1. LISD ELIGIBILITY AND EVALUATION REQUIREMENTS
SPECIAL EDUCATION DEPARTMENT
AUGUST 23,2012
LISA HORTON, LEAD ASSESSMENT SPECIALIST

2. AGENDA Best Practice in Evaluation Legal Framework
Review of Eligibility Requirements for the 13 Categories of Disability
LISD Evaluation Requirements
Questions

3. Best Practice Guidelines for Evaluations Texas Professional Educational Diagnosticians Board of Registry, Inc
1. Observe the student in various settings prior to the administration of tests. 2. Select valid and appropriate evaluation instruments based on student needs and strengths. Examiners should select instruments with which they are proficient. 3. Consider all suspected conditions and components of the evaluation. 4. Consult with other professionals throughout the evaluation process. 5. Create a strong foundational evaluation that will be used to develop an individual instructional program. 6. Construct a report that accurately reflects the uniqueness of the individual student. 7. Consider both formal and informal evaluation data. 8. Encourage the evaluation team to function as a cohesive unit, focusing on the whole child.

4. Best practices continued
9. Encourage active and appropriate parent participation in the evaluation process. Ensure that all communications with parents are clearly understood.
10. Convey honest, accurate information with integrity, empathy and respect for confidentiality.
11. Use language that all members of the evaluation team understand.
12. Meet with parents regarding new information prior to IEP/ARD meetings to review the evaluation and ARD procedures.
13. Adhere to high ethical standards.
14. Develop and maintain a congenial working relationship with other professionals.
15. Engage in continuous education to increase knowledge of the field and enhance job performance.
16. Be knowledgeable of language acquisition history.

5. Region 18 Legal Framework
Lewisville ISD District Code

6. Categories of Disability
Specific Learning Disability
Intellectual Disability
Non Categorical Early Childhood
Auditory Impairment
Visual Impairment
Multiple Disabilities
Traumatic Brain Injury
Orthopedic Impairment
Emotional Disturbance
Other Health Impairment
Speech or Language Impairment
Autism
Deaf Blind

7. LISD : Identification of : SPECIFIC LEARNING DISABILITY (SLD)
SLD will be based on an integrated model approach combining Response to Intervention (RtI) and cognitive processing assessment +

8. TEA GUIDANCE DOCUMENT
The determination of SLD must be made through the use of professional judgment, including consideration of multiple information/data sources to support eligibility determination
Written report must include the basis for making the determination.

9. RIOT METHOD
R-Review of Records
I-Interviews
O-Observation
T-Tests

10. FOUR QUESTIONS WILL GUIDE THE ASSESSMENT SPECIALIST IN DETERMINING SLD
Does the student exhibit a pattern of cognitive strengths and weaknesses?
Does the student have a normative deficit in academic achievement?
Is there a relationship between the cognitive deficits and academic deficits?
Is there evidence of functional impairment?

11. 1. DOES THE STUDENT EXHIBIT A PATTERN OF COGNITIVE STRENGTHS AND WEAKNESSES?
Students considered having a condition of a SLD must have significant cognitive deficits that occur within an otherwise well- developed profile of cognitive abilities.
A student exhibiting a “flat” profile should NOT be considered for SLD eligibility as they do not demonstrate a pattern of strengths and weaknesses as required in the federal definition. (C.F.R. § )

12. MUST INCLUDE AT MINIMUM THESE 7 G’s
COGNITIVE TESTING
The Assessment Specialist will complete a FULL COGNITIVE PROCESSING EVALUATION AND DETERMINE ABILITIES:
MUST INCLUDE AT MINIMUM THESE 7 G’s
Gf Gc Glr Ga Gsm Gv Ga

13. Crystallized Intelligence (Gc): acquired knowledge
Long Term Retrieval (Glr) : ability to take in and store information , then retrieve it quickly using association
Short-Term Memory (Gsm) : ability to apprehend and hold information and use within a few seconds
Visual Processing (Gv): ability to think about and generate, perceive, analyze, synthesize, store , retrieve, manipulate , transform, and think with visual patterns and stimuli

14. Fluid Reasoning (Gf): problem solving type of intelligence
Auditory Processing (Ga): ability to perceive, analyze and synthesize patterns among auditory stimuli
Processing Speed (Gs): the ability to fluently and automatically perform cognitive tasks, especially when under pressure to maintain focused attention and concentration

15. Overall Cognitive Functioning
Students considered having a condition of a SLD must have significant cognitive deficits that occur within an otherwise well-developed profile of cognitive abilities
This well developed profile must reflect evidence of average or better functioning (i.e. standard scores generally > 90) in cognitive domains that are not as highly correlated with the presenting problem. 
A student exhibiting a “flat” profile must NOT be considered for SLD Eligibility as they do not demonstrate a pattern of strengths and weaknesses as required in the federal definition. (C.F.R. § )

16. Must have 1 or more areas of intra-cognitive discrepancy/variance.
When using the WJ III:
Must have 1 or more areas of intra-cognitive discrepancy/variance.
When using the WISC IV:
A pattern of strengths and weaknesses is illustrated by a statistical difference between 2 index scores as indicated by Base Rate of 10% or less.

17. Non Unitary Scores
Additional testing may be necessary when non-unitary “G’s” score are evident. (Unitary as it relates to cognitive processes - When the highest & lowest subtest scores do not exceed 1.5 standard deviations).
What does non-unitary look like:
On the WJ 3 more than 22 points between 2 G’s (1.5+ standard deviation) would be considered non-unitary and additional testing in the weaker area is recommended.
For example-Glr 80 Gc is 103. Additional testing to address Glr is needed.
KABC and WISC-with a mean of 10 and standard deviation of 3, a factor or index would be non-unitary if there is a difference of 5 or more points. 

18. 2. DOES THE STUDENT HAVE A SIGNIFICANT and NORMATIVE DEFICIT IN ACADEMIC ACHIEVEMENT?
A PREPONDERANCE OF EVIDENCE
FORMAL ACADEMIC ACHIEVEMENT
COMPREHENSIVE REVIEW OF CUM RECORDS
CBAS, STATE ASSESSMENT,
RTI, PARENT, TEACHER, STUDENT INTERVIEWS
CLASSROOM PERFORMANCE OVER TIME YEARS

19. Assessment Specialist will complete a global assessment of ALL academic areas.

20. STANDARD SCORES OF 84 OR LESS
A normative academic weakness is one in which standard scores are more than one and half standard deviations below the mean.

21. READING
Basic Reading: For suspected deficit in Basic Reading, administer WJIII, WIAT II, or Woodcock Reading Mastery. Reading Fluency: For a suspected deficit in reading fluency WIAT 3, GORT 4, or other comprehensive reading fluency test
Reading Comprehension: For a suspected deficit in reading comprehension, the GORT-4, WIAT 3, WJ III Achievement, KTEA II or Woodcock Reading Mastery Test will be used.

22. MATH Math Calculations and Math Reasoning:
For a suspected disability in math, all subtests representing the Operations or Applications Cluster from KeyMath, WJIII or WIAT III will be used.

23. WRITTEN EXPRESSION
Written Expression: For a suspected deficit in written expression the WJ III Written Expression Cluster, WIAT III Written Expression, OWLS WE or the TOWL-4 will be used.

24. LISTENING COMP/ORAL EXPRESSION
Listening Comprehension and/or Oral Expression: For a suspected deficit, the OWLS, WJ III, WIAT III will be used.
A referral for a speech language evaluation is not required for a student to be identified as SLD in either listening comprehension and/or oral expression unless the standard score obtained on the OWLS is 78 or less. If SS is 78 or less referral is made for a speech language evaluation.

25. 3. IS THERE A RELATIONSHIP BETWEEN THE COGNITIVE DEFICITS AND ACADEMIC DEFICITS?
NORMATIVE WEAKNESS SS <84 IN BOTH A COGNITIVE AREA AND CORRELATING ACADEMIC AREA must be evident.
In addition, the Assessment Specialists reviews a variety of sources including, but not limited to RtI data, parent information, teacher, student interviews, criterion-referenced measures, CBA,s TAKS, Benchmarks, reading fluency probes and other district measures to determine functional implications . .

26. 4. IS THERE EVIDENCE OF FUNCTIONAL IMPAIRMENT?
Functional Impairment:=educational need
Whether the pattern of strengths and weaknesses is consistent with the condition of a SLD is determined by the assessment specialist and the recommendation is made to the ARD Committee to establish a SLD.
The ARD Committee may accept the recommendation of SLD, or reject and ask for additional evaluation.

27. CLASSROOM OBSERVATION
The Assessment Specialist must ensure that the child is observed in the child’s learning environment (including the regular classroom setting or natural environment if preschool aged) to document the child’s academic performance and behavior in the areas of suspected difficulty. Best practice suggests the Assessment Specialist complete the observation, but any member of the evaluation team may be assigned to complete the observation (CFR ).  

28. ***Exclusionary Factors ***
The multi-disciplinary team has determined that the findings are not primarily the result of visual, hearing, or motor disability
mental retardation
emotional disturbance
cultural factors
environmental or economic disadvantage
or limited English proficiency;
and is not due to lack of appropriate instruction in reading and mathematics.

29. INTERVENTIONS
The relationship between the specific cognitive and specific academic weaknesses and the impact the cognitive impairment has on learning must be described and interventions provided.

30. REEVALUATION SLD
 If there are two previous complete evaluations (IQ to include WJ-III (1-7; 11-17); WISC-IV (1-10) or other district approved FULL batteries) with at least one evaluation in grade 6 or above, further formal cognitive evaluation is not required unless requested by the ARD committee.
For those students requiring re-evaluation there must be evidence of continued functional impairment (according to objective data sources such as criterion-referenced measures, curriculum based assessments , TAKS, benchmarks, reading probes, and fluency probes, and parent, teacher, and student interviews).
The scope of evaluation is to be decided by the ARD committee.
LISD is obligated to evaluate if parent requests.
Achievement testing is required in the area of eligibility but is not limited to the area of eligibility.

31. RE-EVALUATION CONTINUED
Evaluation/reevaluation must occur when: 
Student qualified in reading, but has not passed TAKS math. It would then be necessary to consider testing in the areas of reading and math.
Student receiving resource instruction in any subject must be re- evaluated in that area.
Student is failing math, reading or English/LA, in conjunction with poor Benchmarks and CBA’s must be evaluated. Re-evaluation must also occur if student is failing a content area class (science or social studies).
Student has failed TAKS (or who has been identified as at risk for failing) in reading, writing, or math must be evaluated in the area of failure. 
A student can only be REEDed forward one time and then an new FIE must be requested and completed. The scope of the evaluation is determined by the REED/ARD Committee.

32. DISMISSING STUDENTS
For those students being considered for dismissal of the SLD eligibility, a re-evaluation is required. Caution must be exercised when determining the scope of the re-evaluation for students on modified achievement standards.
The scope of reevaluation is determined by the ARD committee and based upon the comprehensiveness of previous evaluation information.
The same criteria used to establish initial eligibility (i.e. simple- difference method) must be considered for dismissal with emphasis on the area of functional impairment.
If students are reevaluated and do not appear to qualify the Assessment Specialist must consult with their discipline director to review the case and determine additional actions.

33. A FEW THOUGHTS ABOUT THE FIE
If the paragraph says more about the subtest and less about the student, it’s not a good paragraph.
Test observations should be more of a focus in our reports and specific to the student’s performance on the subtests.
FIE should have multiple sources of data, sources and methods
All aspects of conducting the FIE are critical-Your product reflects you as a professional.

34. SLD Exclusionary Factors
The ARD Committee must determine:
“..that the findings are not primarily the result of visual, hearing, or motor disability; mental retardation; emotional disturbance; cultural factors; environmental or economic disadvantage; or limited English proficiency; and is not due to lack of appropriate instruction in reading and mathematics.”

35. Peer Evaluation Review Committee ~PERC~
Peer Evaluation Review Committees (PERC) will review case profiles of students who do not meet the condition of a learning disability using LISD’s SLD Determination process, but whose cognitive and academic profile requires further professional review and consideration.
The PERC will review case profiles sent electronically to the Lead who will disseminate to PERC Teams for review.
Use only the student ID number on all Compu-Score reports and PERC Request form.
The Assessment Specialist completes the Peer Evaluation Review request form, Compuscore reports, RtI data, observations, and any other pertinent information and sends electronically to the Lead Assessment Specialist. At least 3 school days should be allotted for review and feedback.
The Lead Assessment Specialist assign cases to a PERC Team who will review all information and determine if the data presented supports a diagnosis of a specific learning disability.
Key points to remember: The student ‘s profile must exhibit a pattern of cognitive strengths and weaknesses that adversely impacts academic achievement and is not due to sensory, motor, mental retardation, emotional disturbance or cultural and language diversity.
SLD will only be considered if other suspected disabilities have been ruled out, i.e. OHI, ED, etc. 

36. PERC and DAG Members
Committee Members for School Year:
Jennifer Vasquez
Hope Currin
Dezra Edwards
Leslie Flisowski
Diane Fox
Michelle Hall
Jake Hampton

37. 2. INTELLECTUAL DISABILITY
An Intellectual Disability is categorized by significantly sub- average intellectual functioning measured by standardized, individually administered test of cognitive ability. The overall test score is at least two standard deviations below the mean, when taking into consideration the standard error of measurement (SEM) of the test.
In addition, a person identified with an intellectual disability must exhibit concurrent deficits in at least two of the following areas of adaptive behavior: Communication, Self-Care, Home Living, Social/Interpersonal Skills, Use of Community Resources, Self-Direction, Functional Academic Skills, Work, Leisure, Health, and Safety. 

38. Intellectual Disability cont.
Concurrently exhibits deficits in at least two of the following areas of adaptive behavior
Communication, Self-Care, Home Living
Social/Interpersonal Skills
Use of Community Resources, Self-Direction
Functional Academic Skills
Work, Leisure, Health, and Safety
No specific score noted in law about adaptive behavior.
Deficit? Defined by age expectations
Moderately Low or Low?

39. ID continued
It’s imperative that identification be made before age 18 to ensure students receive appropriate transition services to adult agencies.
If using the Vineland II, it is important to use the Survey Form either by itself (children not in school) or in conjunction with the Teacher Survey.
Sound clinical judgment must be used when selecting test instruments for very low functioning students who cannot take an individualized intelligence test.

40. 3. Non-categorical Early Childhood
Non-categorical. A student between the ages of 3-5 who is evaluated as having intellectual disability , emotional disturbance, a specific learning disability, or autism may be described as non-categorical early childhood.
The child with a NCEC category of disability must be reevaluated prior to turning age 6.
The FIE must clearly identify a category of disability and state that the child is NCEC-AU or NCEC-ED. NCEC by itself is not a category of disability.
OHI and SI cannot be considered for a NCEC eligibility.

41. 4. Auditory Impairment
Upon receipt of a referral for auditory deficits, contact the teacher of the Auditory Impaired immediately.
Invite the AI Teacher to the Informed Consent Meeting but proceed with consent if unable to attend.
Secure Release of Confidential Information to allow district personnel to exchange information with outside agencies.
the district contract audiologist with any questions regarding the evaluation.

42. Auditory Impairment continued
AI Teacher will secure the following documents:
Part A- Otological completed by the ENT
Part B- Audiological completed by the Audiologist
Upon receipt of Part A and B, the AI Teacher will notify the Assessment Specialist of results and make recommendations for testing accommodations.
The Assessment Specialist does not test until these recommendations have been made.
Part C- Communication will be completed by the AI teacher and if necessary the SLP.

43. Auditory Impairment continued
The AI Teacher must be at ALL ARDS for students being considered or identified as having an Auditory Impairment.
If not in attendance, it isn’t a legal ARD meeting.
Add the “Audiological Functioning” section to the FIE Template in ARM on all evaluations where AI is evaluating.

44. 5. Visual Impairment
Upon receipt of a referral for Visual Impairment, contact the teacher of the Visual Impaired immediately.
A State Eye Exam must be secured from a licensed ophthalmologist or optometrist stating the child has a progressive medical condition that will result in no vision or a serious visual loss after correction; or has no vision or has a serious visual loss after correction;
And a functional vision evaluation and a learning media assessment indicate that the child has a need for special education.

45. Visual Impairment Continued
Invite the VI Teacher to the Informed Consent Meeting but proceed with consent if unable to attend.
Secure Release of Confidential Information to allow district personnel to exchange information with outside agencies.
The VI teacher will make recommendations to the Assessment Specialist as to any accommodations needed to conduct the evaluation. No testing can begin until the Functional Vision and Learning Media Assessment are completed by the VI teacher.
The VI teacher will complete the functional
vision evaluation and learning media assessment.

46. Visual Impairment continued
The VI Teacher must be at ALL ARDS for students being considered or identified as having a Visual Impairment.
If not in attendance, it isn’t a legal ARD meeting.
Add the “Vision Functioning” section to the FIE Template in ARM on all evaluations where VI is evaluating.

47. 6. MULTIPLE DISABILITIES
Multiple disabilities means concomitant impairments (such as Intellectual Disability and Orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness. 
The disabilities severely impair the child’s performance in two or more of the following areas: psychomotor, self help, social and emotional, cognition or communication.

48. Multiple Disabilities continued
The FIE must document the justification for the recommendation of Multiple Disabilities by including a statement in the Consideration of Special Education Disability section of the FIE.
A student with a specific learning disability and speech impairment would not be identified with MD. Other examples that would not meet MD criteria would be OHI (ADHD) LD and SI.
The disabilities are expected to continue indefinitely and severely impair performance in two or more areas:

49. 7. Traumatic Brain Injury
A child may be considered to be a child with a traumatic brain injury (TBI) if:
The child has an acquired injury to the brain caused by an external physical force; The injury results in total or partial functional disability or psychosocial impairment, or both;
Applies to both open or closed head injuries resulting in impairments in one or more areas: such as cognition, memory, language, attention, reasoning, abstract thinking, problem solving, sensory perceptual and motor abilities, psychosocial behavior, physical functions, information processing, and speech.
It is not congenital, degenerative, or induced by birth trauma.

50. TBI continued
The traumatic brain injury adversely affects the child's educational performance; and
By reason of the traumatic brain injury, the child needs special education and related services.
Must have the Disability Evaluation Report signed by a licensed physician. This form is found in Forms Packet in SEAS.

51. 8. Orthopedic Impairment
The term orthopedic impairment includes: Impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures); Impairments caused by a congenital anomaly; Impairments caused by disease (e.g., poliomyelitis, bone tuberculosis);
and the severe orthopedic impairment adversely affects a child's educational performance; and by reason of the severe orthopedic impairment, the child needs special education and related services.

52. Orthopedic Impairment cont.
A Disability Evaluation Report (DER)signed by a licensed physician must be received in order for a child to be considered for special education eligibility under Orthopedic Impairment.

53. 9. Emotional Disturbance
Criteria determination for eligibility under Emotional Disturbance is established by the LSSP for Lewisville ISD.
The LSSP is invited to all informed consent meetings when a psychological evaluation is being requested.
If the LSSP is unable to attend, the Assessment Specialist must indicate that an ED eligibility may be the result of the evaluation.
In general, a cognitive evaluation is completed as part of the initial referral for students suspected of having an Emotional Disturbance.
In most cases, a global assessment of all academic areas will be completed as part of the FIE when ED is suspected.

54. 10. Other Health Impairment
OHI-ADHD
For all students suspected of having OHI for ADHD, it is necessary to request a psychological evaluation. If the LSSP determines the student demonstrates characteristics of ADHD, they will state in their report and make a recommendation for an OHI.
Always invite the LSSP to the Informed Consent Meeting if a psychological evaluation is being requested.
At the Informed Consent Meeting, secure Consent for Release of Confidential Information to share with the student’s primary care physician.

55. OHI (for ADHD) continued
Inform parent that the results of the evaluation will be shared with the physician and the physician’s input will be sought for ARD Committee consideration.
As soon as it is apparent that the LSSP’s recommendation will be that the student meets the diagnostic criteria for ADHD, the Assessment Specialist sends cover letter, copy of FIE documenting ADHD, blank OHI form and Consent for Release of Information to the child’s physician.
If, and only if, the parent states they cannot afford to pay for a visit to their child’s physician, the campus LSSP will make arrangements with the district contracted physician for a one time visit.

56. OHI for other than ADHD
The Assessment Specialist is responsible for ensuring OHI form received is completed, has no blanks and is signed by a physician.
The Assessment Specialist will request that all fax copies received have the original signed copy mailed to the campus to place in the student’s SEAS folder.
A new OHI form is required every 3 years. Consult with campus director for exceptions.
It is never appropriate to hand out an OHI Eligibility form to the parent.

57. 11. Autism New Autism Guidelines are being drafted at this time.
What we know: Campus Diagnostician must participate in the evaluation of all students suspected of having autism.
Assessment specialists having more than one campus must arrange their schedule so they are at each campus on either a Tuesday or Thursday.
Formal cognitive assessment should be attempted on all initial evaluations where autism is suspected.
Formal adaptive behavior must be conducted on all initial evaluation where autism is suspected.

58. 12. Deaf-Blindness
A student with deaf-blindness is one who has been determined to meet the criteria for deaf-blindness:
      (A)  meets the eligibility criteria for auditory impairment specified in subsection (c)(3) of this section and visual impairment specified in subsection (c)(12) of this section; or
      (B)  meets the eligibility criteria for a student with a visual impairment and has a suspected hearing loss that cannot be demonstrated conclusively, but a speech/language therapist, a certified speech and language therapist, or a licensed speech language pathologist indicates there is no speech at an age when speech would normally be expected; 
      (C)  has documented hearing and visual losses that, if considered individually, may not meet the requirements for auditory impairment or visual impairment, but the combination of such losses adversely affects the student's educational performance; or
      (D)  has a documented medical diagnosis of a progressive medical condition that will result in concomitant hearing and visual losses that, without special education intervention, will adversely aff.ect the student's educational performance.
The combination of auditory and visual impairments causes such severe communication and other developmental and education needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness; and

59. 13. Speech or Language Impairment
Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child ’ s educational performance. 
The multidisciplinary team that collects or reviews evaluation data in connection with the determination of a student's eligibility based on a speech impairment must include a certified speech and hearing therapist, a certified speech and language therapist, or a licensed speech/language pathologist. 

60. SI with Additional Supports
Only Students Who Are Suspected of Being in Need of Additional Special Ed Supports and Services
The FIE for a student who has been tested by a speech pathologist without additional evaluation(s) and identified as Speech Impaired does not have the in-depth evaluation(s) required in cognition, behavior, and academics to determine the need for supports and services other than speech therapy. Because services and placement are based upon evaluation, students may not receive additional sp ed supports and services without a full individual evaluation by the diagnostician and other appropriate evaluation staff.
The comprehensive FIE would need to contain specific data and a summary indicating there is a need for additional supports and services before the ARD Committee could put those in place.

61. SI with additional supports continued
Steps when considering the need for additional sp ed supports and services for SI only students:
Step I –
Set up a staffing with the campus diagnostician and other appropriate personnel (Psychologist, OT, etc.) to discuss the needs of the student and establish exactly what needs to be done.
Step II –
In collaboration with the diagnostician schedule a REED/ARD and request a full evaluation to include ______________ (whatever additional testing is determined to be necessary for the student).
At this point the diagnostician becomes the case manager for the student.
Step III –
Diagnostician and other evaluation personnel complete their evaluation(s).

62. SI with additional supports continued
Step IV –
Schedule ARD to review evaluation(s).
 If the student qualifies for other supports and services the ARD Committee must:
Put in place an instructional IEP designating the classes the student requires the additional supports in.
Develop any additional goals/objectives to specifically address the needs identified in the comprehensive FIE.
The diagnostician will remain the case manager and a sp ed teacher will become the contact teacher for the student. 
If the student does not qualify for additional supports and services:
the SLP becomes the case manager again after the ARD that determines no additional supports and/or services are necessary.

63. Evaluation Requirements
Medically Fragile
Severe Cognitive Disabilities
Dyslexia
English Language Learners

64. Medically Fragile
Medically fragile refers to a student receiving special education and related services who is:
in the age range of birth to 22 years, and
has a serious, ongoing illness or a chronic condition that has lasted or is anticipated to last at least 12 or more months or has required at least one month of hospitalization, and that requires daily, ongoing medical treatments and monitoring by appropriately trained personnel which may include parents or other family members, and
requires the routine use of medical device or of assistive technology to compensate for the loss of usefulness of a body function needed to participate in activities of daily living, and
lives with ongoing threat to his or her continued well-being.

65. Medically Fragile
The following are some examples of conditions that could be regarded as meeting the definition of "medically fragile." This is not an exhaustive list. Ventilator dependence, tracheotomy dependence/breathing through tracheostomy tube, nutritional difficulties causing gastrostomy tube dependence, bronchial or tracheal malacia, congestive heart problems, life threatening respiratory infections, apnea monitoring, kidney dialysis, conditions requiring suctioning of lung and throat, or state of health is tenuous to the point of being life threatening.
Students with medically fragile disabilities require an intensive individual education program of special education services that includes specially designed instruction, related services, assistive technology, school health services, and/or other services required for the provision of a free appropriate public education. Although services are frequently provided in a self-contained instructional setting, they may also include activities in other academic and non-academic inclusive settings. A multi-disciplinary team consisting of the student's parents, educational specialists, and medical specialists in the areas in which the student demonstrates problems should work together to plan and coordinate necessary services.
Medically Fragile is documented using the ARD Supplement found in Forms Packet in SEAS.

66. Severe Cognitive Disabilities
The determination of severe cognitive disability is an ARD committee responsibility and is not linked to a specific disability. The student must have a documented cognitive disability that affects intellectual potential. Traditionally, this includes students with severe to profound cognitive impairments or mental retardation. They may also have additional significant disabilities, including physical impairments, sensory losses, behavior problems, and a variety of medical problems. Students with severe cognitive disabilities may exhibit a wide range of characteristics, depending on the combination and severity of disabilities and the students age, that may include, but are not limited to, the following.
Limited speech or communication;
Difficulty in basic physical mobility;
Tendency to forget skills through disuse;
Trouble generalizing skills from one situation to another; and/or
A need for support in major life activities (e.g., domestic, leisure, community use, vocational).
Students with severe cognitive disabilities and multiple disabilities typically require an intensive individual education program of special education services that includes specially designed instruction, related services, assistive technology, school health services, and/or other services required for the provision of a free appropriate public education. Although services are frequently provided in a self-contained instructional setting, they may also include activities in other academic and non-academic inclusive settings. A multi-disciplinary team consisting of the student's parents, educational specialists, and medical specialists in the areas in which the student demonstrates problems should work together to plan and coordinate necessary services.

67. IDENTIFYING DYSLEXIA
According to the TEA Dyslexia Handbook, Revised 2007, Updated 2010, “the primary difficulties of a student identified as having dyslexia occur in phonemic awareness and manipulation, single-word decoding, reading fluency, and spelling. Secondary consequences of dyslexia may include difficulties in reading comprehension and/or written expression. These difficulties are unexpected for the student’s age, educational level or cognitive abilities. Additionally, there is a family history of similar difficulties”.

68. DYSLEXIA CONTINUED
Using the results of the evaluation and the Characteristics Profile of Dyslexia Chart, the Assessment Specialist determines if the data supports an educational identification of dyslexia. If the data supports an identification of dyslexia, a statement must be included in the Summary section of the FIE. In addition, the FIE must include recommendations addressing appropriate reading instruction in the areas of decoding, encoding, word recognition, vocabulary, fluency and comprehension.  

69. DYSLEXIA TESTING GUIDELINES WHEN DYSLEXIA IS SUSPECTED
1. “Speech only” student is referred for MTA screening: A REED/Brief ARD is
held to determine scope of the evaluation based on student need to determine
eligibility of dyslexia and/or LD. Notice is given and consent is obtained.
2. Speech student, who is up for re-evaluation and also receives MTA and is not
being successful or more problems are suspected by the speech therapist or MTA
teacher: Testing is completed by the Diagnostician.
3. Speech student who is up for re-evaluation with MTA and is being successful:
Testing is completed by the MTA teacher
4. Regular education student is referred to special education and MTA screening:
Testing is completed by the Diagnostician
5. Student is in MTA and is not progressing: Student is referred to special
education. MTA teacher shares previous test scores with the Diagnostician and
the Diagnostician decides what additional assessment is necessary.
6. Regular education student is referred to Special Education and DNQs but
Dyslexia is suspected: Student is referred to MTA and the Diagnostician and the
MTA teacher together decide who will finish any additional testing.
7. Student is in MTA and a re-evaluation for MTA is due: Student is tested by
the MTA teacher
8. Student is in MTA and is also a Sp Ed student. Student is doing well in MTA
and is up for re-evaluation. MTA teacher will complete the GORT when it is not
a three year-reevaluation or no special ed testing has been requested.
9. A regular education dyslexia teacher or the dyslexia assessment person or
coordinator will be consulted concerning MTA placement prior to the ARD.

70. English Language Learners
REFERRAL AND EVALUATION PROCEDURES SY

71. Intranet: ELL

72. Types of Referrals Campus EE Referrals with ESL /Bilingual Programs
ECI Referrals
ESL/Bilingual Programs
Campus EE Referrals w/o
Initial School Age

73. REFERRAL ALWAYS Review the Home Language Survey (HLS) first!!
If language other than English is noted, the referral packet MUST include information from the Oral Language Proficiency Testing (OLPT) or the LPAC Summary if school age.
If this is not included, contact the RtI Chair and ask to have this information submitted.

74. Preschool (EE) OLP Testing
At intake, the HLS is completed by parents.
If language other than English is indicated on HLS, the AS/SLP will refer the student to the ELL office for Oral Language Proficiency Testing by completing the top portion of the OLP Testing Request form and faxing to the ELL Director followed up by a phone call.

75. EARLY EDUCATION CAMPUS REFERRALS
At intake The HLS is completed by parents. Only one HLS is ever completed and original given to campus to be secured in Cumulative folder after the ARD/IEP Meeting.
For campuses with ESL/Bilingual Programs, the AS/SLP will complete the top portion of the OLPT Form and submit to appropriate campus personnel who will then conduct the OLP Testing.
This form is returned to the AS/SLP.

76. OLP EVALUATION REQUEST (INTRANET)

77. EE Campus Referrals without ESL/Bilingual Programs
The AS/SLP will refer the student to the ESL/Bilingual office at the Annex for OLPT prior to conducting any evaluation.
AS/SLP completes the top of the form, faxes to the Annex, follows up with a phone call.
Annex personnel will determine if OLPT is conducted at Annex or campus.
Once completed, the OLPT is placed in the referral packet by the AS/SLP.

78. ECI Referrals
After the 120 day meeting, the LISD Sp Ed Rep will complete the top portion of the OLPT form and fax to the Annex.
If possible the OLP Testing is conducted at the Annex and the green folder submitted to Special Ed where it will be attached to the referral and sent to the assigned campus.
IMPORTANT~ immediately upon determination of eligibility, the green folder is given to the LPAC representative.

79. INITIAL ARD MEETINGS AND LEP STATUS
For students where LEP Status has not been determined, the following must occur:
The Initial ARD/IEP Committee in collaboration with the LPAC will determine LEP Status at the Initial ARD/IEP Meeting with the key ARD and key LPAC members present.
Collaboration and decisions will be documented using the “LEP ENTRY” form found on the Special Ed Intranet Website.

80. Determining LEP Status on any 3 year olds.
LEP status will be determined at the Initial ARD meeting on any 3 year old whose HLS indicates a language other than English.
Determination of ELL services is made at the Initial ARD meeting in collaboration with the LPAC.
If the student is unable to be tested at age 3, the child may be retested prior to entering Kindergarten if LPAC recommends new testing be completed.
Give consideration to PreK if student is eligible. The PreK flyer is given at the Initial ARD meeting for all 3 and 4 year olds.

81. INITIAL SCHOOL AGED REFERRALS
All ELL students who are designated Limited English Proficient (LEP) or who have been evaluated for LEP status should have a green folder in their cumulative folder.
Look for the Initial LPAC Classification Report and all annual LPAC reports if student is carried as LEP.
LEP students are tested by ESL staff upon entry to LISD, and if LEP, at the end of each year.

82. Initial School Age Referrals cont.
The language information contained in the green folder MUST be part of the referral data.
If student qualified LEP and parent declined the recommended language program, then a referral to special education is generally inappropriate.
Exited LEP students are monitored for 2 years and if having difficulty, there should be a consultation w/ESL/Bilingual personnel prior to consideration for referral to special ed.

83. Initial School aged continued…
Once LEP status has been identified, the RtI team chair will ensure the LPAC representative is invited to attend the RtI meetings and provide recommendations for the team to review.
Environmental, language and educational factors must be considered when determining appropriate interventions. But prior to referral the RtI team must consider whether the student has had consistent schooling over the past 2 years, reason for concern is not because of a lack of command of English and/or other cultural/environmental factors.

84. Effectiveness of Various ELL Programs: Long Term Study

85. INITIAL EVALUATIONS: SPANISH/ENGLISH
Locate the CALP Levels documented on the most recent OLPT form. If student has not had recent OLPT testing, encourage the RtI Team to have this testing conducted both in Spanish and English as part gathering data in Tier 1.
Next, refer to the Cognitive Academic Language Proficiency (CALP) Evaluation Reference Guide to determine scope and language of the evaluation.

86. CALP LEVELS 5 Advanced 4-5(4.5) Fluent to Advanced 4 Fluent 3-4 (3.5)
Limited to Fluent 3
Limited
2-3 (2.5)
Very Limited to Limited 2
Very Limited
1-2 (1.5)
Negligible to Very Limited 1
negligible

87. Evaluation Reference Guide
ENGLISH OLPT/CALP
SPANISH
OLPT/CALP
COGNITIVE TESTING
Automatic REFERRAL TO SLP
Speech Only Referral 4
Both Languages1 No
Eng/Spanish 3 2
English
English Only 1
ENGLISH OLPT/CALP
SPANISH
OLPT/CALP
COGNITIVE TESTING
Automatic REFERRAL TO SLP
Speech Only Referral 3 4
Both Languages1 No
Eng/Spanish
Yes (Eng/Sp) 2 1
English + Non-verbal
English

88. Automatic REFERRAL TO SLP Automatic REFERRAL TO SLP
CALP REFERENCE GUIDE
ENGLISH OLPT/CALP
SPANISH
OLPT/CALP
COGNITIVE TESTING
Automatic REFERRAL TO SLP
Speech Only Referral 2 4
Spanish No
Eng/Spanish 3
Both+NonVerbal
Yes (Eng/Sp)
Non-Verbal
Yes (Spanish) 1
English
Yes(English)
En/Sp:EE/ EngK-12
ENGLISH OLPT/CALP
SPANISH
OLPT/CALP
COGNITIVE TESTING
Automatic REFERRAL TO SLP
Speech Only Referral 1 4
Spanish No
Span/Eng Obs 3 2
Non-Verbal
Yes
Eng/Sp
Nonverbal

89. USING THE CALP CHART
A CALP Level of 4 indicates language proficiency. Cognitive testing would be conducted in that language(s).
When CALP levels indicate lack of proficiency in either language, a referral should be made to the SLP. Refer to chart.
If student has English CALP or 3 or 4, must administer a cognitive measure in English. If verbal, Gc, is within average range , no nonverbal or Spanish cognitive is needed unless the results of English are questionable.

90. Points to Consider in Determining Test Battery
Cognitive Evaluation: IDEA 2004 requires students be testing in the language and form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to so provide and administer.

91. Forms of Cognitive Assessment
Non verbal
Low-Verbal (LI and L2)
Native Language Assessment (LI)
Second Language Assessment (L2)
Bilingual Assessment (combo of both languages, with one serving as foundation language
Both languages tested separately (LI and L2)

92. Culture-Language Classification Matrix, C-LIM
The C-LIM can be used to assist the assessment specialist in determining the level of language and culture embedded in standardized tests

93. C-LIM Graph

94. INITIAL EVALUATIONS: SECOND LANGUAGE OTHER THAN SPANISH
If OLPT indicates English CALP levels of 4 or 5, cognitive testing will be conducted in English.
When English CALP levels are 3 and below, a nonverbal cognitive measure will be administered coupled with a Bilingual Verbal Abilities Test (BVAT) utilizing an interpreter if available in native language.
Academic achievement will be administered in English.

95. Academic Achievement Testing
Achievement testing is dependent on language of instruction. If ELL student has received any formal schooling in native language in previous 2 years, achievement testing in both languages is required (Spanish only).
If ELL student has received English only for at least 2 years, conduct English testing only.
English achievement testing should be attempted for all students requiring an academic evaluation. Will serve as base-line data if needed.

96. Achievement testing cont…
If evaluation instruments are not available in native language, informal assessment can provide an estimate of academic ability.
Student can relate events or tell a story, student writes sentences or story in native language.
A student’s educational history, sociological/economic factors and language background must be considered in the interpretation of test results.

97. Re-Evaluations
The REED Committee including LPAC Rep. will review LPAC Summary, previous assessment results from TELPAS Ratings Report to determine scope of the re- evaluation.
Achievement testing will be conducted in language of instruction.
If current OLPT testing is available, follow CALP Evaluation Reference Guide
Remember students acquiring a second language can experience dramatic changes between initial and re- evaluation.

98. Documenting in the FIE
The FIE must document current language functioning including but not limited to:
HLS Results
Language Proficiency Results
LEP Committee Recommendations
Teacher information on receptive and expressive language skills
Educational opportunity
Relevant sociological/cultural information.
Previous and current alternative language programming (ESL, native language, etc)

99. Sample Language Section of FIE
Language Background/Communication Development
According to the Home Language Survey, the language spoken by XXXX is both English and Spanish and the language spoken in the home is both Spanish and English. XXXX is considered a Limited English Proficient (LEP) student and participates in TELPAS. Results of TELPAS from school year report Listening, Speaking, Reading and Writing in the “Advanced High” range with an overall Composite of Advanced High. In addition, results from Oral Language Proficiency Testing using the Woodcock-Munoz Language Survey report CALP scores of 4 in grades 3rd and 4th. CALP scores of 4 indicate fluent English compared to others at her grade level. And according to the Woodock Munoz Language Bilingual Verbal Ability Test administered on 1/29/10, XXXXX dominant language is English as evidenced by an English Oral Language score of 89, and CALP level of 3. Conversely, results of the Woodcock Munoz Batería III Normative Update Pruebas de aprovechamiento measured her Oral Language skills in Spanish in the very low range, SS 34 and a CALP score of 2. 

100. Exclusionary Factors REMEMBER!!!
To qualify for special education services, the evaluation team must rule out a lack of command of the English language as well as cultural/environmental factors as contributing factors to any identified category of disability.

101. ARD Committee Meetings
A LPAC representative with second language expertise must attend all ARDs for LEP students. The administrator may serve as LPAC rep and administrator if trained and the student is NOT in an ESL or bilingual classroom. If LEP student is in ESL, bilingual or Dual language classroom, the LPAC trained teacher must attend.
 At any initial ARD/IEP meeting for a student not already enrolled in LISD the ARD C in collaboration with the key LPAC members will determine the LEP status for a student using the LEP ENTRY form.
 For initial ARDs and re-evaluations for LEP students at ESL/Bilingual campuses, the primary campus LPAC trained representative should serve as the designated LPAC representative. The ESL or Bilingual teacher who provides language program services should also be in attendance. Effort must be made to meet the language needs of the LEP student.

102. ARD Meetings cont…
For initial ARDs and re-evaluations for LEP students at non- ESL/Bilingual campuses, the Bilingual/ESL Director or an experienced LPAC representative from a neighboring ESL/Bilingual campus should serve as the LPAC representative.
Every ARD of a LEP student must be audio recorded if an interpreter is used during the ARD. This is not an option. A copy of the audio file must be presented to the parent. It is essential to test the audio recorder device. This is best done before the ARD. While parents may decline an interpreter, the interpreter must be present in case the parent changes their mind during the ARD or it becomes apparent that the parent does not understand the information presented during the meeting. 

103. THANKS FOR ALL YOU DO!!