the exceptional children s education act n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
The Exceptional Children’s Education Act PowerPoint Presentation
Download Presentation
The Exceptional Children’s Education Act

Loading in 2 Seconds...

play fullscreen
1 / 97

The Exceptional Children’s Education Act - PowerPoint PPT Presentation


  • 74 Views
  • Uploaded on

The Exceptional Children’s Education Act. Day Two Eligibility Criteria Summer 2014. Welcome. Key.  Something new or changes in procedures.  Requires effective teamwork. Group task. E. Difference between Enrich and Encore.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

The Exceptional Children’s Education Act


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
the exceptional children s education act

The Exceptional Children’s Education Act

Day Two Eligibility Criteria

Summer 2014

slide3

Key

Something new or changes in procedures

Requires effective teamwork

Group task

E

Difference between Enrich and Encore

Page numbers indicated in the upper right hand corner to key documents

intellectual disability
Intellectual Disability

Qualification for Intellectual Disability

to be eligible as a child with an intellectual disability
To Be Eligible as a Child with an Intellectual Disability

To be eligible as a child with an Intellectual Disability, there must be evidence of criteria in eachof the following areas:

  • Cognitive, and
  • Adaptive Skills, and
  • Academic
major changes
Major Changes

SLIC

ID

2 or more

SD

Below the mean

2 SD

Below the mean

Adaptive is measured by a

BOE that includes one standards

Or nationally normed assessment

Intellectual Disability

major changes1
Major Changes

SIB-R, Vineland II, ABAS Second Edition, Diagnostic Adaptive Behavior Scale ABES-R2

WISC, WPPSI, Kaufman, DAS, Leiter-R, CTONI-,UNIT, WNV

WJ III, WIAT, TEMA, TERA-3. TOWL-4

Intellectual Disability

group activity
Group Activity

Option 1

Case study

Use a student who currently qualifies for SLIC and determine if they will qualify for ID

Option 2

Compare and Contrast

Use the checklists and CDE PPT to compare and contrast the eligibility under SLIC and ID

Option 3

Non-Linguistic Representation

As a team create a non-linguistic representation of the new ID criteria.

Intellectual Disability

Group task

slide9

0

4

9

0

0

0

0

2

8

7

6

5

4

3

2

1

1

5

9

6

2

9

8

7

6

5

4

3

0

1

0

3

9

8

7

4

1

5

5

0

9

8

7

6

5

4

3

2

1

0

2

1

9

8

3

2

7

4

3

2

1

0

9

6

7

8

5

4

3

2

1

0

0

6

You have 20 minutes for this task

Hours

Minutes

Seconds

Intellectual Disability

group activity1
Group Activity

Non-Linguistic Representation

What are the criteria?

Compare and Contrast

How is this different from SLIC?

Case study

Will your child be able to qualify?

Intellectual Disability

Group task

to be eligible as a child with an intellectual disability1
To Be Eligible as a Child with an Intellectual Disability

Cognitive Criteria:

  • 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 70+, taking into account the Standard Error of Measurement (SEM), look at the rest of the profile before making the determination. (Do they meet the criteria under ID in adaptive behavior AND academics?)

Intellectual Disability

to be eligible as a child with an intellectual disability2
To Be Eligible as a Child with an Intellectual Disability

Adaptive Skills Criteria:

A comprehensive adaptive skills assessment 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.

Intellectual Disability

adaptive skills criteria
Adaptive Skills Criteria

  • 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.

Intellectual Disability

adaptive skills criteria1
Adaptive Skills Criteria

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.

Intellectual Disability

academic achievement
Academic Achievement
  • A deficiency in academic achievement, either as 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.

Intellectual Disability

15

who is essential
Who is essential?

All Multidisciplinary Team Members

and

School

Psychologist

School

Psychologist

Or

Social

Worker

Teachers

SPED

Gen Ed

Intellectual Disability

other health impaired
Other Health Impaired

Qualification for Other Health Impaired

to be eligible as a child with an other heath impairment
To Be Eligible as a Child with an Other Heath Impairment

  • May involve the following medical conditions: Asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, leukemia, kidney disease, sickle cell anemia or Tourette syndrome. The above conditions are not the only ones that may be considered.
  • Being diagnosed with a health-related condition does not automatically qualify child as having an OHI.
  • Limited strength, vitality, or alertness that prevents the child from receiving reasonable benefit from general education

Other Health Impaired

to be eligible as ohi the child must meet all four conditions
To Be Eligible as OHI, the Child Must Meet All Four Conditions

  • Have a chronic or acute health condition.
  • The health condition must cause limited strength, vitality or alertness due to chronic or acute health problem.
  • Educational performance must be adversely affected by the health condition.
  • The health condition must create a need for specially designed instruction.

Other Health Impaired

major change
Major Change

Autism

TBI

Are separate disabilities with their own criteria

ADD and ADHD

Portfolio

of

measures

FBA and BIP

BOE

Normed measure of attending in school

Other Health Impaired

group activity2
Group Activity

Option 1

Case study

Use a student who currently qualifies for PD and determine if they will qualify for OHI

Option 2

Compare and Contrast

Use the checklists and CDE PPT to compare and contrast the eligibility under PD and OHI

Option 3

Non-Linguistic Representation

As a team create a non-linguistic representation of the new OHI criteria.

Other Health Impaired

slide22

0

4

9

0

0

0

0

2

8

7

6

5

4

3

2

1

1

5

9

6

2

9

8

7

6

5

4

3

0

1

0

3

9

8

7

4

1

5

5

0

9

8

7

6

5

4

3

2

1

0

2

1

9

8

3

2

7

4

3

2

1

0

9

6

7

8

5

4

3

2

1

0

0

6

You have 20 minutes for this task

Hours

Minutes

Seconds

Other Health Impaired

group activity3
Group Activity

Non-Linguistic Representation

What are the criteria?

Compare and Contrast

How is this different from PD?

Case study

Will your child be able to qualify?

Other Health Impaired

Group task

limited strength
Limited Strength

Limited strength as indicated by an inability to sustain effort or to endure throughout an activity

Other Health Impaired

limited vitality
Limited Vitality

Limited vitality as indicated by an inability to sustain effort or to endure throughout an activity

Other Health Impaired

limited alertness
Limited Alertness

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.

Other Health Impaired

factors to consider
Factors to Consider

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

Other Health Impaired

remember
Remember
  • 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.

Other Health Impaired

who is essential1
Who is essential?

All Multidisciplinary Team Members

and

School

Nurse

School

Psychologist

Or

Social

Worker

School

Motor

Therapist

Teachers

SPED

Gen Ed

Other Health Impaired

serious emotional disability
Serious Emotional Disability

Qualifications for Serious Emotional Disability

major change1
Major Change

Exclusionary

Clause

Social Maladjustment

MTSS

REQUIRED

Serious Emotional Disability

mtss is required for sed
MTSS is required for SED

  • Every student receives Universal supports
  • Some students also receive Targetedsupports
  • Few students also receive Intensivesupports

Serious Emotional Disability

slide34

Serious Emotional Disability

tier i universal level
Tier I: Universal Level

  • Proactive and preventative strategies to reduce problem behavior and academic failure
  • Ex: Development of 3-5 positively stated behavioral expectations
    • Explicitly taught
    • Culturally responsive
    • Reinforced to all students
  • Reciprocal relationship between good classroom management & effective instruction

Serious Emotional Disability

tier ii targeted level
Tier II: Targeted Level

  • Problem Solving team plans additional supports & 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

Serious Emotional Disability

functional behavioral assessment
Functional Behavioral Assessment

  • 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
    • Due to the strong connection between academics and behavior, the BIP may need to include interventions in both areas

Serious Emotional Disability

parent permission
Parent Permission

  • 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].

Serious Emotional Disability

tier iii
Tier III

  • 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 1 to 5 % of the population
  • Response to Tier III intervention needs to be monitored at least 1 time/week

Serious Emotional Disability

to be eligible as a child with sed
To Be Eligible as a Child with SED

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:

Significant difference

6 + months

Serious Emotional Disability

to be eligible as a child with sed1
To Be Eligible as a Child with SED

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

Serious Emotional Disability

to be eligible as a child with sed2
To Be Eligible as a Child with SED

Inappropriate types of behavior or feelings under normal circumstances; and/or

A general pervasive mood of unhappiness or depression; and/or

Serious Emotional Disability

to be eligible as a child with sed3
To Be Eligible as a Child with SED

Tendency to develop physical symptoms or fears associated with personal or school problems.

Serious Emotional Disability

group activity4
Group Activity

Option 1

Case study

Use a student who currently qualifies for SIED and determine if they will qualify for SED

Option 2

Compare and Contrast

Use the checklists and CDE PPT to compare and contrast the eligibility under SIED and SED

Option 3

Non-Linguistic Representation

As a team create a non-linguistic representation of the new SED criteria.

Serious Emotional Disability

slide45

0

4

9

0

0

0

0

2

8

7

6

5

4

3

2

1

1

5

9

6

2

9

8

7

6

5

4

3

0

1

0

3

9

8

7

4

1

5

5

0

9

8

7

6

5

4

3

2

1

0

2

1

9

8

3

2

7

4

3

2

1

0

9

6

7

8

5

4

3

2

1

0

0

6

You have 20 minutes for this task

Hours

Minutes

Seconds

Other Health Impaired

group activity5
Group Activity

Non-Linguistic Representation

What are the criteria?

Compare and Contrast

How is this different from SIED?

Case study

Will your child be able to qualify?

Serious Emotional Disability

Group task

all four qualifiers must be documented 1 4
All Four Qualifiers Must be Documented (#1/4)

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

Serious Emotional Disability

all four qualifiers must be documented 2 4
All Four Qualifiers Must be Documented (#2/4)

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

Serious Emotional Disability

all four qualifiers must be documented 3 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

Serious Emotional Disability

all four qualifiers must be documented 4 4
All Four Qualifiers Must be Documented (#4/4)
  • 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.

Serious Emotional Disability

sed exclusionary clause
SED Exclusionary Clause

  • 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.

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

Serious Emotional Disability

characteristics of social maladjustment
Characteristics ofSocial Maladjustment

  • 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

Serious Emotional Disability

who is essential2
Who is essential?

All Multidisciplinary Team Members

and

School

Nurse

School

Psychologist

Or

Social

Worker

Teachers

SPED

Gen Ed

Other Health Impaired

slide54

Lunch Break

Return by 12:30

autism
Autism

Autism Criteria

Serious Emotional Disability

major change2
Major Change

Autism

TBI

Are separate disabilities with their own criteria

Serious Emotional Disability

slide57

Serious Emotional Disability

To Be Eligible as a Child with ASD Criteria: 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:

social
Social

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

Serious Emotional Disability

communication
Communication

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:

and

and/or significant difficulty sharing,

and developing and maintaining friendships;

engaging in imaginative play

an absence of verbal language or,

if verbal language is present, typical integrated use of eye contact and body language is lacking;

Serious Emotional Disability

repetitive restricted patterns of interests and or activities
Repetitive, Restricted Patterns of Interests and/or Activities

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.

Serious Emotional Disability

determining eligibility
Determining Eligibility
  • 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.

Serious Emotional Disability

characteristics continued
Characteristics Continued

Serious Emotional Disability

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.

characteristics continued1
Characteristics Continued

Serious Emotional Disability

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.

who is essential3
Who is essential?

All Multidisciplinary Team Members

and

Motor

Therapist

Speech

Language

Pathologist

School

Psychologist

Or

Social

Worker

Teachers

SPED

Gen Ed

Support

Partner

SEAS

Other Health Impaired

slide66

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.

Cognitive Impact

Specific

meaning special or particular

Interfering with Learning

Specific Learning Disability

slide67

Is there an academic skill deficit?

Did they make sufficient progress to scientific research-based intervention?

Specific Learning Disability

slide68

At or below the 12%ile on a normed based measure

Achieving 50% mastery on a criterion based measure

OR

6 Grade Level CBM probes that at or below the 12th %ile

Is there an academic skill deficit?

OR

Specific Learning Disability

slide69

Did they make sufficient progress to scientific research-based intervention?

Specific Learning Disability

slide70

AKA: DIBELS, AimsWEB, Easy CBM, ABC of CBM, etc

AKA: Short cycle assessments, teacher made checklists, common assessments

Specific Learning Disability

slide71

How do you determine progress?

CBM

MBM

DIBELS

Goal for Mastery

25/25 Equations

Week 1: 3/25

Week 2: 10/25

Week 3: 15/25

Week 4: 20/25

Week 5: 20/25

Week 6: 25/25

MASTERY!

adequate

Gap Analysis

inadequate

Specific Learning Disability

slide72

Specific Learning Disability

oral expression and listening comprehension
Oral Expression and Listening Comprehension
  • Kindergarten
  • Stevie doesn’t talk much
  • Struggles with recall
  • Writing is mostly scribbles

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.

  • 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.
  • 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

Specific Learning Disability

slide74

Oral Expression and Listening Comprehension

12%ile

Adjustment in instruction (from tier 2 to 3)

Specific Learning Disability

written expression
Written Expression

Specific Learning Disability

group activity6
Group Activity

Group 1

Handwriting

Did they follow the inquiry cycle?

Did they make adjustments to the inquiry cycle?

Did they use a CBM or MBM?

Was the intervention targeted to the area of concern?

Did the student make adequate progress?

What can you use to determine if there is an academic skill deficit?

Group 2

Spelling

Group 3

Written Expression

Specific Learning Disability

slide77

0

4

9

0

0

0

0

1

8

7

6

5

4

3

2

1

0

5

9

6

2

9

8

7

6

5

4

3

0

1

0

3

9

8

7

4

1

5

5

0

9

8

7

6

5

4

3

2

1

0

2

1

9

8

3

2

7

4

3

2

1

0

9

6

7

8

5

4

3

2

1

0

0

6

You have 10 minutes for this task.

Hours

Minutes

Seconds

Specific Learning Disability

reading
Reading

Specific Learning Disability

group activity7
Group Activity

Group 1

Basic Reading

Did they follow the inquiry cycle?

Did they make adjustments to the inquiry cycle?

Did the use a CBM or MBM?

Was the intervention targeted to the area of concern?

Did the student make adequate progress?

What can you use to determine if there is an academic skill deficit?

Group 2

Reading Fluency

Group 3

Reading Comprehension

Specific Learning Disability

slide80

0

4

9

0

0

0

0

1

8

7

6

5

4

3

2

1

0

5

9

6

2

9

8

7

6

5

4

3

0

1

0

3

9

8

7

4

1

5

5

0

9

8

7

6

5

4

3

2

1

0

2

1

9

8

3

2

7

4

3

2

1

0

9

6

7

8

5

4

3

2

1

0

0

6

You have 10 minutes for this task.

Hours

Minutes

Seconds

Specific Learning Disability

slide81
Math

Elementary

Middle and High

CBM

  • CBM
  • Math Mate
  • Curriculum Embedded
  • AAIMS (algebra)
  • Yearly Progress Pro

Specific Learning Disability

slide82

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 Learning Disability

other disabilities
Other Disabilities

Low Incidence

developmental delay
Developmental Delay

Essential Resources/Staff

Early Childhood Special Educators

Use to be…

PSD

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)

Other Disability

hearing impairment
Hearing Impairment

Required Resources/Staff

Audiologist

Teacher of the Deaf and Hard of Hearing

Use to be…

HD

Consideration

  • DPS still uses DHH to be culturally sensitive (HI is aligned with IDEA but is offensive to the Deaf community)

Other Disability

visual impairment
Visual Impairment

Required Resources/Staff

Teacher of the Visually Impaired

Certified Orientation and Mobility Specialist

Use to be…

VD

Consideration

  • This includes blindness
  • Only condition that requires a eye Dr. Report (must be updated yearly)
  • Might qualify for Orientation and Mobility

Other Disability

deaf blind
Deaf Blind

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

Use to be…

Multiple

Disability

Consideration

  • Must meet the criteria for HI and VI
  • Can be low vision and hard of hearing

Other Disability

orthopedic impairment
Orthopedic Impairment

Required Resources/Staff

School Nurse

School Motor Therapist

Use to be…

Physical

Disability

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

Other Disability

speech or language impairment
Speech or Language Impairment

Use to be…

Required Resources/Staff

Speech Language Therapist

SL

Consideration

  • Only an SLP can make this determination
  • Can be a stand alone disability

Other Disability

traumatic brain injury
Traumatic Brain Injury

Use to be…

Required Resources/Staff

School Nurse

School Psychologist or Social Worker

Essential Resources/Staff

District TBI Team

Physical

Disability

Consideration

  • Includes Acquired Brain Injury and Traumatic Brain Injury
  • Medical documentation or significant history and display educational impact

Other Disability

effective teamwork
Effective Teamwork

Characteristic of effective team; team self-reflections and goal setting

slide93

Team Work

Team Work

slide94

Team Work

Team Work

Group task

Group task

wrap up
Wrap Up

Summary/Evaluation

slide96

Key Ideas

ID – the parent adaptive scores is not a determining factor

SLD- Progress Monitoring is dependent on the concern; determining sufficient progress is dependent on the progress monitoring toll.

OHI- include ADHD but more directions will be forth coming

SLD- 6 data points at grade level is only one of three possible ways to determine academic skill deficit.

SED- requires MTSS, FBA/BIP is necessary at tier 3, Social Maladjustment is an exclusionary factor

Use specialist for low incident disability eligibility.

Autism- No major changes

Summary