1. Week 5
Early Childhood IEP’s, Secondary Transition Plans, Eligibility Categories, Adverse Effect, Need for Specially Designed Instruction

2. Changes
Our syllabus states we will discuss SLD and CLD this week. This will be moved to Weeks 7 and 8.

3. Q & A
What do I do when a student is consistently 2 hours late for school?
What is the transportation policy regarding boundaries?

4. Early Childhood IEP’s 3 through 6 years of age (Kindergarten)
Early Childhood Outcome Ratings occur at entry, each annual review and exit (transition to kindergarten)
All IEP goals fit into 1 of 3 categories

5. Early Childhood IEP’s
Outcome 1: Positive Social-Emotional Skills, including social relationships
Outcome 2: Acquiring and Using Knowledge and Skills, including communication and early literacy
Outcome 3: Taking Appropriate Action to Meet Needs

6. Early Childhood IEP’s Kindergarten Transition Process
Waiting for more guidance from the state regarding Early Childhood IEP’s for kindergarteners – Question answered Yesterday – WE DO NOT HAVE TO COMPLETE ECO’S IEPS FOR NEWLY IDENTIFIED KINDERGARTNERS
See example in TERA

7. Secondary Transition Plans
New Forms
Must begin the IEP year a student turns 16
May begin earlier
Examples

9. Eligibility - Summary
The Evaluation Team Assessment Summary summarizes the findings and documents various forms of assessments used to determine a present level of performance. Assessment data may include observations, interviews, medical reports, developmental history, and data regarding the effects of general education accommodations and adaptations, interventions and other formal and informal data.
The SDE DOES NOT recommend, “re-writing” the eligibility report here. The SDE recommends only summarizing the important criteria used to meet criteria (or not meet criteria on an exit) in this summary.

10. Eligibility - Summary
Reminder: The SDE cautions districts against using technical jargon and requests that reports and all other information/documents be written jargon free and using parent friendly terminology. Please keep this in mind when writing documents.

11. Eligibility - Summary
Ima scored at the 1st percentile on the Goldman Fristoe test of Articulation, a standardized assessment measuring a child’s ability to produce speech sounds. Ima frequently substitutes sounds for sounds he has difficulty producing and shows the most difficulty with /f/ and /v/ and /sh/, /ch/, and /j/. Ima struggles to produce these sounds alone and in combination with other sounds. Ima also shows difficulty accurately producing many age level sounds when having a conversation. Ima also demonstrated that her ability to use proper grammar was below the level of her peers.

12. Eligibility - Summary
According to Dr. McGoo Ph.D., Ima is diagnosed with cognitive disorder, Epilepsy and ADHD combined type. Testing by the MDT also indicates Ima’s verbal and non-verbal reasoning skills are in the low average range. Her full scale IQ is 78 which is in the borderline range. Her academic testing also indicates her skills are below grade level. Ima’s speech and language skills are in the average range and her motor skills are in the low average range for her age.

13. Eligibility - Summary
Note: The SDE cautions about making statements such as the following:
“Ima does not meet eligibility criteria for speech and/or language impaired at this time.”
--or—
“Ima does not meet criteria to receive speech and/or language therapy at this time.”
Making these types of decisions here or in the reports above is premature.

14. Eligibility Documents – Adverse Effect
To fully address the adverse effect on educational performance, this statement should include a consideration of all facets of the child’s disability that have a harmful or unfavorable influence on the child’s performance in academic areas (reading, math, communication, speech, etc.) or non-academic areas (daily life activities, mobility, social adaptation, self help skills, etc.)

15. Eligibility Documents – Adverse Effect
Do not use statements such as: Ima may have difficulty expressing herself in class or students with XXX disability often have difficulty….
Your adverse effect statements must pertain directly to the difficulty the specific student is experiencing.

16. Eligibility Documents – Adverse Effect
Ima’s decreased language skills impact her ability to ask and answer questions, have conversations with peers, work in groups and write complete sentences. Her speech skills affect her ability to be understood by classmates and teachers. Ima often gets frustrated when she is not understood and sits with her head down.

17. Eligibility Documents – Adverse Effect
Andrew’s slower processing of visual information is affecting his ability to keep up with classmates when transferring written information from the board to his notepaper. His visual processing weakness affects his ability to accurately write specific math details to correctly solve a basic math skill and/or problem. His slower processing speed affects his ability to quickly retrieve information as needed for quizzes and tests and work at the same pace as his peers.

18. Eligibility Documents – Need for Specially Designed Instruction
To fully address the need for specially designed instruction, this statement should include a clarification of what adapted content, methodology, or delivery of instruction is needed to ensure access to the general education curriculum and to address the unique needs of the student that result from the student’s disability.
The adapted content, methodology or approach is the intensive instruction that a child will need in addition to and to supplement general education curriculum. (i.e. Direct, explicit instruction to build sight word recognition, direct instruction on the use of a visual schedule, language therapy to build vocabulary, etc.)

19. Eligibility Documents – Need for Specially Designed Instruction
Ima needs direct speech and language instruction in order to improve her communication skills. Ima needs direct, frequent speech instruction with repeated practice to learn to produce speech sounds correctly. She also needs intervention that focuses on speaking and writing in grammatically correct sentences.

20. Eligibility Documents – Need for Specially Designed Instruction
Andrew needs direct instruction in math to help him acquire information presented in the general education classroom which he may have missed due to his slower processing speed. He needs direct instruction in math calculation skills. He needs concepts re-taught at a slower pace and broken down in steps to assist him to organize and visualize how to attack the problem.

21. Eligibility Categories
Autism
Cognitive Impairment
Deaf-Blindness
Deafness
Developmental Delay
Emotional Disturbance
Health Impairment
Vision Impairment
Hearing Impairment
Specific Learning Disability
Multiple Disabilities
Orthopedic Impairment
Speech Impairment
Language Impairment
Traumatic Brain Injury

22. Eligibility
A student can not be identified as a student with a disability if the primary reason is:
A lack of instruction
Limited English Proficiency
Environmental or Economic Disadvantage
Frequent change of schools, absences

23. Eligibility Must meet the 3 prongs
Criteria for the eligibility category
Adverse Effect
Need for Specially Designed Instruction

24. Autism Diagnosis of an Autism Spectrum Disorder
(Caution with school based diagnosis)
Consider academic, cognitive and adaptive scores/skills

25. Cognitive Impairment Full Scale IQ Score at or below 70
Deficits in Adaptive functioning in at least 2 areas
Adverse Effect
Need for Specially Designed Instruction

26. Developmental Delay Ages 3-10 (must be changed prior to 10th birthday
At least 2 standard deviations below the mean in one area or 1.5 in two areas
Student does not clearly meet the criteria for any other category

27. Emotional Disturbance
Exhibits one or more of the following over a long period of time and to a marked degree:
Inability to learn not explained by intellectual, sensory or health factors
Inability to build or maintain relationships
Inappropriate behavior or feelings
Pervasive mood of unhappiness or depression
Physical symptoms or fears
At least 6 months, more than one observer, more than one setting, frequency, duration, intensity
Does not include students who are socially maladjusted
NSD REQUIRES an ED PORFOLIO
(Social History is an important piece)

28. Health Impairment
Student exhibits limited strength, vitality or alertness/heightened alertness…due to chronic or acute health problems
Student has been diagnosed by a physician
(School psychologist can determine ADD/ADHD but our district uses this option with CAUTION)
Not all students with ADD/ADHD or other diagnosis are eligible

29. Multiple Disabilities
Two or more co-existing severe impairments
One of which is a cognitive impairment (IQ below 70)
Such as Cognitive Impairment and Blindness, Cognitive Impairment and Orthopedic Impairment, etc.

30. Speech Impairment Articulation Disorder
At least 2 procedures to assess Expressive and/or Receptive Language
One must produce a standard score
1.5 Standard deviations below the mean
The 2 procedures should support the same conclusion or additional measures should be used
Additional Speech disorders include fluency disorder and voice disorder

31. Language Impairment
At least 2 procedures to assess Expressive and/or Receptive Language
One must produce a standard score
1.5 Standard deviations below the mean
The 2 procedures should support the same conclusion or additional measures should be used

32. Specific Learning Disability
The student does not make sufficient progress in response to effective, evidence based instruction and intervention for the child’s age or to meet state-approved grade level standards in one or more of the following areas:
a. Oral expression;
b. Listening comprehension;
c. Written expression;
d. Basic reading skills;
e. Reading comprehension;
f. Reading fluency
g. Mathematics calculation; or
h. Mathematics problem solving,

33. Specific Learning Disability
AND
The student demonstrates low achievement in the area(s) of suspected disability listed above as evidenced by a norm-referenced, standardized achievement assessment. For culturally and linguistically diverse students, the preponderance of evidence must indicate low achievement.

34. Specific Learning Disability
AND
The student demonstrates a pattern of strengths and weaknesses in psychological processing skills that impact learning.

35. Specific Learning Disability
AND
The student’s lack of achievement is not primarily the result of:
a. A visual, hearing, or motor impairment;
b. Cognitive impairment
c. Emotional disturbance
d. Environmental, cultural or economic disadvantage
e. Limited English Proficiency
f. A lack of appropriate instruction in reading, including the essential
components of reading;
g. A lack of appropriate instruction in math.

36. Specific Learning Disability
AND
The disability adversely impacts the student’s educational performance and the student requires specially designed instruction.