Get To Know Your Neighbor What do I think is the most important thing to know about Indicator 13? 1

September ESE Meeting ACTION Form – One Section at a Time Adding Nursing Services SEED Manual – Effective Changes to Indicator 13 Initial Evaluations and Eligibility (Ch. 3) New Speech Referral Procedures (elem.) 2

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) 4

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 5

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 hill.k12.sc.us/exceptionalstudenteducation/iepresources. aspx hill.k12.sc.us/exceptionalstudenteducation/iepresources. aspx Send us a copy of the IHP 6

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 7

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 8

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 10

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 11

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 12

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) 13

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! 14

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! 15

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 16

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) 17

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 18

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 Way 2. 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 Changes to Indicator 13 Initial Evaluations and Eligibility (Ch. 3) New Speech Referral Procedures (elem.) Next Month – Chapter 4 – Present Levels 31