The Exceptional Children’s Education Act

The Exceptional Children’s Education Act

Day Two Eligibility Criteria

Summer 2014

Setting Norms

•Norm One•Norm Two•Norm Three

What does this look like to

you?

ECEA Overview/ObjectivesGoal One: Participants will become familiar with the multiple resources to support in the special education qualification process and the development of an IEP

Goal Two: Participants will understand the tools found in the IEP process to support the closing of the gap for students with a disability

Goal Three: Participants will develop background knowledge needed to implement Enrich, the new IEP system

Goal Four: Participants will understand how to determine eligibility under the revised Exceptional Children Education Act

Utilize the note-catcher to organize

your thoughts and

remember your

questions!

Agenda: Day TwoM

eet

You

r Team Introductions

Setting Norms

Course Overview

State of the State

Understanding IEP Roles

IEP

Pro

cess MTSS

Child Find

Referrals

Multidisciplinary Evaluation Reports

Determination of Disability

IEP Development

Multidisciplinary PLOP and Special Factors

Goals

Accommodations, Services, and LRE

Eli

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Intellectual Disability

Other Health Impairment

Serious Emotional Disability

Autism

Specific Learning Disability

Other Disabling Conditions

Eff

ect

ive I

EP

Team

work

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

KeySymbol Meaning

Something new or changes in procedures

Requires effective teamwork

Task

Difference between Enrich and Encore

Intellectual Disability, Other Health Impaired and Serious Emotional Disability

ID, OHI and SED: Objectives

Objectives

Participants will be able to qualify a student under Intellectual Disability, Other

Health Impaired and Serious Emotional Disability

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

• Cognitive, and• Adaptive Skills, and• Academic

ID Eligibility Criteria

Must meet all four conditions listed below:

1. Have a chronic or acute health condition.

2. The health condition must cause limited strength, vitality, or alertness due to chronic or acute health problem.

3. Educational performance must be adversely affected by the health condition.

4. The health condition must create a need for specially designed instruction.

OHI Eligibility Criteria

Serious emotional disability means a condition exhibiting one or more of the following characteristics over a…

long period of time and to a

marked degree

Six+ months

Significant

difference

Eligibility

Explore the Disabilities

Case Study: Use a student who currently qualifies for SLIC, PD, and SIED to determine if they will qualify for ID, OHI and SED. Summarize the student. Will they qualify?

Compare and Contrast: Use the checklists to compare and contrast the eligibility under SLIC, PD, and SIED to determine if they will qualify for ID, OHI and SED. How are the new criteria different?

Non-linguistic Representation: As a team create a non-linguistic representation of the new ID,OHI and SED criteria. What is needed to qualify?


Share what you have learned…Non-Linguistic Representation

Compare and Contrast

Case Study

What are the criteria to

qualify for …

How is this different from

…

Summarize your student.

Will they qualify?


Two standard deviations

below the mean

Two or more standard deviations

below the mean

Adaptive is measured by a BOE that includes one standards Or nationally normed assessment

Major Changes

SLIC

Portfolio of Possible

Assessments

Adaptive(SIB-R, Vineland

II, ABAS 2nd Edition, Behavior Scale ABES-R2)

Cognitive

(WISC, WPPSI, Kaufman, DAS,

Leiter-R, CTONI-, UNIT, WNV)

Academic

(WJIII, WIAT, TEMA, TERA-3,

TOWL-4)

Major Changes

Eligibility Criteria: Cognitive• A full scale score of 2.0 or more standard

deviations below the mean on individually administered measures of cognition; and this is typically an IQ score of 70 or below.

• If the student is above 70, take into account the Standard Error of Measurement (SEM) and look at the rest of the profile before making the determination.

Does the student meet the criteria under ID in adaptive behavior AND academics?

Assess the student’s comprehensive adaptive skills based on a body of evidence that reflects the child’s social, linguistic and cultural background.

• A full scale score of 2.0 or more standard deviations below the mean on a standard or nationally-normed assessment of adaptive behavior; and

• An interview of parents; and

• Observations of the child’s adaptive behavior that must occur in more than one educational setting. A discrepancy must occur in two or more domains related to adaptive behavior in more than one educational setting.

Eligibility Criteria: Adaptive Skills

A discrepancy must occur in two or more domains related to adaptive behavior in more than one educational setting.

• The discrepancy must be consistent across educational settings. • Sometimes students may perform a skill in one setting and not

another for many reasons. • Caution: Pay careful attention to any discrepancy in

communication when the student is an English Language Learner.


A face-to-face interview of the parents or caregivers using a formal adaptive behavior assessment rating scale must be completed by an individual who is trained to administer such an instrument.


A deficiency in academic achievement, indicated by…

• Scores 2.0 or more standard deviations below the mean in formal measures of language, reading and math; or

• A body of evidence on informal measures when it is determined that reliable and valid assessment results are not possible due to the student’s functioning level.

20


All Multidisciplinary Team Members

and

School Psychologist

Teachers(SPED andGen. Ed.)

Social Worker

Who is essential?

andor

•Summary

Key Points: Intellectual Disability

ID

New name is intellectual disability

ID

Continue to require 2.0 SD at or below the mean in adaptive functioning, academics and cognitive

ID

Parent interview required;

ID

A discrepancy must occur in two or more domains related to adaptive behavior in more than one educational setting

Agenda: Day TwoM

eet

You


Setting Norms

Course Overview

State of the State


IEP

Pro

cess MTSS

Child Find

Referrals



IEP Development


Goals


Eli

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Autism



Eff

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Team

work

Other Health Impaired



Case Study


qualify for …


…


Will they qualify?

AutismTBI

Separate disabilities with their

own criteria

ADD and ADHDFBA and BIP

BOE

Normed measure

of attending in school

Portfolio of

measures

Major Change

• May involve the following medical conditions: Asthma, ADD/ADHD, diabetes, epilepsy, a heart condition, hemophilia, leukemia, kidney disease, sickle cell anemia, or Tourette's Syndrome.

• Being diagnosed with a health-related condition does not automatically qualify child as having an OHI.

• Must have limited strength, vitality, or alertness that prevents the child from receiving reasonable benefit from general education

OHI Eligibility CriteriaThese

conditions are not the only ones that may

be considered

.

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

Eligibility Criteria: Limited Strength

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

Eligibility Criteria: Limited Vitality

Limited alertness, as indicated by an inability to manage and maintain attention, to organize or attend, to prioritize environmental stimuli, including heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment.

Eligibility Criteria: Limited Alertness

Factors to consider in an evaluation include, but are not limited to:

• Medical history including medication

• Type, degree, and severity of health impairment

• Current levels of performance – both academic and nonacademic

• Need for special education and related services

Factors to Consider

• A medical diagnosis alone is insufficient to determine eligibility for special education services.

• Teams should focus on presenting problems along with a comprehensive evaluation to determine the appropriate disability.

• Medically-based mental illness would be more accurately identified under the eligibility category of Serious Emotional Disability.

• Skeletal-Muscular based illness/disorder would be more accurately identified under the eligibility category of Orthopedic Impairment

Remember…


and

SchoolNurse

Teachers(SPED and Gen. Ed.)

School Psychologist

or Social Worker

SchoolMotor

Therapist

Who is essential?

and and and

Key Points: OHI

•Summary

OH

I ADD and ADHD still require an FBA/BIP as a part of MTSS, and normed assessments

OH

I Doesn’t require an outside medical diagnosis; if one exists it can be a part of the BOE

OH

I Mental Illness goes under SED; Skeletal-Muscular goes under Orthopedic Impairment

Agenda: Day TwoM

eet

You


Setting Norms

Course Overview

State of the State


IEP

Pro

cess MTSS

Child Find

Referrals



IEP Development


Goals


Eli

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ati

on




Autism



Eff

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Team

work




Case Study


qualify for …


…


Will they qualify?

ExclusionaryClause Social

Maladjustment

MTSS

REQUIRED

Major Change

Every student receives

UNIVERSAL supports

MTSS is REQUIRED for SED

Some students

also receive TARGETED supports

Few students also receive INTENSIVE

supports

• Proactive and preventative strategies to reduce problem behavior and academic failure

• Example: Development of three-to-five positively stated behavioral expectations • Explicitly taught• Culturally responsive• Reinforced to all students

• Reciprocal relationship between good classroom management & effective instruction

Tier I: Universal Supports

Problem-solving team plans additional supports and interventions:• Defines behavior(s) of concern based on data• Selects an evidence-based intervention• Selects a targeted goal• Establishes progress monitoring procedures• Assigns tasks & timelines

A Functional Behavioral Assessment may be needed to identify the focus of the intervention.

Tier II: Targeted Supports

• FBA provides important information on the functions a behavior serves

• Also gain understanding of conditions (e.g., antecedents & consequences) that sustain and motivate the behavior

• FBA leads to development of a Positive Behavior Intervention Plan

Functional Behavioral Assessment

Due to the strong

connection between

academics and

behavior, the BIP may need to include

interventions in both

areas.

• Colorado law* requires that the parent be notified of any test in the area of behavior.

• The recommended testing must be described along with how the results will be used

• Special Education Consent should not be used unless the child has been referred.

*“School personnel shall not test or require a test for a child’s behavior without prior written permission from the parents or guardians of the child and prior written disclosure as to the disposition of the results or the testing there from.” (C.R.S 22-32-109 [1][ee].

Parent Permission

• If targeted levels of intervention are not sufficient, Problem Solving Teams (PST) may decide to collect more information through diagnostic/prescriptive assessments.

• An FBA should be completed if not already done.

• Supports and interventions at the Intensive Tier are for students with significant and/or chronic deficits, approximately one-to-five percent of the population,

• Response to Tier III intervention needs to be monitored at least one time per week.

Tier III: Intensive Supports

An inability to learn which is not primarily the result of intellectual, sensory or other health factors; and/or

An inability to build or maintain interpersonal relationships which significantly interferes with the child’s social development; and/or

Eligibility

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

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

Eligibility

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

Eligibility

A variety of instructional and/or behavioral interventions were implemented within general education and the child remains unable to receive reasonable educational benefit from general education; and

All four qualifiers must be documented (1/4)

Indicators of social/emotional dysfunction exist to a marked degree; that is, at a rate and intensity above the child's peers and outside of his or her cultural norms and the range of normal development expectations; and



Indicators of social/emotional dysfunction are pervasive, and are observable in at least two different settings within the child's environment. For children who are attending school, one of the environments shall be school; and

Indicators of social/emotional dysfunction have existed over a period of time and are not isolated incidents or transient, situational responses to stressors in the child's environment.


SED Exclusionary Clause

Social maladjustment is generally seen as consisting of a persistent pattern of violating established norms through such behaviors as truancy, substance abuse, perpetual struggles with authority, poor motivation for schoolwork, and impulsive and manipulative behavior.

• Misbehavior that is controlled and understood

• Intact peer relations• A member of a subculture group• Conflicts primarily with authority

figures

2.08(5)(d). The term “serious

emotional disability” does

not apply to children who are socially

maladjusted, unless it is

determined that they have an

emotional disability under paragraph 5 (a) of this section.

• Often displays self-confidence outside of school situations• Generally reacts toward situations with inappropriate

affect• Lacks appropriate guilt and often blames others for

his/her problems though otherwise appears reality oriented

• Dislikes school except as a place for social contacts• Is frequently truant and/or rebels against rules and

structures• Avoids school achievement even in areas of competence• Displays little remorse• Anger is a common emotional overreaction• May have diagnosis of conduct disorder or dual diagnosis

of CD with substance abuse

Social Maladjustment


and

SchoolNurse

Teachers(SPED and Gen. Ed.)

School Psychologist

or Social Worker

Who is essential?

and and

Key Points: SED

•Summary

SE

D MTSS is required for SED qualification; the FAB and BIP are a critical element to the problem solving process

SE

D Social Maladjustment is a rule out; MHA staff can provide guidance

SE

D If a child qualifies the most reasonable service provides include a collaboration between teachers and mental health providers

Agenda: Day TwoM

eet

You


Setting Norms

Course Overview

State of the State


IEP

Pro

cess MTSS

Child Find

Referrals



IEP Development


Goals


Eli

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on




Autism



Eff

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EP

Team

work

Autism Criteria

Autism

Autism: Objectives

Participants will be able to qualify a student under autism.

AutismSeparate disability

with its own criteria

Major Change

An Autism Spectrum Disorder prevents the child from receiving reasonable educational benefit from general education as evidenced by at least one characteristic in each of the following three areas:

• The child displays significant difficulties or differences or both in interacting with or understanding people and events.

Social • The child displays significant

difficulties or differences which extend beyond speech and language to other aspects of social communication, both receptively and expressively.

Communication

• The child seeks consistency in environmental events to the point of exhibiting significant rigidity in routines and displays marked distress over changes in the routine, and/or has a significantly persistent preoccupation with or attachment to objects or topics.

Repetitive Activities and

Restricted Interests

Eligibility Criteria: ASD

The child displays significant difficulties or differences or both in interacting with or understanding people and events. Examples of qualifying characteristics include, but are not limited to:

Significant difficulty establishing and

maintaining social-emotional reciprocal

relationships, including a lack of typical back and forth social conversation

And/or significant deficits in

understanding and using nonverbal communication

including eye contact, facial expression and

gestures

and

ASD: Social

and

The child displays significant difficulties or differences which extend beyond speech and language to other aspects of social communication, both receptively and expressively. Examples of qualifying characteristics include, but are not limited to:

An absence of verbal language

; or,

and/or significant difficulty sharing;

if verbal language is

present, typical integrated use of eye contact and body language is

lacking;

engaging in

imaginative play;

and developing

and maintainin

g friendships

;

ASD: Communication

The child seeks consistency in environmental events to the point of exhibiting significant rigidity in routines and displays marked distress over changes in the routine, and/or has a significantly persistent preoccupation with or attachment to objects or topics.

ASD: Repetitive, Restricted Patterns of Interests and/or Activities

• There must be impact in each of these three areas to qualify with an Autism Spectrum Disorder

• On the eligibility checklist for ASD, if any of the above areas has a box checked “no” the student does not qualify and the team does not go on to the next set of indicators

• The 2.08(1)(b) section was added to identify other areas that may impact the students education but are not features that qualify the student.

ASD: Eligibility

• The child exhibits delays or regressions in motor, sensory, social or learning skills.

• The child exhibits precocious or advanced skill development, while other skills may develop at or below typical developmental rates.

• The child exhibits atypicality in thinking processes and in generalization. The child exhibits strengths in concrete thinking while difficulties are demonstrated in abstract thinking, awareness and judgment. Perseverative thinking and impaired ability to process symbolic information is present.

ASD: Eligibility Criteria

• The child exhibits unusual, inconsistent, repetitive or unconventional responses to sounds, sights, smells, tastes, touch or movement

• The child’s capacity to use objects in an age appropriate or functional manner is absent or delayed. The child has difficulty displaying a range of interests or imaginative activities or both.

ASD: Eligibility Criteria

Who is essential?


and

Speech Language

Pathologist

Teachers(SPED,

Gen. Ed.)

School Psychologist

or Social

Worker

Support PartnerSEAS

MotorTherapist

Key Points: Autism

Au

tism

There are minor changes in the Autism category A

uti

smAutism specialists on the SEAS and the Associate Partner team can assist with Autism Determination; consult your support partner

Au

tism

Sensory is a characteristic added; consult with your motor therapist

Lunch BreakReturn by 12:30

Agenda: Day TwoM

eet

You


Setting Norms

Course Overview

State of the State


IEP

Pro

cess MTSS

Child Find

Referrals



IEP Development


Goals


Eli

gib

ilit

y D

ete

rmin

ati

on




Autism



Eff

ect

ive I

EP

Team

work


SLD Clarification


•ObjectivesParticipants will be able to qualify a

student under specific learning disability.

Participants will understand the criteria to determine if there is a significant delay.

Participants will understand the criteria to determine if there is a lack of progress to

scientific interventions.

Definition: Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

Specific meaning special or particular

Interfering with

Learning

Cognitive Impact

Is there an academic

skill deficit?

Did they make sufficient

progress to scientific research-

based intervention?

Is there an academic

skill deficit?

6 Grade Level CBM

probes that at or below the 12th %ile

Achieving 50%

mastery on a

criterion based

measure

At or below the 12%ile on a normed

based measure

OR

OR

Did they make sufficient

progress to scientific research-

based intervention?

• Normed• Standardized • Predictive • Associated to the CurriculumCurriculum-

Based Measure

• Criterion• Formative • Mastery of Skills

• Direct link to the Curriculum

Mastery- Based Measure

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

etc

AKA: Short cycle assessments, teacher

made checklists, common assessments

DIBELS CBM MBM

inadequate

adequate

Gap Analysis

Goal for Mastery25/25 Equations

Week 1: 3/25Week 2: 10/25Week 3: 15/25Week 4: 20/25Week 5: 20/25Week 6: 25/25

MASTERY!

Determining Progress

Oral Expression and Listening Comprehension Teacher present him to

her problem solving team. They suggest a picture

vocabulary screener. He only knows 15/100 words.

There were about 5 students in all

kindergarten classes who needed to work on

vocabulary. A group was formed. They are using

Direct Instruction from a trained paraprofessional.

Every week the kids are tested on their new

vocabulary • Stevie• Week 1: 15/100• Week 2: 17/100• Week 3: 20/100• Week 4: 15/100

The rest of the kids catch up and have

100/100 in 4 weeks. New approach is tried with games, repetition

and one-on-one instruction.

• Week 5: 17/100• Week 6: 20/100• Week 7: 22/100• Week 8: 15/100

He is not making progress and is

referred to special education for testing.

Kindergarten• Stevie doesn’t talk much • Struggles with recall • Writing is mostly scribbles

Adjustment in instruction

(from tier 2 to 3)

12%ile

Oral Expression and Listening Comprehension

Reading

Basic Fluency Comprehension

Colorado Department of

Education Example

Basic Reading CBM

Reading Fluency CBM

Reading Comprehension

CBM

How to determine sufficient progress?

CBM- use the specific CBM guidelines



Group Activity

Group 1Basic Reading

Group 2Reading Fluency

Group 3Reading

Comprehension

1. Did they follow the inquiry cycle?

2. Did they make adjustments to the inquiry cycle?

3. Did the use a CBM or MBM?

4. Was the intervention targeted to the area of concern?

5. Did the student make adequate progress?

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

Written Expression Handwriting Spelling Written

Expression

Colorado Department of

Education Example

Minnesota Handwriting Assessment

(used as both Normed

Measure and Progress

Monitoring)

Spelling CBMPALS

SPELL Inventories (Words their Way, Word Journeys,

Spellography)

Writing CBM

Other Examples Handwriting without Tears

Screener

Weekly spelling tests

How to determine sufficient progress?

Mastery of the skills taught


Others- Mastery of the skills

taught

CBM- use the specific CBM

guidelines

Group Activity

Group 1Writing:

Transcription Skills Handwriting

Group 2Writing:

Transcription Skills Spelling

Group 3Writing:

Translation and Organization

Written Expression

1. Did they follow the inquiry cycle?

2. Did they make adjustments to the inquiry cycle?

3. Did the use a CBM or MBM?

4. Was the intervention targeted to the area of concern?

5. Did the student make adequate progress?

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

Math

CBM

CBMMath MateCurriculum EmbeddedAAIMS (algebra)Yearly Progress Pro

Elementary Middle and High

Definition: Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

Exclusionary Factors

Hearing, Vision,

Physical



Cultural Factors

Economic Disadvanta

ge

Limited English

Proficiency

Key Points: Specific Learning Disability•Summary

SL

D Completing a root cause analysis during the initial MTSS stages can help to target the intervention and speed up qualification

SL Build a BOE that contains nationally normed data and lack of progress; use CBM if it exits; there is no 6 data points criteria

SL

D Serious consideration must be given for second language learners

Agenda: Day TwoM

eet

You


Setting Norms

Course Overview

State of the State


IEP

Pro

cess MTSS

Child Find

Referrals



IEP Development


Goals


Eli

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ilit

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rmin

ati

on




Autism



Eff

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ive I

EP

Team

work

Other Disabilities

Low Incidence


•Objectives

Participants will understand the foundations of the low incidence disabilities and how to qualify.

Participants will know who to contact to assist with any of these disabling

conditions.

In groups of two, you will rotate around 7 stations representing various disabilities. You will have 5 minutes at each station. The station has a scavenger hunt to look for critical information.

After rotating through the 7 stations we will play a game.

Discovery Stations

Support Partner and Early

Childhood Special Educator

Who is an essential team

member who can assist with DD?

7th% or lower

What percentile does a child need to be on a normed

assessment?

False

True or False: This means we can

wait until they are 8 yo to do eligibility.

Developmental Delay Quiz

5 points

10 points

20 points

Developmental Delay

Used to be…

Consideration• Only if clear determination categories cannot

be made • 7th%ile or Lower or Empirical Data or BOE

with a pattern of learning that is different from AGE expectation

• Ages 3-8 years old (must do eligibility before age 9)

PSD

Essential Resources/Staff

Early Childhood Special

Educators

Cultural Sensitivity

Why does the team continue to use DHH instead

of HI?

Audiologist and Teacher of the

Deaf and Hard of Hearing

Who must be involved in a HI determination?

HI

What is the official acronym for Deaf

and Hard of Hearing

Deaf and Hard of Hearing Quiz

5 points

10 points

20 points

Required Resources/Staff

Audiologist

Teacher of the Deaf and Hard

of Hearing

Hearing Impairment

Used to be…

Consideration

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

HD

Teach navigation and safety skills for students who are blind or low

vision.

What does an O and M specialist

do?

TrueTrue or False: an eye doctor report is required or VI.

Teacher of the Visually Impaired

What does TVI stand for?

Vision of Hearing Quiz

5 points

10 points

20 points

Visual Impairment

Used to be…

Consideration• This includes blindness• Only condition that requires a eye Dr.

Report (must be updated yearly)• Might qualify for Orientation and Mobility

VD



Certified Orientation and

Mobility Specialist

Audiologist, TOD, TVI and O and M

Specialist

Who must be involved with a

deaf blind qualification?

True

True or False: a student who is low vision and hard of

hearing can qualify under deaf-

blind.

Multiple Disabilities

What was the former category where students

who are deaf blind would qualify

under?

Deaf Blind Quiz

5 points

10 points

20 points

Deaf Blind

Used to be…

Consideration• Must meet the criteria for HI

and VI• Can be low vision and hard of

hearing

Multiple Disability



Certified Orientation and

Mobility Specialist


Audiologist

Teacher of the Deaf and Hard

of Hearing

muscular dystrophy,

cerebral palsy, spina bifida, etc.

What is an example of a OI?

False

True or False: you must have a

medical diagnosis to qualify for OI

School Nurse and Motor Therapist

Who should be consulted when considering a OI

disability?

Orthopedic Impairment Quiz

5 points

10 points

20 points

Orthopedic Impairment

Used to be…

Consideration• Congenital anomaly (spina bifida), effects of a

disease (muscular dystrophy) or other causes (cerebral palsy)

• Interferes with daily living• Medical diagnosis is not necessary• Motor Therapist can provide guidance in

qualifying

Physical Disability


School Nurse

School Motor Therapist

SLI – it didn’t change

What was the former acronym

for this disability?

False

True or False: you can provide sped services under a

SLI label.

A speech language pathologist

Who is a required member of the

Evaluation team when considering

SLI?

Speech Language Impairment Quiz

5 points

10 points

20 points

Speech or Language Impairment

Use to be…

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

SLI


Speech Language Therapist

Acquired Brain Injury and Traumatic Brain Injury

What are the two types of TBI?

School Nurse, MHA, TBI Team,

etc.

Who is an essential resource

for TBI?

Physical Disability TBI use to be under what category?

Traumatic Brain Injury Quiz

5 points

10 points

20 points

Traumatic Brain Injury

Used to be…

Consideration• Includes Acquired Brain

Injury and Traumatic Brain Injury

• Medical documentation or significant history and display educational impact

Physical Disabilit

y

Required Resources/Staf

f

School Nurse

School Psychologist

or Social Worker

Essential Resources/St

aff

District TBI Team

Key Points: Other Disabling Conditions

•Summary

Oth

er

Dis

ab

lin

g

Con

dit

ion

sMany have their own category

Oth

er

Dis

ab

lin

g

Con

dit

ion

sThere is usually a specialist who can provide guidance for these low incidence categories

Agenda: Day TwoM

eet

You


Setting Norms

Course Overview

State of the State


IEP

Pro

cess MTSS

Child Find

Referrals



IEP Development


Goals


Eli

gib

ilit

y D

ete

rmin

ati

on




Autism



Eff

ect

ive I

EP

Team

work

Effective TeamworkCharacteristics of effective teams

Team self-reflections

Goal setting

Effective Teamwork

•Objectives

Participants will identify characteristics of effective teamwork.

Participants will identify areas where their team can work on their effective teamwork

skills.

Team Work

Team

Work

Systematic

Supportive

Professional

PurposefulCollaborative

Skill Based

Reflective

Team Work 1. As a team, come up with one behavior, strategy or suggestion for each characteristic. Document on a stick note and post it on the effective team work wheel

2. Share one of your suggestions as a group.

3. Complete a self-assessment on your teams effectiveness

4. As a team come up with one goals to improve your teams effectiveness

5. If times permits, share your goal.

Key Points: Effective Teamwork

•Summary

Eff

ect

ive T

eam

W

ork

Effective teams are systematic, supportive, professional, purposeful, collaborative, skill based and reflective

Eff

ect

ive T

eam

W

orkProblem

solving teams and IEP teams can improve their services when functioning as an effective team

Wrap UpSummary

Evaluation

Key Ideas

ID: The parent adaptive scores is not a determining factor.

OHI: Includes ADHD but more direction

will be forthcoming.

SED: Requires MTSS, FBA/BIP is necessary

at tier 3, social maladjustment is an exclusionary factor

Autism: No major changes

SLD: Progress monitoring is

dependent on the concern; determining sufficient progress is

dependent on the progress monitoring

toll.

SLD: Six data points at grade level is only one of three possible ways to determine

academic skill deficit.

Use specialist for low incident disability

eligibility.

What is next?

Behavior Manageme

nt

Blue Green Day Follow

up Trainings

Grab and Go

requested trainings

Documents

The Exceptional Children’s Education Act