Significant Developmental Delay Annual State Superintendent’s Conference on Special Education and Pupil Services October 20-21, 2015

PI 11 Significant Developmental Delay SECTION 1. PI (11) (a) is amended to read: PI (11) (a) Significant developmental delay means children, ages 3, 4 and 5 through 9 years of age or below compulsory school attendance age, who are experiencing significant delays in the areas of physical, cognition, communication, social-emotional,or adaptive development.

PI 11 Significant Developmental Delay (b) “All other suspected impairments under this section shall be considered before identifying a child’s primary impairment as significant developmental delay.” Consider does not mean “rule out” all other 13 disability impairments. Team must consider only areas of suspected impairments based on referral information.

SDD Eligibility Criteria (c) A child may be identified as having significant developmental delay when delays in development significantly challenge the child in two or more of the following five major life activities: Physical activity… Cognitive activity… Communication activity…. Emotional activity… Adaptive activity…

SDD Eligibility Criteria Continued Documentation of significant developmental delays under paragraph (c) and their detrimental effect upon the child’s daily life shall be based upon qualitative and quantitative measures including all of the following: –A developmental and basic health history, including results from vision and hearing screenings and other pertinent information from parents…

SDD Eligibility Criteria Continued Documentation of significant developmental delays under paragraph (c) and their detrimental effect upon the child’s daily life shall be based upon qualitative and quantitative measures including all of the following: –A developmental and basic health history, including results from vision and hearing screenings and other pertinent information from parents… –Observation of the child in his or her daily living environment such as the child’s home, with a parent or caregiver, or an early education or care setting which includes peers who are typically developing. If observation in these settings is not possible, observation in an alternative setting is permitted.

SDD Eligibility Criteria Continued Documentation of significant developmental delays under paragraph (c) and their detrimental effect upon the child’s daily life shall be based upon qualitative and quantitative measures including all of the following: –A developmental and basic health history, including results from vision and hearing screenings and other pertinent information from parents… –Observation of the child in his or her daily living environment such as the child’s home, with a parent or caregiver, or an early education or care setting which includes peers who are typically developing. If observation in these settings is not possible, observation in an alternative setting is permitted. –Results from norm—referenced instruments shall be used to document significant delays of at least one and one—half standard deviations below the mean in 2 or more of the developmental areas which correspond to the major life activities. If it is clearly not appropriate to use norm—referenced instruments, other instruments, such as criterion referenced measures, shall be used to document the significant delays.

Initial and Reevaluations Initial Evaluations Reevaluations –A child continues to qualify as significantly developmentally delayed if the child meets the (initial) SDD criteria and continues to demonstrate a need for specially designed instruction beyond the age of 6. Team must consider other disability categories for both.

Assessments The Wisconsin Assessment Principles, which can be found on Collaborating partners.com, provide guidance for completing assessments with young children. Assessments should: Include both quantitative and qualitative information Involve parents and caregivers Include observations in multiple environments Include information relevant to Child Outcomes (for children ages 3-6) Be norm-referenced (SDD eligibility criteria) Be age and developmentally appropriate Current Be administered and interpreted by a Qualified Examiner/Team Be culturally relevant and non-discriminatory

Considerations for School-Aged Children When looking at the developmental progress of older students, consider the referral areas and potential delays and difficulties. Portions of existing information or assessments which have previously been administered (where appropriate) may be used to develop a clearer picture of the student’s needs and abilities. IEP teams will determine any new or additional information to gather as part of the evaluation.

“Through the age of 9” A reevaluation for continued eligibility under a new category or to determine the child no longer needs special education and related services, must occur before the age of 10. NOTE: This is an age (not grade level) limit/deadline.

Reevaluations There are “natural” times when IEP Teams may want to consider continued eligibility under a new category: –3 Year Reevaluation (at age 6, 7, 8, and 9) –Annual IEP (review information) –End of the school year (especially during the year of the child’s 9 th birthday) –And at ANY time, the IEP team has enough information to determine a new category

Reevaluations WARNING…..It is not automatic that a child continues to receive special education and related services under SDD until the age of 10! Intent of the Rule: Allow an extended period of time until the team gathers enough information to determine new category (not meant to delay eligibility under new category). Determination should consider the child’s age, development, placement, previous experiences and opportunities, and access to the general curriculum or other preschool appropriate activities

Services and Placements For school aged students with a Significant Developmental Delay: IEP Teams should consider the child’s age, present levels and educational needs, especially for children ages 6 through 9. District/state standards for that grade level (rather than preschool age appropriate activities), including access to the general curriculum, including supplementary aids and supports, and program modifications.. Consider related services in order for the child to benefit from special education. Special Education Teacher: determine who is most appropriate to serve the child.

Least Restrictive Environment (LRE) Indicator 6 Educational Placements, Ages 3-5 Regular early childhood program and receiving the majority of special education and related services in a regular early childhood program; and Separate special education class, separate school or residential facility

Least Restrictive Environment (LRE) Indicator 5 Educational Placements, Ages 6-21 Percent of children with IEPs, aged 6 through 21 served: Inside the regular class 80% or more of the day; Inside the regular class less than 40% of the day; and In separate school, residential facilities, or homebound/hospital placements.

Related Questions Do the Child Outcomes (Indicator 7) need to be completed for children who are eligible for special education and related services beyond the age of 6 identified as having a significant developmental delay? –No, the Child Outcome ratings only need to be completed for children ages 3 to 6 and will not be required for children ages 6 through 9.

SDD and Speech Language Impairment Can an IEP team determine that a child has both a significant developmental delay and an additional disability, such as a speech language impairment?

SDD and Speech Language Impairment This is an eligibility determination. Teams must consider all areas of impairment before identifying a child with a significant developmental delay (this includes Speech Language). Once the IEP team has determined that the child meets the eligibility criteria and is a child with a significant developmental delay, this will become the only disability category that is reported to DPI for required Child Count purposes.

SDD and Specific Learning Disability Can a special education teacher implement the intensive interventions for a child with a significant developmental delay (school aged for example), for a potential SLD evaluation?

SDD and Specific Learning Disability Yes, if a student has already been identified as a student with a disability and the student’s existing IEP already calls for special education programming in an area of concern being considered as part of an initial SLD eligibility decision, the special education teacher may implement the two required intensive, scientific research or evidence based interventions with the student. The SRBIs and progress monitoring data collected must meet the standards in the SLD rule.

SDD and “Additional” Areas of Impairments If a student meets the eligibility criteria for other disability categories, does the additional area of impairment need to be identified as a secondary disability?

SDD and “Additional” Areas of Impairments No, there is no requirement to identify a secondary disability category, an additional disability category, multiple disability categories, or any particular number of disability categories for the provision of services or for state reporting reasons.

For More Information Jenny Giles (608)