Get To Know Your Neighbor

What do I think is the most important thing to know about Indicator 13?

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September ESE Meeting

ACTION Form – One Section at a TimeAdding Nursing ServicesSEED Manual – Effective 9-23-2011Changes to Indicator 13Initial Evaluations and Eligibility (Ch. 3)New Speech Referral Procedures (elem.)

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Don’t Be Distracted!

Requests from the ESE Office

Anyone interested in providing AES (after hours), let Carol Lambert know.

Don’t forget Medicaid forms (printed from EXCENT)– New students and annual reviews

Complete the ACTION form and complete it correctly!– EFA Funding and Resource (page 1)– PWN Date (page 3)

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ACTION Form Training

EFA Box (p.1)– No, Yes or Transfer– Old and new disabilities– EFA Funding?– Resource for ELA or Math

Action Date (p. 1)– Same date as the INITIATION date of new IEP

PWN sent? (p. 3)– Enter date that the PWN was provided or sent to parent

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Amending IEPs to Include Nursing Services as a Related Service

Check your case load names with the nurse– Students with IEPs and who have IHPs– Add Nursing Services as a related service

calling a meeting or doing an amendment to the IEP http://www.rock-hill.k12.sc.us/exceptionalstudenteducati

on/iepresources.aspx Send us a copy of the IHP

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SEED Manual Replaces the Red Book – Eligibility Criteria

Psychologists are working with changes to eligibility

MD is now called ID (Intellectual Disability) Autism may include Aspergers and PDD-NOS LD criteria to include a pattern of strengths

and needs– Continue to use current LD guidelines

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Changes to Indicator 13

No more district-to-district peer review Random selection of the 45 IEP to be reviewed

and evaluated– Pulled from Dec. 1 count (Dec. 1, 2011)

Review and evaluation to be conducted by a team at the State Dept.– Pulled electronically

Appeals and correction process will remain the same

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What Does This Mean?

You have to get it right the first time!– Susan and Brenda will not have the opportunity to

precheck and correct before they are reviewed

Use your Indicator 13 Check Sheet If you need any extra training, make an

appointment with Brenda or Susan Will ask Lead Teacher to conduct a random

peer review before winter break

Ch. 3 – Initial Evals and Eligibility

Most items in Chapter 3 will be met through our School Psych procedures and new Speech procedures

Comprehensive evaluations (page 2 of the ERCC form)– No more “speech only” evaluations

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What ESE Teachers Need to Know

Psych or S/L Therapist will “lead” evaluation teams

There is a 60-day timeline for the completion of evaluations (non-negotiable)

“What further information do we need?” guides the evaluation plan– Collect functional, developmental, and academic

information– Must determine present levels

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What ESE Teachers Need to Know

ESE Teachers will be asked assist in collecting evaluation data– Collecting evidence of general ed. curriculum

progress, RTI, records review, interviews, observations, and tests (all explained in Ch. 3)

– To conduct educational assessments/tests WJ-III WIAT-II

– No longer using the DAB-3

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Eligibility: A 2-prong Determination

Determining Whether the Child is a Child with a Disability– Compare data with criteria defined in the SEED

document

Determine Whether the Child Needs Special Education and Related Services– Specially designed instruction (adapting the

content, methodology or delivery of instruction)

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Not the Psychologist Alone…

Teams decide eligibility Exclusionary factors now include “lack of

appropriate instruction in reading, math, or have limited English proficiency”– Must have the intervention data!

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Bottom Line

Is the student eligible by criteria in the SEED manual,?

AND Are the student’s needs so unique that they

require specially designed instruction?

Make sure teams discuss BOTH in meetings in which you participate!

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What If The Student Only Need Accommodations?

…and not specialized instruction (services) If a student is found eligible, but does not

need special education and related services, a referral for a 504 evaluation may be considered– 504 accommodation plan

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Independent Educational Evals

Parents have a right to disagree with an evaluation (or re-evaluation) and ask for an independent educational evaluation

– An evaluation conducted by a qualified examiner not employed by RHSD3

– We have written procedures (contact Dr. Balough)

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Relevant Questions – 6, 8, 9, 11

LEA make the decision if a consensus can’t be reached regarding eligibility

Once dismissed, a student must go through initial eligibility again to get back in

Parent brings in an outside evaluation and/or a request for services– Considered a referral, specifically, a parent request– Parent Requests, Outside Evals & Prescriptions

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New Speech Referral Procedures

No more “speech only” evaluations Speech evals must be connected to the

school’s RTI process Intervention data is required

Historically, An Informal Process

The elementary classroom teachers asks the Speech/Language therapist to observe a child and a speech screening was done.– Passed – no referral action– Did not pass – student was evaluated for speech

services “Speech Only” Evaluation No interventions attempted Separate process

“We Think We Have a Child With a Disability”

School Procedures: Student is part of the school’s RTI process

and has progressed through Tiers 2 and 3, or the student may have completed including 4-6 weeks of Speech/Language Interventions for students with specific speech concerns. – This will be considered “S/L RTI”

Requesting a S/L Screening

Old Way

1. Classroom teacher asks the S/L Therapist to do a Speech Screening

Right Way

1. Classroom teacher confers with the school’s RTI Coordinator and together they complete A Request For S/L Screening and Intervention Form

Completing a S/L Screening

Old Way

2. S/L Therapist completes a Speech Screening

– PASS – No Action– DID NOT PASS –

S/L Therapists initiates and completes a S/L evaluation

Right Way2. The RTI Coordinator

routes completed S/LRequest Form to the S/L Therapist

3. S/L Therapist completes the screening

4. RTI Coordinator and S/L Therapist determine day/time for an RTI meeting to discuss screening results.

School Team Consideration

5. The Speech/Language Therapist shares the screening results with the school’s RTI team. If the student did not pass the screening, the RTI team directs the implementation of S/L Interventions and data collection. (4-6 weeks)

• S/L Articulation Intervention Data Sheets• S/L Fluency Intervention Data Sheets• S/L Language Intervention Data Sheets

The Exception…

In the case of “Voice” issues or significantly severe “Language”, “Fluency”, or “Articulation” issues detected during the screening, the RTI team may complete the Comprehensive Student Review/Referral Form. (yellow form)

S/L RTI: Intervention

6. After 4-6 weeks of interventions, the S/L Intervention results are shared with the RTI team.

If appropriate, the referral process is begun with the completion of the Comprehensive Student Review Form. The referral process proceeds with the steps outlined in the P-12 school referral process.

Follow the Referral Procedures

“I Think We Have a Child with a Disability!”

From here, the process follows the Elementary Special Education/Section 504 Referral

Procedures

Parent Request…

A parent request for a speech and language evaluation follows the same procedures for a parent request for a special education evaluation (Right side column on the Referral Procedures). – Parents can be asked if they want to try

interventions– If parent choose NOT to do interventions, the

evaluation will include the implementation of interventions. The intervention data will be reviewed at the eligibility meeting.

What About OT and PT?

Occupational Therapy and Physical Therapy are different because they are only related services.

Related services are only provided to increase the child’s ability to benefit from the special education services– You can’t have OT or PT without first suspecting

or identifying an area of disability

This Means…

OT and PT screening can only be requested by:– Student IEP teams or IEP team members (for

students already eligible for special education services under IDEA)

– School-based intervention and problem-solving teams as a part of RTI or intervention development for specific motor concerns

– Student Section 504 teams

To Finish Up

ACTION Form – One Section at a Time Adding Nursing Services SEED Manual – Effective 9-23-2011 Changes to Indicator 13 Initial Evaluations and Eligibility (Ch. 3) New Speech Referral Procedures (elem.)

Next Month – Chapter 4 – Present Levels

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