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Contents Section 1 .................................................................................................................................................. 8
SLP Employment Responsibilities .............................................................................................. 8
SLP Employment Responsibilities ............................................................................................................. 9
JOB PURPOSE: ........................................................................................................................................... 9
QUALIFICATIONS: ...................................................................................................................................... 9
KNOWLEDGE, SKILLS AND ABILITIES: ........................................................................................................ 9
JOB DUTIES AND RESPONSIBILITIES: ....................................................................................................... 10
ADA COMPLIANCE:.................................................................................................................................. 12
ASHA Code of Ethics ................................................................................................................................ 12
Certificates of Renewal ........................................................................................................................... 13
Private Practice Services ......................................................................................................................... 13
Technology .............................................................................................................................................. 14
SLP Attendance Information ................................................................................................................... 14
Reporting SLP Absences .......................................................................................................................... 14
Confidentiality ......................................................................................................................................... 15
Employment Data ................................................................................................................................... 16
Billing MEDICAID and MaxCapture Handbooks ...................................................................................... 16
Medicaid Facts-At-A-Glance ................................................................................................................... 16
Management Directives .......................................................................................................................... 19
When an Employee Leaves ..................................................................................................................... 19
Section 2 ................................................................................................................................................ 21
SLP School Procedures .................................................................................................................. 21
Basic information for the OCPS Speech-Language Clinician ................................................................... 22
School Procedures................................................................................................................................ 22
Getting Started Quick Start Guide .......................................................................................................... 22
Locating Students to Receive Services .................................................................................................... 23
Course Codes .......................................................................................................................................... 24
Student Green Speech Folders ............................................................................................................... 24
Speech and Language Required Logs ...................................................................................................... 25
PEER IEPs and Progress Reports.............................................................................................................. 26
SLP Weekly Therapy and Activity Schedule ........................................................................................ 26
Student Attendance ................................................................................................................................ 27
Data/Progress Monitoring Documentation ............................................................................................ 28
Where to keep your data documentation? ........................................................................................ 28
Frequency of Data Documentation ..................................................................................................... 28
Data Documentation ............................................................................................................................... 29
Keeping things Organized ....................................................................................................................... 29
Other Scheduling Considerations ........................................................................................................... 29
Exceptional Student Education Codes .................................................................................................... 30
Inventories .............................................................................................................................................. 30
Directions for making materials requests ........................................................................................... 30
How to take inventory ........................................................................................................................ 31
How to View your Inventory ............................................................................................................... 31
Taking Materials Inventory ................................................................................................................. 32
Leaving OCPS ........................................................................................................................................... 33
Section 3 ................................................................................................................................................ 34
Multi-Tiered System of Supports (MTSS) Process ........................................................... 34
Multi-Tiered System of Supports (MTSS) Process .................................................................................. 35
State Board Rule 6A-6.0331 .................................................................................................................... 35
MTSS Tier 1 General Education Procedures ........................................................................................... 38
MTSS Tier 2 General Education Procedures ........................................................................................... 38
4 Step Problem Solving Process implemented by the MTSS team ..................................................... 38
What is the Role/Responsibility of the SLP? ....................................................................................... 39
Speech/Language MTSS Procedures ................................................................................................... 39
Speech ................................................................................................................................................. 40
Language Screening Procedures for Students with Limited English Proficiency (LEP) ....................... 40
MTSS Tier 3 General Education Procedures ....................................................................................... 41
OCPS Identified Interventions ............................................................................................................. 41
Language Skills/Reading Components ................................................................................................ 42
Tier 3 Resources per OCPS RtI/MTSS Information and Implementation Plan .................................... 44
Section 4 ................................................................................................................................................ 45
Exceptional Education Procedures Pre-K ............................................................................ 45
Pre-K Language Impairment Exceptional Education Procedures ........................................................... 46
State Board Rule 6A-030121 Exceptional Education Eligibility for Students with Language
Impairments: PreK .............................................................................................................................. 46
Criteria for Eligibility for PK Students ...................................................................................................... 46
Evaluation Components .......................................................................................................................... 47
Procedural Steps ..................................................................................................................................... 48
Timeline................................................................................................................................................... 49
Administration of Standardized and/or Alternative Instrument Measures ........................................... 50
Classification of Language Weaknesses .................................................................................................. 53
Speech and Language Evaluation/Re-evaluation/Summary Report ....................................................... 53
Development of the Individualized Education Plan (IEP) ....................................................................... 54
Eligibility Staffing ..................................................................................................................................... 54
Plan of Care (POC) ................................................................................................................................... 55
Further Steps: .......................................................................................................................................... 55
Annual Review ........................................................................................................................................ 55
Additional Guidelines for Annual Reviews .................................................................................................. 57
Re-evaluation: ......................................................................................................................................... 57
There are 2 types or re-evaluation options: ....................................................................................... 58
IMPORTANT Bilingual Information for Reevaluations ........................................................................ 60
Discontinuation/Dismissal ...................................................................................................................... 60
Dismissal per Parent Request ................................................................................................................. 61
Withdrawal/Transfer/Graduation ........................................................................................................... 61
Transfer to Another school in the county ............................................................................................... 62
Progress Report ....................................................................................................................................... 62
Extended School Year (ESY) .................................................................................................................... 62
Forms ...................................................................................................................................................... 63
Speech Sound Disorders for PK ............................................................................................................... 63
State Board Rule 6A-6.03012 Prek Speech ........................................................................................ 63
Criteria for Eligibility for Speech Sounds for PK Students ....................................................................... 65
General Education Procedures ........................................................................................................... 65
IMPORTANT Bilingual Information for Prek Speech: .......................................................................... 66
Evaluation Components .......................................................................................................................... 66
Procedural Steps ..................................................................................................................................... 66
Timeline................................................................................................................................................... 68
Components for Pre-K Speech Evaluation .............................................................................................. 68
Administration of Standardized Measures: ........................................................................................ 69
Childhood Apraxia of Speech .................................................................................................................. 70
Co-Occurring Characteristics/Symptoms ............................................................................................ 72
Transitioning PK ESE Students to Kindergarten ...................................................................................... 73
Annual Review for Students in Transition from Pre-K to Kindergarten .............................................. 73
FOR A STUDENT WHOSE PK IEP DOES NOT EXPIRE BEFORE THE END OF THIS SCHOOL YEAR .......... 73
Kdg Matrix ............................................................................................................................................... 74
FOR A STUDENT WHOSE PK IEP EXPIRES BEFORE THE END OF THIS SCHOOL YEAR .............................. 74
MATRIX Reminders ................................................................................................................................. 74
Required Paperwork ............................................................................................................................... 75
Preschool Diagnostic Intervention Services ............................................................................................ 76
Section 5 ................................................................................................................................................ 77
Exceptional Education Procedures Language K-12 ....................................................... 77
Definition ................................................................................................................................................ 78
General Education Intervention Procedures Prior to Obtaining Consent .............................................. 78
Documentation of General Education Procedures ................................................................................. 79
Criteria for eligibility for students in Kg through 12th grade ................................................................... 79
Evaluation Components .......................................................................................................................... 80
Procedural Steps ..................................................................................................................................... 81
Timeline................................................................................................................................................... 82
Begin Language Evaluation Components ................................................................................................ 82
Observations ....................................................................................................................................... 82
Administration of Standardized Measures ......................................................................................... 83
More about Pragmatics .......................................................................................................................... 88
Observations ....................................................................................................................................... 90
Administration of standardized measures .......................................................................................... 90
Procedures for use of Pragmatic Social Language Rating Scale .......................................................... 91
Speech and Language Evaluation/Re-evaluation/Summary Report ....................................................... 93
Development of the Individualized Education Plan (IEP) ....................................................................... 93
Eligibility Staffing ..................................................................................................................................... 94
Plan of Care (POC) ................................................................................................................................... 94
Further Steps: .......................................................................................................................................... 94
Annual Review ........................................................................................................................................ 95
Before the Annual Review .................................................................................................................. 95
During the Annual Review Meetings .................................................................................................. 96
After the Annual Review Meetings ..................................................................................................... 96
Additional Guidelines for Annual Reviews .................................................................................................. 96
Re-evaluation: ......................................................................................................................................... 97
Before the Re-evaluation .................................................................................................................... 98
During Re-evaluation Meeting ............................................................................................................ 98
After the Re-evaluation Meetings....................................................................................................... 99
Discontinuation/Dismissal ...................................................................................................................... 99
Dismissal per Parent Request ............................................................................................................... 100
IMPORTANT Bilingual Information.................................................................................................... 100
Withdrawal/Transfer/Graduation ......................................................................................................... 100
Transfer to Another school in the county ............................................................................................. 101
Progress Report ..................................................................................................................................... 101
Extended School Year (ESY) .................................................................................................................. 101
Forms .................................................................................................................................................... 102
Section 6 .............................................................................................................................................. 103
Speech Sound Disorders K-12 .................................................................................................. 103
Articulation/Phonological disorders ..................................................................................................... 104
State Board Rule 6A-6.03012 ............................................................................................................ 104
General Education Procedures ............................................................................................................. 106
IMPORTANT Bilingual Information for Speech K-12: ........................................................................ 106
Evaluation Components ........................................................................................................................ 107
Procedural Steps ................................................................................................................................... 107
IMPORTANT Bilingual Information after Consent ............................................................................. 108
Timeline................................................................................................................................................. 108
Begin Evaluation ................................................................................................................................... 109
Administration of Standardized Measures for Articulation and Phonology: .................................... 109
Childhood Apraxia of Speech ................................................................................................................ 110
Co-Occurring Characteristics/Symptoms .......................................................................................... 112
Speech and Language Evaluation/Reevaluation/Summary Report ...................................................... 113
Development of the Individualized Education Plan (IEP) ..................................................................... 113
Eligibility Staffing ................................................................................................................................... 113
Plan of Care (POC) ................................................................................................................................. 114
Further Steps: ........................................................................................................................................ 114
Annual Review ...................................................................................................................................... 114
Before the Annual Review ................................................................................................................ 115
During the Annual Review Meetings ................................................................................................ 115
After the Annual Review Meetings ................................................................................................... 116
Additional Guidelines for Annual Reviews ................................................................................................ 116
Reevaluation: ........................................................................................................................................ 116
Before the Reevaluation ................................................................................................................... 117
During Reevaluation Meeting ........................................................................................................... 117
After the Reevaluation Meetings ...................................................................................................... 118
Discontinuation/Dismissal .................................................................................................................... 119
Dismissal per Parent Request ............................................................................................................... 119
IMPORTANT Bilingual Information for Discontinuation/Dismissal ................................................... 119
Withdrawal/Transfer/Graduation ......................................................................................................... 119
Transfer to Another school in the county ............................................................................................. 120
Progress Report ..................................................................................................................................... 120
Extended School Year (ESY) .................................................................................................................. 120
Forms .................................................................................................................................................... 121
Section 7 .............................................................................................................................................. 122
Fluency ................................................................................................................................................. 122
State Board Rule 6A-6.03012 for Fluency ............................................................................................. 123
Fluency evaluation components ........................................................................................................... 123
Section 8 .............................................................................................................................................. 126
Voice Evaluation .............................................................................................................................. 126
Voice Evaluation Components .............................................................................................................. 127
Section 9 .............................................................................................................................................. 129
Language Assessment for ASD Eligibility .......................................................................... 129
State Board Rule 6A-6.03023 for ASD ................................................................................................... 130
Areas to Assess...................................................................................................................................... 131
Parent/Teacher/ Child Report Measures .............................................................................................. 132
Observations ......................................................................................................................................... 132
Administration of standardized measures ............................................................................................ 133
Speech and Language Evaluation/Reevaluation/Summary Report ...................................................... 134
Eligibility ................................................................................................................................................ 134
Section 10 ........................................................................................................................................... 135
Speech-Language as a Related Service ............................................................................. 135
What is Related Service? ....................................................................................................................... 136
Who should receive Related Service? ................................................................................................... 136
Who should not receive Related Service? ............................................................................................ 136
Why choose Related Service? ............................................................................................................... 137
Process .................................................................................................................................................. 138
Supporting Data .................................................................................................................................... 139
IEP Team Considerations ...................................................................................................................... 139
Discontinuation ..................................................................................................................................... 140
Annual Review: ..................................................................................................................................... 140
Service Options ..................................................................................................................................... 141
Section 11 ........................................................................................................................................... 142
Special Programs ............................................................................................................................ 142
Non Public School Program ................................................................................................................... 143
Head Start Language Program Procedures ........................................................................................... 143
Referral from the SLP to Other Professionals ....................................................................................... 143
ESOL/Limited English Proficient Considerations and Procedures......................................................... 143
What to Expect After the Bilingual Evaluation.................................................................................. 144
ESOL/LEP Speech and Language Paperwork ..................................................................................... 144
Assistive Technology Team ................................................................................................................... 144
Assistive Technology Procedures ...................................................................................................... 144
Referral to the AT Team .................................................................................................................... 146
Referral for AT Screening .................................................................................................................. 146
AT Assessment .................................................................................................................................. 146
Following Device Trials ...................................................................................................................... 147
SECTION 1
Section 1
SLP Employment Responsibilities
Job Purpose
Qualifications
Knowledge, Skills, and Abilities
ADA Compliance
ASHA Code of Ethics
Certificates of Renewal
Private Practice Services
Technology
SLP Attendance Information
Reporting SLP Absences
Confidentiality
Conferences and Conventions
Employment Data
Medicaid Facts at a Glance
Management Directives
When an Employee Leaves
SLP Employment Responsibilities
JOB PURPOSE: To use specialized knowledge and skills to facilitate student achievement in language and
literacy through consultation, collaboration, direct and indirect speech-language services with
students, teachers and parents in accordance with local, state and federal guidelines. To
support an educational environment which encourages positive student learning and to
participate in a dynamic setting with classroom teachers, administrators, curriculum specialists
and other staff members in the development and implementation of the school’s programs and
goals.
QUALIFICATIONS: 1. Master’s degree in Speech-Language Disorders from an accredited institution or a Bachelor’s
degree in Speech-Language Disorders from an accredited institution.
2. Certification or eligibility for certification by the Florida State Department of Education to
teach in the State of Florida and/or Florida Department of Health State Licensure in Speech-
Language Pathology.
and/or
3. Certificate of Clinical Competence or eligibility for such as prescribed by the American
Speech-Language-Hearing Association.
KNOWLEDGE, SKILLS AND ABILITIES: Knowledge of speech and language development; theory and practices as they relate to the
educational environment and school success; awareness of teaching and learning processes;
knowledge of support service delivery systems, exceptional education services and current
diagnostic procedures in speech language pathology; knowledge of organization and
management theory and practice. Knowledge and commitment to facilitate achievement for
district expected results. Ability to work and communicate effectively with people to focus
resources (both human and financial) toward the achievement of district expected results.
Ability to facilitate group processes in consensus building, conflict resolution, planning and
decision-making. Understands that quality teaching and learning are the essential processes
and product of public schools and has the ability to focus human and financial resources toward
this end.
Professional development, the process of continuous development for educators and Speech
Language Pathologist has at its core purpose improving student achievement. All Florida
districts should be learning organizations in which all employees engage in continuous
improvement to reach their potential and improve student learning. Speech Language
Pathologist/Clinician’s participation in OCPS professional development and completion of
professional development activities is expected pursuant to 1001.42 Florida Department of
Education Professional Development System.
REPORTS TO:
Speech Language Program Specialist and/or Director for Exceptional Student Education,
Specialized Services
JOB DUTIES AND RESPONSIBILITIES: 1. Works with administrators and instructional teams to plan and implement hands-on
programs and activities for students and the school.
2. Participates as an active member with other faculty and staff.
3. Participates in a cooperative effort with faculty and staff to plan implement and
evaluate programs of continuing school improvement.
4. Manages classroom and supervises proper care of equipment used.
5. Participates in personal professional growth activities focused on the acquisition of new
and improved skills and knowledge.
6. Diagnoses and analyzes student progress and programs for the purpose of providing
appropriate instruction based on the developmental stages of students.
7. Utilizes a variety of instructional techniques to meet the individual needs of students.
8. Utilizes technology and current research in instruction.
9. Evaluates students’ progress on a regular basis.
10. Utilizes classroom management techniques conducive to an effective classroom climate.
11. Shows sensitivity to students, parents and the community and promotes student self-
esteem.
12. Maintains professional relationship between school and parents.
13. Maintains contact with parents through parent-teacher conferences, telephone, or
written communications.
14. Encourages parental involvement through school activities, connecting home and
school.
15. Maintains all records as required, including but not limited to grade books, attendance
records and student progress reports.
16. Assists in the protection of student and school property.
17. Responsible for keeping up to date on current technology, as job appropriate, being
used by OCPS. With the support of the district, attends training to ensure skill level in
various technologies is at the level required to perform in current position.
18. Responsible for timely and accurate information they maintain as part of their job
responsibilities.
19. Performs other duties as assigned by the Supervisor.
20. Provides consultation to teachers and parents to provide technical expertise in specific
strategies and techniques to support students at risk for speech, language and literacy
difficulties.
21. Collaborates with professionals to analyze specific speech and language behaviors and
develop targeted interventions.
22. Attends IEP Team Meetings and other school meetings, when necessary, and feasible.
23. Provides ongoing professional development in assigned schools to help school
personnel identify and understand the impact of spoken and written language on
student achievement deficits in students.
24. Effectively communicates assessment results and progress of students to the
educational staff, parents, and students.
25. Communicates with outside agencies and personnel in accordance with state, federal
and local policy
26. Keeps the school principal(s) and program specialist or director informed of current
critical issues and incidents about which they should be aware.
27. Participates in department meetings, contributes suggestions, enters discussions, assists
in the decision-making process, and shares professional information with colleagues.
28. Supports student achievement in schools through direct and indirect provision of
speech-language interventions.
29. Develops educationally relevant communication goals and benchmarks for the
Individual Education Plan (IEP) based upon results of a speech-language assessment.
30. Plans and implements appropriate and evidence-based speech-language therapy
services to meet the goals and benchmarks on the IEP.
31. Uses a variety of service delivery models to provide therapy to eligible students
including: classroom-based direct service, consultation/collaboration and pull out as
appropriate to meet student needs in the least restrictive environment.
32. Schedules duties using a systematic workload model to facilitate the organization of the
Speech-Language Program within the school.
33. Provides assessment in a variety of ways, both authentic and standardized, which
reflects student level of speech and language proficiency and educational relevance of
communication disorder.
34. Provides speech-language evaluations and re-evaluations for ESE eligibility and
continued services of students with communication disorders.
35. Monitors student progress through collection of relevant data and uses said data to
prescribe specific and therapeutic services to students with speech-language disorders.
36. Supports intervention process with progress monitoring of students at risk for speech-
language disorders.
37. Follows Florida State Eligibility Criteria for Eligibility for Speech-Language Impaired
Program and State Board of Education Rules.
38. Maintains educational certification and/or professional licensure.
39. Manifests a professional code of ethics and values.
40. Compiles, maintains and files all physical and computerized reports, records and other
required documents.
41. Recognizes and pursues financial resources to support program.
42. Complies with policies established by federal and state laws, state board of education
rule and board policy.
43. Performs other relevant duties and responsibilities assigned by the supervisor.
ADA COMPLIANCE: Physical Ability: Tasks involve the ability to exert very moderate physical effort in light work,
typically involving some combination of stooping, kneeling, crouching and crawling, and which
may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate
weight (l2-20 pounds).
Sensory Requirements: Most tasks require visual perception and discrimination. Some tasks
require oral communications ability. Some tasks require the ability to perceive and discriminate
sounds.
Environmental Factors: Tasks are regularly performed without exposure to adverse
environmental conditions such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes,
temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards,
animals/wildlife, toxic/poisonous agents, violence, disease or pathogenic substances.
EVALUATION:
Performance of this job will be evaluated in accordance with provisions as set forth in the
negotiated contract between the School Board of Orange County, Florida and the Orange
County Classroom Teachers Association.Employment Responsibilities of a Speech-Language
Pathologist
ASHA Code of Ethics All SLPs are bound by ASHA Code of Ethics. All ASHA members, student affiliates, certified non-
members, applicants for membership and/or certification, and clinical fellows are guided by
and obligated to comply with the principles and rules expressed in the Code of Ethics. The Code
of Ethics was created to provide professionals in Speech-Language Pathology guidelines for
decision-making while maintaining the highest standards of competence. ASHA has provided a
website as a reference for these principles. You will find the Code of Ethics at:
http://www.asha.org/about/ethics/
Chabon, S. S., & Ulrich, S. R. (2006, Feb. 7). Uses and abuses of the ASHA code of ethics. The
ASHA Leader, 11(2), 22-23, 30.
Certificates of Renewal Speech Language Pathologists in Orange County Public Schools work under one of two
certificates, a Florida Department of Education Teaching Certificate or a Professional License
from the Department of Health. Many SLPs hold both certifications. All SLPs must maintain an
active teaching certificate or DOH license to remain employed.
The OCPS Speech-Language Program is an approved provider for Florida Department of Health
for licensure credits for licensure renewal. The OCPS S-L program will follow the guidelines for
course credit as required by DOE regulations. An SLP must hold a valid Florida Department of
Health license which requires a master’s degree and CCC to receive credit. Credit for CEUs will
require completion of all Professional Development Activities within the assigned timeline.
When all requirements are met and submitted to the state, a Certificate of Completion will be
sent to the SLP. It is up to the SLP to keep track of your own CEU’s.
The Speech-Language Program will also provide staff development credits for renewing a
teaching certificate. Again the requirements described by the state and the district must first be
met by the attending SLP. It is the responsibility of the SLP to keep track of their own CEU’s.
If you attend a conference outside of the district you may submit this for teacher renewal credit
by completing a TE 172 Form, provided through Professional Development Services. Credit for
staff development will require that each employee has knowledge of her/his Personnel
Number. Each employee personnel number is located on your employee badge. Certification
Renewals are monitored by OCPS Certification Department with notification sent to teachers
and administrators as appropriate. Employees may view their In-Services points at
http://www.myocps.net.
Private Practice Services Speech Language Pathologists employed by Orange County Public Schools are prohibited from
providing private speech-language services to speech-language students on their caseload or at
their current school assignment(s). OCPS materials and tests may not be used for Private
Practice services. For further information regarding potential professional conflicts, the
Program Specialist should be consulted.
To be compliant with OCPS District Policy thoroughly read the following websites:
https://www.ocps.net/sb/Superintendent%20Documents/KCE%20Ethics%20and%20Lobbying%
20Policy%206_26_12.pdf
To be compliant with State of Florida Code of Ethics and Principles of Professional Conduct for
the Education profession and SB policy thoroughly read the following website:
https://www.ocps.net/sb/Superintendent%20Documents/KCE%20Ethics%20and%20Lobbying%
20Policy%206_26_12.pdf
Technology The OCPS Speech-Language program also maintains a website for SLPs on the district Intranet.
This website has staff information, a copy of Speech-Language Handbook, Resources, Trainings,
Materials Request form etc. Be sure you add this website to your favorites since it will
frequently be a source of important information for all SLP employees. This is the web address:
https://www.ocps.net/intranet/cs/ese/programs/speech/
Often times, the Program Specialist will ask for documents to be uploaded to a drop box
located on http://pdsonline.ocps.net/default.asp or Angel Learning. Some required trainings
are also located here.
Employee Instructional Assessment information can be found at:
https://www.ocps.net/es/hr/PDS/assessment/Pages/default.aspx
All documentation of employee assessments are located at:
https://www.effectiveeducators.com
This site also includes the observation protocols, Deliberate Practice or Growth Plans,
evaluation results, Marzano resources, etc. It is also called, “iObservation”. Personnel numbers
are used in the email address to log in ([email protected]).
SLP Attendance Information Duty Day
Duty day for full time employees is 7.5 hours daily and 37.5 hours weekly
A part time SLP will work 18.75 hours a week. When a holiday occurs during a work
week, the part time SLP is required to work 15 hrs.
• The SLP should have an updated schedule accessible to the administrative team. Every school
served should know how to reach the SLP whether on their campus or not. The schedule shall
include a duty-free lunch and planning time (per contract).
• All work locations are required to maintain accurate timesheets of all employees. You must
sign in and out at every school.
• SLPs receive paycheck information on line at www.ocps.net ; Sign in; Employees; MyOCPS.
Reporting SLP Absences Employees have an ethical responsibility to have regular attendance and report their absences
accurately. As a condition of employment, employees are expected to report for duty at the
assigned time and place and to remain on duty during scheduled work hours. SLPs must also
document absences on their therapy attendance records in the designated system. The
following attendance procedures are to be followed when reporting an absence:
Requests for Leave of Absence are completed online at www.ocps.net. Go to MyOCPS,
click on the employee self-service tab, click on Leave Request. An electronic notification
will be sent to your Program Specialist for approval.
If you are unexpectedly out due to sickness or personal reasons, the SLP is responsible
for the following:
o Notify all your school locations of your absence immediately
o Notify your program specialist via email immediately
o Notify any parents of students being delivered to the school for home schooled
or preschool speech-language only services
o Submit your “sick leave of absence with/or without pay” on MyOCPS within 48
hours of your absence
o For more guidelines on use of requesting sick and personal leave refer to the
OCPS Contract.
If you are out due to Temporary Duty:
o Attendance to trainings, workshops or district meetings not occurring on SLPs
assigned campuses should be reported as Temporary Duty Leave with pay.
o It is the responsibility of the SLP to put in for “temporary duty with pay” PRIOR
to the requested date on My OCPS
Request for Leave of Absence for ten consecutive work days or more must be reported
to the Program Specialist and must be approved. The paper leave forms are to be
submitted to Lovie Wynn. School Principals must be notified of the Leave of Absence
request for long term absences only.
Confidentiality
Speech Language Pathologists have an ethical responsibility to keep all information regarding
students confidential and private. ASHA code of Ethics I. L.: Individuals shall not reveal, without
authorization, any professional or personal information about identified persons served
professionally or identified participants involved in research and scholarly activities unless
required by law to do so, or unless doing so is necessary to protect the welfare of the person or
of the community or otherwise required by law.
Voice mail, email and schedules- student names may be used for internal email only; that is, from an OCPS.net email account to another OCPS.net account; never to an outside network account.
Conversations- When discussing students you should be in a private/self-contained area in order to maintain confidentiality and should only converse with those persons involved with the student (the break room, work room or cafeteria are not appropriate places).
Conferences/Conventions
Occasionally your school or Learning Community can reimburse a clinician for attending an
approved conference. In order to be considered for reimbursement the following criteria must
be met:
Discuss with your Program Specialist and your School Principal, early in the school year,
concerning any conference or convention you may wish to attend. The SLP should be a
member of the organization sponsoring the event except in unusual circumstances. A
plan should be developed to share the information with other professionals.
Maintain receipts from your travel. These are required for reimbursement. Retain a
copy of program agenda.
Retain copies of documentation of in-services attended, to turn in for Staff
Development points through FDLRS, or for licensure hours (if approved). For Staff
Development request form TE-172 (Request for In-service Points for Non-school-Based
Training approval form).
Employment Data The Orange County Public School Employment office keeps records of all personal data. The
Speech- Language Office maintains an electronic record system to keep track of addresses,
phone numbers, CF/licensure status and Florida Teaching Certificate. In order to provide credit
for staff development or licensure CEUs, the SLP needs to provide updated information to the
department whenever status changes occur. Please email changes to the designated mentor
and forward a copy to your Program Specialist.
Billing MEDICAID and MaxCapture Handbooks All MA/MS/CCC SLPs will be responsible for maintaining a Medicaid and a MaxCapture
handbook. Each SLP will receive training on the contents of these handbooks. These handbooks
contain policies and procedures for speech therapy services to students eligible for Medicaid.
Periodically you may receive updated materials to insert in your Medicaid handbooks and it is
the SLP’s responsibility to include any new information. The following page contains Medicaid
Facts at a Glance but these facts are not all encompassing; therefore, rely on your handbooks.
MaxCapture Website: http://flsbb.ssghosting.com
Medicaid Facts-At-A-Glance 1. Qualifications of SLPs, one of the following:
a. Masters in Speech Language Pathology or Communication Disorders,
b. A current Certificate of Clinical Competence (CCC) from the American Speech and
Hearing Association in order to bill Medicaid,
c. Current State License
d. Department of Education Certification in Speech Language Impaired, “Speech-Language
Impaired- Professional”,
e. ASHA member card stating “Certified Member”, or
f. ASHA Certificate holder.
2. Evaluations:
a. Must be completed by SLP (see above qualifications).
b. Only one evaluation (Option A or B) per student may be billed every 6 months.
c. Must have an accompanying report that documents student’s needs & type of
diagnostic measures that were used (there is a separate evaluation form to
document this info).
d. Plan of Care must be written and dated prior to commencement of services.
e. The evaluation date entered in MaxCapture will match the signature date on the
Speech Language Report.
3. Plan of Care (POC): (found on the speech/language intranet)
https://www.ocps.net/intranet/cs/ese/programs/speech/Pages/SLPHandbookandForms.aspx
a. Student diagnosis code/ICD9
b. Procedure Code (see Medicaid Handbook Appendix C-2)
i. individual session
ii. group session
iii. Individual/ group: requires a statement in the comment section of the POC to
justify based on student mixed needs.
c. Must contain long term goal (minimum of 1) and objectives (minimum of 2)
d. Frequency and duration
e. Must be signed (LEGIBLY), titled & dated by SLP
f. Create or update the Plan of Care after the IEP is written and before services are
provided
g. Must also have an IEP documenting services.
4. Therapy:
a. Individual & group sessions must be a minimum of 15 minutes of direct contact
between student and SLP.
b. Groups are limited to a maximum of 8 students. Not all students in the group need
to be Medicaid eligible in order to bill for those that are Medicaid eligible within the
group.
c. A total of four 15 minute therapy sessions per student, per day may be billed. It may
include both individual and group therapy sessions.
d. Procedure code (individual/ group) must match what is identified in the Plan of Care.
5. Service exclusions:
a. May not bill for telephone contact, conferences with student’s parent, guardian or
teacher, informing physician of concerns, mileage or travel time off school campus.
b. May not bill for evaluations completed by bachelor’s level clinician.
c. May not bill for therapy if POC was not signed by qualified SLP.
d. Cannot bill separately for developing POC and IEP.
e. Not responsible for interpreters (professional who translate for student and/or
parent).
6. Documentation/data is to be taken on MaxCapture. The following needs to be included in
the MaxCapture Note Section each time the student is seen. The Notes should include
the following:
1. Time the student is seen (Example: 9:00-9:30).
2. Procedures or methods used.
3. Student’s targeted skill and student progress. The student progress needs to
have a percentage of accuracy with a note if the student is prompted.
4. Materials used.
5. Next Session Plan/ Statement
6. Notes must match the goals on the POC (Plan of Care)
Notes examples:
9-9:30. Yoshi completed drills using the Webber Big Book of Sounds targeting /l/ blends in the
initial position of phrases. He produced the /l/ blend in phrases independently with 65%
accuracy. Next session, will introduce /l/ in medial position of phrases.
2-2:30 Using the Paper Bag Princess story, Mario participated in a picture walk and story being
read to him. He answered character trait (who and what) questions with minimal prompting
with 50% accuracy. Next session, will continue with the Paper Bag Princess and will target
expansion of character trait vocabulary and new vocabulary.
10-10:30 Using preferred toys (bubbles, blocks, cars, iPad), Luigi worked on making requests
using a picture exchange from a field of 3 pictures. Luigi requested preferred toys with
moderate tactile prompts with 40% accuracy. Next session, will reinforce requesting using the
same materials and moderate prompting from a field of 3.
1-1:30 Nonfiction book “Fall”. Worksheet SGM map for expository structures; Boardmaker pix.
Read out loud the book Fall. Targeted categories and adjectives using organizational tool. Using
the book, Donald was able to correctly id categories of descriptive information and verbalize
given a field of 8 choices 6/10 times. Next session, continue with nonfiction book and reinforce
categories using organizational tool.
3-3:30 Dedicated device, Boardmaker pix, functional objects. Reviewed objects and functions
with visual supports. Walt was able to identify the use of functional objects using the AAC
device from a group of 8 choices with moderate visual cues with 55% accuracy. Next session,
will review functional objects and monitor what information was retained. Give more practice
matching functional objects and function.
Management Directives Knowledge of Management Directives is the responsibility of an OCPS employee. An SLP employee is
often confronted with situations which are explained in these directives. A management directive
addresses a serious legal or policy issue in the district that requires a formal directive from the
superintendent. A directive has the force of policy, and violations of the directive are serious. The
Management Directives are organized into three categories: Personnel Procedures, Organizational
Governance, and Student Progress. The directives are located on the OCPS district Intranet:
https://www.ocps.net/intranet/es/StrategicPlanning/Pages/ManagementDirectives.aspx
It is the SLP’s responsibility to go to this site, complete the online course and submit the certificate of
completion to the Speech and Language designated dropbox. OCPS EEO Non-Discrimination
Statement
The School Board of Orange County, Florida, complies with all federal and state rules and
regulations and does not discriminate in admission or access to, or treatment or employment in
its programs and activities, on the basis of race, color, religion, age, sex, national origin, marital
status, disability, genetic information or any other reason prohibited by law. The School Board
also provides equal access to the Boy Scouts and other designated youth groups. This holds true
for all students who are interested in participating in educational programs and/or
extracurricular school activities. Consult the OCPS Intranet for information on who to contact
regarding inquiries concerning the non-discrimination policies, reports of alleged violations,
concerns about compliance and/or the grievance procedures, etc.
To create a profile and a password or to change a password, go to:
https://myid.ocps.net/
To be compliant with State of Florida Code of Ethics and Principals of Professional Conduct for
the Education profession and SB policy thoroughly read the following website:
https://www.ocps.net/sb/Superintendent%20Documents/KCE%20Ethics%20and%20Lobbying%
20Policy%206_26_12.pdf
When an Employee Leaves There are many reasons an employee leaves in the middle of a contract year. These may
include but are not limited to: retirement, Leave Of Absence (LOA), relocation of a spouse,
illness, family, externship, etc. ASHA’s Code of Ethics provides guidelines for professionals to
follow in maintaining records. ASHA expects SLPs to adequately maintain and appropriately
secure records of professional services rendered.
The State of Florida and OCPS requires the maintenance of records on any student served in
exceptional student education. It is the responsibility of the service provider, (SLP), to fully
maintain these records.
As an OCPS employee these records include:
A digital copy of up-to-date student data collected and student attendance on
designated system.
A digital copy of an up-to-date SLP schedule with student names.
Logs up-to-date: MTSS Documentation Log, Speech-Language Consent for Testing Log,
and Consultation/Collaboration Log
Reevaluations and Annual Reviews, (this also includes PEER Progress Reports) due
within one month of your planned departure, should be completed with reports and
draft PEER IEPs.
Medicaid submitted when appropriate with up-to-date Plan of Care (POC)
A Program Specialist should be contacted as soon as an SLP knows when he/she will be leaving
and a Clinician Responsibilities When Leaving Mid-Year form must be completed along with an
exit interview.
SECTION 2
Section 2
SLP School Procedures
Getting Started Quick Guide
Basic Information
School Procedures
Locating Students to Receive Services
Green Speech Folders
Speech-Language Logs
MTSS Documentation
Speech-Language Testing Log
Consultation-Collaboration Log
PEER and Progress Reports
Speech-Language Schedule
PEER and Progress Reports
Student Attendance
Student Data Documentation
Keeping Things Organized
Other Scheduling Considerations
Exceptional Student Education Codes
Inventory
Requesting Materials, Protocols, and/or Tests
Taking Inventory
Leaving OCPS
SLP School Procedures Basic information for the OCPS Speech-Language Clinician This handbook is intended to be a valuable resource for the OCPS Speech-Language Team.
Many procedures require specific forms, and other recordkeeping considerations. For purposes
of clarity, all forms will be available online at the Speech-Language Intranet Site to download
and print.
https://www.ocps.net/intranet/cs/ese/programs/speech/
Refer to the table of contents and index to quickly find pertinent information found in the
handbook.
School Procedures
Getting Started Quick Start Guide Obtain a school handbook and review the school website.
Check with the school front office for Instructional Personnel sign-in procedures.
Meet the principal
See school secretary or attendance clerk to: o Activate voice mail o Determine extension/voice mail number of your classroom phone o Obtain a copy of master school calendar and bell schedule o Obtain a map of the school and the school phone numbers and extensions.
Ask your Staffing Specialist (SS) for a “duplicated” computer printout of students with an “F”, “G”, “X”, and/or “Y” codes (SMS report) or run it yourself.
Student Green Speech Folders hold all S-L student information. Locate the folders that are stored in the cumulative files at your school. If a student moves to an in county school, contact the receiving SLP and send the green folder to the new school via OCPS courier.
Confer with general education teachers and ESE teachers re: best/worst times to schedule students. Consider reading and intervention blocks, specials, lunch, other ESE programs, reading coach/MTSS instruction, computer lab, and math classes.
For secondary schools, obtain a copy from your guidance personnel or digitally view your students class schedule via SMS.ocps.net
Speech-Language school office or room-look for the following files: o Speech and Language Notebook-
End of the year checklist stating where important items or stored Previously called Speech-Language 60 day Timeline Log (Indicator 11) Previous Schedule Copy of inventory
Locate your room and materials, equipment and basic test battery. There should be an inventory of all assessment and therapy materials in the Speech and Language
Notebook in the therapy room at your school. If you are not able to locate it, contact a mentor or your Program Specialist. OCPS mandates that these tests and materials may not be used for private purposes.
Technology: All of the following websites can be accessed through this website: http://ims.ocps.net/Pages/default.aspx
o SMS is a computer and student management system. Contact your program specialist to gain access.
o PDS Online is used to access the speech-language dropbox, information, trainings and online trainings etc. Contact your program specialist if you do not have access
o https://www.ocps.net/intranet/cs/ese/programs/speech/Pages/SLPHandbookandForms.aspx- this is the speech and language intranet and is used to access speech and language specific forms, documents and information. Save this website to your favorites.
o https://www.effectiveeducators.com/login/auth - iObservation. This site is used to view teaching observations, conduct Deliberate Practice Plans, Conduct self-assessment etc.
o If you are an iObservation first time user, go to: http://teacher.ocps.net/mediafiles/login_iObservation_first_time.pdf
Locating Students to Receive Services The School Staffing Specialist (SSS) is your greatest resource for information about students
transferring and current students on your caseload.
SMS – Student Management System is a database which provides:
Individual student information such as schools attended, ESOL information, ESE programs, demographic information, etc.
Group reports delineating Exceptional Student Education Programs (ESE).
Email your Program Specialist for access. Attendance clerks and your SSS have access to this
database and your SSS will periodically provide group reports to ESE staff. Obtain the SMS ESE
“duplicated” copy in ascending order for your school. Check this report periodically to ensure
that all Speech and/or Language students are accounted for.
EDW – Educational Data Warehouse is an additional source of information for student data
which includes current year and prior year’s data.
Performance Matters – Teacher, School, and District Data and Reports (you must use Google
Chrome as your browser).
IMS – Instructional Management System is a source for current student, class and grade level
data. There are also links to all instructional material by grade level and other websites used
within the district. (ims.ocps.net)
Course Codes Any student that receives speech and/or language services has a designated course code.
F is the program Code for Speech (articulation, phonology, voice and fluency)
G is the program Code for Language (phonology, syntax, semantic, morphology and pragmatics)
X is the code for Speech as a Related Service
Y is the code for Language as a Related Service
The following are the Exceptional Student Education Course Code Numbers:
Grades PK – 5
7763030 Speech Therapy: PK -5
7763040 Language Therapy: PK – 5
Grades 6-8
7866030 Speech Therapy 6-8
7866040 Language Therapy 6-8
Grades Senior High, Adult
7966030 Speech Therapy
7966040 Language Therapy
Student Green Speech Folders Green Speech Folders
Complete only for students staffed into the Speech and/or Language Services program.
Keep these folders in your room, in a locked cabinet during the school year.
If a student transfers to another OCPS school, file the Green Speech Folder in the student’s cumulative file to be sent to the receiving school, or if known, sent to the OCPS at the receiving school through the courier.
This “working file folder” is to include: IEP copies, test protocols, Instructional Planner and Progress Monitor folder (PMIP), assessment reports, data collection, and copies of other relevant documents.
At the end of the school year, green speech folders are to be filed in the student’s cumulative file.
When a student is dismissed, make a notation on the green speech folder and file the folder in the student’s cumulative file.
These folders are not sent to other districts or states.
The front of the Green Speech Folders should be filled out completely.
Phone numbers and addresses are to be written in pencil since this information may change.
All sections of the Green Speech Folder must be completed and kept up-to-date.
Remember, Green Speech Folders may be viewed by other professionals, parents, and legal
personnel, so keep them up-to-date and in order.
Speech and Language Required Logs Three types of logs are used:
1. Speech-Language MTSS Documentation: To track students given the CELF 5 Screener, SLPs can find this form on the S-L website under Handbook and Forms.
2. Speech-Language Testing Log: To track the assessment process, SLPs will use this log found on the S-L website under Handbook and Forms. This log is used when you have consent for an initial evaluation or to reevaluate a student. Every column must be filled in for each entry on the log.
For the 2015-2016 School year ONLY, locate the Speech-Language 60 Day Timeline Log (old form name) from the previous year which should be in the Therapy Plan notebook in the speech room. That log indicates the status of each student referred last school year. Convert the information on the Speech-Language 60 Day Timeline Log to the new form (Speech-Language Testing Log.)
Starting 2016-2017 school year, locate the Speech-Language Testing Log from the previous year which should be in the Therapy Plan notebook in the speech room. That log indicates the status of each student referred last school year.
Determine which students for whom the referral /evaluation /staffing process has not been completed. Check the student’s status with the SSS, keeping in mind the 60 Day Rule.
If this is an LEP student, the Bilingual Diagnostician will be needed for the assessment. Contact them immediately.
Periodically you may receive a notice from the Speech-Language District office asking you to clarify the Evaluation Date for State Indicator 11, which is the 60 Day Timeline. SLPs are expected to be in 100 percent compliance with evaluations completed on or before the due date. This information is reported to the state.
Reevaluations must also be tracked using this form.
3. Consultation/Collaboration Log
Locate the logs for those students with Consultation or Collaboration services on
their IEP. This log should be initiated at the Annual Review or Reevaluation
meeting. The log should be completed as specified on the IEP by the SLP and
classroom teacher and SLP should sign it. The original is given to the School
Staffing Specialist (SSS) to keep in a notebook in the School Staffing Specialist’s
(SSS) office. A copy should also be kept in the SLP’s notebook. This procedure
should be completed every month. The SLP should also consider the amount of
time a student is on consultation. Each nine week grading period, the SLP should
review student data for consideration of dismissal or moving the student to
direct services. Consultation services should not last longer than a year. The
Consultation/Collaboration Log is found on the Compliance website.
PEER IEPs and Progress Reports Locate current IEPs and Annual Progress Reports, including those students coming from other schools. Ask your attendance clerk to let you know when student records arrive.
Take special note of the student’s goals and services. Students will either receive direct Speech and/or Language therapy, Consultation or Collaboration services. Students can receive all services either by being eligible for the speech and/or language program or as a related service.
Speech and/or Language Therapy – the student is seen by the SLP the specified amount of minutes per week according to the IEP.
Consultation – is the sharing of information between teachers, family, agencies, and other providers in order to address the student’s needs. The SLP will meet with the teacher the specified amount of time on the IEP and document it on the Consultation/Collaboration Log.
Collaboration – is a joint effort among teachers, family, agencies and other providers and involves cooperative, proactive work on the part of all participants. The SLP will provide a combination of direct service to the student and indirect support (planning with the teacher, creating materials, etc.) and document it on the Consultation/Collaboration Log.
Student entries and withdrawals – find out who is responsible at your school for letting you know when new Speech/Language students enter or withdraw from the school.
Medicaid – locate the current Plan of Care (POC) in the green speech folder. OCPS uses a comprehensive Medicaid claiming and school data management system. There are Medicaid handbooks available for MA/MS SLP’s and Medicaid At-A Glance is found in this handbook in Section SLP Responsibilities. Only Master’s level clinicians will bill Medicaid. See Medicaid Section in the Speech/Language Handbook for more specific information.
SLP Weekly Therapy and Activity Schedule The SLP weekly schedule is kept on Microsoft Outlook Calendar. If you try and access
this from an off-site compute (ie: home) you may get error messages. It is best to do this
from an OCPS location. (For directions on how to create a Outlook Schedule visit the
Speech and Language Intranet under handbook and forms)
You need to include your groups (appointments), meetings, consults, collaborations, Billing, MTSS etc.
When you are done creating your calendar you will share your calendar with your program specialist.
All calendars need to be up to date
If you are at different schools, you need to type the name of the school at the top of each day.
Complete your schedule to reflect your entire workday and your entire workload. o Each SLP schedule should reflect the entire workday and work week (37.5 hours
full time, 18.75 hours part time). This includes both arrival and departure times as well as during the workday.
o Document all workday activities including meetings, conferences, planning, consultation, Medicaid billing etc. that occur before, during, and after the student school day.
Provide a copy of your schedule to the Data Entry clerk at your school when you initiate your schedule. Each time a schedule change occurs, give an updated copy to your Data Entry Clerk.
Therapy must begin as soon as possible after the first day of school for students. If therapy has not started by the end of the 2nd week of school for students or the 2nd week after the SLP’s start date (for those who start mid-year) contact your Program Specialist immediately.
Student Attendance It is the responsibility of the SLP to keep accurate and timely attendance on all students
on their caseload.
Attendance is taken daily.
Attendance documentation is made only for days and times that therapy is scheduled
and for makeup sessions.
No entry is made for days that a student is not scheduled for therapy unless it’s a
makeup session.
The designated system (i.e.: MaxCapture) has a dropdown menu used to denote the
various types of attendance documentations.
Follow these steps after you have created your MaxCapture student roster. (For directions
on how to create a student roster in MaxCapture, please visit the speech and language
intranet)
https://www.ocps.net/intranet/cs/ese/programs/speech/Pages/SLPHandbookandForms.as
px
1. Go to designated system (i.e.: MaxCapture) log in, Data Entry, Service Capture, choose
the student’s name and click add a service
2. Find SVC Code and click on the text box to open the dropdown menu choices
3. Choose one of the following codes for attendance record keeping
a. For a student who is present – Choose the appropriate dropdown (i.e.: SLP group,
SLP Ind, Bachelor level Group Service, Etc.)
b. Consult
c. Meeting
d. Other-if the SLP chooses this option, indicate in the Progress notes section the
reason for the choice:
i. Makeup session + progress,
ii. IEP Meeting,
iii. Bad Weather Day,
iv. Duty
v. Withdrawal-Student withdraws from current school
vi. Entry Date-Date student starts receiving S/L services
vii. Dismissal
e. Special Activity- student did not attend therapy because of an educational activity,
such as taking the FSA, field trip, school-wide activity, etc., and enter that reason in
the Progress Notes section
f. Student Absent- student was not at school (unless on a field trip)
g. Therapist Absent
Data/Progress Monitoring Documentation It is the SLP’s responsibility to take accurate student data regularly. The data system is auditable
at any time so it must be up-to-date.
Where to keep your data documentation?
The current designated data system is MaxCapture. The system used could change in the
future.
The following steps are followed after you have created your MaxCapture roster for data
documentation. (For directions on how to create a student roster in MaxCapture, please
visit the speech and language intranet under forms)
https://www.ocps.net/intranet/cs/ese/programs/speech/Pages/SLPHandbookandForms.as
px
1. Go to designated system (i.e.: MaxCapture) log in, Data Entry, Service Capture,
choose the student’s name and click add a service
2. Find Progress Note and type the data into the designated text box
3. Click Save
Frequency of Data Documentation
o Data is taken a minimum of every other session
o If the student is Medicaid, data is required at every therapy session (this applies
to Masters level clinicians only)
Data Documentation Your data is your therapy plan when written in this format. Your data documentation must include:
o Time the student is seen (Example: 9:00-9:30).
o Procedures or methods used
o Materials used
o Student’s targeted skill
o Student Progress-The student progress needs to have a percentage of accuracy.
Note if the student is prompted
o Next Session Plan/ Statement
o Notes must match the goals on the Plan of Care
Keeping things Organized Obtain a 3” binder
Use dividers to organize your groups
Write the day and time of therapy on each tab
Place your therapy plan and data collection form in the appropriate time slot
Place a copy of the PEER IEP communication goal page(s) for each student behind the
assigned therapy day and time
OR
Obtain hanging folders
Create a folder for each therapy group
Place therapy plan, data collection form and copy of the PEER IEP communication goal
page(s) in the folder
Other Scheduling Considerations
District Speech-Language Faculty Meetings (SLFM), are scheduled throughout the year. These meetings are conducted by your Program Specialist and provide SLPs with professional development, policies, procedures and technical information for providing best practices and services.
o All employees are expected to attend these faculty meetings. o Notify your SSS so that school meetings are not scheduled during any district
Speech and Language Faculty meeting. o Complete a Temporary Duty request on MyOCPS prior to the meeting.
Exceptional Student Education Codes P Autism Spectrum Disorder
H Deaf or Hard of Hearing
T Developmental Delay (Age: 0-5)
O Dual-Sensory Impairment
J Emotional/Behavioral Disabilities
U Established Condition (Age: 0-2)
L Gifted
M Homebound or Hospitalized
W Intellectual Disabilities
G Language Impaired
Y Language as a Related Service
D Occupational Therapy
C Orthopedic Impairment
V Other Health Impairment
E Physical Therapy
K Specific Learning Disabilities
F Speech Impairment
X Speech as a Related Service
S Traumatic Brain Injured
I Visual Impairment
Inventories Directions for making materials requests
When an SLP wants to request materials, green folders or protocols:
1. Go to the S/L website and find the “Materials Request Form”
https://www.ocps.net/intranet/cs/ese/programs/speech/Pages/SLPHandbookandForms
.aspx
2. Print it out
3. SLP fills out Excel spreadsheet
4. Fill in all the information
5. Save the spreadsheet as your last name, first name, school name (ie: deaguilerafreda
lakewhitneyes)
6. Go to http://pdsonline.ocps.net/default.asp , log in and go to the Speech and Language
group, then Materials Request Dropbox
7. Drop the spreadsheet into dropbox on pdsonline labeled “Materials Request”
8. We will try and get the materials out to you as soon as possible
How to take inventory
SLPs are responsible for keeping track of 2 inventories: Destiny Inventory (the Destiny
inventory shows all barcoded items assigned to the SLP as long as the SLP is employed by OCPS)
and the Paper Inventory.
How to View your Inventory
You can view your digital Destiny inventory at any time. Follow these easy steps.
1. Logon at http://destiny.ocps.net/common/welcome.jsp?site=222 using your district ID number and your password.
2. Then, go to the My Info tab. 3. All of your barcoded materials/obligations will be displayed there 4. You can always print this out and use for your records or use this copy to submit to the
dropbox
Taking Materials Inventory
This is done toward the end of the school year.
If you are returning to the same school, you will fill out both inventories (Destiny and
paper) and drop them in the drop box. Drop boxes are organized by Program Specialist
and titled “Program Specialist (name) Inventory”. You will be notified in the Monday
Morning Minutes (MMM) the due date. New clinicians can gain access to PDSonline
once the Program Specialist has given you the rights.
o The drop box can be found on PDSonline.
http://pdsonline.ocps.net/section/default.asp?id=speech%2Dlang o Materials Inventory form 2015-2016 (paper) is found on the Speech Language
website under forms.
Save as “school name, last name, first name” (example: Super ES, Smith, Suzy) C:\Users\49470\Desktop\SLP Materials Inventory_2015-2016.xls
o Destiny Inventory can be accessed under My Info tab using your district ID
number and your password
http://destiny.ocps.net/common/welcome.jsp?site=222
Make two copies of your inventory (Destiny and paper inventories). After “dropping”
the Destiny and paper inventories on PDSonline, one copy will go in the Speech
Language notebook housed in your therapy room. Give the other copy to your principal.
The due date for inventory submissions will be announced in the MMM.
If you are starting at a new school, ALL MATERIALS STAY at your current school. Tests,
ASD cart (if there is an ASD unit at the school), secondary materials (if it is a secondary
school) and RIA Pre K (if there are Pre K units at the school) STAY at the school. SGM,
Narrative Analysis kit, books and materials stay at the school. Only teacher Lead money
materials go with the clinician if that clinician is leaving. All other speech/language
materials and tests should remain at the school for the next clinician.
If you switch schools mid-year, follow the same procedure as above.
New to OCPS clinicians:
o Mentors will explain the inventory check out system
o Mentors will review inventory with new clinicians within the first 9 weeks of hire.
Leaving OCPS o Contact your Program Specialist
o Contact a Mentor to check in your materials.
o Contact Lovie Wynn to check in all electronics (IPad, iPod, laptop, charger cords).
Set your electronics back to default settings.
SECTION 3
Section 3
Multi-Tiered System of Supports (MTSS)
Process
State Board Rule
Multi-Tiered System of Support Overall Process
MTSS-Tier 1
MTSS Tier 2
4 Step Problem Solving Process implemented by the MTSS Team
MTSS Role/Responsibility of the SLP
Tier 2-Language MTSS Procedures
Tier 2-Speech MTSS Procedures
Bilingual Information
Language Screening Procedures for Students with Limited English Proficiency (LEP)
Articulation/Phonology Screening Procedures for Students with Cultural and Regional
Differences
MTSS-Tier 3 General Education Procedures
OCPS Identified Interventions
Language Skills/Reading Components
Tier 3 Resources per OCPS RTI/MTSS Information and Implementation Plan
Multi-Tiered System of Supports (MTSS) Process
11
Multi-Tiered System of Supports (MTSS) Process (Information in this section was taken from the OCPS MTSS Manual 2013-2014, revised 1/24/14, and the
OCPS RtI/MTSS Information and Implementation Plan)
The general application of a multi-tiered system of support for school-wide practices has been
increasingly supported since the reauthorization of the Individuals with Disabilities Education Act
(IDEA) in 2004. The components of IDEA that require the application of a Multi-Tiered System of
Support (MTSS) to eligibility decisions for special education programs have been in effect since 2006.
Since then, several program Rules in Florida have been revised to reflect those requirements, such as
the general education intervention rule and the eligibility rules for students with language
impairments (LI), specific learning disabilities (SLD), emotional/behavioral disabilities (EBD), and
intellectual disabilities (InD).
State Board Rule 6A-6.0331 (2)General Education procedures and activities are found in State Board Rule 6A-6.0331.
The general education interventions requirements set forth in paragraphs (a), (b), and (e) of this subsection
may not be required for students suspected of having a disability if a team that comprises qualified
professionals and the parent determines that these general education interventions are not appropriate for a
student who demonstrates a speech disorder or severe cognitive, physical or sensory disorders, or severe
social/behavioral deficits that require immediate intervention to prevent harm to the student or others, or for
students who are not enrolled in a public school.
(a) Parent involvement in general education intervention procedures. Opportunities for parents to be
involved in the process to address the student’s areas of concern must be made available. In addition, there
must be discussion with the parent of the student’s responses to interventions, supporting MTSS data, and
potential adjustments to the interventions and of anticipated future action to address the student’s learning
and/or behavioral areas of concern. Documentation of parental involvement and communication must be
maintained.
(b) Observations of the student must be conducted in the educational environment and, as appropriate,
other settings to document the student’s learning or behavioral areas of concern. At least (1) observation
must include an observation of the student’s performance in the general classroom
(c) Review of existing data, including anecdotal, social, psychological, medical, and achievement
(including classroom, district and state assessments) shall be conducted. Attendance data shall be reviewed
and used as one indicator of a student’s access to instruction.
(d) Vision and hearing screenings shall be conducted for the purpose of ruling out sensory deficits that
may interfere with the student’s academic and behavioral progress, and additional screenings or assessments
to assist in determining interventions may be conducted, as appropriate. The screening of a student by a
teacher or specialist to determine appropriate instructional strategies for curriculum implementation shall
not be considered to be an evaluation for eligibility for special education and related services.
(e) Evidence-based interventions addressing the identified areas of concern must be implemented in the
general education environment. The interventions selected for implementation should be developed through
a process that uses student performance data to, among other things, identify and analyze the area of
concern, select and implement interventions, and monitor the effectiveness of the interventions.
Interventions shall be implemented as designed for a reasonable period of time and with a level of intensity
that matches the student’s needs. Pre-intervention and ongoing progress monitoring measures of academic
and/or behavioral areas of concern must be collected and communicated to the parents in an understandable
format.
Nothing in this section shall be construed to either limit or create a right to FAPE under Rules 6A-6.03011
through 6A-6.0361, FAC., or to delay appropriate evaluation of a student suspected of having a disability
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Multi-
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Multi-Tiered System of Supports Process
MTSS Tier 1 General Education Procedures Tier 1 General academic and behavior instruction and support is provided to all students in all
settings. All students should receive core classroom instruction utilizing scientifically based
curriculum and teaching strategies.
Core Adopted Materials and Complimentary Resources are provided to all students. Preventative
and proactive universal interventions for all students are provided. Non-responders to Tier 1 are
identified by the classroom teacher and given group intervention.
MTSS Tier 2 General Education Procedures In Tier 2, some students will receive more strategically targeted instruction/intervention and
supplemental support in addition to and aligned with the core academic and behavior curriculum.
This strategic instruction addresses the specific needs of the students who do not make sufficient
progress in Tier 1.
At Tier 2, the general education teacher provides additional instruction designed to supplement,
enhance, and support Tier 1 for students who score below benchmark criteria in one or more critical
areas. High efficiency secondary interventions are provided for students that provide rapid
response. Supplemental instruction is designed to meet the student’s needs in a small group setting
of the same ability students. Tier 2 is aligned with the core academic curriculum.
4 Step Problem Solving Process implemented by the MTSS team
Step 1: Define the problem: By determining the discrepancy between what is expected and what is
occurring.
“What is the problem?”
Step 2: Analyze the problem: By using data to determine why the discrepancy is occurring.
Why is it occurring?
Step 3: Implement: Develop an intervention plan to address the goal, and delineate how the
student’s progress will be monitored and implementation integrity will be ensured.
What are we going to do about it?
Step 4: Evaluate: Based on the student’s response to the intervention.
Is it working?
If not, how will the intervention plan be adjusted to better support the student’s progress?
What is the Role/Responsibility of the SLP?
Attend MTSS meetings for students as needed.
Assist in hearing and language screenings.
Complete communication skills screening if necessary.
Assist with Tier 2 and Tier 3 interventions through collaboration with teachers and informal
observations.
Speech/Language MTSS Procedures
If during the 4 step process implemented by the MTSS team, including review of student Tier
2 data, it appears that a discrepancy may be occurring due to an underlying language
weakness, then the MTSS team in collaboration with the SLP, may recommend that the
classroom teacher complete the Language Skills Teacher Checklist (at the student’s grade
level). The SLP will provide the appropriate Language Skills Teacher Checklist to the
classroom teacher(s).
The SLP will add the student’s name to the MTSS Documentation Log (found on the
Speech/Language website). The classroom teacher(s) will complete the Language Skills
Checklist including documentation of all Tier 2 intervention data on page 2 of the form. It is
critical that this form be completed with all information requested.
The MTSS team, including the SLP, will review the completed Language Skills Teacher
Checklist and the data provided by the classroom teacher(s). After reviewing all information,
the MTSS team may determine the need to look further at language skills and recommend
that the SLP screen the student.
The SLP will administer the CELF-5 Screener to determine if the student is considered “at
risk” for having a language disorder. If the student scores below the criterion score on the
language screener, and the Language Skills Teacher Checklist along with Tier 2 data reflect
below expectation language skills, then a plan for more intensive (Tier 3) interventions in
language may be initiated. If the student scores above the criterion on the language screener,
the team will need to consider academic interventions rather than interventions in the
language areas.
The SLP will review the information and data gathered previously and do an item analysis of
the CELF-5 screener and share information with the MTSS team as to at risk areas of language
which may be impacting the student’s progress on achievement of specific Florida State
Standards. The MTSS team may recommend an intense intervention plan with a narrow
focus on the student’s at risk language skills. This moves the student into Tier 3.
Speech
MTSS interventions are not required for speech eligibility. However, if there is a concern about
articulation, fluency, or voice, the student’s teacher(s) bring the concerns to the MTSS team. The
team, including the SLP, will look at how speech concerns are/are not impacting student
achievement. The team may determine the need to look further at speech skills and recommend
that the SLP screen the student’s articulation skills. The team may possibly recommend that a
meeting be held to discuss the possibility that the student be tested if the student’s articulation skills
are scored as “inadequate” and there is evidence that the sound errors are impacting student
achievement. There is no screening instrument for voice or fluency, so the team may go straight to a
meeting to discuss the possibility of testing.
IMPORTANT Bilingual Information
Language Screening Procedures for Students with Limited English Proficiency (LEP)
If the MTSS team determines the need to look further at language skills and recommends that the
SLP screen the student using the CELF 5 screener, follow these procedures:
1. Administer the CELF 5 Screener in English. 2. Refer to the CELF 5 manual for information on scoring dialectal variations on Word Structure
and Recalling Sentences subtests. This information is found on pages 275-289 of the manual. 3. Below Criterion (taking into account dialectal variations): If the student scores below the
criterion score on the language screener, and the Language Skills Teacher Checklist along with Tier 2 data reflect below expectation language skills, then a plan for more intensive (Tier 3) interventions in language may be initiated. The SLP will review the information and data gathered previously and do an item analysis of the CELF 5 screener and share information with the MTSS team as to at risk areas of language which may be impacting the student’s progress on achievement of specific Florida State Standards.
4. Above Criterion (taking into account dialectal variations): If the student scores above the criterion score on the language screener, the team needs to consider academic interventions rather than interventions in the language areas.
Articulation/Phonology Screening Procedures for Students with Cultural and Regional Differences
MTSS interventions are not required for speech eligibility, however, the MTSS team may
determine the need to look further at speech skills and recommend that the SLP screen the
student’s articulation skills, and may recommend that a meeting be held to discuss the
possibility that consent for testing be obtained.
Refer to the scoring guide on page 2 of the Articulation Quick Screening with Intelligibility
Probe for scoring cultural and dialectal variations (i.e. Spanish, Creole, Chinese, Vietnamese,
and African American English).
The MTSS team may determine the need to look further at speech skills and recommend that
the SLP screen the student’s articulation skills. The team may possibly recommend that a
meeting be held to discuss the possibility that the student be tested if the student’s
articulation skills are scored as “inadequate.”
Note: Once the student has scored below criterion on the CELF-5 screener, indicating that this
student is at risk for having a language disorder, the team must meet within 30 calendar days to
determine whether or not they recommend moving forward with ESE testing. Your School Staffing
Specialist will have more specific information regarding this requirement.
MTSS Tier 3 General Education Procedures
Tier 3: The most intense (increased time, narrowed focus, reduced group size) instruction and
intervention is provided to the most at risk who have not sufficiently responded to Tier 1 and Tier 2
academic and behavior instruction and supports. It may in some cases replace core instruction.
Tier 3 interventions are still part of general education procedures. The school MTSS Coach will
facilitate and support the implementation of the MTSS process at all Tiers. Tier 3 interventions can
be implemented by the classroom teacher, instructional coach, school-based interventionist, and
non-instructional support staff.
OCPS Identified Interventions
Tier 2: Interventions are intended for flexible use as part of the differentiated instruction or in more
intensive interventions to meet the student learning needs in specific areas:
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Tier 3: Comprehensive Intervention Programs include instructional content based on the essential
components of reading instruction, including explicit instructional strategies, coordinated
instructional sequences, ample practice opportunities, and aligned student materials.
Language Skills/Reading Components
When collaborating with teachers on what interventions the teachers will be providing at
Tier 3, the list below can be used as a guide. Whatever interventions the school has will be used to
target the language skills. Below you will also find some Tier 3 Resources taken from the OCPS
RtI/MTSS Information and Implementation Guide.
Oral Language
Directionality
Understanding Verbal Directions
Picture Vocabulary
Expressing Ideas
Story Retell
Appropriate Responses to Questions and Conversations
Vocabulary
Word Meanings
Context Clues
Figurative Language
Greek and Latin Roots
Words in Isolation
Word Families
Synonyms and Antonyms
Word Relationships
Multiple Meaning Words
Base Words
Compound Words
Affixes
Comprehension
Cause and Effect
Inferences
Plot Development
Character
Setting
Sequence of Events
Author’s Purpose
Author’s Perspective
Author’s Viewpoint
Summarize and Retell
Author’s Craft
Text Structure
Listening Comprehension
Text Features
Literary Analysis
Key Ideas/Central Message/Theme
Facts and Details
Compare/Contrast within One Text
Compare/Contrast across Multiple Texts
Comprehension Process Continuum
Connecting
Questioning
Predicting
Imaging/Visualizing
Inferring
Determining Importance
Nonfiction o Text Structure o Text Features o Combining Details o Important Details o Summarizing
Fiction o Story Elements o Summarizing
Synthesizing
Traits of Good Readers
Accurately Identifying Frequently Confusing Letters, Words, and Numbers
Understanding Concepts of Print
Demonstrating Working Memory
Tracking Text
Accessing Background Knowledge
Using Picture Clues
Using Visualization Strategies
Making Connections
Asking Questions
Tier 3 Resources per OCPS RtI/MTSS Information and Implementation Plan
Journeys Reading or Literacy Toolkits
6 Min Solution/eSolution-Sopris Learning
95% Group Materials-95% Group Inc.
iReady-Curriculum Associates
iStation
KIdBiz3000 (Achieve 3000)
Leveled Literacy Intervention
Lexia-Lexia Learning
Making Meaning
PMRN Support Materials
Reading-Plus-Taylor Associates
Sound Partners-Sopris
WonderWorks Intervention (McGraw Hill)
Achieve 3000
Read 180/System 44
Voyager Learning
(OCPS RTI/MTSS Information and Implementation Plan, 2013-2014)
SECTION 4
Section 4
Exceptional Education Procedures Pre-K State Board Rule Pre-K Language
Criteria for Eligibility for Pre-K Students
Evaluation Components
Procedural Steps
Timeline
Administration of Standardized and/or Alternative Instrument Measures
Classification of Language Weaknesses
S/L Evaluation/Re-Evaluation/Summary Report
IEP Development
Eligibility Staffing
Plan of Care
Further Steps
Annual Review
Re-Evaluation
Pre-K Bilingual Information
Discontinuation/Dismissal
Withdrawal/Transfer/Graduation
Transfer
Progress Report
Extended School Year (ESY)
State Board Rule Pre-K Speech Sound Disorders
Criteria for Eligibility for Speech Sounds
General Education Procedures
Articulation Quick Screen and Intelligibility Rating-Bilingual Information
Evaluation Components
Procedural Steps
Timeline
Evaluation Components
Evaluation Measures
Childhood Apraxia
Transitioning PK ESE Students to Kindergarten
Required Paperwork
Preschool Diagnostic Intervention Services (PDIS)
Pre-K Language Impairment Exceptional Education Procedures Definition for language impairment is the same for all students grades Pre-K – thru 12. However,
there are differences for the evaluation process and the eligibility components. Therefore Pre-K has
been separated into its own section for procedures for Language evaluation.
Phonological disorders fall under the State Board Rules for Speech Sound Disorders and Language
Disorders. For our purposes, we will be serving those students under Speech Sound Disorders.
NOTE: Head Start classes located on school campuses will direct all referrals to the Preschool
Diagnostic and Intervention Services team for evaluation. Students assigned to VPK or VE Pre-K
classes will be assessed by the assigned school clinicians.
State Board Rule 6A-030121 Exceptional Education Eligibility for Students with Language Impairments:
PreK
1. Definition: Language impairments are defined as disorders that interfere with
communication, adversely affect performance and/or functioning in the student’s
typical learning environment, and results in the need for the exceptional student
education services.
i. A language impairment is defined as a disorder in one or more of the basic
learning processes involved in understanding or in using spoken and/or
written language including:
1. Phonology is defined as the sound systems of a language and the rules
that govern the sound combinations.
2. Morphology is defined as the system that governs the internal
structure of words and the construction of word forms.
3. Syntax is defined as the system governing the order and combination
of words to form sentences, and the relationships among the elements
within a sentence.
4. Semantics is defined as the system that governs the meanings of words
and sentences.
5. Pragmatics is defined as the system that combines the language
components in functional and socially appropriate communication.
Criteria for Eligibility for PK Students Must reveal all of the following:
A. Information gathered from the child’s parent(s), guardian(s), teacher(s), services
providers, or caregivers must support the results of the standardized instruments and
observations conducted.
B. Documented and dated behavioral observations(s) reveals significant language deficits that interfere with performance and/or functioning in the typical learning environment.
C. Documented information indicates the student may have language disorder.
D. Results of the standardized norm-referenced instrument(s) reveal a significant
language deficit based on child’s chronological age, in one or more of the areas of
phonology, morphology, syntax, semantics, and pragmatics.
E. The language impairment must have an adverse effect on the child’s ability to
perform and/or function in the typical learning environment, thereby demonstrating
the need for Exceptional Student Education services.
F. The language impairment is not primarily the result of the factors related to
chronological age, gender, culture, ethnicity, or limited English proficiency.
Evaluation Components A language evaluation for students in pre-kindergarten must include all of the following:
1. Information gathered from the child’s parent(s), guardian(s), and others as appropriate, such
as teacher(s), service providers, and caregivers regarding the concerns and description of
language skills. This may be completed through a variety of methods including interviews,
checklists, and/or questionnaires.
2. One or more documented and dated observation(s) of the child’s language skills must be
conducted by the speech-language pathologist (SLP) in one or more setting(s) which must
include the child’s typical learning environment or situation appropriate for a child of that
chronological age.
3. Administration of one or more standardized norm-referenced instruments designed to
measure language skills. The instrument must be administered and interpreted by a speech-
language pathologist to determine the nature and severity of the language deficits.
4. If the speech-language pathologist is unable to administer a norm-referenced instrument, a
scientific, research-based alternative instrument may be used. The evaluation report must
document the evaluation procedures used, including the rationale for use of an alternative
instrument, the results obtained, and the basis for recommendations.
Procedural Steps Before Consent
When concerns about language are expressed by parent and/or teacher do the following:
Obtain information from Parent/Caregiver/Teacher using:
o Student Case History Form (PDIS only uses this form)
o PLS-5 Home Communication Questionnaire
o PreK Parent-Caregiver-Teacher Input Form
One or more documented Observations
o OCPS Language Observation Form : Pre-Kindergarten
o SLP Preschool Language Observation Form
Staffing Specialist holds a meeting to possibly obtain initial consent:
Team discusses results from Parent/Caregiver/Teacher input and SLP observations.
The IEP team determines if consent should be obtained.
Once Consent has been obtained:
1. Obtain a copy of the Prior Written Notice of Consent for your files. 2. On the Speech-Language Testing Log, enter the student’s name, grade, teacher, type of
consent, whether it is a bilingual evaluation, the date the consent was signed and the date you received the signed consent from the School Staffing Specialist (SSS).
3. Once you have completed testing, you will need to enter the date on the testing log as well as the date of the meeting to determine eligibility.
4. Begin your evaluation as soon as possible.
IMPORTANT Bilingual Information
1. You must consult a bilingual diagnostician when consent is signed for any LEP students. Do not complete any standardized measures in English without approval from the Bilingual Team.
2. After Prior Written Notice of Consent for Initial Eligibility has been obtained, IMMEDIATELY submit to the Bilingual Team the following:
a. Prior Written Notice of Consent for Initial Evaluation form b. Bilingual Speech-Language Coversheet c. Hearing/Vision Screening results (Failure does not stop the assessment process)
d. Copy of PLS-5 Home Communication Questionnaire and/or PreK Parent-Caregiver-
Teacher Input Form
e. Copy of OCPS Language Observation Form : Pre-Kindergarten and/or SLP Preschool
Language Observation Form
3. The IEP “Based on” statement will need to reflect that the bilingual diagnostician was
involved in the evaluation process, even if the determination is made that the student can be evaluated in English.
Timeline
You have 60 calendar days to complete the testing from the day the consent is signed by the parent or guardian.
Indicator 11 (60 day Timeline)
Indicator 11- (Also known as the 60 Day Timeline for initial testing) Mandates that once the parent
has submitted a signed, Prior Written Notice of Consent for Initial Evaluation the evaluation(s) must
be completed within 60 Calendar days, based on the student’s school attendance.
Evaluation Completion Date- is the date that the last piece of data is collected (e.g. last assessment
administered, last observation conducted, etc.) and before writing the report. This date must meet
the guideline for the 60 Calendar Day Timeline.
Notice for LEP student- To assure compliance with Indicator 11, once Prior Written Notice of
consent for Initial Evaluation has been obtained for LEP student, immediately contact the Bilingual
Diagnostician and complete required bilingual paperwork.
**It is the responsibility of the SLP to monitor and test all open signed consents for Speech and/or
Language testing within sixty (60) calendar days of the consent. Once the evaluation is completed it
will become the School Staffing Specialist’s responsibility to enter the Evaluation Completion Date
for each student on SharePoint found on the OCPS Intranet site.
Administration of Standardized and/or Alternative Instrument Measures
Administer one or more standardized measures to verify a language disorder and determine the nature and extent of the problem.
Evaluation Measure Eligibility Score
Preschool Language Scale-5 (PLS-5)
(ages birth – 6-11) Identifies the deficit 1.5 SD below or 23
points (score 77)
PLS-5 Receptive Moderate = SS 71 - 77
PLS-5 Expressive Severe = SS 70 or below
Profile on Record Form (pg. 31)
Clinical Evaluation of Language Fundamentals-P2 (CELF-P2)
(ages 3-0 – 6-11)
Core Language Score (CLS)
Identifies the deficit 1.5 SD below or 23
points (score 77)
Language Structure Index Moderate = SS 71-77
Severe = SS 70 or below
Language Content Index
Moderate = SS 71-77
Severe = SS 70 or below
Narrative Analysis: Narrative Language Sample Rubric Stage Level
Macrostructure Details
Microstructure Details
Tests Subtests Age Range Criteria
Test of Semantic Skills-Primary (TOSS-P)
Receptive/Expressive 4-0 to 8-0 Moderate = SS 71-77 Severe= SS 70 or below
Language Sample Must have 100 utterances
1-0 to Adult Moderate = 13-24% error Severe = > 25% error
Mini-Language Sample 50+ utterances
1-0 to Adult 25% or more semantic restrictions or syntax errors 10% verbal mazes
Peabody Picture Vocabulary Test III or IV
2-6 to 40-11 Moderate = SS 71-77 Severe= SS 70 or below
Preschool Language Assessment Instrument 2 (PLAI 2)
Matching Analysis Reordering Reasoning Receptive Mode Expressive Mode
3-5 to 5-11 Moderate = 2 Standard Deviations below the mean Severe = 2.5 or more Standard Deviations below the mean
Structured Photographic Expressive Language Test-III (SPELT-III)
4-0 to 5-9 Moderate = 2.5 Standard Deviations below the mean Severe = 3 Standard Deviations below the mean
Brown’s Stages of Linguistic Development
19 months to 67 months
MLU to determine child’s syntactic stage of development
Discourse Skills- Adapted from Halliday’s Seven Functions of Language (Simon)
3-0 to Adult Moderate = 2 poor & 2 fair Severe = 4 or more poor
Dore’s Primitive Speech Acts
2-0 and up Descriptive error analysis
Receptive-Emergent Language Scales-2
Birth to 3 8 months discrepancy between Expressive and Receptive (Receptive greater)
Functional Communication
Sensory-Motor Attentiveness
Descriptive error analysis
Profile Receptive Language Expressive Language Pragmatic/Social Language Speech Voice Oral Fluency Non-Oral Communication
Scoring Procedure for the Mini-Language Sample
1. First, mark all phonological, semantic and syntactical/morphological errors. 2. Count the number of utterances containing errors in each category (i.e., phonological,
semantic, grammatical). 3. Divide the number of utterances containing errors by the total number of utterances for each
category. 4. You will obtain a percentage of utterances with Semantic Restrictions, a percentage of
utterances with Grammatical Difficulties (possibilities listed on Analysis Sheet) and a percentage of utterances containing Phonological Errors. 25% or more is the qualifying criterion for each category.
5. Score the Pragmatics according to the following guidelines after rating each of the seven functions adapted from Halliday’s Seven Functions of Child Language:
MILD DEFICIT Minimum of 3 Fair
Or a combination of 1 Poor and 2 Fair
MODERATE DEFICIT Minimum of 4 Fair
Or a combination of 2 Poor and 2 Fair
SEVERE DEFICIT Minimum of 4 Poor
Simon Language Sample
1. Semantic Restrictions - anytime the message is unclear, doesn't make sense or is inappropriate or inadequate.
2. Inappropriate Label - anytime a child mislabels an item.
3. Inappropriate Response - anytime the child's response does not fit the prompt.
4. Inadequate Response - anytime the message is unclear, incomplete, lacks pertinent information or details, and/or uses low informational words.
5. Unreferenced Pronoun - a pronoun that does not have a referent.
6. Substituted Form - anytime a child substitutes one form for another. This includes pronouns, verbs, articles, prepositions, etc. If a form of the word excluding the morphological marker is produced, it is considered a substituted form (hit/hits, jump/jumped, etc.)
7. Omitted Form - anytime a child omits a word.
8. MLU - the number of morphemes per utterance.
9. Formulation Difficulties/Organizational Problems - starters, interjections, pauses, and retrieval difficulties and/or verbal mazing. Bilingual students may have a longer pause time due to second language acquisition.
10. Verbal Mazes - confused or tangled use of words characterized by hesitations, repetitions and false starts (which can occur in any part of the sentence but must consist of two or more words), and which do not add meaning to the message.
11. Number of Words per Maze - this is the number of words found in the verbal maze.
12. Unintelligible Utterance - in addition to a phonological deviation, unintelligible utterances may be due to low volume, rapid rate, slurred word endings, or overall imprecision of speech.
13. Phonological errors - would include process errors or substitutions and omissions.
14. Dialectal Differences - anything dialectally based.
15. Other - anything not found in the preceding columns. For example, transposition or reversals, additions.
Classification of Language Weaknesses After you have evaluated the student, classify the language weaknesses in the following areas:
Listening Comprehension
Oral Expression
Social Interaction
Emergent Literacy Skills (vocabulary development, phonological awareness, narrative
concepts, etc.)
Speech and Language Evaluation/Re-evaluation/Summary Report Upon completion of the comprehensive language assessment, you will write an evaluation report
addressing all of the findings of the assessment. The report will detail information on
parent/teacher/student information, observations, results of standardized tests and/or research-
based alternate assessments, the student’s strengths and weaknesses in the areas of listening
comprehension, oral expression, social interaction and emergent literacy skills, and a summary of
the students current communication functioning and the relationship to educational success.
The Speech and Language Report is located on the Speech and Language website under Handbook
and Forms. Directions on how to complete the report are also found in the same location.
Development of the Individualized Education Plan (IEP) Upon completion of the evaluation report, if the student demonstrates a language disorder, you will
participate in the development of a draft IEP.
The IEP is defined as a written statement for each student with an exceptionality, which describes
that student’s exceptional educational program and is developed, reviewed, and revised in
accordance with the IDEA 2004.
The annual goal of the IEP covers what the student can learn in a 12 month period. If a goal is not
stated in measurable terms then progress cannot be measured.
OCPS offers online and face to face professional development for the development of quality IEPs.
Eligibility Staffing Once the evaluation is documented in a Speech and Language Evaluation/Re-evaluation/Summary
Report, a meeting to discuss the results must be initiated by the School Staffing Specialist (SSS).
Members invited to the IEP meeting must include, but are not limited to, the parent, the regular
education teacher, the ESE teacher, the School Staffing Specialist/LEA representative, and an
evaluator who will interpret the evaluation results. The SLP must be invited to review results from
the language evaluation.
Bring to Eligibility Staffing Meeting:
1. Draft IEP goals (if language disorder is present) 2. Testing protocols and observational data
3. Evaluation Report
Questions to consider:
1. Is this a student with a disability?
2. Does the student require specialized instruction?
A discussion by the IEP team will lead to the Eligibility/ineligibility decision.
1. If the student is found ineligible for language services, file the Speech and Language Report in the student’s cumulative file.
2. If the student is found eligible for language services and an IEP is finalized, you will begin services for this student as dictated by the IEP.
Plan of Care (POC) A Plan of Care is also initiated at the initial staffing for all students who are Medicaid eligible. This
document is created after the IEP is written and before therapy begins. The POC is updated once a
year and information is updated each time on the Green Speech folder.
Further Steps: 1. Develop a Green Speech Folder for the student. Be sure to complete all required
information on the front of the folder. 2. Add student to your therapy schedule. 3. Add student to roster in designated system (i.e. MaxCapture)- for further directions on
accessing the designated system go to the speech/language intranet. 4. Add student to the ESE Resource and Related Service Schedule Form. Give updated
version of this form to your school registrar and keep a copy for yourself. 5. Begin therapy.
Annual Review
Annual Review refers to the IEP team meeting that must be held at least once annually to develop
a new IEP. Schools must ensure that there is no lapse in the provision of services. IEPs cannot be
extended beyond their 12 month duration.
Decision Making: Identify the student’s stage of therapy. Is the therapy taking longer than
expected? What is the key principle affecting the intervention? Is the data reflecting quality
treatment? Are you coordinating with others? If insufficient progress is noted, as the therapist, what
changes are you going to make that will facilitate progress? What service delivery model is best?
Does Language therapy continue to be educationally relevant?
Before the Annual Review
1. Discuss Annual Review procedures with your School Staffing Specialist at the beginning of the school year.
2. If possible, Annual reviews not be conducted during scheduled therapy time.
3. Compile all the information that you have about the student and his/her performance in the classroom.
4. General educator or ESE teacher will provide input to determine if the student is generalizing progress in the classroom using the PreK Parent-Caregiver-Teacher Input Form.
5. Language data should correspond to the needs of the student in the classroom. If there is a communication discrepancy between what the teacher reports and your data, be sure to clarify this discrepancy with a teacher interview.
6. Teacher/Service Provider Input form is expected to be completed and returned to the School Staffing Specialist. This form should be completed before the IEP meeting. You complete this form whether you are attending the meeting or not.
7. Coordinate Annual Reviews with all other ESE and general educator staff and together the team must determine whether the student continues to be a student with a disability who needs special education and/or related service(s).
8. Gather your data and be prepared to demonstrate progress on the IEP goals.
9. Complete the PEER IEP and update the student’s goals based on the student’s progress. If the student’s IEP cannot be found on PEER, be sure to check in the “Manually Added students” section on the PEER Dashboard. You want to make sure you are opening an IEP for a student that already has an IEP open. Complete the PEER Progress Report for the IEP being reviewed. Bring a copy to the Annual Review for the parent.
IMPORTANT Bilingual Information
You must consult a bilingual diagnostician for those LEP students with whom you have concerns. Do not complete any standardized measures in English without approval from the Bilingual Team.
Contact the Bilingual Team at least 6 weeks prior to the annual review date to review annual goal progress.
The IEP “Based on” statement will need to reflect that the bilingual diagnostician was involved in this annual review process.
If a LEP student is considered for discontinuation/dismissal, contact the Bilingual Team and follow Re-evaluation procedures.
During the Annual Review Meetings
1. Review the progress of the student with the parents and team members. 2. Be prepared to discuss and explain results of any annual review testing (used only to
drive instruction not change services), data and any formative assessment information (Narrative Analysis, language samples, etc.).
3. Always bring the Green Speech Folders to update information on the Green Speech Folder. Complete all required information at each Annual Review.
4. Obtain input from the parent about the student’s language skills at home and any concerns they may have about the student.
5. Discuss the student’s possibility of dismissal at every Annual Review. This will ensure that the parents know that the student will not remain in the Speech/Language program beyond the documented need for the program.
6. Complete a new Plan of Care for Medicaid eligible students (done only by Master level clinicians).
After the Annual Review Meetings
1. File all of the student’s therapy information including current IEP, in the Green Speech Folder.
2. Based on your IEP goal page initiate the new Progress Report on PEER. 3. Continue providing therapy for the duration of the school year.
Additional Guidelines for Annual Reviews
You may test a student for annual review without consent as long as the testing is only being used to drive instruction and is not being used as part of a placement decision or dismissal.
If you need to change program codes (code F for speech and code G for language) for a student, the initial eligibility criteria must be met. Therefore, you would need to involve the school staffing specialist and follow Re-evaluation procedures.
Re-evaluation: IDEA 2004 requires:
A re-evaluation conducted under Section 614(a)(2)(A) shall occur not more frequently than once a
year, unless the parent and the LEA agree otherwise; and at least once every three years, unless the
parent and the LEA agree that a Re-evaluation is unnecessary.[614(a)(2)]
In addition, a re-evaluation is held for discontinuation or dismissal from an ESE program, for Out of
State Transfers and for Placement Changes. Contact your School Staffing Specialist for more specific
information on when Re-evaluations may occur.
There are 2 types or re-evaluation options:
Option A: SLP documents student progress and performance using the Speech and Language
Evaluation/Re-evaluation/Summary Report. Option A is a summary of data based on therapy
sessions and progress monitoring data. If Option A is chosen the SLP will complete the Speech
Language Report (check Summary at the top) or the Speech and Language Related Services Summary
Report to reflect the data collected on the current IEP goals
Option B: If the SLP believes that a formal evaluation is necessary then a PEER Teacher Input
form should be completed indicating the need for an evaluation thus triggering the need for the
Prior Written Notice of Consent for Re-evaluation Option B process. The SLP documents student data
based on therapy sessions plus results from standardized testing or scientifically-based alternate
assessment instruments. If Option B is chosen the SLP will complete formal testing, after consent is
obtained, that targets the current needs of the student. The SLP will also complete a Speech
Language Report or the Speech and Language Related Services Summary Report to reflect the
information collected.
Consult your School Staffing Specialist for more specific information.
Before the Re-evaluation Meeting
1. Re-evaluation meetings should not be conducted during scheduled therapy time. 2. Compile all the information that you have about the student and his/her performance in the
classroom. 3. General educator or ESE teacher will provide input to determine if the student is generalizing
progress in the classroom using the PreK Parent-Caregiver-Teacher Input Form. 4. Language data should correspond to the needs of the student in the classroom. If there is a
communication discrepancy between what the teacher reports and your data, be sure to clarify this discrepancy with a teacher interview.
5. Complete standardized testing and/or scientifically-based alternative assessments to determine student progress and current functioning levels.
6. Complete a Speech-Language Report. This report should state the student present level of performance and recommendation of service delivery model.
7. You do not have to complete the Teacher/Service Provider Input form for a Re-evaluation meeting because you will be writing a Speech and Language Evaluation/Re-evaluation/Summary Report.
8. Coordinate Re-evaluation meetings with all other ESE and general educator staff and together the team must determine whether the student continues to be a student with a disability who needs special education and/or related service(s).
9. Complete the PEER IEP and update the student’s goals based on the student’s progress. If the student’s IEP cannot be found on PEER, be sure to check in the “Manually Added students” section on the PEER Dashboard. You want to make sure you are opening an IEP for
a student that already has an IEP open. Complete the PEER Progress Report for the IEP being reviewed. Bring a copy to the Annual Review for the parent.
10. If it is determined that the student should be dismissed from the program or/discontinued from related service then you will not write an IEP or goal pages for the student.
During Re-evaluation Meeting
1. Review the progress of the student with the parents and team members. 2. Be prepared to discuss and explain results of any testing (Option B only), data and any
formative assessment information (Narrative Analysis, language samples, etc.). 3. Always bring the Green Speech Folders to update information on the Green Speech Folder.
Complete all required information at each Re-evaluation meeting. 4. Obtain input from the parent about the student’s language skills at home and any concerns
they may have about the student. 5. Discuss with the parent and the other team members whether the student continues to
demonstrate the need for language services. 6. The team decides whether the student continues to need language services or is eligible for
discontinuation/dismissal. 7. If the student continues to demonstrate the need for language services and an IEP is
finalized, you will begin services for this student as dictated by the IEP. 8. For students who continue receiving language services, complete a new Plan of Care for
Medicaid eligible students (done only by Master level clinicians).
After the Re-evaluation Meetings
1. File all of the student’s therapy information including current IEP, in the Green Speech Folder.
2. Based on your IEP goal page initiate the new Progress Report on PEER. 3. Continue providing therapy for the duration of the school year.
Re-evaluation Guidelines
Contact the School Staffing Specialist (SSS) to collect the names of students who are in the Re-evaluation process. After the Prior Written Notice of Consent is obtained there are 90 days before the expiration date.
The Compliance page on the OCPS website has a Re-evaluation Procedure Flowchart that the SSS will follow. The SSS will initiate the Re-evaluation process and will be the best information resource.
https://www.ocps.net/intranet/cs/ese/Procedures/Pages/Procedural-Documents.aspx
IMPORTANT Bilingual Information for Reevaluations
If the student is a LEP student, contact the Bilingual Diagnostician prior to the determination
meeting of Option A or Option B. That will allow them time to review all the data prior to the
determination meeting. Request a conference via e-mail with the Bilingual Diagnostician assigned to
your school to review your upcoming Re-evaluations.
Have the following documentation available for discussion:
Copy of the current IEP
Input regarding student’s progress on each of the communication goals based on documented data
PreK Parent-Caregiver-Teacher Input Form.
Most recent Progress Monitoring Instructional Planner (Narrative Analysis)
If consent for testing has already been obtained, IMMEDIATELY submit to your assigned Bilingual
Diagnostician the following:
Prior Written Notice and Consent for Re-evaluation Form
Bilingual Speech Language Cover Sheet
Copy of the current IEP
Input regarding student’s progress on each of the communication goals based on documented data
PreK Parent-Caregiver-Teacher Input Form.
Most recent Progress Monitoring Instructional Planner (Narrative Analysis)
Discontinuation/Dismissal Discontinuation/Dismissal is a part of the Re-evaluation Process when the student no longer has a
need for ESE services to access education.
Discontinuation is the term used when a student is eligible under multiple disability categories. Then
category/categories is/are dropped but the student continues to be eligible for at least one. Thus:
discontinue one disability category but continue with another.
Dismissal is the term used when the student no longer is eligible for ESE services (all disability
categories). As student can be dismissed under either Option A or Option B by following Re-
evaluation procedures.
IEP teams are encouraged to begin the discussion of exiting during initial eligibility and during annual
reviews. IEP teams are making discontinuation/dismissal decisions based on the effective use of a
student’s learning time and consideration of educational relevance. The IEP teams are expected to
review all existing data.
If the parent invokes due process or requests an Independent Educational Evaluation (IEE) as a result
of the committee’s decision to discontinue/dismiss the student, your School Staffing Specialist will
contact the appropriate personnel
If the child is discontinued or dismissed from services and parent does not attend, the W-withdrawal
date is 10 days past dismissal meeting.
Dismissal per Parent Request Check with School Staffing Specialist for current information from Staffing Procedures Handbook.
IMPORTANT Bilingual Information for Discontinuation/Dismissal
All ESOL/LEP students are to be reviewed with the bilingual diagnostician prior to determining the
Re-evaluation determination of Option A or Option B when considering discontinuation/dismissal of
language services.
Prior Written Notice and Consent for Re-evaluation Form
Bilingual Speech Language Cover Sheet
Copy of the current IEP
Input regarding student’s progress on each of the communication goals based on documented data
PreK Parent-Caregiver-Teacher Input Form.
Most recent Progress Monitoring Instructional Planner (Narrative Analysis)
Withdrawal/Transfer/Graduation Withdrawal, or leaving county: follow procedures as outline by the School Staffing Specialist.
If child moves out of the county, or out of state, consult with the School Staffing Specialist and complete school procedures.
The Green Speech Folder needs to be updated and placed in the student’s cumulative file.
Withdraw student in designated system (MaxCapture) by entering “withdrawn” in the progress note text box on the date of withdrawal.
Transfer to Another school in the county As soon as the clinician is aware of a student’s transfer to another school in the county contact the
SLP at the receiving school. Update the information on the Green Speech Folder and place in the
cumulative file.
Progress Report The Progress Report is generated from the goals written on the IEP. The intent is to report the
progress the student is making on the stated IEP goal(s). The Progress reports are located in Portal to
Exceptional Education Resources (PEER).
Requirements of Progress Reports:
The Progress report is developed from the goals on the IEP and reports progress on meeting the
stated goal(s). Progress reports should report measurable data demonstrating the student’s progress
toward the Annual Goal. The report is to be completed at each 9 week grading period. The IEP Team
can meet and request an update of the Progress Report at any time in during the year. Progress
Reports are expected for all students Pre-Kindergarten -12th grade.
Parents must be informed of student’s progress as often as parents of non-disabled students.
Progress Reports must reflect how a student is progressing toward Annual Goal(s). Before ESY can be considered, documentation of recoupment or regression, or lack of progress on goals must be noted on the Progress Report.
Progress Report format is available on the computer in PEER.
Progress Report is to be updated on PEER and a hard copy provided to the parent(s)
A copy is to be filed in the student’s cum at the end of the school year.
Extended School Year (ESY) An ESY program is defined as an individualized instructional program that extends beyond the
regular 180-day school year for students with disabilities receiving special education services. The
IEP team determines the need for ESY services based on its belief that the provision of FAPE for an
individual student would be jeopardized without such services.
School staff should collect data regarding a student's progress prior to and following winter holidays,
spring break, and summer break. In addition to regular progress monitoring on the IEP goals, this
data will assist the IEP team in determining whether ESY is required. Examples of data to be
reviewed include, but are not limited to, evidence of regression/recoupment, pre- and post-tests,
progress toward annual goals as reported on the Progress Report sent to parents, point sheets, and
report cards.
Not all students with disabilities need ESY to receive FAPE. PEER allows for the team to document
that it has considered the student’s need for ESY and determined that none is needed. If the team
agrees that ESY is not needed, check the box at the top of the screen documenting the team’s
decision.
Note – Data used to determine a student’s need for ESY must be available for review upon request
by the Learning Community Program Specialist and other district personnel.
Forms All forms highlighted in this section can be found at the following websites:
https://www.ocps.net/intranet/cs/ese/programs/speech/Pages/default.aspx
or
https://www.ocps.net/intranet/cs/ese/Procedures/Pages/Form.aspx
Speech Sound Disorders for PK Definition for speech impairment is the same for all students grades Pre-K – thru 12. However, there are
differences for the evaluation process and the eligibility components. The format of this section includes the
criteria for Speech Sound Disorders as they apply to Pre-K children.
Phonological disorders fall under the State Board Rules for Speech Sound Disorders and Language Disorders.
For our purposes, we will be serving those students under Speech Sound Disorders.
NOTE: Head Start classes located on school campuses will direct all referrals to the Preschool
Diagnostic and Intervention Services team for evaluation. Students assigned to VPK or VE PK classes
will be assessed by the assigned school clinicians.
State Board Rule 6A-6.03012 Prek Speech
State Board Rule 6A-6.03012 Exceptional Education Eligibility for Students with Speech
Impairment and Qualifications and Responsibilities for the Speech-Language Pathologist Providing
Speech Services
Definition: Speech impairments are defined as disorders of speech sounds, fluency, or voice that
interfere with communication, adversely affect performance and /or functioning in the educational
environment, and result in the need for exceptional student education services.
(a) Speech Sound Disorder: A speech sound disorder is a phonological or articulation disorder that is evidenced by the atypical production of speech sounds characterized by substitutions, distortions, additions, and /or omissions that interfere with intelligibility. A speech sound disorder is not primarily the result of factors related to age, gender, culture, ethnicity, or limited English proficiency.
1. Phonological Disorder. A phonological disorder is impairment in the system of phonemes and phoneme patterns within the context of spoken language.
2. Articulation Disorder. An articulation disorder is characterized by difficulty in the articulation of speech sounds that may be due to a motoric or structural problem.
Criteria for Eligibility for Speech Sounds for PK Students Criteria for Eligibility Must Reveal All of the following:
1. The speech sound disorder must have an adverse effect on the student’s ability to achieve
and/or function in the student’s typical learning environment, thereby demonstrating the
need for exceptional student education.
2. The speech sound disorder must have a significant impact on the student’s intelligibility,
although the student may be intelligible to familiar listeners or within known contexts.
3. The speech sound disorder is not primarily the result of factors related to age, gender,
culture, ethnicity, or limited English proficiency.
4. The student’s phonetic/articulation or phonological inventory must be significantly below
that expected.
General Education Procedures
1. Review of existing data, including anecdotal, social, psychological, medical, and achievement
(including classroom, district and state assessments), review of attendance data. The speech
sound disorder must have an adverse effect on the student’s ability to perform and/or
function in the student’s typical learning environment, thereby demonstrating the need for
exceptional student education. This information should come to you from the MTSS team at
your school.
2. Vision and hearing screening for the purpose of ruling out sensory deficits that may interfere
with the student’s academic and behavioral progress and additional screenings or
assessments to assist in determining interventions may be conducted as appropriate.
3. Articulation Quick Screening with Intelligibility Probe (known context) and Intelligibility
Rating Form (unknown context)
Note: Unknown context to the SLP where the student provides a minimum of a 50 word monologue
about a topic of interest. . The speech sound disorder must have a significant impact on the
student’s intelligibility, although the student may be intelligible to familiar listeners or within known
contexts.
Intelligibility criteria
Age 3- 50% or greater is adequate
Age 4- 70% or greater is adequate
Age 5- and above 80% or greater is adequate
4. Teacher Checklist-Speech
5. Observation data if applicable
IMPORTANT Bilingual Information for Prek Speech:
If unable to administer the Articulation Quick Screener with Intelligibility Probe and Intelligibility
Rating Form, for non-English speakers, consult with the Bilingual Team. If you do complete the
Articulation Quick Screen with Intelligibility Probe and Intelligibility Rating Form, with an ELL student,
review for dialectal differences and/or developmental substitutions. Contact the Bilingual Team if
you need assistance. If, after consultation with the Bilingual Team, an evaluation is not warranted,
consult with the MTSS team regarding referring the student for articulation testing.
Evaluation Components 1. Information from the student’s parent(s) or guardian(s), teacher(s), and the student, when
appropriate, regarding the concerns and description of speech characteristics.
2. Documented and dated observation(s) of the student’s speech characteristics must be
conducted by the speech-language pathologist to examine the student’s speech
characteristics during connected speech or conversation.
3. An examination of the oral mechanism structure and function must be conducted.
4. One or more standardized, norm-referenced instruments designed to measure speech sound
production must be administered to determine the type and severity of the speech sound
errors and whether the errors are articulation (phonetic) and/or phonological (phonemic) in
nature.
5. Documentation of results.
Procedural Steps
Before Consent
When concerns about speech sound production are expressed by parent and/or teacher, do the
following:
Complete Articulation Quick Screening with Intelligibility Probe and Intelligibility Rating Form
Obtain information from Parent/Caregiver/Teacher using:
o Student Case History Form (PDIS only uses this form)
o PreK Parent-Caregiver-Teacher Input Form
One or more documented Observations
o OCPS Language Observation Form : Pre-Kindergarten
o SLP Preschool Language Observation Form
Staffing Specialist holds a meeting to possibly obtain initial consent:
1. Team discusses results from Articulation Quick Screening with Intelligibility Probe and
Intelligibility Rating Form, Parent/Caregiver/Teacher input and SLP observations.
2. The IEP team determines if consent should be obtained.
Once Consent has been obtained:
5. Obtain a copy of the Prior Written Notice of Consent for your files. 6. On the Speech-Language Testing Log, enter the student’s name, grade, teacher, type of
consent, whether it is a bilingual evaluation, the date the consent was signed and the date you received the signed consent from the School Staffing Specialist (SSS).
7. Once you have completed testing, you will need to enter the date on the testing log as well as the date of the meeting to determine eligibility.
8. Begin your evaluation as soon as possible.
IMPORTANT Bilingual Information
You must consult a bilingual diagnostician when consent is signed for any LEP students. Do not complete any standardized measures in English without approval from the Bilingual Team. After Prior Written Notice of Consent for Initial Eligibility has been obtained, IMMEDIATELY submit to the Bilingual Team the following:
a. Prior Written Notice of Consent for Initial Evaluation form b. Bilingual Speech-Language Coversheet c. Hearing/Vision Screening results (Failure does not stop the assessment process)
d. Copy of PreK Parent-Caregiver-Teacher Input Form
e. Copy of OCPS Articulation Quick Screening with Intelligibility Probe (known context)
and Intelligibility Rating Form (unknown context)
The IEP “Based on” statement will need to reflect that the bilingual diagnostician was involved in the evaluation process, even if the determination is made that the student can be evaluated in English.
Timeline
You have 60 calendar days to complete the testing from the day the consent is signed by the parent or guardian.
Indicator 11 (60 day Timeline)
Indicator 11- (Also known as the 60 Day Timeline for initial testing) Mandates that once the parent
has submitted a signed, Prior Written Notice of Consent for Initial Evaluation the evaluation(s) must
be completed within 60 Calendar days, based on the student’s school attendance.
Evaluation Completion Date- is the date that the last piece of data is collected (e.g. last assessment
administered, last observation conducted, etc.) and before writing the report. This date must meet
the guideline for the 60 Calendar Day Timeline.
Notice for LEP student- To assure compliance with Indicator 11, once Prior Written Notice of
consent for Initial Evaluation has been obtained for LEP student, immediately contact the Bilingual
Diagnostician and complete required bilingual paperwork.
**It is the responsibility of the SLP to monitor and test all open signed consents for Speech and/or
Language testing within sixty (60) calendar days of the consent. Once the evaluation is completed it
will become the School Staffing Specialist’s responsibility to enter the Evaluation Completion Date
for each student on SharePoint found on the OCPS Intranet site.
Begin Pre-K Speech Evaluation
Components for Pre-K Speech Evaluation
Checklists:
PreK Parent-Caregiver-Teacher Input Form
The Speech sound disorder must have an
adverse effect on the student’s ability to
perform and/or function in the student’s typical
environment, thereby demonstrating the need
for exceptional student education
Documented Observation: Must be done by SLP
Documented Observation #1
Student Interview/Observation for Speech
The student’s phonetic/articulation or
phonological inventory must be significantly
below that expected for his or her
chronological age or developmental level
based on normative data.
Complete Oral Peripheral Evaluation
Oral Peripheral Examination Form
Administration of Standardized Measures:
Articulation, Phonology
Evaluation Measure Eligibility Score
Articulation
Clinical Assessment of Articulation and
Phonology (CAAP)
Phonetic/Articulation Inventory Form
Phonological Inventory
Pre-K Articulation Stimulability Form
(Directions in CAAP Manual, pages 118-119)
Significant for Articulation:
For those sounds which are not stimulable,
document those consonants in the section titled
CAAP Developmental Age Norms on the
protocol.
Take the age of mastery at the 95%ile zone and
add one year to the consonant norms.
If the student’s chronological or developmental
age is equal to or above these non-stimulable
sound(s), then there may be a disorder.
CAAP: Transfer the information from the Consonants profiled in the yellow and green
Consonant Singleton Subtest (1-27) to the
Consonant Singleton Summary. Next, profile
the consonants on the Consonant Singleton
Index on the back of the record form.
If a consonant is profiled in the red zone and
are Stops, Nasals, and Glides and /h/, these are
the sounds for which you will check for
stimulability using the PreK Articulation
Stimulability Form and Appendix D protocol.
Phonology
CAAP: Transfer results of the Articulation Inventory to the Phonological Process Checklist 1 record form.
zone of the Consonant Singleton Index are
considered within the developmental process.
If the sound(s) are stimulable, then they are
considered emerging in the developmental
process.
Significant for Phonology:
The only 2 processes to be profiled for Pre-K
consideration are final consonant deletion and
syllable reduction.
For final consonant deletion and syllable
reduction, determine the percentage of
process occurrence as stated in the examiner
manual. If one or both of these processes are
active 40% or greater then these processes are
significantly below what is expected for
his/her chronological age or developmental
level.
Childhood Apraxia of Speech "Childhood apraxia of speech (CAS) is a neurological childhood speech sound disorder in which the
precision and consistency of movements underlying speech are impaired in the absence of
neuromuscular deficits (e.g. abnormal reflexes, abnormal tone). CAS may occur as a result of known
neurological impairment, in association with complex neurobehavioral disorders of known and
unknown origin, or as an idiopathic neurogenic speech sound disorder. The core impairment in
planning and/or programming spatiotemporal parameters of movement sequences results in errors
in speech sound production and prosody" (ASHA, 2007a, Definitions of CAS section, para. 1).
Currently, there is no validated list of diagnostic features differentiating CAS from other childhood
speech sound disorders, including those due to phonological-level delay or neuromuscular disorder
(dysarthria). However, three segmental and suprasegmental features consistent with a deficit in the
planning and programming of movements for speech have gained some consensus among those
investigating CAS:
inconsistent errors on consonants and vowels in repeated productions of syllables or words,
lengthened and disrupted coarticulatory transitions between sounds and syllables,
inappropriate prosody, especially in the realization of lexical or phrasal stress.
(ASHA, 2007a)
Characteristics that have been reported in children diagnosed with CAS and that represent the
difficulty with planning and programming movement gestures for speech include:
high incidence of vowel distortions;
limited consonant and vowel phonetic inventory in young children;
frequent sound distortions and distorted consonant substitutions;
initial consonant deletions;
voicing errors;
schwa additions/insertions to consonant clusters, within words and on the ends of words;
predominant use of simple syllable shapes;
greater ease in producing automatic (e.g., frequently used phrases, such as "I love you")
versus volitional utterances (e.g., novel phrase or sentence);
difficulty with smooth, accurate movement gestures;
better performance on speaking tasks that require single postures versus sequences of
postures (e.g., single sounds such as [a] vs. words such as [mama]);
difficulty achieving accurate articulatory movement gestures when trying to imitate
words not yet mastered;
presence of groping behaviors when attempting to produce speech sounds or coordinate
articulators for purposeful movement;
altered and/or inconsistent suprasegmental characteristics (rate, pitch, loudness);
increased difficulty with longer or more complex syllable and word shapes (often resulting in
omissions, including word-initial consonant deletion);
predominant errors of consonant, vowel, syllable, and/or word omissions;
atypical levels of regression (e.g., words or sounds mastered, then lost);
sequencing errors affecting sounds (e.g., metathesis, migration), syllables, morphemes, or
words.
(Campbell, 2003; Caruso & Strand, 1999; Davis et al., 1998; Davis & Velleman, 2000; McCabe,
Rosenthal, & McLeod, 1998; Shriberg et al., 1997; Strand, Shriberg, & Campbell, 2003)
Co-Occurring Characteristics/Symptoms
The behavioral features reportedly associated with CAS place a child at increased risk for problems in
expressive language and weakness in the phonological foundations for literacy (Lewis, Freebairn,
Hansen, Iyengar et al., 2004; McNeill, Gillon, & Dodd; 2009a). These problems may reflect the
consequences of CAS, nonrelated co-occurring problems (e.g., learning disabilities and attentional
difficulties), or even the effects of compensatory strategy use and include
delayed language development;
expressive language problems, like word order confusion and grammatical errors;
problems when learning to read, spell, and write (literacy);
problems with social language/pragmatics.
Nonspeech sensory and motor problems include
gross and fine motor delays;
motor clumsiness, oral apraxia;
limb apraxia;
feeding difficulties;
abnormal orosensory perception (hyper- or hyposensitivity in the oral area).
(Crary & Anderson, 1991; Davis et al., 1998; Dewey, Roy, Square-Storer, & Hayden (1988); McCabe
et al., 1998; Shriberg et al., 1997)
For children suspected of having CAS, a key consideration in the comprehensive assessment is an
evaluation of movement accuracy. Differential performance on the pairs of tasks and across tasks of
varying complexity may indicate motoric difficulty with speech. Examples of these tasks include
nonspeech articulatory postures (e.g., smile) and sequences (e.g., kiss-smile) versus speech
sounds and words;
well practiced/automatic versus volitional speech (for children who are older and/or have
some speech);
speaking tasks that require single postures versus sequences of postures (e.g., single sounds
such as [a] vs. words, such as [mama]);
speech production at the syllable, single-word, bisyllable, multisyllable, phrase and sentence
levels;
sequential/alternating movement repetitions (e.g., [papapa] versus [pataka], formerly
called diadochokinesis; Thoonen, Maassen, Wit, Gabreëls, & Schreuder, 1996).
If you suspect that you have a student with Childhood Apraxia of Speech, contact
your Program Specialist for guidance on evaluating this student.
Transitioning PK ESE Students to Kindergarten Prior to a pre-school ESE student entering kindergarten in the fall, anticipated kindergarten services need to be addressed during the last nine weeks of school.
After spring break, meetings can be scheduled
The IEP team should convene to either:
o Amend the current PK IEP or
o Develop a PK IEP if the PK IEP expires during the last 9 weeks of school
For students receiving other ESE services (DD, ASD, OHI, DHH…) in a full day or 1/2 day Pre-K
ESE classroom, you should be developing your speech/language communication goal page
with the PK ESE teacher.
For Speech only students, follow the below procedure:
Annual Review for Students in Transition from Pre-K to Kindergarten
Prior to the preschool ESE student entering kindergarten in the fall, a new IEP and Matrix is to be developed during the last nine weeks of school. The IEP and Matrix are to reflect the ESE services the student will receive for full time enrollment in kindergarten (ex: 1815 minutes) the following fall.
Information regarding the development of the Kdg IEP for your PreK ESE students:
All of your Pre-K speech and language children who will be entering kindergarten in the fall need an IEP and Matrix developed reflecting kindergarten services, prior to the end of this school year.
A copy of the Kdg IEP is placed in the green speech folder, to be implemented at the start of the school year in August.
For your children receiving other ESE service (DD, ASD, OHI, DHH…) in a full day or 1/2 day Pre-K ESE classroom, you should be developing your speech/language communication goal page for the Kdg IEP with Pre-K ESE teacher.
FOR A STUDENT WHOSE PK IEP DOES NOT EXPIRE BEFORE THE END OF THIS SCHOOL YEAR
If a student has a current PK Speech Only IEP which does not expire before the end of this school year, the IEP team must convene to amend only the sections of the IEP directly impacted with the transition of the student from PK to kindergarten using the PEER amendment process.
Specific attention should be focused on the type and degree of ESE services (including transportation needs) that will be provided to the student at the kindergarten level and when they will begin (first day of school).
Goals which have been mastered should be deleted.
The team has the option of developing a new IEP even if the IEP has not expired.
The services on the IEP most likely will remain the same.
Kdg Matrix:
A Kdg matrix needs to be developed.
The matrix developed for kindergarten should accurately reflect the specific services the student will be receiving as a kindergarten student.
The kindergarten matrix is dated the date of your amendment meeting.
Remember to remove the 3 extra points under Special Considerations on the Kdg. Matrix. Example of an IEP whose PK IEP does not expire before the end of the school year (a random IEP development date is selected: 10-15-14):
Special Education Initiation Date Duration Date Frequency Location
Speech Therapy 10/15/2014 10/15/2015 2x/wk 30” School Campus
For those children that receive only speech/language services (walk in students), it is your responsibility to develop the kindergarten IEP.
FOR A STUDENT WHOSE PK IEP EXPIRES BEFORE THE END OF THIS SCHOOL YEAR For students who will be transitioning to kindergarten and whose PK IEP expires before the end of the school year, regardless as to whether services will change from PK to Kdg, a new IEP must be developed during the last 9 weeks of school and two matrices will need to be developed: one for the rest of the PK year and one for kindergarten (for McKay purposes).
Example of a PK IEP that expires before the end of the school year (a random IEP development date is selected: 4/15/2015):
Special Education Initiation Date Duration Date Frequency Location
Speech Therapy 4/15/2015 4/15/2016 2x/wk 30” School Campus
MATRIX Reminders The PK matrix minutes and matrix rating would most likely be different from the kindergarten
matrix minutes.
The matrix developed for kindergarten should accurately reflect the specific services the student will be receiving as a kindergarten student. The kindergarten matrix is dated the date of your meeting.
All persons developing or amending the IEP should be listed on the matrix (two persons minimum).
Reminders:
If the child is receiving speech/language as a Program, the speech and language services are written on the services page of the IEP. Speech and Language Program IS checked on the front page of the IEP.
If the child is receiving speech/language as a Related Service, the speech and language services are written on the services page of the IEP. Speech and Language program IS NOT checked on the front of the IEP.
All of your Pre-K speech and language children who will be entering kindergarten in the fall need an IEP and Matrix developed reflecting kindergarten services, prior to the end of this school year.
A copy of the Kdg IEP is placed in the green speech folder, to be implemented at the start of the school year in August.
For your children receiving other ESE service (DD, ASD, OHI, DHH…) in a full day or 1/2 day Pre-K ESE classroom, you should be developing your speech/language communication goal page for the Kdg IEP with Pre-K ESE Update the Matrix to reflect Kindergarten services.
Required Paperwork (check with School Staffing Specialist for any changes in required paperwork)
I. Initial Eligibility Staffing A. Provided by SLP 1. Speech and Language Report (S-L website) 2. Draft PEER IEP page(s) (PEER website) 3. Plan of Care (if Masters credentialed) II. Annual Review A. Provided by the SLP 1. Official school copy of current PEER IEP 2. Draft of the New IEP pages Teacher/Service Provider Input form (PEER website) 3. Plan of Care (if Masters credentialed) III. Reevaluation A. Provided by SLP 1. Speech and Language Report or Speech and/or Language as a Related Service
Summary Report (S-L website) 2. Draft PEER IEP (PEER website) 3. Plan of Care (if Masters credentialed)
IV. Discontinuation/Dismissal A. Provided by SLP 1. Speech and Language Report (S-L website) V. Transition of Pre-K to Kindergarten Student A. Provided by SLP 1. Draft PEER IEP (PEER website) 2. Matrix if child receives speech and or language only (PEER website)
*PEER website: www.fldoe.org
*S-L website: https://www.ocps.net/intranet/cs/ese/programs/speech/Pages/default.aspx
*ESE Procedure Forms website: https://www.ocps.net/intranet/cs/ese/Procedures/Pages/Form.aspx
Preschool Diagnostic Intervention Services https://www.ocps.net/cs/ese/support/ei/pages/default.aspx
Preschool Diagnostic Intervention Services (PDIS) provides developmental screenings and evaluations to children ages three through five, who have not yet entered kindergarten, and who reside in Orange County. This service assists families who suspect their child may have developmental delays or disabilities. PDIS also handles all transitions and evaluations from Part C services (Early Steps-birth-2) to Part B services (school district).
If eligibility determination for preschool exceptional education services is determined, the parent must register their child at the determined school of service prior to ESE services. The school of service for the preschool child is based on either the zoned school or the child’s daycare/preschool and follows the transportation feeder pattern. Parents have the option of providing their own transportation. If transportation is requested, the school of services is responsible for making the request. Day and time of therapy sessions are determined by the school based SLP.
SECTION 5
Section 5
Exceptional Education Procedures Language K-12 Definition
General Education Interventions Procedures Prior to Obtaining Consent
Documentation of General Education Procedures
Criteria for eligibility for student in Kg through 12th grade
Evaluation Components
Procedural Steps
Timeline
Evaluation Components
Pragmatics
Areas to Assess for Pragmatics
Parent/Teacher/Child Report Measures Observations Administration of standardized measures Procedures for use of Pragmatic Social Language Rating Scale
Speech and Language Evaluation/Re-evaluation/Summary Report
Development of the Individual Education Plan (IEP)
Eligibility Staffing
Plan of Care (POC)
Annual Review
Before the Annual Review Meeting
During the Annual Review Meeting
After the Annual Review Meeting
Additional Guidelines for Annual Reviews
Re-evaluations
Types of Re-evaluations
Before the Re-evaluation Meeting
During the Re-evaluation Meeting
After the Re-evaluation Meeting
Discontinuation/Dismissal
Dismissal per Parent Request
Withdrawal/Transfer/Graduation
Progress Reports
Exceptional Education Procedures Language K-12
Definition Language impairments are disorders of language that interfere with communication, adversely affect performance and/or functioning in the student’s typical learning environment, and result in the need for exceptional student education. Language impairment is defined as a disorder in one or more of the basic learning processes involved in understanding or in using spoken or written language. These include:
1. Phonology – Phonology is defined as the sound systems of a language and the linguistic conventions of
a language that guide the sound selection and sound combinations used to convey meaning;
2. Morphology – Morphology is defined as the system that governs the internal structure of words and
the construction of word forms;
3. Syntax – Syntax is defined as the system governing the order and combination of words to form
sentences, and the relationships among the elements within a sentence;
4. Semantics – Semantics is defined as the system that governs the meanings of words and sentences;
and
5. Pragmatics – Pragmatics is defined as the system that combines language components in functional
and socially appropriate communication.
The language impairment may manifest in significant difficulties affecting listening comprehension, oral
expression, social interaction, reading, writing, or spelling. A language impairment is not primarily the result of
factors related to chronological age, gender, culture, ethnicity, or limited English proficiency (State Board of
Education Rule 6A-6.030121, F.A.C.)
Phonological disorders fall under the State Board Rules for Speech Sound Disorders and Language Disorders.
For our purposes, we will be serving those students under Speech Sound Disorders.
Note: You do not have to change any students with phonological disorders to speech impaired who are
currently being served as language impaired.
General Education Intervention Procedures Prior to Obtaining Consent Review of data demonstrating the student was provided well-delivered, scientific, research-based
instruction and interventions addressing the area of concern.
Instruction and interventions delivered by qualified personnel.
MTSS data reflecting the student’s response to intervention during instruction.
Results of CELF-5 language screener, Language Skills Teacher Checklist.
Observation results if applicable.
Documentation of General Education Procedures For a student suspected of having a language impairment, the documentation of the determination,
completed by the IEP team, must include a written summary of the group’s analysis (WSGA) of the data that
incorporates the following information:
a. The basis for making the determination b. Noted behavior during the observation and the relationship of that behavior to the student’s
academic functioning c. Any educationally relevant medical findings d. Whether the student has a language impairment evidenced by MTSS interventions including:
a. Performance and/or functioning discrepancies based on age or grade level, based on multiple sources of data when compared to peers
b. Rate of Progress: student’s rate of progress is insufficient or requires sustained and substantial effort to close the gap
c. Educational need: the student continues to demonstrate the need for interventions that significantly differ in intensity and duration from what can be provided solely through educational resources and services currently in place, thereby demonstrating a need for exceptional education services due to the adverse effect of the language impairment on the student’s ability to perform and/or function in the educational environment.
i. The determination by the IEP team that chronological age, culture, gender, ethnicity, patterns of irregular attendance, or limited English proficiency had no effect on the student’s performance and/or functioning; and
ii. Documentation of specific instructional interventions used, the duration of the interventions, and the data collected.
iii. Documentation of parent notification of policies and rights
Criteria for eligibility for students in Kg through 12th grade A student meets the eligibility criteria as a student with a language impairment in need of exceptional student
education if ALL of the following criteria are met:
1. Due to deficits in the student’s language skills, the student does not perform and/or function adequately for the students chronological age or to meet grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the student’s chronological age or grade:
a. Oral expression b. Listening comprehension c. Social interaction d. Written expression e. Reading comprehension
2. Due to the deficits in the student’s language skills, the student does not make sufficient progress to meet chronological age or state-approved grade level standards when using a process based on the student’s response to scientific, research-based intervention.
3. Evidence of a language impairment is documented based on a comprehensive language evaluation, including all of the required evaluation components.
4. The IEP team determines that findings are not primarily the result of factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.
Language Services: The IEP team determines eligibility under requirements of the state board rule and the IEP team MUST include a SLP A SLP must be involved in the development of the IEP plan for students eligible for language services, whether as a special education program or as a related service for an otherwise eligible student with a disability. Language services must be provided by a certified or licensed SLP.
Evaluation Components A language evaluation must include all of the following:
1. Information gathered from the student’s parent(s) and teacher(s) and student, when appropriate, regarding the concerns and a description of language skills. This may be completed through a variety of methods including interviews, checklists, questionnaires, or data. Information gathered from the student’s parent(s) or guardian(s), teacher(s), and when appropriate, the student, must support the results of the standardized instruments and observations conducted.
2. Two documented and dated observations of the student’s language skills must be conducted by the SLP in one or more settings. Documented and dated observations show evidence of significant language deficits that interfere with the student’s performance and/or functioning in the educational environment. When looking at pragmatic language skills, a third observation must be completed. Additional observations by the speech-language pathologist may be needed when the language impairment is due to a deficit in pragmatic language and cannot be verified by the use of standardized instrument(s). The information gathered from the student’s parent(s) or guardian(s), teacher(s), and when appropriate, the student, must support the results of the observation(s) conducted.
3. Administration of one or more standardized norm-referenced instrument(s) designed to measure language skills. Results of standardized norm-referenced instrument(s) indicate a significant language deficit in one or more of the areas listed in paragraph (1)(a) of this rule, as evidenced by standard score(s) significantly below the mean The instrument(s) must be administered and interpreted by a SLP to determine the nature and severity of the language deficit(s). If the SLP is unable to administer a norm-referenced instrument, a scientific-based alternative instrument may be used. One or more standardized norm-referenced instruments designed to measure language skills must be administered and interpreted by an SLP to determine the nature and severity of the language deficits. If the SLP is unable to administer a norm-referenced instrument, a scientific, research-based alternative instrument may be used.
4. Determination that the language impairment is not primarily the result of factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.
The school district must not use any single measure or assessment as the sole criterion for determining
whether a student is eligible for ESE, or for determining the appropriate educational program for the
student.
Procedural Steps MTSS Team requests a meeting to consider possible testing based on all of the following:
Review of interventions and data
Results of CELF-5 language screener
Language Skills Teacher Checklist
Observation results if applicable
Staffing Specialist holds a meeting to possibly obtain initial consent:
WSGA form started by IEP team
Intervention data, CELF 5 screener and Language Skills Teacher Checklist reviewed by IEP team
The IEP team determines if consent should be obtained
Once Consent has been obtained:
Obtain a copy of the Prior Written Notice of Consent for your files.
On the Speech-Language Testing Log, enter the student’s name, grade, teacher, type of consent, whether it is a bilingual evaluation, the date the consent was signed and the date you received the signed consent from the School Staffing Specialist (SSS).
Once you have completed testing, you will need to enter the date on the Speech and Language testing log as well as the date of the meeting to determine eligibility.
Begin your evaluation as soon as possible.
IMPORTANT Bilingual Information
You must consult a bilingual diagnostician when consent is signed for any LEP students. Do not complete any standardized measures in English without approval from the Bilingual Team.
After Prior Written Notice of Consent for Initial Eligibility has been obtained, IMMEDIATELY submit to the Bilingual Team the following:
o Prior Written Notice of Consent for Initial Evaluation form o Bilingual Speech-Language Coversheet o Hearing/Vision Screening results (Failure does not stop the assessment process) o Copy of Language Skills Teacher Checklist for student grade level o CELF-5 Screener results
Within 2 Weeks of signed consent, send to the Bilingual Team the following:
o Classroom Observation Form for Language o Parent/Teacher Checklists o Progress Monitor Planner form (Narrative Analysis) if applicable
The IEP “Based on” statement will need to reflect that the bilingual diagnostician was involved in the evaluation process, even if the determination is made that the student can be evaluated in English.
Timeline
You have 60 calendar days to complete the testing from the day the consent is signed by the parent or guardian.
Indicator 11 (60 day Timeline)
Indicator 11- (Also known as the 60 Day Timeline for initial testing) Mandates that once the parent has
submitted a signed, Prior Written Notice of Consent for Initial Evaluation the evaluation(s) must be completed
within 60 Calendar days, based on the student’s school attendance.
Evaluation Completion Date- is the date that the last piece of data is collected (e.g. last assessment
administered, last observation conducted, etc.) and before writing the report. This date must meet the
guideline for the 60 Calendar Day Timeline.
Notice for LEP student- To assure compliance with Indicator 11, once Prior Written Notice of consent for
Initial Evaluation has been obtained for LEP student, immediately contact the Bilingual Diagnostician and
complete required bilingual paperwork.
**It is the responsibility of the SLP to monitor and test all open signed consents for Speech and/or Language
testing within sixty (60) calendar days of the consent. Once the evaluation is completed it will become the
School Staffing Specialist’s responsibility to enter the Evaluation Completion Date for each student on
SharePoint found on the OCPS Intranet site.
Begin Language Evaluation Components Observations
Documented Observations: Must be done by SLP
(You can use any observations you may have done during the MTSS process to meet this requirement)
Documented Observation #1
Classroom Observational Form for Language
Documented Observation #2:
CELF 5 Observational Rating Scale
Documented Observation #3 (for Pragmatics eligibility)
Pragmatic Observation Form
Administration of Standardized Measures
Semantics, Syntax, Morphology, and Pragmatics
Identification of a significant language deficit in one of the language areas is a two-step process where the
SLP verifies the language problem, and then identifies the nature and extent of the problem.
Step 1: Verifying the Problem
Administer: Choose the appropriate comprehensive evaluation measure to verify there is a language
deficit.
Evaluation Measure Eligibility Score
Preschool Language Scale-5 (PLS-5)
(ages birth – 6-11) Identifies the deficit 1.5 SD below or 23 points
(score 77)
PLS-5 Receptive Moderate = SS 71 - 77
PLS-5 Expressive Severe = SS 70 or below
Clinical Evaluation of Language Fundamentals-P2 (CELF-P2)
(ages 3-0 – 6-11)
Core Language Score (CLS)
Identifies the deficit 1.5 SD below or 23 points
(score 77)
Clinical Evaluation of Language Fundamentals 5 (CELF-5)
(ages 7-0 – 21-0):
Core Language Score (CLS)
Identifies the deficit 1.5 SD below or 23 points
(score 77)
No additional testing is required beyond one standardized measure but additional evaluations should be given
to obtain further information in order to identify the nature and extent of the problem.
Step 2: Identifying the nature and the extent of the problem
Administer one or more of the following:
Evaluation Measure Eligibility Criteria
1. PLS-5 Profile on Record Form (pg. 31)
2. CELF-P2 Language Structure Index Moderate = SS 71-77
Severe = SS 70 or below
Language Content Index
Moderate = SS 71-77
Severe = SS 70 or below
3. CELF-5 Complete additional tests on CELF-5 as needed to identify the nature and extent of the problem
Index Scores: Receptive Language Index (RLI)
Expressive Language Index (ELI)
Language Content Index (LCI)
Language Memory Index (LMI)
Moderate = SS 71-77
Severe = SS 70 or below
Test Scaled Scores: Word Classes
Following Directions
Formulated Sentences
Recalling Sentences
Understanding Spoken Paragraphs
Word Definitions
Sentence Assembly
Semantic Relationships
Pragmatics Profile (required for Pragmatics eligibility)
Moderate = Scaled score 7- 4
Severe = Scaled score 4 or below
Below is a chart of other evaluation measures which may be used to determine the nature and extent of the
language problem.
NOTE: See your Program Specialist for criteria and information on other speech-language tests not listed in
handbook.
Narrative Analysis: Narrative Language Sample Rubric Stage Level
Macrostructure Details
Microstructure Details
Tests Subtests Age Range Criteria
Test of Semantic Skills-Primary (TOSS-P)
Receptive/Expressive 4-0 to 8-0 Moderate = SS 71-77 Severe= SS 70 or below
Test of Semantic Skills –Intermediate (TOSS-I)
Receptive/Expressive 9-0 to 15-0 Moderate = SS 71-77 Severe= SS 70 or below
Boehm Test of Basic Concepts 3
Receptive Grades K,1,2 Below the 10th percentile
The Fullerton Language Test for Adolescents-2
Convergent Production Divergent Production Idioms Morphological Competency Grammatical Competency Oral Commands Auditory Synthesis Syllabication
11-0 to 18.5 Moderate = 2 standard deviations below the mean Severe = 3 or more standard deviations below the mean
Language Processing Test (LPT-R)
Associations Categorization Similarities Differences Multiple Meanings Attributes
5-0 to 11-11 Moderate = SS 71-77 Severe= SS 70 or below
Language Sample Must have 100 utterances
1-0 to Adult Moderate = 13-24% error Severe = > 25% error
Mini-Language Sample 50+ utterances
1-0 to Adult 25% or more semantic restrictions or syntax errors 10% verbal mazes
The Listening Comprehension Test-
Main Ideas Details
6-0 to 11-11 Moderate = SS 71-77 Severe= SS 70 or
2 Reasoning Vocabulary Message Understanding
below
Peabody Picture Vocabulary Test III or IV
2-6 to 40-11 Moderate = SS 71-77 Severe= SS 70 or below
Preschool Language Assessment Instrument 2 (PLAI 2)
Matching Analysis Reordering Reasoning Receptive Mode Expressive Mode
3-5 to 5-11 Moderate = 2 Standard Deviations below the mean Severe = 2.5 or more Standard Deviations below the mean
Test of Problem Solving -3 Elementary (TOPS 3)
Making Inferences Sequencing Negative Questions Problem Solving Predicting Determining Causes
6-0 to 11-11 Moderate = SS 71-77 Severe= SS 70 or below
Test of Problem Solving-2 Adolescent (TOPS-2 A)
Making Inferences Determining Solutions Problem Solving Interpreting Perspectives Transferring Insights
12-0 to 17-11 Moderate = SS 71-77 Severe= SS 70 or below
The Word Test 2 Elementary
Associations Synonyms Semantic Absurdities Antonyms Definitions Multiple Definitions
7-0 to 11-11 Moderate = SS 71-77 Severe= SS 70 or below
The Word Test 2 Adolescent
Brand Names Synonyms Signs of the Times Definitions
12-0 to 17-11 Moderate = SS 71-77 Severe= SS 70 or below
Structured Photographic Expressive Language Test-III (SPELT-III)
4-0 to 5-9 Moderate = 2.5 Standard Deviations below the mean Severe = 3 Standard Deviations below the mean
Brown’s Stages of Linguistic Development
19 months to 67 months
MLU to determine child’s syntactic stage of development
Discourse Skills- Adapted from
3-0 to Adult Moderate = 2 poor & 2 fair
Halliday’s Seven Functions of Language (Simon)
Severe = 4 or more poor
Dore’s Primitive Speech Acts
2-0 and up Descriptive error analysis
Prutting Pragmatic Protocol
5-0 to adult Moderate = 13 to 19 Severe = 20 or more
Receptive-Emergent Language Scales-2
Birth to 3 8 months discrepancy between Expressive and Receptive (Receptive greater)
Functional Communication Profile
Sensory-Motor Attentiveness Receptive Language Expressive Language Pragmatic/Social Language Speech Voice Oral Fluency Non-Oral Communication
Descriptive error analysis
Scoring Procedure for the Mini-Language Sample
6. First, mark all phonological, semantic and syntactical/morphological errors. 7. Count the number of utterances containing errors in each category (i.e., phonological, semantic,
grammatical). 8. Divide the number of utterances containing errors by the total number of utterances for each category. 9. You will obtain a percentage of utterances with Semantic Restrictions, a percentage of utterances with
Grammatical Difficulties (possibilities listed on Analysis Sheet) and a percentage of utterances containing Phonological Errors. 25% or more is the qualifying criterion for each category.
10. Score the Pragmatics according to the following guidelines after rating each of the seven functions adapted from Halliday’s Seven Functions of Child Language:
MILD DEFICIT Minimum of 3 Fair
Or a combination of 1 Poor and 2 Fair
MODERATE DEFICIT Minimum of 4 Fair
Or a combination of 2 Poor and 2 Fair
SEVERE DEFICIT Minimum of 4 Poor
Simon Language Sample
16. Semantic Restrictions - anytime the message is unclear, doesn't make sense or is inappropriate or inadequate.
17. Inappropriate Label - anytime a child mislabels an item.
18. Inappropriate Response - anytime the child's response does not fit the prompt.
19. Inadequate Response - anytime the message is unclear, incomplete, lacks pertinent information or details, and/or uses low informational words.
20. Unreferenced Pronoun - a pronoun that does not have a referent.
21. Substituted Form - anytime a child substitutes one form for another. This includes pronouns, verbs, articles, prepositions, etc. If a form of the word excluding the morphological marker is produced, it is considered a substituted form (hit/hits, jump/jumped, etc.)
22. Omitted Form - anytime a child omits a word.
23. MLU - the number of morphemes per utterance.
24. Formulation Difficulties/Organizational Problems - starters, interjections, pauses, and retrieval difficulties and/or verbal mazing. Bilingual students may have a longer pause time due to second language acquisition.
25. Verbal Mazes - confused or tangled use of words characterized by hesitations, repetitions and false starts (which can occur in any part of the sentence but must consist of two or more words), and which do not add meaning to the message.
26. Number of Words per Maze - this is the number of words found in the verbal maze.
27. Unintelligible Utterance - in addition to a phonological deviation, unintelligible utterances may be due to low volume, rapid rate, slurred word endings, or overall imprecision of speech.
28. Phonological errors - would include process errors or substitutions and omissions.
29. Dialectal Differences - anything dialectally based.
30. Other - anything not found in the preceding columns. For example, transposition or reversals, additions.
More about Pragmatics
Pragmatics is defined as the system that combines language components in functional and socially
appropriate communication. Eligibility for pragmatics requires an additional observation by the SLP and
additional observations may be needed if the pragmatic language impairment cannot be verified by the use of
standardized instrument(s).
Assessment of pragmatics should be culturally sensitive, functional, and require the collaborative efforts of
families, classroom teachers, SLPs, special educators, and psychologists as needed.
Some observable traits of a student with pragmatic disorder may include:
Wide span of intellectual ability
Weak “social radar” such that the student does not seem to understand the social situation happening around him/her. Student may appear shy or socially aloof.
Language learning delay or disorder.
Struggles to relate to own age peers without facilitation, even when there is a desire to socialize.
May have an unusual voice, loud voice, or unusual prosody.
Makes unrelated comments or asks unrelated questions due to difficulty tracking what others are talking about.
May have odd postures or lack of understanding of sharing space when communicating with others.
Difficulty understanding their own emotions and the emotions of others.
Demonstrates perseveration in thoughts or interests and may have unusual interests compared to same age peers.
Difficulty with social perspective taking and needs extra time to process and respond to social information.
Difficulty with perspective taking in academic tasks.
Delay in development of joint attention.
Weak in development of pronouns due to difficulty processing social perspectives of themselves compared to others.
Uses more literal or rigid interpretation of spoken and written impacting their reading comprehension.
Executive functioning difficulties.
Social anxiety.
Difficulty with critical thinking and problem solving.
Poor adaptive functioning skills
Difficulty paying attention in groups
Difficulty with perspective, emotional coping, peer interaction in play, social problem-solving, academic skills and bullying, tricks and mental manipulation
Areas to Assess
Social Interaction: Assess student initiation of spontaneous communication, greeting, sharing information in a
social setting, participation in group activities, and following rules for communication such as
reciprocal turn-taking, understanding social schemes, relating to same age peers, appropriate
eye contact and sharing of space, joint attention, play with peers, and social perspective taking,
etc., in functional activities across communication partners and settings
Social Communication:
Assess student willingness to initiate and maintain conversation, topic maintenance, word
structure, effectiveness of communication, repair, functional intent, prosody, protest, etc., in
functional activities across communication partners and settings.
Verbal/Academic Communication
Assess student skill in gaining attention, requesting clarification, manipulating conversational topics, repairing communication breakdowns, understanding rules for storytelling, perseveration on thoughts and interests, understanding of pronouns, understanding of figurative language as opposed to literal language, perspective taking in academic tasks, critical thinking and problem-solving etc., in functional activities across communication partners and settings.
Non-Verbal Communication Assess student nonverbal means of communication, including natural gestures, signs, pictures, and written words, as well as other ACC systems as well as student functioning in regards to personal space and joint attention, in functional activities across communication partners and settings.
Perspective Taking
Assess student ability to recognize others’ viewpoints, differentiating feelings, interests,
empathy, making inferences, understanding of idioms, humor, metaphors, and multiple
meanings depending on the context for interpretation etc., in functional activities across
communication partners and settings.
Assessment may result in
diagnosis of social pragmatic communication disorder
description of the characteristics and severity of the disorder
recommendations for intervention and support
referral to other professionals as needed
Parent/Teacher/ Child Report Measures
Rating scales, checklists, and/or inventories completed by the family member(s)/caregiver(s), teacher(s),
and/or child. Findings from multiple sources (e.g., family member, teacher, self-report) may be compared to
obtain a comprehensive profile of social communication skills.
Observations
Documented Observation #1
Classroom Observational Form for Language
Documented Observation #2:
CELF 5 Observational Rating Scale
Documented Observation #3
Pragmatic Observation Form
Administration of standardized measures
1. Verify the problem PLS-5 CELF-P2 CELF-5
Note: For pragmatics eligibility, the student does not have to score in the moderate or severe range on the standardized comprehensive language measure.
2. Identify the nature and extent of the pragmatic disorder Suggested measures (See your Program Specialist for criteria and information on other speech-language tests not listed.)
Test of Problem Solving-3 Elementary
Test of Problem Solving-2 Adolescent
Functional Communication Profile
Narrative Retell
Social Thinking Informal Dynamic Assessment
Dore’s Primitive Speech Acts
Prutting Pragmatic Protocol
Language Sample or Mini-language sample
Preschool Language Assessment Instrument-2 (adequacy of response, interfering behaviors)
Procedures for use of Pragmatic Social Language Rating Scale
The Pragmatic Social Language Rating Scale is only to be used as a guide when making eligibility decisions
regarding pragmatic language disorders. No particular score makes a student eligible or not eligible. Use all the
information you have gathered during your comprehensive assessment of the student to complete the rating
scale, including MTSS data, input from parents/teachers/student, observations, standardized testing, and
research-based alternative assessments.
1. Write Student name, SLP name, and date at the top of the form.
2. Circle the score for the most appropriate description for each category:
a. Normative Assessment of Pragmatics Social Language (Standardized): If the student is not
able to complete a standardized measure, do not rate this section. Refer to the Speech and
Language Handbook in the Pragmatics section of Exceptional Educational Procedures K-12
for suggested standardized measures.
b. Observational Assessment of Pragmatics Social Language (Descriptive) Refer to the Speech
and Language Handbook in the Pragmatics section of Exceptional Educational Procedures K-
12 for examples in each area being rated.
c. Adverse Effect on Educational Performance/Social Language.
3. Determine whether to score the Comprehensive Assessment (includes the standardized testing
score) or Observational Assessment Only Rating Scale (no standardized testing score).
4. Compute the total score by adding up the points.
5. Circle the total number score on the appropriate rating scale to determine overall rating.
6. The indication that the student presents with no impairment, mild impairment, moderate
impairment or severe impairment can guide you when discussing eligibility, to use as a formative
assessment tool, and as a guide for the development of IEP goals.
7. Final determination of eligibility is made by the IEP team.
You can find the Pragmatics Social Language Scale on the Speech and Language website under Handbook and
forms. https://www.ocps.net/intranet/cs/ese/programs/speech/Pages/default.aspx
Speech and Language Evaluation/Re-evaluation/Summary Report Upon completion of the comprehensive language assessment, you will write an evaluation report addressing
all of the findings of the assessment. The report will detail information on MTSS data, parent/teacher/student
information, observations, results of standardized tests and/or research-based alternate assessments, the
student’s strengths and weaknesses, and a summary of the students current communication functioning and
the relationship to educational success.
The Speech and Language Report is located on the Speech and Language website under Handbook and Forms.
Directions on how to complete the report are also found in the same location.
Development of the Individualized Education Plan (IEP) Upon completion of the evaluation report, if the student demonstrates a language disorder, you will
participate in the development of a draft IEP.
The IEP is defined as a written statement for each student with an exceptionality, which describes that
student’s exceptional educational program and is developed, reviewed, and revised in accordance with the
IDEA 2004.
The annual goal of the IEP covers what the student can learn in a 12 month period. If a goal is not stated in
measurable terms then progress cannot be measured.
OCPS offers online and face to face professional development for the development of quality IEPs.
Eligibility Staffing Once the evaluation is documented in a Speech and Language Evaluation/Re-evaluation/Summary Report, a
meeting to discuss the results must be initiated by the School Staffing Specialist (SSS). Members invited to the
IEP meeting must include, but are not limited to, the parent, the regular education teacher, the ESE teacher,
the School Staffing Specialist/LEA representative, and an evaluator who will interpret the evaluation results.
The SLP must be invited to review results from the language evaluation.
Bring to Eligibility Staffing Meeting:
4. Draft IEP goals (if language disorder is present) 5. Testing protocols and observational data
6. Evaluation Report Eligibility occurs when all qualifying criteria from the general education classroom documentation and
Speech/Language documentation is/are met. The criteria were explained previously in this section of the
handbook. The IEP Eligibility Staffing meeting is convened which addresses all criteria.
Questions to consider:
1. Is this a student with a disability?
2. Does the student require specialized instruction?
A discussion by the IEP team will lead to the Eligibility/ineligibility decision.
3. If the student is found ineligible for language services, file the Speech and Language Report in the student’s cumulative file.
4. If the student is found eligible for language services and an IEP is finalized, you will begin services for this student as dictated by the IEP.
Plan of Care (POC) A Plan of Care is also initiated at the initial staffing for all students who are Medicaid eligible. This document is
created after the IEP is written and before therapy begins. The POC is updated once a year and information is
updated each time on the Green Speech folder.
Further Steps: Develop a Green Speech Folder for the student. Be sure to complete all required information on the
front of the folder. Add student to your therapy schedule.
6. Add student to roster in designated system (i.e. MaxCapture)- for further directions on accessing the designated system go to the speech/language intranet.
7. Add student to the ESE Resource and Related Service Schedule Form. Give updated version of this form to your school registrar and keep a copy for yourself.
8. Begin therapy.
Annual Review
Annual Review refers to the IEP team meeting that must be held at least once annually to develop a new IEP.
Schools must ensure that there is no lapse in the provision of services. IEPs cannot be extended beyond their
12 month duration.
Decision Making: Identify the student’s stage of therapy. Is the therapy taking longer than expected? What is
the key principle affecting the intervention? Is the data reflecting quality treatment? Are you coordinating
with others? If insufficient progress is noted, as the therapist, what changes are you going to make that will
facilitate progress? What service delivery model is best? Does Language therapy continue to be educationally
relevant?
Before the Annual Review
1. Discuss Annual Review procedures with your School Staffing Specialist at the beginning of the school year.
2. Annual reviews should not be conducted during scheduled therapy time. 3. Compile all the information that you have about the student and his/her performance in the
classroom including but not limited to: Language Skills Teacher Checklist, grades, FAIR, FCAT (scores where provided), FSA, End of Course Exams, Florida Alternative Assessment for Access points and progress monitoring data and develop your plan.
4. General educator or ESE teacher will provide input to determine if the student is generalizing progress in the classroom using the Language Skills Teacher Checklist for the student’s grade level.
5. Language data should correspond to the needs of the student in the classroom. If there is a communication discrepancy between what the teacher reports (for example on the Language Skills Teacher Checklist) and your data, be sure to clarify this discrepancy with a teacher interview.
6. Teacher/Service Provider Input form is expected to be completed and returned to the School Staffing Specialist. This form should be completed before the IEP meeting. You complete this form whether you are attending the meeting or not.
7. Coordinate Annual Reviews with all other ESE and general educator staff and together the team must determine whether the student continues to be a student with a disability who needs special education and/or related service(s).
8. Gather your data and be prepared to demonstrated progress on the IEP goals. 9. Complete the PEER IEP and update the student’s goals based on the student’s progress. If the
student’s IEP cannot be found on PEER, be sure to check in the “Manually Added students”
section on the PEER Dashboard. You want to make sure you are opening an IEP for a student that already has an IEP open. Complete the PEER Progress Report for the IEP being reviewed. Bring a copy to the Annual Review for the parent.
IMPORTANT Bilingual Information for Language Annual Review
You must consult a bilingual diagnostician for those LEP students with whom you have concerns. Do not complete any standardized measures in English without approval from the Bilingual Team.
Contact the Bilingual Team at least 6 weeks prior to the annual review date to review annual goal progress.
The IEP “Based on” statement will need to reflect that the bilingual diagnostician was involved in this annual review process.
If a LEP student is considered for discontinuation/dismissal, contact the Bilingual Team and follow Re-evaluation procedures.
During the Annual Review Meetings
1. Review the progress of the student with the parents and team members. 2. Be prepared to discuss and explain results of any annual review testing (used only to drive
instruction not change services), data and any formative assessment information (Narrative Analysis, language samples, etc.).
3. Always bring the Green Speech Folders to update information on the Green Speech Folder. Complete all required information at each Annual Review.
4. Obtain input from the parent about the student’s language skills at home and any concerns they may have about the student.
5. Discuss the student’s possibility of dismissal at every Annual Review. This will ensure that the parents know that the student will not remain in the Speech/Language program beyond the documented need for the program.
6. Complete a new Plan of Care for Medicaid eligible students (done only by Master level clinicians).
After the Annual Review Meetings
1. File all of the student’s therapy information including current IEP, in the Green Speech Folder.
2. Based on your IEP goal page initiate the new Progress Report on PEER. 3. Continue providing therapy for the duration of the school year.
Additional Guidelines for Annual Reviews
You may test a student for annual review without consent as long as the testing is only being used to drive instruction and is not being used as part of a placement decision or dismissal.
If you need to change program codes (code F for speech and code G for language) for a student, the initial eligibility criteria must be met. Therefore, you would need to involve the school staffing specialist and follow Re-evaluation procedures.
Re-evaluation: IDEA 2004 requires:
A re-evaluation conducted under Section 614(a)(2)(A) shall occur not more frequently than once a year, unless
the parent and the LEA agree otherwise; and at least once every three years, unless the parent and the LEA
agree that a Re-evaluation is unnecessary.[614(a)(2)]
In addition, a re-evaluation is held for discontinuation or dismissal from an ESE program, for Out of State
Transfers and for Placement Changes. Contact your School Staffing Specialist for more specific information on
when Re-evaluations may occur.
There are 2 types or re-evaluation options:
Option A: SLP documents student progress and performance using the Speech and Language
Evaluation/Re-evaluation/Summary Report. Option A is a summary of data based on therapy sessions and
progress monitoring data. If Option A is chosen the SLP will complete the Speech Language Report (check
Summary at the top) or the Speech and Language Related Services Summary Report to reflect the data
collected on the current IEP goals
Option B: If the SLP believes that a formal evaluation is necessary then a PEER Teacher Input form
should be completed indicating the need for an evaluation thus triggering the need for the Prior Written
Notice of Consent for Re-evaluation Option B process. The SLP documents student data based on therapy
sessions plus results from standardized testing or scientifically-based alternate assessment instruments. If
Option B is chosen the SLP will complete formal testing, after consent is obtained, that targets the current
needs of the student. The SLP will also complete a Speech Language Report or the Speech and Language
Related Services Summary Report to reflect the information collected.
Consult your School Staffing Specialist for more specific information.
Before the Re-evaluation
1. Re-evaluation meetings should not be conducted during scheduled therapy time. 2. Compile all the information that you have about the student and his/her performance in the
classroom including but not limited to: Language Skills Teacher Checklist, grades, FAIR, FCAT (scores where provided), FSA, End of Course Exams, Florida Alternative Assessment for Access points and progress monitoring data and develop your plan.
3. General educator or ESE teacher will provide input to determine if the student is generalizing progress in the classroom using the Language Skills Teacher Checklist for the student’s grade level.
4. Language data should correspond to the needs of the student in the classroom. If there is a communication discrepancy between what the teacher reports (for example on the Language Skills Teacher Checklist) and your data, be sure to clarify this discrepancy with a teacher interview.
5. Complete standardized testing and/or scientifically-based alternative assessments to determine student progress and current functioning levels.
6. Complete a Speech-Language Report. This report should state the student present level of performance and recommendation of service delivery model.
7. You do not have to complete the Teacher/Service Provider Input form for a Re-evaluation meeting because you will be writing a Speech and Language Evaluation/Re-evaluation/Summary Report.
8. Coordinate Re-evaluation meetings with all other ESE and general educator staff and together the team must determine whether the student continues to be a student with a disability who needs special education and/or related service(s).
9. Complete the PEER IEP and update the student’s goals based on the student’s progress. If the student’s IEP cannot be found on PEER, be sure to check in the “Manually Added students” section on the PEER Dashboard. You want to make sure you are opening an IEP for a student that already has an IEP open. Complete the PEER Progress Report for the IEP being reviewed. Bring a copy to the Annual Review for the parent.
10. If it is determined that the student should be dismissed from the program or/discontinued from related service then you will not write an IEP or goal pages for the student.
During Re-evaluation Meeting
9. Review the progress of the student with the parents and team members. 10. Be prepared to discuss and explain results of any testing (Option B only), data and any formative
assessment information (Narrative Analysis, language samples, etc.). 11. Always bring the Green Speech Folders to update information on the Green Speech Folder. Complete
all required information at each Re-evaluation meeting. 12. Obtain input from the parent about the student’s language skills at home and any concerns they may
have about the student. 13. Discuss with the parent and the other team members whether the student continues to demonstrate
the need for language services. 14. The team decides whether the student continues to need language services or is eligible for
discontinuation/dismissal. 15. If the student continues to demonstrate the need for language services and an IEP is finalized, you will
begin services for this student as dictated by the IEP. 16. For students who continue receiving language services, complete a new Plan of Care for Medicaid
eligible students (done only by Master level clinicians).
After the Re-evaluation Meetings
4. File all of the student’s therapy information including current IEP, in the Green Speech Folder. 5. Based on your IEP goal page initiate the new Progress Report on PEER. 6. Continue providing therapy for the duration of the school year.
Re-evaluation Guidelines
Contact the School Staffing Specialist (SSS) to collect the names of students who are in the Re-evaluation process. After the Prior Written Notice of Consent is obtained there are 90 days before the expiration date.
The Compliance page on the OCPS website has a Re-evaluation Procedure Flowchart that the SSS will follow. The SSS will initiate the Re-evaluation process and will be the best information resource.
https://www.ocps.net/intranet/cs/ese/Procedures/Pages/Procedural-Documents.aspx
IMPORTANT Bilingual Information for Language Reevaluation
If the student is a LEP student, Contact Bilingual Diagnostician prior to the determination meeting of Option A
or Option B. That will allow them time to review all the data prior to the determination meeting. Request a
conference via e-mail with the Bilingual Diagnostician assigned to your school to review your upcoming Re-
evaluations.
Have the following documentation available for discussion:
Copy of the current IEP
Input regarding student’s progress on each of the communication goals based on documented data
Language Skills Teacher Checklist
Most recent Progress Monitoring Instructional Planner (Narrative Analysis) If consent for testing has already been obtained, IMMEDIATELY submit to your assigned Bilingual Diagnostician
the following:
Prior Written Notice and Consent for Re-evaluation Form
Bilingual Speech Language Cover Sheet
Copy of the current IEP
Input regarding student’s progress on each of the communication goals based on documented data
Language Skills Teacher Checklist
Most recent Progress Monitoring Instructional Planner (Narrative Analysis)
Discontinuation/Dismissal Discontinuation/Dismissal is a part of the Re-evaluation Process when the student no longer has a need for
ESE services to access education.
Discontinuation is the term used when a student is eligible under multiple disability categories. Then
category/categories is/are dropped but the student continues to be eligible for at least one. Thus: discontinue
one disability category but continue with another.
Dismissal is the term used when the student no longer is eligible for ESE services (all disability categories). As
student can be dismissed under either Option A or Option B by following Re-evaluation procedures.
IEP teams are encouraged to begin the discussion of exiting during initial eligibility and during annual reviews.
IEP teams are making discontinuation/dismissal decisions based on the effective use of a student’s learning
time and consideration of educational relevance. The IEP teams are expected to review all existing data.
If the parent invokes due process or requests an Independent Educational Evaluation (IEE) as a result of the
committee’s decision to discontinue/dismiss the student, your School Staffing Specialist will contact the
appropriate personnel
If the child is discontinued or dismissed from services and parent does not attend, the W-withdrawal date is 10
days past dismissal meeting.
Dismissal per Parent Request Check with School Staffing Specialist for current information from Staffing Procedures Handbook.
IMPORTANT Bilingual Information
All ESOL/LEP students are to be reviewed with the bilingual diagnostician prior to determining the Re-
evaluation determination of Option A or Option B when considering discontinuation/dismissal of language
services.
Prior Written Notice and Consent for Re-evaluation Form
Bilingual Speech Language Cover Sheet
Copy of the current IEP
Input regarding student’s progress on each of the communication goals based on documented data
Language Skills Teacher Checklist
Most recent Progress Monitoring Instructional Planner (Narrative Analysis)
Withdrawal/Transfer/Graduation Withdrawal, leaving county or graduating seniors: follow procedures as outline by the School Staffing
Specialist.
If child moves out of the county, or out of state, consult with the School Staffing Specialist and complete school procedures.
The Green Speech Folder needs to be updated and placed in the student’s cumulative file.
Withdraw student in designated system (MaxCapture) by entering “withdrawn” in the progress note text box on the date of withdrawal.
Transfer to Another school in the county As soon as the clinician is aware of a student’s transfer to another school in the county contact the SLP at the
receiving school. Update the information on the Green Speech Folder and place in the cumulative file.
Progress Report The Progress Report is generated from the goals written on the IEP. The intent is to report the progress the
student is making on the stated IEP goal(s). The Progress reports are located in Portal to Exceptional Education
Resources (PEER).
Requirements of Progress Reports:
The Progress report is developed from the goals on the IEP and reports progress on meeting the stated goal(s).
Progress reports should report measurable data demonstrating the student’s progress toward the Annual
Goal. The report is to be completed at each 9 week grading period. The IEP Team can meet and request an
update of the Progress Report at any time in during the year. Progress Reports are expected for all students
Pre-Kindergarten -12th grade.
Parents must be informed of student’s progress as often as parents of non-disabled students.
Progress Reports must reflect how a student is progressing toward Annual Goal(s). Before ESY can be considered, documentation of recoupment or regression, or lack of progress on goals must be noted on the Progress Report.
Progress Report format is available on the computer in PEER.
Progress Report is to be updated on PEER and a hard copy provided to the parent(s)
A copy is to be filed in the student’s cum at the end of the school year.
Extended School Year (ESY) An ESY program is defined as an individualized instructional program that extends beyond the regular 180-day
school year for students with disabilities receiving special education services. The IEP team determines the
need for ESY services based on its belief that the provision of FAPE for an individual student would be
jeopardized without such services.
School staff should collect data regarding a student's progress prior to and following winter holidays, spring
break, and summer break. In addition to regular progress monitoring on the IEP goals, this data will assist the
IEP team in determining whether ESY is required. Examples of data to be reviewed include, but are not limited
to, evidence of regression/recoupment, pre- and post-tests, progress toward annual goals as reported on the
Progress Report sent to parents, point sheets, and report cards.
Not all students with disabilities need ESY to receive FAPE. PEER allows for the team to document that it has
considered the student’s need for ESY and determined that none is needed. If the team agrees that ESY is not
needed, check the box at the top of the screen documenting the team’s decision.
Note – Data used to determine a student’s need for ESY must be available for review upon request by the
Learning Community Program Specialist and other district personnel.
Forms All forms highlighted in this section can be found at the following websites:
https://www.ocps.net/intranet/cs/ese/programs/speech/Pages/default.aspx
or
https://www.ocps.net/intranet/cs/ese/Procedures/Pages/Form.aspx
SECTION 6
Section 6
Speech Sound Disorders K-12 Definition of phonology and articulation
Eligibility
Speech Services
Evaluation components
Procedural Steps
Evaluation
Speech and Language Evaluation Report
Re-evaluation Report
Summary Report
Individual Education Plan (IEP)
Staffing
Plan of Care (POC)
Annual Review
Re-evaluation
Option A
Option B
Discontinue/Dismissal
Withdrawal/Transfer/Graduation
Progress Report
Extended School Year (ESY)
Speech Sound Disorders K-12
Articulation/Phonological disorders Articulation disorders are defined by ASHA as “the atypical production of speech sounds described by
substitutions, omissions, adaptations or distortions that may interfere with intelligibility” and “Phonology is
the sound system of a language and the rules that govern sound combinations” (ASHA, Definitions of
Communicative Disorders and Variations).
Phonological disorders fall under the State Board Rules for Speech Sound Disorders and Language Disorders.
For our purposes, we will be serving those students under Speech Sound Disorders.
Note: You do not have to change any students with phonological disorders to speech impaired who are
currently being served as language impaired.
State Board Rule 6A-6.03012
Criteria for eligibility for students in Kg through 12th grade State Board Rule 6A-6.03012 defines Exceptional Education Eligibility for Students with Speech Impairment
and Qualifications and Responsibilities for the Speech-Language Pathologist Providing Speech Services.
Speech impairments are disorders of speech sounds, fluency, or voice that interfere with communication, adversely affect performance and/or functioning in the educational environment, and result in the need for exceptional student education.
1. Speech sound disorder – A speech sound disorder is a phonological or articulation disorder that is
evidenced by the atypical production of speech sounds characterized by substitutions, distortions,
additions, or omissions that interfere with intelligibility. A speech sound disorder is not primarily the
result of factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.
1. Phonological disorder – A phonological disorder is an impairment in the system of phonemes
and phoneme patterns within the context of spoken language.
2. Articulation disorder – An articulation disorder is characterized by difficulty in the articulation
of speech sounds that may be due to a motoric or structural problem.
A student is eligible as a student with a speech impairment in need of exceptional student education if the
student meets the following criteria for one or more of the following disorders:
1. A student with a speech sound disorder is eligible for exceptional student education if there is evidence, based on evaluation results, of a significant phonological or articulation disorder that is characterized by the atypical production of speech sound(s). The atypical production of speech sound(s) may be characterized by substitutions, distortions, additions, or omissions.
2. Evaluation results must reveal all of the following:
i. The speech sound disorder must have a significant impact on the student’s intelligibility, although the student may be intelligible to familiar listeners or within known contexts.
ii. The student’s phonetic or phonological inventory must be significantly below that expected for his or her chronological age or developmental level based on normative data;
iii. The speech sound disorder must have an adverse effect on the student’s ability to perform and/or function in the student’s typical learning environment, thereby demonstrating the need for exceptional student education
3. The speech sound disorder is not primarily the result of factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.
The IEP team may not identify a student as speech impaired who exhibits any of the following:
1. Mild, transitory or developmentally appropriate sound production difficulties that students experience
at various times and to various degrees
2. Speech difficulties resulting from dialectal differences, learning English as a second language,
temporary physical disabilities or environmental, cultural or economic factors
3. A tongue thrust
4. Errors which are not educationally relevant
Speech Services
A group of qualified professionals determining eligibility under requirements of this rule and subsection 6A-6.0331(6), F.A.C., must include a speech-language pathologist.
A speech-language pathologist shall be involved in the development of the individual educational plan for students eligible for speech services, whether as special education or as a related service for an otherwise eligible student with a disability.
Speech therapy services shall be provided by a certified speech-language pathologist pursuant to Rule 6A-4.0176, F.A.C., or a licensed speech-language pathologist pursuant to Section 468.1185, F.S., or a speech-language associate pursuant to Rule 6A-4.01761, F.A.C.
General Education Procedures
Review of existing data, including anecdotal, social, psychological, medical, and achievement (including
classroom, district and state assessments), review of attendance data. The speech sound disorder
must have an adverse effect on the student’s ability to perform and/or function in the student’s typical
learning environment, thereby demonstrating the need for exceptional student education. This
information should come to you from the MTSS team at your school.
Vision and hearing screening for the purpose of ruling out sensory deficits that may interfere with the
student’s academic and behavioral progress and additional screenings or assessments to assist in
determining interventions may be conducted as appropriate.
Articulation Quick Screening with Intelligibility Probe (known context) and Intelligibility Rating Form
(unknown context)
Note: Unknown context to the SLP where the student provides a minimum of a 50 word monologue about a
topic of interest. . The speech sound disorder must have a significant impact on the student’s intelligibility,
although the student may be intelligible to familiar listeners or within known contexts.
Intelligibility criteria
Age 3- 50% or greater is adequate
Age 4- 70% or greater is adequate
Age 5- and above 80% or greater is adequate
6. Teacher Checklist-Speech
7. Observation data if applicable
IMPORTANT Bilingual Information for Speech K-12:
If unable to administer the Articulation Quick Screener with Intelligibility Probe and Intelligibility Rating Form,
for non-English speakers, consult with the Bilingual Team. If you do complete the Articulation Quick Screen
with Intelligibility Probe and Intelligibility Rating Form, with an ELL student, review for dialectal differences
and/or developmental substitutions. Contact the Bilingual Team if you need assistance. If, after consultation
with the Bilingual Team, an evaluation is not warranted, consult with the MTSS team regarding referring the
student for articulation testing.
Evaluation Components A speech sound evaluation must include all of the following:
1. Information from the student’s parent(s) or guardian(s), teacher(s), and the student, when appropriate, regarding the concerns and description of speech characteristics. This may be completed through a variety of methods including interviews, checklists, or questionnaires.
2. Documented and dated observation(s) of the student’s speech characteristics must be conducted by the speech-language pathologist to examine the student’s speech characteristics during connected speech or conversation. Observation(s) conducted prior to obtaining consent for evaluation may be used to meet this criterion.
3. An examination of the oral mechanism structure and function must be conducted.
4. One or more standardized, norm-referenced Instruments designed to measure speech sound
production must be administered to determine the type and severity of the speech sound errors and
whether the errors are articulation (phonetic) and/or phonological (phonemic) in nature.
5. Documentation of all results.
Procedural Steps
MTSS Team requests a meeting to consider possible testing based on all of the following:
1. Review of classroom data indicating that the speech error is having an adverse effect on the
student’s ability to perform in the student’s learning environment.
2. Articulation Quick Screening with Intelligibility Probe (known context) and Intelligibility Rating
Form (unknown context).
3. Teacher Checklist-Speech.
4. Observation results if applicable.
Staffing Specialist holds a meeting to possibly obtain initial consent:
Teacher Checklist-Speech, classroom data, observational data (if any), and results of the Articulation Quick Screener is reviewed by IEP team. The IEP team determines if consent should be obtained.
Once Consent has been obtained
Obtain a copy of the Prior Written Notice of Consent for your files.
On the Speech-Language Testing Log, enter the student’s name, grade, teacher, type of consent, whether it is a bilingual evaluation, the date the consent was signed and the date you received the signed consent from the School Staffing Specialist (SSS).
Once you have completed testing, you will need to enter the date on the testing log as well as the date of the meeting to determine eligibility.
Begin your evaluation as soon as possible.
IMPORTANT Bilingual Information after Consent
After Prior Written Notice of Consent for Initial Eligibility has been obtained, IMMEDIATELY submit to the Bilingual Team the following:
f. Prior Written Notice of Consent for Initial Evaluation form g. Bilingual Speech-Language Coversheet h. Hearing/Vision Screening results (Failure does not stop the assessment process)
i. Copy of Articulation Quick Screening with Intelligibility Probe and Intelligibility Rating Form
j. Teacher Checklist-Speech
Within 2 Weeks of signed consent, send to the Bilingual Team the following:
k. Parent/Teacher Checklists
Timeline
You have 60 calendar days to complete the testing from the day the consent is signed by the parent or guardian.
Indicator 11 (60 day Timeline)
Indicator 11- (Also known as the 60 Day Timeline for initial testing) Mandates that once the parent has
submitted a signed, Prior Written Notice of Consent for Initial Evaluation the evaluation(s) must be
completed within 60 Calendar days, based on the student’s school attendance.
The Evaluation Completion Date is the date that the last piece of data is collected (e.g. last assessment
administered, last observation conducted, etc.) and before writing the report. This date must meet the
guideline for the 60 Calendar Day Timeline.
Notice for LEP student: To assure compliance with Indicator 11, once Prior Written Notice of consent
for Initial Evaluation has been obtained for LEP student, immediately contact the Bilingual
Diagnostician and complete required bilingual paperwork.
**It is the responsibility of the SLP to monitor and test all open signed consents for Speech and/or Language
testing within sixty (60) calendar days of the consent. Once the evaluation is completed it will become the
Staffing Specialist responsibility to enter the Evaluation Completion Date for each student on SharePoint
found on the OCPS Intranet site.
Begin Evaluation
Checklists:
Parent/Guardian Checklist-Speech
Teacher Checklist-Speech
The Speech sound disorder must have an
adverse effect on the student’s ability to
perform and/or function in the student’s typical
environment, thereby demonstrating the need
for exceptional student education
Documented Observation: Must be done by SLP
Documented Observation #1
Student Interview/Observation for Speech
The student’s phonetic/articulation or
phonological inventory must be significantly
below that expected for his or her
chronological age or developmental level
based on normative data.
Complete Oral Peripheral Evaluation
Oral Peripheral Examination Form
Administration of Standardized Measures for Articulation and Phonology:
Articulation, Phonology
Articulation
Evaluation Measure Eligibility Score Clinical Assessment of Articulation and
Phonology (CAAP)
Articulation Inventory Form
Stimulability Table (manual pg. 120)
(Recommended Age Use: 2-6 to 8-11)
Use the Upper Confidence Interval Limit as the
standard score.
Standard Score of 77 or below is significant.
Goldman Fristoe 2 (GF2)
Profile:
Use the upper end of the 90% Confidence
Interval as the standard score.
Sounds-in-Words: must transcribe all error
sounds in any word for later transfer to Khan-
Lewis 2.
Sounds-in-Sentences
Stimulability for error sounds
(Recommended Age Use: 6-0 to 21-11
Standard Score of 77 or below is significant.
Phonology
Evaluation Measure Eligibility Score Clinical Assessment of Articulation and
Phonology (CAAP)
Phonological Process Checklist I and II
(Recommended Age Use: 2-6 to 5-11)
A phonological process problem is the
presence of a process occurring at least 40% of
the time.
Khan-Lewis-2 Used to profile results of the GF 2 for phonological analysis
(Recommended Age Use 6-0 to 21-11)
GFTA-2/Khan-Lewis-2
If articulation results on the GF-2 indicate
moderate to severe speech sound production,
transfer results of the entire Sounds-in-Words
subtest to the Khan-Lewis protocol.
Remember, a phonological process analysis
requires all error sounds in every word are
transferred to the profile, not just the targeted
sounds of the GF-2.
A phonological process problem is the
presence of a process occurring at least 40% of
the time.
Use the upper end of the 90% Confidence
Interval as the standard score.
Standard Score of 77 or below is significant.
Childhood Apraxia of Speech "Childhood apraxia of speech (CAS) is a neurological childhood speech sound disorder in which the precision
and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits (e.g.
abnormal reflexes, abnormal tone). CAS may occur as a result of known neurological impairment, in
association with complex neurobehavioral disorders of known and unknown origin, or as an idiopathic
neurogenic speech sound disorder. The core impairment in planning and/or programming spatiotemporal
parameters of movement sequences results in errors in speech sound production and prosody" (ASHA, 2007a,
Definitions of CAS section, para. 1).
Currently, there is no validated list of diagnostic features differentiating CAS from other childhood speech
sound disorders, including those due to phonological-level delay or neuromuscular disorder (dysarthria).
However, three segmental and suprasegmental features consistent with a deficit in the planning and
programming of movements for speech have gained some consensus among those investigating CAS:
inconsistent errors on consonants and vowels in repeated productions of syllables or words,
lengthened and disrupted coarticulatory transitions between sounds and syllables,
inappropriate prosody, especially in the realization of lexical or phrasal stress.
(ASHA, 2007a)
Characteristics that have been reported in children diagnosed with CAS and that represent the difficulty with
planning and programming movement gestures for speech include:
high incidence of vowel distortions;
limited consonant and vowel phonetic inventory in young children;
frequent sound distortions and distorted consonant substitutions;
initial consonant deletions;
voicing errors;
schwa additions/insertions to consonant clusters, within words and on the ends of words;
predominant use of simple syllable shapes;
greater ease in producing automatic (e.g., frequently used phrases, such as "I love you") versus
volitional utterances (e.g., novel phrase or sentence);
difficulty with smooth, accurate movement gestures;
better performance on speaking tasks that require single postures versus sequences of postures (e.g.,
single sounds such as [a] vs. words such as [mama]);
difficulty achieving accurate articulatory movement gestures when trying to imitate words not
yet mastered;
presence of groping behaviors when attempting to produce speech sounds or coordinate articulators
for purposeful movement;
altered and/or inconsistent suprasegmental characteristics (rate, pitch, loudness);
increased difficulty with longer or more complex syllable and word shapes (often resulting in
omissions, including word-initial consonant deletion);
predominant errors of consonant, vowel, syllable, and/or word omissions;
atypical levels of regression (e.g., words or sounds mastered, then lost);
sequencing errors affecting sounds (e.g., metathesis, migration), syllables, morphemes, or words.
(Campbell, 2003; Caruso & Strand, 1999; Davis et al., 1998; Davis & Velleman, 2000; McCabe, Rosenthal, &
McLeod, 1998; Shriberg et al., 1997; Strand, Shriberg, & Campbell, 2003)
Co-Occurring Characteristics/Symptoms
The behavioral features reportedly associated with CAS place a child at increased risk for problems in
expressive language and weakness in the phonological foundations for literacy (Lewis, Freebairn, Hansen,
Iyengar et al., 2004; McNeill, Gillon, & Dodd; 2009a). These problems may reflect the consequences of CAS,
nonrelated co-occurring problems (e.g., learning disabilities and attentional difficulties), or even the effects of
compensatory strategy use and include
delayed language development;
expressive language problems, like word order confusion and grammatical errors;
problems when learning to read, spell, and write (literacy);
problems with social language/pragmatics.
Nonspeech sensory and motor problems include
gross and fine motor delays;
motor clumsiness, oral apraxia;
limb apraxia;
feeding difficulties;
abnormal orosensory perception (hyper- or hyposensitivity in the oral area).
(Crary & Anderson, 1991; Davis et al., 1998; Dewey, Roy, Square-Storer, & Hayden (1988); McCabe et al.,
1998; Shriberg et al., 1997)
For children suspected of having CAS, a key consideration in the comprehensive assessment is an evaluation of
movement accuracy. Differential performance on the pairs of tasks and across tasks of varying complexity may
indicate motoric difficulty with speech. Examples of these tasks include
nonspeech articulatory postures (e.g., smile) and sequences (e.g., kiss-smile) versus speech sounds and
words;
well practiced/automatic versus volitional speech (for children who are older and/or have some
speech);
speaking tasks that require single postures versus sequences of postures (e.g., single sounds such as [a]
vs. words, such as [mama]);
speech production at the syllable, single-word, bisyllable, multisyllable, phrase and sentence levels;
sequential/alternating movement repetitions (e.g., [papapa] versus [pataka], formerly
called diadochokinesis; Thoonen, Maassen, Wit, Gabreëls, & Schreuder, 1996).
If you suspect that you have a student with Childhood Apraxia of Speech, contact your
Program Specialist for guidance on evaluating this student.
Speech and Language Evaluation/Reevaluation/Summary Report Upon completion of the speech assessment, you will write an evaluation report addressing all of the findings
of the assessment. The report will detail information on Articulation Quick Screening with Intelligibility Probe,
parent teacher input, observations, results of standardized tests, stimulability, Oral Peripheral Exam as well as
the student’s strengths and weaknesses, and a summary of the students current communication functioning
and the relationship to educational success.
The Speech and Language Report is located on the Speech and Language website under Handbook and Forms.
Directions on how to complete the report are also found in the same location.
Development of the Individualized Education Plan (IEP) Upon completion of the evaluation report, if the student demonstrates an articulation/phonology disorder per
eligibility guidelines, you will participate in the development of a draft IEP.
The IEP is defined as a written statement for each student with an exceptionality, which describes that
student’s exceptional educational program and is developed, reviewed, and revised in accordance with the
IDEA 2004.
The annual goal of the IEP covers what the student can learn in a 12 month period. If a goal is not stated in
measurable terms then progress cannot be measured.
OCPS offers online and face to face professional development for the development of quality IEPs.
Eligibility Staffing Once the evaluation is documented in a Speech and Language Evaluation/Reevaluation/Summary Report, a
meeting to discuss the results must be initiated by the School Staffing Specialist (SSS). Members invited to the
IEP meeting must include, but are not limited to, the parent, the regular education teacher, the ESE teacher,
the School Staffing Specialist/LEA representative, and an evaluator who will interpret the evaluation results.
The SLP must be invited to review results from the speech evaluation.
Bring to Eligibility Staffing Meeting:
Draft IEP goals (if articulation and/or phonology disorder is present)
Testing protocols, results of all testing, observational data, parent/teacher input Evaluation Report
Eligibility occurs when all qualifying criteria from the general education classroom documentation and
Speech/Language documentation is/are met. The criteria were explained previously in this section of the
handbook. The IEP Eligibility Staffing meeting is convened which addresses all criteria.
Questions to consider:
Is this a student with a disability? Does the student require specialized instruction?
A discussion by the IEP team will lead to the Eligibility/ineligibility decision.
If the student is found ineligible for speech services, file the Speech and Language Report in the student’s cumulative file.
If the student is found eligible for speech services and an IEP is finalized, you will begin services for this student as dictated by the IEP.
Plan of Care (POC) A Plan of Care is also initiated at the initial staffing for all students who are Medicaid eligible. This document is
created after the IEP is written and before therapy begins. The POC is updated once a year and information is
updated each time on the Green Speech folder.
Further Steps: 1. Develop a Green Speech Folder for the student. Be sure to complete all required information on the
front of the folder. 2. Add student to your therapy schedule.
3. Add student to roster in designated system (i.e. MaxCapture). For further directions on accessing the designated system go to the speech/language intranet.
4. Add student to the ESE Resource and Related Service Schedule Form. Give updated version of this form to your school registrar and keep a copy for yourself.
5. Begin therapy.
Annual Review
Annual Review refers to the IEP team meeting that must be held at least once annually to develop a new IEP.
Schools must ensure that there is no lapse in the provision of services. IEPs cannot be extended beyond their
12 month duration.
Decision Making: Identify the student’s stage of therapy. Is the therapy taking longer than expected? What is
the key principle affecting the intervention? Is the data reflecting quality treatment? Are you coordinating
with others? If insufficient progress is noted, as the therapist, what changes are you going to make that will
facilitate progress? What service delivery model is best? Does Language therapy continue to be educationally
relevant?
Before the Annual Review
Discuss Annual Review procedures with your School Staffing Specialist at the beginning of the school year.
Annual reviews should not be conducted during scheduled therapy time.
Compile all the information that you have about the student and his/her performance in the classroom including but not limited to: Language Skills Teacher Checklist, grades, FAIR, FCAT (scores where provided), FSA, End of Course Exams, Florida Alternative Assessment for Access points and progress monitoring data and develop your plan.
General educator or ESE teacher will provide input to determine if the student is generalizing progress in the classroom using the Teacher Checklist-Speech.
Teacher/Service Provider Input form is expected to be completed and returned to the School Staffing Specialist. This form should be completed before the IEP meeting. You complete this form whether you are attending the meeting or not.
Coordinate Annual Reviews with all other ESE and general educator staff and together the team must determine whether the student continues to be a student with a disability who needs special education and/or related service(s).
Gather your data and be prepared to demonstrated progress on the IEP goals.
Complete the PEER IEP and update the student’s goals based on the student’s progress. If the student’s IEP cannot be found on PEER, be sure to check in the “Manually Added students” section on the PEER Dashboard. You want to make sure you are opening an IEP for a student that already has an IEP open. Complete the PEER Progress Report for the IEP being reviewed. Bring a copy to the Annual Review for the parent.
IMPORTANT Bilingual Information for Annual Review
7. You must consult a bilingual diagnostician for those LEP students with whom you have concerns. Do not complete any standardized measures in English without approval from the Bilingual Team.
8. Contact the Bilingual Team at least 6 weeks prior to the annual review date to review annual goal progress.
9. The IEP “Based on” statement will need to reflect that the bilingual diagnostician was involved in this annual review process.
10. If a LEP student is considered for discontinuation/dismissal, contact the Bilingual Team and follow reevaluation procedures.
During the Annual Review Meetings
11. Review the progress of the student with the parents and team members. 12. Be prepared to discuss and explain results of any annual review testing (used only to drive
instruction, not change services), data and any formative assessment information (speech samples during reading, conversational speech samples, etc.).
13. Always bring the Green Speech Folders to update information on the Green Speech Folder. Complete all required information at each Annual Review.
14. Obtain input from the parent about the student’s speech skills at home and any concerns they may have about the student.
15. Discuss the student’s possibility of dismissal at every Annual Review. This will ensure that the parents know that the student will not remain in the Speech/Language program beyond the documented need for the program.
16. Complete a new Plan of Care for Medicaid eligible students (done only by Master level clinicians).
After the Annual Review Meetings
File all of the student’s therapy information including current IEP, in the Green Speech Folder. Based on your IEP goal page initiate the new Progress Report on PEER. Continue providing therapy for the duration of the school year.
Additional Guidelines for Annual Reviews
You may test a student for annual review without consent as long as the testing is only being used to drive instruction and is not being used as part of a placement decision or dismissal.
If you need to change program codes (code F for speech and code G for language) for a student, the initial eligibility criteria must be met. Therefore, you would need to involve the school staffing specialist and follow reevaluation procedures.
Reevaluation: IDEA 2004 requires:
A reevaluation conducted under Section 614(a)(2)(A) shall occur not more frequently than once a year, unless
the parent and the LEA agree otherwise; and at least once every three years, unless the parent and the LEA
agree that a reevaluation is unnecessary.[614(a)(2)]
In addition, a reevaluation is held for discontinuation or dismissal from an ESE program, for Out of State
Transfers and for Placement Changes. Contact your School Staffing Specialist for more specific information on
when reevaluations may occur.
There are 2 types or reevaluation options:
Option A: SLP documents student progress and performance using the Speech and Language
Evaluation/Reevaluation/Summary Report. Option A is a summary of data based on therapy sessions and
progress monitoring data. If Option A is chosen the SLP will complete the Speech Language Report (check
Summary at the top) or the Speech and Language Related Services Summary Report to reflect the data
collected on the current IEP goals
Option B: If the SLP believes that a formal evaluation is necessary then a PEER Teacher Input form
should be completed indicating the need for an evaluation thus triggering the need for the Prior Written
Notice of Consent for Reevaluation Option B process. The SLP documents student data based on therapy
sessions plus results from the speech assessment. If Option B is chosen the SLP will complete formal testing,
after consent is obtained, that targets the current needs of the student. The SLP will also complete a Speech
Language Report or the Speech and Language Related Services Summary Report to reflect the information
collected.
Consult your School Staffing Specialist for more specific information.
Before the Reevaluation
11. Reevaluation meetings should not be conducted during scheduled therapy time. 12. Compile all the information that you have about the student and his/her performance in the
classroom including but not limited to: Language Skills Teacher Checklist, grades, FAIR, FCAT (scores where provided), FSA, End of Course Exams, Florida Alternative Assessment for Access points and progress monitoring data and develop your plan.
13. General educator or ESE teacher will provide input to determine if the student is generalizing progress in the classroom using the Teacher Checklist-Speech for the student’s grade level.
14. Complete standardized testing and/or scientifically-based alternative assessments to determine student progress and current functioning levels.
15. Complete a Speech-Language Report. This report should state the student present level of performance and recommendation of service delivery model.
16. You do not have to complete the Teacher/Service Provider Input form for a reevaluation meeting because you will be writing a Speech and Language Evaluation/Reevaluation/Summary Report.
17. Coordinate Reevaluation meetings with all other ESE and general educator staff and together the team must determine whether the student continues to be a student with a disability who needs special education and/or related service(s).
18. Complete the PEER IEP and update the student’s goals based on the student’s progress. If the student’s IEP cannot be found on PEER, be sure to check in the “Manually Added students” section on the PEER Dashboard. You want to make sure you are opening an IEP for a student that already has an IEP open. Complete the PEER Progress Report for the IEP being reviewed. Bring a copy to the Annual Review for the parent.
19. If it is determined that the student should be dismissed from the program or/discontinued from related service then you will not write an IEP or goal pages for the student.
During Reevaluation Meeting
17. Review the progress of the student with the parents and team members. 18. Be prepared to discuss and explain results of any testing (Option B only), data and any formative
assessment information (Narrative Analysis, language samples, etc.). 19. Always bring the Green Speech Folders to update information on the Green Speech Folder. Complete
all required information at each Reevaluation meeting. 20. Obtain input from the parent about the student’s language skills at home and any concerns they may
have about the student. 21. Discuss with the parent and the other team members whether the student continues to demonstrate
the need for language services.
22. The team decides whether the student continues to need language services or is eligible for discontinuation/dismissal.
23. If the student continues to demonstrate the need for language services and an IEP is finalized, you will begin services for this student as dictated by the IEP.
24. For students who continue receiving language services, complete a new Plan of Care for Medicaid eligible students (done only by Master level clinicians).
After the Reevaluation Meetings
7. File all of the student’s therapy information including current IEP, in the Green Speech Folder. 8. Based on your IEP goal page initiate the new Progress Report on PEER. 9. Continue providing therapy for the duration of the school year.
Reevaluation Guidelines
Contact the School Staffing Specialist (SSS) to collect the names of students who are in the reevaluation process. After the Prior Written Notice of Consent is obtained there are 90 days before the expiration date.
The Compliance page on the OCPS website has a Reevaluation Procedure Flowchart that the SSS will follow. The SSS will initiate the Reevaluation process and will be the best information resource.
https://www.ocps.net/intranet/cs/ese/Procedures/Pages/Procedural-Documents.aspx
IMPORTANT Bilingual Information for Reevaluation
If the student is a LEP student, Contact Bilingual Diagnostician prior to the determination meeting of Option A
or Option B. That will allow them time to review all the data prior to the determination meeting. Request a
conference via e-mail with the Bilingual Diagnostician assigned to your school to review your upcoming
reevaluations.
Have the following documentation available for discussion:
Copy of the current IEP
Input regarding student’s progress on each of the communication goals based on documented data
Teacher Checklist-Speech
If consent for testing has already been obtained, IMMEDIATELY submit to your assigned Bilingual Diagnostician
the following:
Prior Written Notice and Consent for Reevaluation Form
Bilingual Speech Language Cover Sheet
Copy of the current IEP
Input regarding student’s progress on each of the communication goals based on documented data
Teacher Checklist-Speech
Discontinuation/Dismissal Discontinuation/Dismissal is a part of the Reevaluation Process when the student no longer has a need for ESE
services to access education.
Discontinuation is the term used when a student is eligible under multiple disability categories. Then
category/categories is/are dropped but the student continues to be eligible for at least one. Thus: discontinue
one disability category but continue with another.
Dismissal is the term used when the student no longer is eligible for ESE services (all disability categories). As
student can be dismissed under either Option A or Option B by following reevaluation procedures.
IEP teams are encouraged to begin the discussion of exiting during initial eligibility and during annual reviews.
IEP teams are making discontinuation/dismissal decisions based on the effective use of a student’s learning
time and consideration of educational relevance. The IEP teams are expected to review all existing data.
If the parent invokes due process or requests an Independent Educational Evaluation (IEE) as a result of the
committee’s decision to discontinue/dismiss the student, your School Staffing Specialist will contact the
appropriate personnel
If the child is discontinued or dismissed from services and parent does not attend, the W-withdrawal date is 10
days past dismissal meeting.
Dismissal per Parent Request Check with School Staffing Specialist for current information from Staffing Procedures Handbook.
IMPORTANT Bilingual Information for Discontinuation/Dismissal
All ESOL/LEP students are to be reviewed with the bilingual diagnostician prior to determining the
reevaluation determination of Option A or Option B when considering discontinuation/dismissal of language
services.
Prior Written Notice and Consent for Reevaluation Form
Bilingual Speech Language Cover Sheet
Copy of the current IEP
Input regarding student’s progress on each of the communication goals based on documented data
Teacher Checklist-Speech
Withdrawal/Transfer/Graduation • Withdrawal, leaving county or graduating seniors: follow procedures as outline by the
School Staffing Specialist.
• If child moves out of the county, or out of state, consult with the School Staffing Specialist and complete school procedures.
• The Green Speech Folder needs to be updated and placed in the student’s cumulative file.
• Withdraw student in designated system (MaxCapture) by entering “withdrawn” in the progress note text box on the date of withdrawal.
Transfer to Another school in the county As soon as the clinician is aware of a student’s transfer to another school in the county contact the SLP at the
receiving school. Update the information on the Green Speech Folder and place in the cumulative file.
Progress Report The Progress Report is generated from the goals written on the IEP. The intent is to report the progress the
student is making on the stated IEP goal(s). The Progress reports are located in Portal to Exceptional Education
Resources (PEER).
Requirements of Progress Reports:
The Progress report is developed from the goals on the IEP and reports progress on meeting the stated goal(s).
Progress reports should report measurable data demonstrating the student’s progress toward the Annual
Goal. The report is to be completed at each 9 week grading period. The IEP Team can meet and request an
update of the Progress Report at any time in during the year. Progress Reports are expected for all students
Pre-Kindergarten -12th grade.
Parents must be informed of student’s progress as often as parents of non-disabled students.
Progress Reports must reflect how a student is progressing toward Annual Goal(s). Before ESY can be considered, documentation of recoupment or regression, or lack of progress on goals must be noted on the Progress Report.
Progress Report format is available on the computer in PEER.
Progress Report is to be updated on PEER and a hard copy provided to the parent(s)
A copy is to be filed in the student’s cum at the end of the school year.
Extended School Year (ESY) An ESY program is defined as an individualized instructional program that extends beyond the regular 180-day
school year for students with disabilities receiving special education services. The IEP team determines the
need for ESY services based on its belief that the provision of FAPE for an individual student would be
jeopardized without such services.
School staff should collect data regarding a student's progress prior to and following winter holidays, spring
break, and summer break. In addition to regular progress monitoring on the IEP goals, this data will assist the
IEP team in determining whether ESY is required. Examples of data to be reviewed include, but are not limited
to, evidence of regression/recoupment, pre- and post-tests, progress toward annual goals as reported on the
Progress Report sent to parents, point sheets, and report cards.
Not all students with disabilities need ESY to receive FAPE. PEER allows for the team to document that it has
considered the student’s need for ESY and determined that none is needed. If the team agrees that ESY is not
needed, check the box at the top of the screen documenting the team’s decision.
Note – Data used to determine a student’s need for ESY must be available for review upon request by the
Learning Community Program Specialist and other district personnel.
Forms All forms highlighted in this section can be found at the following websites:
https://www.ocps.net/intranet/cs/ese/programs/speech/Pages/default.aspx
or
https://www.ocps.net/intranet/cs/ese/Procedures/Pages/Form.aspx
SECTION 7
Section 7
Fluency
State Board Rule
Evaluation Components
Speech/Language Report
Fluency Evaluation
State Board Rule 6A-6.03012 for Fluency State Board Rule 6A-6.03012 Exceptional Education Eligibility for Students with Speech
Impairment and Qualifications and Responsibilities for the Speech-Language Pathologist Providing
Speech Services
(1) Definition: Speech impairments are defined as disorders of speech sounds, fluency, or voice
that interfere with communication, adversely affect performance and /or functioning in the
educational environment, and result in the need for exceptional student education services.
A Fluency Disorder is characterized by deviations in continuity, smoothness, rhythm, or effort in
spoken communication. It may be accompanied by excessive tension and secondary behaviors,
such as struggle and avoidance. A fluency disorder is not primarily the result of factors related to
chronological age, gender, culture, ethnicity, or limited English proficiency.
Fluency evaluation components
A fluency evaluation must include all of the following:
Information is gathered from the student’s parent(s) or guardian(s), teachers, and when appropriate, the
student.
Evaluation Components Eligibility Criteria
Parent/Guardian Checklist for Speech Try to gather classroom observation
Teacher Checklist (including teacher information when the student is in
observation of educational relevance) conversation or in connected speech.
Student Interview/Observation
A minimum of two (2) documented and dated observations of the student’s speech and secondary behaviors
must be conducted by the speech-language pathologists in more than one setting, including the typical
learning environment.
Observations conducted prior to obtaining the consent for evaluation may be used to meet this criteria, if the
activities address the areas identified below.
Evaluation Components Eligibility Criteria Documented Observation #1
Fluency Observation Form
Documented Observation #2
OCPS Fluency 2nd Observation Worksheet
An examination of the oral mechanism structure and function must be conducted.
Evaluation Components Eligibility Criteria
Examination of Oral Peripheral Mechanism Form
An assessment of all of the following areas:
a. Motor aspects of the speech behaviors; b. Student’s attitude regarding the speech behaviors; c. Social impact of the speech behaviors and; d. Educational impact of the speech behaviors.
Evaluation Components Eligibility Criteria
SSI-3 or SSI-4 1. The student exhibits significant
And persistent atypical dysfluent
Speech behaviors. The Dysfluency
May include repetitions of phrases,
Whole words, syllables and
Phonemes, prolongations, blocks,
Ad circumlocutions. Additionally,
Secondary behaviors, such as
Struggle and avoidance may be
Present.
2. The fluency disorder must have
adverse effect on the student’s
ability to perform and/or
function in the educational
environment, thereby
demonstrating the need for
exceptional student education
Gather a 3 minute
sample through: Read
Aloud or Monologue or
conversation (Three minutes allows sufficient
talking time to observe any
dysfluencies.)
Adequate structure and function for
producing fluent speech
and;
3. The dysfluency is not primarily
the result of factors related to
chronological age, gender,
culture, ethnicity, or limited
English proficiency.
A speech sample of a minimum of 300-500 words must be collected and analyzed to determine frequency,
duration, and type of dysfluent speech behaviors. If the speech-language pathologist is unable to obtain a
speech sample of a minimum of 300-500 word, a smaller sample may be collected and analyzed. The
evaluation report must document the rationale for collection and analysis of a smaller sample, the results
obtained and the basis for the recommendations.
Speech sample is measured through the administration of the SSI-3 or SSI-4 so no further collection is
needed.
Document Results-summarize all data collected.
Speech and Language Report which includes:
1. Checklists and Interviews 2. Observations 3. Oral Peripheral Examination 4. SSI- 3 or SSI-4
Include the following information in the summary section of the Speech and Language Report:
A. Review Data 1. Review all data collected from the fluency instruments and additional instruments. 2. Note the discrepancies in the data across settings and situations.
B. Specific Problem Identification and Analysis 1. Describe the fluency behaviors. 2. Describe any secondary characteristics. 3. Describe any differences between settings ad situations. 4. List ratings form SSI-3 or SSI-4. 5. Summarize information from Teacher, Parent, and/or Student Checklists.
NOTE: All forms for a fluency evaluation are located on the speech and language website under the Forms
Section-Fluency and can be downloaded for use.
SECTION 8
Section 8
Voice Evaluation
Voice Evaluation Components and Eligibility Criteria
Parent/Guardian Checklist for Speech
Teacher Checklist
Student Interview/Observation for Voice
Observation Form
Oral Peripheral Examination Form
Non-Technical Voice Evaluation
Voice Worksheet
Speech and Language Report
Voice Evaluation
A Voice Disorder is characterized by the atypical production or absence of vocal quality, pitch, loudness,
resonance, or duration of phonation that is not primarily the result of factors related to chronological age,
gender, ethnicity, or limited English proficiency.
Voice Evaluation Components
A Voice Evaluation must include all of the following:
Information must be gathered from the student’s parent(s) or guardian(s), teacher(s), and when appropriate
the student, regarding the concerns and description if voice characteristics. This may be completed through a
variety of methods including interviews, checklists, or questionnaires.
Evaluation Components Eligibility Criteria
Parent/Guardian Checklist for Speech 1. The student must exhibit significant and
Teacher Checklist for Speech persistent atypical production of quality, pitch,
Student Interview/Observation for Voice loudness, resonance, or duration of phonation.
The atypical voice characteristics may include
inappropriate range, inflections, loudness,
excessive nasality, breathiness, hoarseness, or
harshness.
Documented and dated observation(s) of the student’s voice characteristics must be conducted by a speech-
language pathologist in one or more setting(s), which must include the typical learning environment.
Observations conducted prior to obtaining the consent for evaluation may be used to the meet the criterion
Evaluation Components Eligibility Criteria
Voice Observation Form 2. The voice disorder does not refer to vocal
disorders that are found to be the direct result or
symptom of a medical condition unless the
disorder adversely affects the student’s ability to
perform and/or function in the educational
environment and is amenable to improvement
with therapeutic intervention.
An examination of the oral mechanism structure and function must be conducted.
Evaluation Components Eligibility Criteria
Oral Peripheral Examination Form 3. The voice disorder must have an adverse effect
on the student’s ability to perform and/or function
in the educational environment, thereby
demonstrating the need for exceptional student
education.
An evaluation; of vocal quality, pitch, loudness, resonance, and/or duration of phonation
Evaluation Components Eligibility Criteria
Non-Technical Voice Evaluation 4.The atypical voice characteristics are not
primarily the result of factors related to
chronological age, gender, culture, ethnicity, or
limited English proficiency.
Voice Worksheet
Document Results-Summarize all data collected
Speech and Language Report should include the following:
1. Checklists and Interviews 2. Voice Observations 3. Oral Peripheral Examination 4. Voice Worksheet 5. Non-Technical Voice Evaluation 6. Physician information
NOTE: All forms for a voice evaluation are located on the speech and language website under the Forms
Section-Voice and can be downloaded for us
SECTION 9
Section 9
Language Assessment for ASD Eligibility
State Board Rule 6A-6.03023
Areas to Assess
Parent/Teacher/Child Report Measures
Observations
Standardized Measures
Pragmatic Social Language Rating Scale
Speech/Language Evaluation Report
Eligibility
Language Assessment for ASD Eligibility
State Board Rule 6A-6.03023 for ASD 6A-6.03023 Exceptional Student Education Eligibility for Students with Autism Spectrum
Disorder.
(1) Definition. Autism spectrum disorder is a condition that reflects a wide range of symptoms and levels of impairment, which vary in severity from one (1) individual to another. Autism spectrum disorder is characterized by an atypical developmental profile with a pattern of qualitative impairments in social interaction and social communication, and the presence of restricted or repetitive patterns of behavior, interests, or activities, which occur across settings.
(2) General education interventions and activities. Prior to referral for evaluation the requirements in subsection 6A-6.0331(1), F.A.C., must be met.
(3) Evaluation. In addition to the procedures identified in subsection 6A-6.0331(5), F.A.C., the district shall conduct a full and individual evaluation that addresses the core features of autism spectrum disorder to include deficits in social interaction, social communication, and restricted or repetitive, patterns of behavior, interests, or activities. An evaluation for determining eligibility shall include the following components:
(a) Behavioral observations conducted by members of the evaluation team targeting social interaction, social communication skills, and restricted or repetitive patterns of behavior, interests, or activities, across settings;
(b) A social/developmental history based on an interview with the parents(s) or guardian(s);
(c) A psychological evaluation that includes assessment of academic, intellectual, social-emotional, and behavioral functioning and must include at least one (1) standardized instrument specific to autism spectrum disorder;
(d) A language evaluation that includes assessment of the pragmatic (both verbal and nonverbal) and social interaction components of social communication. An observation of the student’s social communication skills must be conducted by a speech language pathologist;
(e) A standardized assessment of adaptive behavior; and,
(f) If behavioral concerns are present, a functional behavioral assessment is conducted to inform behavioral interventions on the student’s individual educational plan.
(4) Criteria for eligibility. A student with autism spectrum disorder is eligible for exceptional student education if all of the following criteria are met:
(a.)Evidence of all of the following:
1. Impairment in social interaction as evidenced by delayed, absent, or atypical ability to relate to individuals or the environment;
2. Impairment in verbal or nonverbal language skills used for social communication; and,
3. Restricted or repetitive patterns of behavior, interests, or activities.
(b) The core features identified in subparagraphs (4)(a)1., (4)(a)2., and (4)(a)3. of this rule, occur across settings.
(c) The student needs special education as defined in paragraph 6A-6.03411(1)(kk), F.A.C.
Rulemaking Authority 1003.01, 1003.57, 1003.571 FS. Law Implemented 1003.01, 1003.57, 1003.571 FS. History–New 7-2-79, Formerly 6A-6.3023, Amended 7-1-07, 12-15-09, 4-1-15.
An update of the state board rule indicates that, for autism eligibility, a language evaluation
continues to be required. The language evaluation must include assessment of the pragmatic
(both verbal and non-verbal) and social interaction components of social communication. An
observation of the student’s social communication skills must be conducted by a speech
language pathologist.
Areas to Assess
Social Interaction:
Assess student initiation of spontaneous communication, greeting, sharing
information in a social setting, participation in group activities, and following
rules for communication such as reciprocal turn-taking, understanding social
schemes, relating to same age peers, appropriate eye contact and sharing of
space, joint attention, play with peers, and social perspective taking, etc., in
functional activities across communication partners and settings
Social Communication:
Assess student willingness to initiate and maintain conversation, topic
maintenance, word structure, effectiveness of communication, repair, functional
intent, prosody, protest, etc., in functional activities across communication
partners and settings.
Verbal/Academic Communication
Assess student skill in gaining attention, requesting clarification, manipulating conversational topics, repairing communication breakdowns, understanding rules for storytelling, perseveration on thoughts and interests, understanding of pronouns, understanding of figurative language as opposed to literal language, perspective taking in academic tasks, critical thinking and problem-solving etc., in functional activities across communication partners and settings.
Non-Verbal Communication Assess student nonverbal means of communication, including natural gestures, signs, pictures, and written words, as well as other ACC systems as well as student functioning in regards to personal space and joint attention, in functional activities across communication partners and settings.
Perspective Taking
Assess student ability to recognize others’ viewpoints, differentiating feelings,
interests, empathy, making inferences, understanding of idioms, humor,
metaphors, and multiple meanings depending on the context for interpretation
etc., in functional activities across communication partners and settings.
Parent/Teacher/ Child Report Measures
Obtain rating scales, checklists, and/or inventories completed by the family
member(s)/caregiver(s), teacher(s), and/or child. Findings from multiple sources (e.g., family
member, teacher, self-report) may be compared to obtain a comprehensive profile of social
communication skills.
Observations
Documented Observation #1 (Not required if student is currently staffed language impaired)
Classroom Observational Form for Language
Documented Observation #2: (Not required if student is currently staffed language impaired)
CELF 5 Observational Rating Scale
Documented Observation #3 (Required for ASD eligibility consideration)
Pragmatic Observation Form
Administration of standardized measures
1. Verify the problem (Not required if student is currently staffed language impaired)
PLS-5
CELF-P2
CELF-5
Note: For pragmatics eligibility, the student does not have to score in the moderate or severe
range on the standardized comprehensive language measure.
2. Identify the nature and extend of the pragmatic disorder (REQUIRED)
Suggested measures (See your Program Specialist for criteria and information on other speech-
language tests not listed.)
Test of Problem Solving-3 Elementary
Test of Problem Solving -2 Adolescent
Functional Communication Profile
Narrative Retell
Social Thinking Informal Dynamic Assessment
Dore’s Primitive Speech Acts
Prutting Pragmatic Protocol
Language Sample or Mini-language sample
Preschool Language Assessment Instrument-2 (adequacy of response, interfering behaviors)
3. Consider normative assessment, observational data and adverse effect on educational
performance:
Complete the Pragmatics Social Language Rating Scale as a guide when looking at
language (if applicable) and ASD eligibility. The Pragmatic Social Language Rating Scale
is only to be used as a guide when making eligibility decisions regarding pragmatic
language disorders. No particular score makes a student eligible or not eligible. Use all
the information you have gathered during your comprehensive assessment of the
student to complete the rating scale, including MTSS data, input from
parents/teachers/student, observations, standardized testing, and research-based
alternative assessments.
The Pragmatics Social Language Rating Scale and instructions can be found at the following
websites:
https://www.ocps.net/intranet/cs/ese/programs/speech/Pages/default.aspx
or
https://www.ocps.net/intranet/cs/ese/Procedures/Pages/Form.aspx
Speech and Language Evaluation/Reevaluation/Summary Report Upon completion of the language assessment for ASD eligibility, you will write an evaluation
report addressing all of the findings of the assessment. The report will detail information on
MTSS data, parent/teacher/student information, observations, results of standardized tests
and/or research-based alternate assessments, the student’s strengths and weaknesses, and a
summary of the students current communication functioning and the relationship to
educational success.
The Speech and Language Report is located on the Speech and Language website under
Handbook and Forms. Directions on how to complete the report are also found in the same
location.
Eligibility 1. If the student is already staffed into language services, you can use the information from
this evaluation to add or change IEP goals if needed.
2. If the student is not already staffed into the language program, and demonstrates the
need for language services, follow the procedures found in the Speech and Language
Handbook in section Exceptional Education Procedures Language K-12 or Exceptional
Educational Procedures Pre-K.
3. The IEP Team will consider the results of the speech and language evaluation when
determining if a student is eligible for the ASD program.
SECTION 10
Section 10
Speech-Language as a Related Service Definition
Who receives Related Services
Who does not received Related Services
The Process
IEP Team Considerations
Discontinue
Annual Review
Service Options
Speech-Language as a Related Service
What is Related Service? Related services in speech and/or language comprise the same services as those provided in the
Speech and Language Programs. However, Related Speech and/or Language Services may
ONLY be considered for any student currently enrolled in exceptional education services (ESE).
Related services are designed to provide support to enable the student to access special
education services.
Who should receive Related Service? 1. Students currently enrolled in special education- ESE program which includes a
specialized curriculum. 2. Students who are receiving services in self-contained ESE classes who require speech
and or language services to benefit from the ESE program. 3. Students who are receiving services in resource ESE classes may also be candidates for
related service. 4. Students whose Speech/Language needs change periodically due to the nature of their
primary disability (ex. ASD, InD, etc.).
Who should not receive Related Service? 1. Students who do not exhibit communication deficits.
2. Students who are not in an ESE program.
3. Students making adequate progress as evidenced by progress reports.
4. Students who receive Consultation services for their primary exceptionality.
Related Services are defined as services required to assist a child with a disability to benefit from
special education. Speech-Language Pathology as a related service includes:
Identification of students with speech or language impairments
Diagnosis and appraisal of specific speech or language impairments
Referral for medical or other professional attention necessary for the habilitation of speech or language impairments
Provision of speech and language services for the habilitation or prevention of communicative impairments
Counseling and guidance
5. Speech Impaired only students (F code only).
Why choose Related Service? Although Speech/Language program services and Speech/Language as a Related Service
comprise the same support, there are reasons why it would be appropriate to choose one over
the other.
Speech/Language Program: These services are for students who meet the eligibility criteria and
need support to benefit from General Education.
Speech/Language as a Related Service: These services are for students already receiving ESE
support. The Related Services must be based on data and the student must show a
communication need to benefit from their special education curriculum.
There are some students with a primary exceptionality where communication deficits
can be a hallmark feature (ex. Autism Spectrum Disorder, DHH, etc.). These students will
often benefit from Speech/Language as a Related Service. These students may have
communication needs throughout their academic career and will benefit from the
flexibility to access services as needed.
ESE classrooms are set up to provide students with language enrichment and communication
support through instruction and interventions provided by the ESE teacher. When a student
needs the expertise of an SLP (based on data collected in the ESE classroom) the team may
consider speech and/or language as a related service.
Related Service should not be used to circumvent the eligibility process in cases where a student
did not meet the eligibility criteria for Speech/Language program services.
Speech and Language Program versus Speech and Language Related Services: What’s the
difference?
Process 1. ESE teacher brings specific concern(s) to the IEP team that the student is not progressing
in special education due to communication needs.
2. The ESE teacher and SLP will collaborate on the goal(s) which can be accomplished in one of two ways:
o Adjust an established IEP goal (this goal can be in any domain of the IEP) to reflect the communication need(s) for which the ESE teacher will collect the data. Address in the IEP team notes that communication will be supported in one of the other domains.
OR
o Write a goal in the Communication Domain in collaboration with the ESE teacher. This goal will be implemented by the ESE teacher.
3. After sufficient data has been collected, the IEP team reviews student progress as reported by the ESE teacher including:
o Student test scores, portfolios, student work, graphed data, etc.
o Documentation of progress/lack of progress on the student’s Progress
Report.
If the student is making limited progress in his/her communication goal as determined by data,
the IEP team may decide to review the next steps for student support as stated below.
Speech-Language Program
1. General education students and ESE students may be eligible for the Speech or Language Programs to benefit from general education.
2. Students must meet eligibility for speech and/or language as prescribed in eligibility rules for these programs.
Speech-Language as a Related Service
1. ONLY ESE students may be eligible for speech and/or language as a related service as required to benefit from special education.
2. Speech and/or language as a related service is not automatically provided for an ESE student. IEP teams must document and demonstrate a need for services to benefit from ESE.
Next Steps for Student Support
The IEP Team reviews all the student data and may decide to alter/change the goal or
the implementation of the communication need by the ESE teacher. The IEP Team may
initiate a different goal to be implemented by the ESE teacher.
OR
The IEP Team along with the SLP may also discuss Speech and/or Language as a Related
Service.
Supporting Data The data used in decision-making may include: any student evaluation outcomes, services the
student is currently receiving and/or has received in the past, the student’s response to specific
interventions, and parent input on communication skills observed in the home and other
environments. If the IEP team decides that speech and/or language testing is needed, then
follow the Reevaluation process.
IEP Team Considerations The IEP team must answer the following questions before determining S-L as a Related
Service:
What are the communication problems the student is experiencing in the ESE
educational environment?
Are the student’s communication problems a result of other factors, such as limited
English proficiency, a need for an alternative/augmentative communication device, or
other physiological, psychological, or medical factors (exclusions from services)?
Do the student’s current IEP goals address the communication deficits?
Have the strategies being used within the ESE classroom to address these goals shown
to be effective?
Once these questions have been answered by the IEP team, two final questions
must be answered.
1. Is the student’s communication need impacting access to the ESE education curriculum?
2. Are speech/language services necessary for the student to benefit from ESE education?
If the answer is “yes” to both of these questions, the SLP will:
Complete the Speech and or Language as a Related Service Summary form
Develop additional speech/language goals and objectives, OR revise an existing ESE
goal and determine type, frequency, duration, and appropriate service delivery model
(collaboration, direct services.)
1. If you address the communication need in another Domain (not Communication) then this will be documented in the IEP team notes and on the IEP Services page
2. The IEP notes statement should reflect communication need(s) are being addressed through the established IEP goals in….(stated Domain)
Document services on the IEP under “Related Services.”
Exceptional Student Education Codes
Student in Language as a Related Service is designated by Y code
Student in Speech as a Related Service is designated by X code
Note: There may be situations where a student is being initially staffed into an ESE
program and the IEP team would like to consider Speech and/or Language as a Related
Service based on current data and information. Best practice is to guide the team to
complete the Related Service process stated above. However, there may be times when
the IEP team may decide that the student’s communication needs will impact the ESE
program and want to place the student in Speech and/or Language as a Related Service
at the time the student is initially staffed into an ESE program. This is likely to occur
with students who present with a disorder where a communication deficit is a hallmark
of the disorder. In order to do this, there must be data to justify the need for Speech
and/or Language as a Related Service.
Discontinuation The decision to discontinue speech/language services as a related service must be addressed during an IEP team meeting. The decision is based upon current, documented information regarding the student’s progress toward Communication goals and the continued need for the related service.
Documentation of discontinuation of Speech or Language as a Related Service is written on the IEP Team Notes. No Summary report is required.
Annual Review:
At the Annual Review meeting, the team will discuss whether the student continues Speech
and/or Language as a Related Service for the duration of the next IEP year. Then services
continue to be documented under Related Services on the IEP.
If the team decides the Related Service is no longer required then a statement to this effect will
be added to the IEP Team Notes. No dismissal report is required.
Service Options Direct service
Collaboration- requires a therapy plan, data sheet, and Consultation/Collaboration log
SECTION 11
Section 11
Special Programs Non-Public School Program
Head Start Language Program
Preschool Diagnostic Intervention Services
Referral from Other Professionals
ESOL/Limited English Proficient Considerations
Annual Review
Re-Evaluation
Preparing for a Bilingual Evaluation/Re-evaluation
ESOL/LEP Speech and Language Paperwork
Assistive Technology Team
Pre-referral Procedures
Making a Referral to AT Team
AT Assessment
Following Device Trails
Special Programs
Consideration for Limited English Proficient, Head Start and Non Public Students
There are a variety of forms and procedures available to the Speech Language Clinician who
serves students in these categories. In many cases extra communication between the clinician
and the extra programs is required.
Non Public School Program Contact the Non Public School Program
434. N. Tampa Ave, Building 200
Orlando, FL 32805
407-317-3501 Fax 407-317-3550
Head Start Language Program Procedures Children in Head Start programs will be evaluated by Preschool Diagnostic Intervention Services
Referral from the SLP to Other Professionals Auditory Processing Disorders (APD): Reports often come from outside agencies regarding APD.
Staffing Specialists will hold meetings and contact the OCPS Audiology Department for further
assessment. SLPs do not evaluate for APD.
ESOL/Limited English Proficient Considerations and Procedures
Bilingual evaluation information is found at key locations in the handbook when applicable.
Preparing for Bilingual Evaluation/Reevaluation
Inform the school office of the Bilingual Diagnostician’s date of testing
Arrange in advance, a room with a table, 2 chairs, and an electrical outlet
Have the Student’s schedule in the front office for the day of testing (Student’s classroom number, special’s time and lunch schedule)
Inform the Bilingual Diagnostician if the student has withdrawn from school prior to their arrival
Inform the Bilingual Diagnostician if the school has a special event, field trip, picture day, etc. on the same day as testing. Do this prior to their arrival at the school so the date can be rescheduled.
What to Expect After the Bilingual Evaluation
Within two weeks of completing the evaluation, an assessment report will be sent to the school SLP, on the condition that all the documentation required to complete the report (teacher checklists, hearing/vision results, observation form…etc.) was received.
The school clinician will write the IEP using the assessment report as a guide for communication goal development.
Indicate on the Green Speech and Language folder that a bilingual evaluation occurred and the date of the evaluation.
School SLP will attend the scheduled IEP meeting. The bilingual diagnostician typically does not attend the IEP meeting, unless special circumstances warrant.
ESOL/LEP Speech and Language Paperwork
To send COPIES of requested paperwork to the Bilingual Diagnosticians choose one of the
following:
Scan and e-mail documents to Speech Language Program Assistant
Courier: Speech-Language Program
Bilingual Diagnosticians
Exceptional ED Admin Cherokee School
Upon receipt of the paperwork
The Speech Language Program Assistant will notify the school SLP of receipt and any missing information/documentation needed to complete the file
The bilingual diagnostician will contact the school SLP with a tentative evaluation date
Assistive Technology Team 434 N. Tampa Avenue, Building 200 Orlando, FL 32805 407-317-3504 Fax 407-317-3526 https://www.ocps.net/cs/ese/support/at/Pages/default.aspx
Assistive Technology Procedures
The OCPS Assistive Technology Team provides support to students who need assistive
technology tools to access the curriculum. Common areas of student need include: computer
access, reading, written output, and communication. The current team consists of four speech-
language pathologists, one of which focuses on reading and writing issues with students with
mild disabilities, one occupational therapist, and one program assistant.
Pre-Referral Activities:
In order for a student to be successful with assistive technology, specific supports and practices
must be in place in the classroom. Students need to have experience and practice with some
strategies and tools before staff considers making a referral for an AT assessment. See AT
website for details.
Prior to making a referral for AAC
Complete Augmentative/Alternative Communication Pre-Referral Activities Documentation Form. The form provides information regarding the introduction of beginning communication strategies using tools that may already be available at your school - low tech voice output devices (i.e. BIG/LITTLE MAC, Step-By-Step Communicator, Communication Builder, Tech Talk or Boardmaker software which can be used to create manual communication boards, device overlays, or individual picture cards).
Data must be collected with regard to an IEP goal. This documentation is submitted along with the referral.
Prior to making a referral for a Written output device
Pre-referral activities such as typing on the classroom computer or school Alpha Smart should be attempted.
If the student has difficulty with computer access and possibly needs equipment other than a standard mouse or keyboard, consult with the school Occupational Therapist prior to contacting the AT Team.
Prior to making a referral for Reading
Pre-referral activities for reading should consist of read aloud accommodations (i.e. text-to-speech, adult reader).
Data must be collected with regard to the impact of student performance in the classroom.
NOTE: If you have any questions, contact an AT team member or go to the AT team website for
suggestions and resources for pre-referral activities.
Referral to the AT Team
A referral to the AT Team for an assessment would be appropriate once:
the suggested strategies and supports are in place,
you see a positive change in the student’s ability to interact in his/her classroom,
the student's reading, writing, or communication needs outgrow the available resources at your school.
Once you have decided that a referral to the AT Team is appropriate, complete the following
forms:
Referral for AT Screening
If referring for communication only, complete the Communication Attachment
If the student has reading, writing, or access needs that are not being met with classroom curriculum and supports, complete the additional attachments for these areas:
o If referring for written output, a writing sample must be provided. o If referring for communication, also attach the completed
Augmentative/Alternative Communication Pre-Referral Activities Documentation.
These forms can be found on the AT Team web site
https://www.ocps.net/cs/ese/support/at/Pages/default.aspx and should be completed and
submitted online. At least 2 members of the IEP team should be involved in making the referral
(ex. SLP, OT, classroom teacher)
AT Assessment
Once the referral is received, it will be assigned to an AT team member who will contact you to
schedule the appointment. For AAC assessments, we ask that the SLP is available to attend the
screening as they can provide valuable insight regarding the student and will be primarily
responsible for carrying out any recommendations. For reading and/or writing assessments,
the classroom teacher will be contacted to schedule the appointment.
During an AAC screening, the AT Team member will look at the communicative functioning of
the student as well as their response to a voice output communication device. For reading and
writing assessments, we will evaluate the student’s performance using various types of
equipment and/or software for improved comprehension or written production. A report
documenting the assessment observations and outcomes is sent to the school staffing specialist
and other IEP team members.
There are 2 typical outcomes from the assessment:
1. Suggestions are made for the classroom teacher, SLP, etc. to implement using resources already available at the school (i.e. BoardMaker software, low tech AAC, classroom computer). The AT Team is available to assist with the implementation of these suggestions.
Or
2. Formal device trials are recommended. Devices are requested from the state assistive technology loan library or placed on loan from our inventory and are typically available for a period of 6 weeks. AT assessments may involve 2-3 device trials. Device Trial Related Forms:
Device Trial Data Sheet
Device Use At Home (must be signed by parent before device can go home)
Written Expression Documentation Form
Following Device Trials
Once a determination is made regarding the device that best matches the student’s needs, a
final recommendation report is written and sent to the school. The IEP team meets and if in
agreement, use of the device is added to the IEP. The AT Implementation Plan form is
completed at that time indicating how and where the device will be implemented and who will
be responsible for items such as programming and device repair. Student use of AT should be
evaluated at least yearly by the school team and a new implementation plan completed.
Many times devices can be placed immediately from our inventory, but in some cases the
device may have to be ordered. Devices are labeled with the student’s name and are placed on
temporary loan to the school for the student’s use. Devices will follow the student to any school
as long as they are in OCPS.
Be sure to indicate by writing LATS on the front of the green speech folder that the student
uses an AAC device and provide assistance should the student change classrooms or schools. It
is important that the school team keep the AT Team informed of any school changes or training
needs.
Training related to device use and specialized software is provided as needed. Some devices
and software have specific workshops developed for them. Refer to signmeup.ocps.net,
Assistive Technology section, for a listing of trainings and dates. Additional workshops for
reading and writing support can be found at fdlrs.gosignmeup.com.
If the device is not working properly, contact the vendor first (phone number is typically on the
back of the device). Should the device need to be returned for repair, contact the assistive
technology team.
Recommended Course provided by Assistive Technology: See AT website for
details.
*All underlined forms are available either on the SLP Resource page of the Speech and Language
website or the AT Team website https://www.ocps.net/cs/ese/support/at/Pages/default.aspx
