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Eligibility/Placement for Middle and High School Students By Perry Flynn, Consultant to the North Carolina Department of Public Instruction in the area.

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Presentation on theme: "Eligibility/Placement for Middle and High School Students By Perry Flynn, Consultant to the North Carolina Department of Public Instruction in the area."— Presentation transcript:

1 Eligibility/Placement for Middle and High School Students By Perry Flynn, Consultant to the North Carolina Department of Public Instruction in the area of Speech-Language Pathology

2 Are you willing to conduct business in a different way to get a different outcome? YOU may need to be the catalyst for some systemic change at least at your school level. If you present a problem can you/ do you provide some solutions to that problem?

3 Dismissal Discuss dismissal at first IEP meeting and every annual review thereafter. Educate staff/ administration/ parents. Reassure parents that we ALL want to act in the best interest of their child. Often 1 on 1 in the speech “closet” is NOT in the best interest of the student. EBP ◦Have a picture of the student on the table for the conference Gateways to Placement form can be(on Perry’s website) used at the IEP Team meetings to discuss placement decisions.

4 IEP Goals Follow ideal intent of IDEA in authoring goals. Have the entire team collectively write goals for what is reasonable for the student to achieve in IEP period. Include the parent. If you get to them/ initiate before they get to you, many problems can be prevented THEN decide the service providers needed to achieve the agreed upon goals.

5 Speech Primary SLPs should CAREFULLY consider students who have remained eligible for one triennial evaluation period. Is the student appropriately placed? Motivation Do structure/ function allow for student progress?

6 Communication Self contained teachers often are great at providing communication opportunities facilitating communication all day long. Teachers may need us to point out to them all the great activities they are doing. Teachers may need us to collaborate with them to help build communication into daily activities and create communication rich environments. Should be an INDIVIDUAL decision taking into account personnel…….

7 Related Services Should be a data driven decision. Ask parents/ teachers to produce the data that suggest the need for a related service. What data support this need? Does the student meet the definition for a related service? Does the student require the specially designed, individualized instruction of the SLP to meet the goals in their primary area of eligibility?

8 Related Service Support Description (RSSD) Student may have direct service goals or JUST RSSD to provide consultative / collaborative service on behalf of the student. RSSD may be used to “wean” students, parents, teachers off our direct services while providing what is truly in the best interest of the student while supporting least restrictive environment (LRE). Requires # of session but not time period of sessions. NO progress reports because students are not receiving DIRECT services from the RSSD so no progress per say is expected.

9 Transition Thoughtfully consider transition for these students. What realistically will they do after their time in school? (student at RCSHS vet.) What is functional for them to master in the area of communication?

10 Curriculum What curriculum does the student participate in? ◦Standard Course of study ◦Occupational Course of Study ◦Extended Content Standards Does a communication problem negatively impact the student’s ability to achieve their functional or academic curricular goals?

11 Goals Functional!! Realistic ◦Often more social / vocational less “academic” by this time in the student’s academic career.

12 Service Delivery If goals are functional, service delivery should be as well! Classroom Vocational settings Clubs Lunch Off campus job sites ◦Amanda, John, Brett, Johnnie, Nursing home…. LITTLE OR NO EVIDENCE TO SUPPORT CARRYOVER COMING FROM DRILL AND PRACTICE IN THERAPY ROOM SETTINGS. ASHA EBP Compendium…other resources

13 Dismissal You MUST call for re-evaluation to add or delete a related service. No testing is required! Data to dismiss may come from: ◦Therapy data ◦Progress reports ◦Non standard assessments ◦Curricular measures ◦Authentic/ environmental assessments ◦Observation…….

14 Dismissal Involve students in their own IEP conferences (they may dismiss themselves). Data driven! If students lack motivation and parents are insistent, initiate a contract with incentives that parents/students/team members agree on. Contract not met=dismissal

15 Dismissal DATA driven! Audio tapes…… Evidence Based Practice Administrative support If there is dissent among the IEP Team members the LEA Representative makes the call.

16 Final thoughts Elementary school therapists should consider placement carefully at times of transition to K, 6, 9. Think carefully about dismissing students too quickly when they move onto your workload. Establish trust with parents. (personal experience…John) Caseload is to a certain extent what you make it. YOU have some power in determining who is on your caseload!!!


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