhibits atypicality in thinking processes and in generalization. The child exhibits strengths in concrete thinking while difficulties are demonstrated in abstract thinking, awareness and judgment. Perseverative thinking and impaired ability to process symbolic information is present.
ASD: Eligibility Criteria
• The child exhibits unusual, inconsistent, repetitive or unconventional responses to sounds, sights, smells, tastes, touch or movement
• The child’s capacity to use objects in an age appropriate or functional manner is absent or delayed. The child has difficulty displaying a range of interests or imaginative activities or both.
ASD: Eligibility Criteria
Who is essential?
All Multidisciplinary Team Members
and
Speech Language
Pathologist
Teachers(SPED,
Gen. Ed.)
School Psychologist
or Social
Worker
Support PartnerSEAS
MotorTherapist
Key Points: Autism
Au
tism
There are minor changes in the Autism category A
uti
smAutism specialists on the SEAS and the Associate Partner team can assist with Autism Determination; consult your support partner
Au
tism
Sensory is a characteristic added; consult with your motor therapist
Lunch BreakReturn by 12:30
Agenda: Day TwoM
eet
You
r Team Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Pro
cess MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
Specific Learning Disability
SLD Clarification
Specific Learning Disability
•ObjectivesParticipants will be able to qualify a
student under specific learning disability.
Participants will understand the criteria to determine if there is a significant delay.
Participants will understand the criteria to determine if there is a lack of progress to
scientific interventions.
Definition: Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Specific meaning special or particular
Interfering with
Learning
Cognitive Impact
Is there an academic
skill deficit?
Did they make sufficient
progress to scientific research-
based intervention?
Is there an academic
skill deficit?
6 Grade Level CBM
probes that at or below the 12th %ile
Achieving 50%
mastery on a
criterion based
measure
At or below the 12%ile on a normed
based measure
OR
OR
Did they make sufficient
progress to scientific research-
based intervention?
• Normed• Standardized • Predictive • Associated to the CurriculumCurriculum-
Based Measure
• Criterion• Formative • Mastery of Skills
• Direct link to the Curriculum
Mastery- Based Measure
AKA: DIBELS, AimsWEB, Easy CBM, ABC of CBM,
etc
AKA: Short cycle assessments, teacher
made checklists, common assessments
DIBELS CBM MBM
inadequate
adequate
Gap Analysis
Goal for Mastery25/25 Equations
Week 1: 3/25Week 2: 10/25Week 3: 15/25Week 4: 20/25Week 5: 20/25Week 6: 25/25
MASTERY!
Determining Progress
Oral Expression and Listening Comprehension Teacher present him to
her problem solving team. They suggest a picture
vocabulary screener. He only knows 15/100 words.
There were about 5 students in all
kindergarten classes who needed to work on
vocabulary. A group was formed. They are using
Direct Instruction from a trained paraprofessional.
Every week the kids are tested on their new
vocabulary • Stevie• Week 1: 15/100• Week 2: 17/100• Week 3: 20/100• Week 4: 15/100
The rest of the kids catch up and have
100/100 in 4 weeks. New approach is tried with games, repetition
and one-on-one instruction.
• Week 5: 17/100• Week 6: 20/100• Week 7: 22/100• Week 8: 15/100
He is not making progress and is
referred to special education for testing.
Kindergarten• Stevie doesn’t talk much • Struggles with recall • Writing is mostly scribbles
Adjustment in instruction
(from tier 2 to 3)
12%ile
Oral Expression and Listening Comprehension
Reading
Basic Fluency Comprehension
Colorado Department of
Education Example
Basic Reading CBM
Reading Fluency CBM
Reading Comprehension
CBM
How to determine sufficient progress?
CBM- use the specific CBM guidelines
CBM- use the specific CBM guidelines
CBM- use the specific CBM guidelines
Group Activity
Group 1Basic Reading
Group 2Reading Fluency
Group 3Reading
Comprehension
1. Did they follow the inquiry cycle?
2. Did they make adjustments to the inquiry cycle?
3. Did the use a CBM or MBM?
4. Was the intervention targeted to the area of concern?
5. Did the student make adequate progress?
6. What can you use to determine if there is an academic skill deficit?
Written Expression Handwriting Spelling Written
Expression
Colorado Department of
Education Example
Minnesota Handwriting Assessment
(used as both Normed
Measure and Progress
Monitoring)
Spelling CBMPALS
SPELL Inventories (Words their Way, Word Journeys,
Spellography)
Writing CBM
Other Examples Handwriting without Tears
Screener
Weekly spelling tests
How to determine sufficient progress?
Mastery of the skills taught
CBM- use the specific CBM guidelines
Others- Mastery of the skills
taught
CBM- use the specific CBM
guidelines
Group Activity
Group 1Writing:
Transcription Skills Handwriting
Group 2Writing:
Transcription Skills Spelling
Group 3Writing:
Translation and Organization
Written Expression
1. Did they follow the inquiry cycle?
2. Did they make adjustments to the inquiry cycle?
3. Did the use a CBM or MBM?
4. Was the intervention targeted to the area of concern?
5. Did the student make adequate progress?
6. What can you use to determine if there is an academic skill deficit?
Math
CBM
CBMMath MateCurriculum EmbeddedAAIMS (algebra)Yearly Progress Pro
Elementary Middle and High
Definition: Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Exclusionary Factors
Hearing, Vision,
Physical
Intellectual Disability
Serious Emotional Disability
Cultural Factors
Economic Disadvanta
ge
Limited English
Proficiency
Key Points: Specific Learning Disability•Summary
SL
D Completing a root cause analysis during the initial MTSS stages can help to target the intervention and speed up qualification
SL Build a BOE that contains nationally normed data and lack of progress; use CBM if it exits; there is no 6 data points criteria
SL
D Serious consideration must be given for second language learners
Agenda: Day TwoM
eet
You
r Team Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Pro
cess MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
Other Disabilities
Low Incidence
Other Disabling Conditions
•Objectives
Participants will understand the foundations of the low incidence disabilities and how to qualify.
Participants will know who to contact to assist with any of these disabling
conditions.
In groups of two, you will rotate around 7 stations representing various disabilities. You will have 5 minutes at each station. The station has a scavenger hunt to look for critical information.
After rotating through the 7 stations we will play a game.
Discovery Stations
Support Partner and Early
Childhood Special Educator
Who is an essential team
member who can assist with DD?
7th% or lower
What percentile does a child need to be on a normed
assessment?
False
True or False: This means we can
wait until they are 8 yo to do eligibility.
Developmental Delay Quiz
5 points
10 points
20 points
Developmental Delay
Used to be…
Consideration• Only if clear determination categories cannot
be made • 7th%ile or Lower or Empirical Data or BOE
with a pattern of learning that is different from AGE expectation
• Ages 3-8 years old (must do eligibility before age 9)
PSD
Essential Resources/Staff
Early Childhood Special
Educators
Cultural Sensitivity
Why does the team continue to use DHH instead
of HI?
Audiologist and Teacher of the
Deaf and Hard of Hearing
Who must be involved in a HI determination?
HI
What is the official acronym for Deaf
and Hard of Hearing
Deaf and Hard of Hearing Quiz
5 points
10 points
20 points
Required Resources/Staff
Audiologist
Teacher of the Deaf and Hard
of Hearing
Hearing Impairment
Used to be…
Consideration
DPS still uses DHH to be culturally sensitive (HI is aligned with IDEA but is offensive to the Deaf community)
HD
Teach navigation and safety skills for students who are blind or low
vision.
What does an O and M specialist
do?
TrueTrue or False: an eye doctor report is required or VI.
Teacher of the Visually Impaired
What does TVI stand for?
Vision of Hearing Quiz
5 points
10 points
20 points
Visual Impairment
Used to be…
Consideration• This includes blindness• Only condition that requires a eye Dr.
Report (must be updated yearly)• Might qualify for Orientation and Mobility
VD
Required Resources/Staff
Teacher of the Visually Impaired
Certified Orientation and
Mobility Specialist
Audiologist, TOD, TVI and O and M
Specialist
Who must be involved with a
deaf blind qualification?
True
True or False: a student who is low vision and hard of
hearing can qualify under deaf-
blind.
Multiple Disabilities
What was the former category where students
who are deaf blind would qualify
under?
Deaf Blind Quiz
5 points
10 points
20 points
Deaf Blind
Used to be…
Consideration• Must meet the criteria for HI
and VI• Can be low vision and hard of
hearing
Multiple Disability
Required Resources/Staff
Teacher of the Visually Impaired
Certified Orientation and
Mobility Specialist
Required Resources/Staff
Audiologist
Teacher of the Deaf and Hard
of Hearing
muscular dystrophy,
cerebral palsy, spina bifida, etc.
What is an example of a OI?
False
True or False: you must have a
medical diagnosis to qualify for OI
School Nurse and Motor Therapist
Who should be consulted when considering a OI
disability?
Orthopedic Impairment Quiz
5 points
10 points
20 points
Orthopedic Impairment
Used to be…
Consideration• Congenital anomaly (spina bifida), effects of a
disease (muscular dystrophy) or other causes (cerebral palsy)
• Interferes with daily living• Medical diagnosis is not necessary• Motor Therapist can provide guidance in
qualifying
Physical Disability
Required Resources/Staff
School Nurse
School Motor Therapist
SLI – it didn’t change
What was the former acronym
for this disability?
False
True or False: you can provide sped services under a
SLI label.
A speech language pathologist
Who is a required member of the
Evaluation team when considering
SLI?
Speech Language Impairment Quiz
5 points
10 points
20 points
Speech or Language Impairment
Use to be…
Consideration• Only an SLP can make this determination • Can be a stand alone disability
SLI
Required Resources/Staff
Speech Language Therapist
Acquired Brain Injury and Traumatic Brain Injury
What are the two types of TBI?
School Nurse, MHA, TBI Team,
etc.
Who is an essential resource
for TBI?
Physical Disability TBI use to be under what category?
Traumatic Brain Injury Quiz
5 points
10 points
20 points
Traumatic Brain Injury
Used to be…
Consideration• Includes Acquired Brain
Injury and Traumatic Brain Injury
• Medical documentation or significant history and display educational impact
Physical Disabilit
y
Required Resources/Staf
f
School Nurse
School Psychologist
or Social Worker
Essential Resources/St
aff
District TBI Team
Key Points: Other Disabling Conditions
•Summary
Oth
er
Dis
ab
lin
g
Con
dit
ion
sMany have their own category
Oth
er
Dis
ab
lin
g
Con
dit
ion
sThere is usually a specialist who can provide guidance for these low incidence categories
Agenda: Day TwoM
eet
You
r Team Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Pro
cess MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
Effective TeamworkCharacteristics of effective teams
Team self-reflections
Goal setting
Effective Teamwork
•Objectives
Participants will identify characteristics of effective teamwork.
Participants will identify areas where their team can work on their effective teamwork
skills.
Team Work
Team
Work
Systematic
Supportive
Professional
PurposefulCollaborative
Skill Based
Reflective
Team Work 1. As a team, come up with one behavior, strategy or suggestion for each characteristic. Document on a stick note and post it on the effective team work wheel
2. Share one of your suggestions as a group.
3. Complete a self-assessment on your teams effectiveness
4. As a team come up with one goals to improve your teams effectiveness
5. If times permits, share your goal.
Key Points: Effective Teamwork
•Summary
Eff
ect
ive T
eam
W
ork
Effective teams are systematic, supportive, professional, purposeful, collaborative, skill based and reflective
Eff
ect
ive T
eam
W
orkProblem
solving teams and IEP teams can improve their services when functioning as an effective team
Wrap UpSummary
Evaluation
Key Ideas
ID: The parent adaptive scores is not a determining factor.
OHI: Includes ADHD but more direction
will be forthcoming.
SED: Requires MTSS, FBA/BIP is necessary
at tier 3, social maladjustment is an exclusionary factor
Autism: No major changes
SLD: Progress monitoring is
dependent on the concern; determining sufficient progress is
dependent on the progress monitoring
toll.
SLD: Six data points at grade level is only one of three possible ways to determine
academic skill deficit.
Use specialist for low incident disability
eligibility.
What is next?
Behavior Manageme
nt
Blue Green Day Follow
up Trainings
Grab and Go
requested trainings