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EI Eligibility Determination Best Practices. February 4, 2014 Brian Lloyd Kristine Wing . Agenda. Intro and Overview MARSE Criteria for EI IISD EI Eligibility Guideline Document MTSS / RTI Practices Within EI Eligibility Determination

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ei eligibility determination best practices

EI Eligibility DeterminationBest Practices

February 4, 2014

Brian Lloyd

Kristine Wing

agenda
Agenda

Intro and Overview

MARSE Criteria for EI

IISDEI Eligibility Guideline Document

MTSS/RTIPractices Within EI Eligibility Determination

FBA/BIP Prior To EIEval– See MARSER 340.1706 Rule 6 (4)(b)(c)

EI Versus Social Maladjustment

Differentiating EI From Other Eligibilities

Assessments for EI– Recommendations and Sharing

How Do You Come To A Consensus

intro and overview
Intro and Overview

There has been some reported inconsistency of EI eligibility practicesin a couple districts.

With the changes in SLD eligibility guidelines and the use of MTSS practices for eligibility determination, it seems like it may just be a matter of time until MTSS practices are explicitly used for EI eligibility determinations.

marse criteria for ei
MARSECriteria for EI

R 340.1706 Emotional impairment;

determination; evaluation report. - Rule 6.

(1) Emotional impairment shall be determined

through manifestation of behavioral problems

primarily in the affective domain, over an

extended period of time, which adversely affect

the student’s education to the extent that the

student cannot profit from learning experiences

without special education support. The problems

result in behaviors manifested by 1 or more of

the following characteristics:

marse and idea criteria for ei
MARSE and IDEA Criteria for EI

(a) Inability to build or maintain satisfactory

interpersonal relationships within the school

environment.

(b) Inappropriate types of behavior or

feelings under normal circumstances.

(c) General pervasive mood of unhappiness

or depression.

(d) Tendency to develop physical symptoms

or fears associated with personal or school

problems.

marse and idea criteria for ei1
MARSE and IDEA Criteria for EI

(2) Emotional impairment also includes students

who, in addition to the characteristics specified

in subrule (1) of this rule, exhibit maladaptive

behaviors related to schizophrenia or similar

disorders. The term “emotional impairment”

does not include persons who are socially

maladjusted, unless it is determined that the

persons have an emotional impairment.

marse and idea criteria for ei2
MARSE and IDEA Criteria for EI

(3) Emotional impairment does not include

students whose behaviors are primarily the

result of intellectual, sensory, or health factors.

(4) When evaluating a student suspected

of having an emotional impairment, the

multidisciplinary evaluation team report shall include documentation of all of the following:

(See next slide)

marse and idea criteria for ei3
MARSE and IDEA Criteria for EI

(a) The student’s performance in the

educational setting and in other settings,

such as adaptive behavior within the broader

community.

(b) The systematic observation of the

behaviors of primary concern which interfere

with educational and social needs.

(c) The intervention strategies used to

improve the behaviors and the length of time

the strategies were utilized.

(d) Relevant medical information, if any.

marse and idea criteria for ei4
MARSE and IDEA Criteria for EI

(5) A determination of impairment shall be

based on data provided by a multidisciplinary

evaluation team, which shall include a full and

individual evaluation by both of the following:

(a) A psychologist or psychiatrist.

(b) A school social worker.

iisd ei eligibility guideline document
IISDEI Eligibility Guideline Document

Developed by Lansing School District using source material from other ISDs and adopted by Ingham directors for use county wide in 2007.

Are you using this document to help inform EIevals?

If not, what guidance documents are you using?

team time
TEAM TIME
  • Let’s break in groups of 4.
  • Person One in your group reads pages 4-8 of the 2007 EI Eligibility Guideline.
  • Person Two in your group reads pages 9-13 of the 2007 EI Eligibility Guideline.
  • Person Three reads Appendix A and B.
  • Person Four reads Appendix C, D, and E.
  • After each team member reads their section, share out your observations including:
    • Things that my challenge your thinking about EI eligibility.
    • Something that confirms your current practice.
    • Any other highlights and/or points of interest.
mtss rti practices within ei eligibility determination
MTSS/RTI Practices Within EI Eligibility Determination

Michigan Department of Education has established that FBA/BIP(s) are part of a MTSS/RTI tier 3 system.

http://www.michigan.gov/documents/mde/SchoolwidePBS_264634_7.pdf

mde swpbis implementation guide
MDESWPBIS Implementation Guide

How is Tier 3 implemented?

The following steps illustrate the general process of Tier 3 implementation:

Step 1 Create a process for identifying students in need of Tier 3 supports.

Step 2 Create a team to develop an individualized behavior support plan.

a. Conduct a functional behavior assessment.

b. Link functional assessment results to the development of a behavior

intervention plan.

Step 3 Allocate resources to implement the behavior plan.

Step 4 Collect data on student interventions.

Step 5 Evaluate success and modify the program.

mde swpbis implementation guide1
MDESWPBIS Implementation Guide

Additional criteria for Tier 3 intervention includes:

Student receives more than six office discipline referrals.

Tier 2 interventions have been implemented reliably and been found to be ineffective.

marse r 340 1706 rule 6 4 b c
MARSER 340.1706 Rule 6 (4)(b)(c)

(a) The student’s performance in the

educational setting and in other settings,

such as adaptive behavior within the broader

community.

(b) The systematic observation of the

behaviors of primary concern which interfere

with educational and social needs.

(c) The intervention strategies used to

improve the behaviors and the length of time

the strategies were utilized.

(d) Relevant medical information, if any.

team time1
TEAM TIME

Discuss with your earlier group how MTSSand PBIS practices are part of your evaluations for emotional impairments.

social maladjustment
Social Maladjustment

Best Practices in Multimodal Assessment of Emotional or Behavioral Disorders – School Psychology Best Practices Volume 5.

http://faculty.unlv.edu/sloe/Courses/EPY%20715/McConaughy%20%26%20Ritter%202002.pdf

differentiating ei from asd
Differentiating EI From ASD

Reference Ingham ISDASDGuidelines for ASD vs. EI(see handout).

differentiating ei from adhd
Differentiating EI From ADHD

Biederman, Newcorn, and Sprich (1991)

Conduct disorder (30%-50%)

Oppositional defiant disorder (35%)

Anxiety disorders (25%),

60% of children diagnosed with Tourette’s are also diagnosed with ADHD.

Johnstone and Mash (2001)

Family and marital functioning

Disrupted parent-child relationships

Specific patters of parental cognitions about child behavior and reduced parent self-efficacy

Increased levels of parenting stress and parental psychopathology.

This family disruption associated with ADHD is seen as a possible causal factor in the development of comorbid conduct disorder vulnerability.

assessments for ei
Assessments for EI

What assessment do you use to determine:

(a) Inability to build or maintain satisfactory

interpersonal relationships within the school

environment. – SSIS (Social Skills Improvement Scale)

(b) Inappropriate types of behavior or

feelings under normal circumstances. CAB – Clinical Assessment for Behavior, Observations

(c) General pervasive mood of unhappiness

or depression. – CDI, BASC-2, Achenbach CBCL, SAED-2 Scales for Assessing Emotional Disturbance (rating scale for EI and social maladjustment), MMPI (adolscent),

(d) Tendency to develop physical symptoms

or fears associated with personal or school

problems.

assessments for ei1
Assessments For EI

What assessment do you use to determine:

(a) The student’s performance in the

educational setting and in other settings,

such as adaptive behavior within the broader

community.

(b) The systematic observation of the

behaviors of primary concern which interfere

with educational and social needs.

(c) The intervention strategies used to

improve the behaviors and the length of time

the strategies were utilized.

(d) Relevant medical information, if any.

how do you come to a consensus
How Do You Come To A Consensus

Pre-METs?

Combined Reports?

See example handout.

around the corner
Around The Corner…

There is a possibility that a new EI Eligibility Guidelines document may be developed within the next couple/few years.

What would YOU feel would be important to be included in this document?

Have a great day!