1. ELIGIBILITY PROCEDURES FOR SPECIAL EDUCATION SERVICES Chapter Seventeen

2. CHAPTER OBJECTIVES  Overview of the Eligibility Committee (EC)  Members of the EC  Responsibilities of the EC  IDEA ’97 and EC meetings  Development of the information packet for presentation to the EC  Presentation at the EC by the special education teacher as education evaluator UNDERSTAND THE FOLLOWING

3. CHAPTER OBJECTIVES  Recommendations for classification  Specific placement (LRE) considerations according to IDEA ’97  Developing the Individualized Education Plan (IEP)  Appealing the decision of the EC  Special meetings of the EC UNDERSTAND THE FOLLOWING

4. CHAPTER OBJECTIVES  Presentation at the EC by the special education teacher as classroom teacher  The annual review  Suggestions for the special educator’s participation in the annual review  The triennial review  Declassification of a child in special education UNDERSTAND THE FOLLOWING

5. THE ELIGIBILITY COMMITTEE  The team that oversees the identification, monitoring, review, and status of all children with disabilities residing within the school district.  According to IDEA ’97, every public school district is required to have an EC  May be referred to as the IEP Committee, or Committee on Special Education

6. Members of the EC  The parent of, or person in a parental relationship to, the child with a disability  A regular education teacher…  A special education teacher…  A school psychologist  A representative of the school district…

7. Members of the EC  An individual who can interpret the instructional implications of evaluation results  The student, where appropriate  A school physician…  An additional parent member who is a parent of a student with a disability…  Other individuals who have knowledge and special expertise regarding the student…

8. Responsibilities of the EC during the initial eligibility meeting  Following appropriate procedures…  Determining the suitable classification for a child with at disability…  Reviewing and evaluating all relevant information that may appear…  Determining the least restrictive educational setting…  Finalizing the child’s IEP

9. Responsibilities of the EC after the child is classified  Reviewing, at least annually, the status of the child…  Evaluating the adequacy of programs, services, and facilities for the child.  Maintaining ongoing communication in writing to parents…  Advising the board of education…  Making sure that every three years, the child is retested…

10. IDEA ’97 and EC meetings  The reauthorized IDEA hade clear that parents have a right to participate in EC meetings…  IDEA regulations provide that a meeting does not include informal or unscheduled conversations…

11. IDEA ’97 and EC meetings  IDEA regulations also provide that if neither parent can participate in a meeting…  IDEA regulations further require that school districts inform parents of an Eligibility meeting…  Appendix A to the IDEA regulations indicates that it may be appropriate for a school district to ask parents to inform it if of any individuals the parents will be bringing…

12. Development of the information packet for presentation to the EC Eligibility Committee packet- an organized, thorough packet of required forms and information necessary for a presentation to the eligibility committee of a child with a suspected disability. Case manager- an individualized designated to collect, organized, and forward the eligibility committee packet to the administrator of the EC

13. REQUIRED FORMS  Initial referral to the MDT from school staff  Initial referral to MDT from parent/guardian  Assessment plan and parent consent  Social history form  Medical report form  Classroom observation form

14. EVALUATIONS (Initial Referral)  Psychological  Educational  Speech/language  Vocational (secondary level only)  Other (OT, PT, ESL, Reading, etc.)

15. Guidance and School Materials (Initial Referral)  Child’s schedule  Transcript of past grades  Latest report card  Teacher’s reports  Standardized achievement test scores  Discipline information  CST related documents (i.e. minutes)  Attendance records

16. Other Materials  SPAMS (Social, Physical, Academic, Management needs)  Draft IEP including goals and objectives  Testing modifications worksheet  Extended school year worksheet  Extended school year criteria  Adaptive physical education worksheet  Other

17. Presentation at the eligibility committee by the special education teacher as educational evaluator Evaluation Summary Sheet- A summary of all scores and tests administered that becomes part of the eligibility committee packet

18. How recommendations for classification are made by the eligibility committee The concept of least restrictive environment (LRE) applies to the placement of students with disabilities in the most advantageous educational placement suitable for their needs.

19. Specific placement (LRE) considerations according to IDEA ‘97  Regular class placement  Inclusion classroom  Regular class placement with consulting teacher assistance  Regular class placement with some supportive services

20. Specific placement (LRE) considerations according to IDEA ‘97  Regular class placement with itinerant specialist assistance  Regular class placement with resource room assistance  Special class placement with part time in regular class  Full-time special class in regular school

21. Specific placement (LRE) considerations according to IDEA ‘97  Special day school outside the school district  Residential school  Homebound instruction  Hospice or institution  Local school district

22. Specific placement (LRE) considerations according to IDEA ‘97  Neighboring school district  Cooperative educational services  Home/Hospital Settings  Private approved schools  State operated schools for the deaf, blind and severely emotionally disturbed

23. Appealing the decision of the EC There can be times when the family and district disagree. Impartial hearing officer- an independent individual assigned by the district’s board of education or commissioner of education to hear an appeal and render a decision.

24. Special meetings of the EC  Change a child’s IEP  Change in a child’s program  Declassification request  Addition or deletion of a modification

25. Special meetings of the EC  Parental request for an EC meeting  Disciplinary concerns  New student to district previously identified as disabled  Referral from the building administrator

26. Presentation at the EC Meeting by the Special Education Teacher as Classroom Teacher  Find out the reason for the meeting  Organize yourself  Be well prepared to answer questions  Try not to be defensive

27. THE ANNUAL REVIEW  Reviewing, at least annually, the status of a child in special education  Change in placement- any change of educational setting from or to a public school local special school, or state approved school  Independent evaluation- a full and comprehensive individual evaluation conducted by an outside professional or agency not involved in the education of the child

28. The Special Educator’s Participation in the Annual Review  Suggest ways to meet the child’s proposed goals…  Discuss changes or additions…  Present the areas of success…  Discuss high school diploma…  Discuss need for a referral…  When the child is 13, consider plans for occupational education…

29. TRIENNIAL REVIEW Under federal law, the mandated assessment battery that must be given to a child in special education every three years.

30. DECLASSIFICATION  The child demonstrates effective compensatory skills  The student no longer exhibits difficulty in classroom …  The student no longer exhibits difficulty in the classroom…

31. CHAPTER OBJECTIVES  Overview of the Eligibility Committee (EC)  Members of the EC  Responsibilities of the EC  IDEA ’97 and EC meetings  Development of the information packet for presentation to the EC  Presentation at the EC by the special education teacher as education evaluator UNDERSTAND THE FOLLOWING

32. CHAPTER OBJECTIVES  Recommendations for classification  Specific placement (LRE) considerations according to IDEA ’97  Developing the Individualized Education Plan (IEP)  Appealing the decision of the EC  Special meetings of the EC UNDERSTAND THE FOLLOWING

33. CHAPTER OBJECTIVES  Presentation at the EC by the special education teacher as classroom teacher  The annual review  Suggestions for the special educator’s participation in the annual review  The triennial review  Declassification of a child in special education UNDERSTAND THE FOLLOWING

34. THE END