bulletin 1508 training 2009 revision

Bulletin 1508 Training 2009 Revision

Spring/Summer2009Part 2

§ 701. Autism

• Definition– (Autism Spectrum Disorders)– Asperger’s, PDD-NOS, etc. “…may be considered

for classification…”• Criteria for Eligibility

– …disturbances may be characterized by delays, deviances, arrests

– Bold text for emphasis– Expansion/elaboration of terms

§ 701. Autism (cont’d.)

• Screening for sensory processing difficulties– Now in Screening Activities, § 305.

• Additional Procedures for Evaluation– Systematic observations– Audiological when hearing screening not definitive– Augmentative/alternative communication

assessment– Review and analysis of response to research-

based interventions

§ 701. Autism (cont’d.)

– Occupational therapy assessment• Sensory processing issues

– Visual – Auditory– Tactile– Vestibular– Olfactory/gustatory– Proprioceptive– Motor planning– Attention/arousal

• Motor difficulties

§ 703. Deaf-Blindness

• Definition– When student has deafness and blindness, must

classify as having deaf-blindness– Continue to notify State Deaf-Blind Census

• Criteria for Eligibility– Hearing Impairment now Deafness

§ 703. Deaf-Blindness (cont’d.)

• Additional Procedures for Evaluation– Speech and language assessment includes

• Receptive language• Expressive language• Determination of language level and communication

skills

– Examiner• Is fluent in student’s primary communication mode• If not fluent, certified interpreter/transliterator used

§ 705. Developmental Delay

• Definition– Must categorically classify

• Deafness• Blindness

– May categorically classify• When meet criteria for other disabilities

– Classify as DD or other categorical disability• When delays in addition to Speech/Language evident

– When student has deafness and blindness, must classify as having deaf-blindness

§ 705. Developmental Delay (cont’d.)

• Criteria for Eligibility– Language only

• Additional Procedures for Evaluation– “…assistance with daily living due to health

concerns…”– Educational assessment

• Review and analysis of RTI • Documented by progress monitoring

– Occupational Therapy assessment

§ 705. Developmental Delay (cont’d.)

• Procedures for Reevaluation– Triennial waiver

• Student not approaching 9th birthday• No other disability is suspected• Student continues to have disability and need services

§ 707. Emotional Disturbance

• Definition– Federal definition adopted– 2004 definition moved to Criteria

• Criteria for Eligibility– Educational performance description expanded– Two different settings– Functional Disability

• Now 1 rather than 2 of the functional disability criteria must be met

• Omitted “conduct…secondary to an emotional disorder…”

§ 707. Emotional Disturbance (cont’d.)

– Duration• No revisions

– Educational Performance• Behaviors exist after research-based interventions• Interventions include

– Operationally defined target behaviors– Systematic measurement– Baseline– Monitoring of response to intervention– Graphing/charting of intervention results– Description of length and any changes

• Interventions did not significantly modify behaviors


• Additional Procedures for Evaluation– Screening for out-of-home/school placement– Need for multi-agency services– Review of FBA

• Target behavior intensity, duration and frequency• Antecedents and consequences• Across settings• Multiple informants• Determination of function(s) of target behavior(s)


– Review of intervention• Scientifically research-based interventions• Implemented with fidelity• Did not significantly modify problem behavior• Appropriateness and effectiveness

– Recommendation for provision of related services• Counseling, school psychological or school social work• If decision not to provide, must document and justify in

report

§ 709. Hearing Impairment2004 Definition

• Hearing Impairment– Permanent or fluctuating– Impaired in processing

linguistic information through hearing

– Adversely affects educational performance

– Includes • Deafness

– Limits use of auditory channel

• Hard of hearing– Permanent/fluctuating loss– Unilateral loss– High frequency loss

2009 Definition• Hearing Impairment

– Permanent or fluctuating– Adversely affects educational

performance– Includes

• Deafness– impaired in processing

linguistic information through hearing

• Hard of hearing– Permanent/fluctuating loss– Unilateral loss

» Localize sound– High Frequency loss

§ 709. Hearing Impairment (cont’d.)

Criteria for Eligibility

2004• Audiological evidence

– Deaf– Hard of hearing– Unilateral hearing loss– High frequency hearing loss

• Consistent with definition

2009• Audiological evidence

– Deaf– Hard of hearing

• Consistent with definition

§ 709. Hearing Impairment (cont’d.)

• Additional Procedures for Evaluation– Deafness

• Impact of impairment on ability to process linguistic information

• Reevaluation must be conducted when– Student has not been considered for Usher Syndrome– Student is “at risk” for Syndrome

• “At-risk” indicators– Unable to walk by 13 months

§ 711. Mental Disability

• Definition– Changed to federal definition– Related limitations in life skill areas removed– Degree of impairment section under Criteria

• Criteria for Eligibility– Evidence-based interventions– Intervention fidelity– Progress monitoring at reasonable intervals– Inadequate rate of progress relative to peers

§ 711. Mental Disability (cont’d.)

– Interventions required for mild degree of impairment

– Profound degree of impairment eliminated

• Additional Procedures for Evaluation– Educational assessment

• Informal and formal assessments• Review and analysis of assessment results• Student’s response to intervention documented by

progress monitoring data


– Adaptive behavior assessment includes information from

• Parent• Teacher• If only one informant, must explain in report

– Psychological assessment• Appraisal of classroom observation information

removed• Appraisal of emotional or cultural/linguistic factors


– Assessment of language development and/or communication skills

• Augmentative/alternative communication assessment

§ 713. Multiple Disabilities

• Definition– Federal definition

– Deafness + blindness ≠ multiple disabilities

– Deafness + blindness ≠ developmental delay

• Criteria for Eligibility– No changes

• Additional Procedures for Evaluation– No substantive changes– Moderate to severe degree

§ 715. Orthopedic Impairment

• Definition– No changes


• Additional procedures for evaluation– Educational assessment

• Review/analysis of RTI• Documented by progress monitoring data

§ 717. Other Health Impairment

• Definition– Changed to current federal– Tuberculosis removed– Tourette syndrome added

• Criteria for Eligibility– When condition responds to behavioral interventions,

evidence that• Scientifically research-based interventions• Implemented with fidelity• Did not significantly modify problem behavior

§ 717. Other Health Impairment (cont’d.)

• Additional Procedures for Evaluation– When condition responds to behavioral

interventions• Review of FBA

– Target behavior intensity, duration and frequency– Antecedents and consequences– Across settings– Multiple informants– Determination of function of target behavior(s)

§ 717. Other Health Impairment (cont’d.)

• Additional Procedures for Evaluation• Review of intervention

– Scientifically research-based interventions– Implemented with fidelity– Did not significantly modify problem behavior– Appropriateness and effectiveness

• Intervention includes– Operationally defined target behaviors– Systematic measurement– Baseline– Monitoring of response to intervention– Graphing/charting of intervention results– Description of length and any changes

§ 719. Specific Learning Disability

• Definition– Changed to match federal

• Criteria for Eligibility– Not primarily result of

• Visual, hearing, motor disability• Mental disability• Emotional disturbance• Cultural factors• Environmental/economic disadvantage• Limited English proficiency

§ 719. Specific Learning Disability (cont’d.)

– Review of interventions• Interventions

– Appropriate to age and skill deficits– Address SBLC area(s) of concern – Sufficient data to determine if progress is adequate– Graphing/charting of intervention results– Description of intervention length and any changes

• Evidence-based interventions• Conducted with fidelity• For length of time necessary to determine

effectiveness


Intervention results

Progress adequate: ► No disability suspected

Progress inadequate: ► Further assessment

Sustained/substantial

effort: ► Further assessment


– Student does not achieve adequately• For age• Grade level standards• In one of the following

– Oral expression– Listening comprehension– Written expression– Basic reading skills– Reading fluency skills– Reading comprehension– Mathematics calculation– Mathematics problem solving


– Assurances documented• Appropriate instruction in math

– Delivered by qualified personnel

• Explicit and systematic instruction in reading including– Phonics– Phoneme awareness– Fluency– Comprehension– Vocabulary

» Delivered by qualified personnel


• Parents provided with – Data-based documentation– Repeated assessments– Reasonable intervals– Formal assessment of student progress during instruction

– Evidence of pattern of strengths and low achievement

• Standard deviation requirements remain same• Severe discrepancy requirement removed• Kindergarten removed


– Clear strengths and weaknesses not evident• Preponderance of data supports disability• Explain and justify in evaluation report

§ 721. Speech or Language Impairment


• Criteria for Eligibility– Articulation

• “……characterized by consistent addition, omission, or incorrect…”

– Language• “…developmental functioning levels…” omitted

– Interventions for K and above– Intervention data documented

§ 721. Speech or Language Impairment (cont’d.)

– Articulation, fluency, voice conducted by• speech-language pathologist• speech-language pathology assistant

– Language conducted by• Speech-language pathologist• Other appropriate personnel


– Interventions must document• Based on student’s rate of learning • Skill acquisition unlikely• Within reasonable period of time

– Articulation: Acquire correct use of targeted phonemes

– Fluency: Attain normal fluency– Voice: Attain normal voice quality– Language Acquire targeted language skills

– Interventions may be conducted through support services


• Additional Procedures for Evaluation– Assessment of language processing– Review and analysis of intervention data for

• Students in grades K or above• Children aged 3-5, when appropriate

– Educational assessment conducted by• Classroom teacher

– articulation, fluency or voice

• Educational diagnostician or other qualified PA member– language

§ 723. Traumatic Brain Injury

• Definition and Criteria for Eligibility– No changes

• Additional Procedures for Evaluation– No changes

• Procedures for Reevlauation– If notable changes

• Do not use waiver process• Conduct triennial

§ 725. Visual Impairment

• Definition– Deafness + blindness → Deaf-blindness


• Additional Procedures for Evaluation– Orientation and Mobility assessment only when

screening results indicate need

• Procedures for Reevaluation– Conduct triennial if condition progressive or unstable

§ 901. Gifted


• Procedures for Screening– If student

• Meets screening criteria, must refer for evaluation• Does not meet screening criteria, enhance skills and

increase knowledge


§ 901. Gifted

• Procedures for Evaluation– Grades 1-12

• Scores obtained from screening instrument shall not be used in Standard Matrix

• Omitted requirements for– Review of educational performance– Observation on structured test– Standard deviation ranges adjusted on Matrix

§ 903. Talented


• Procedures for Screening– Each LEA must screen for visual arts, music, and/or

theatre– State approved screening form– If passes screening, must refer for evaluation

• Criteria for Eligibility– No rounding– Score of 12-15 on theatre interview scale

§ 903. Talented

• Procedures for Evaluation– LEA provides transportation, when necessary

§ 1101. Reevaluations

• When is reevaluation required?– Educational or related service needs warrant– Teacher or parent request– Significant change to more restrictive

• < 40% of day in regular class• < 40% in regular early childhood program

– No longer suspected of exceptionality including those with only a speech or language impairment

§ 1101. Reevaluations (cont’d.)• Not required

– Graduation with regular high school diploma– Age eligibility for FAPE exceeded

• Must occur at least once every three years unless parent and LEA agree unnecessary

• May be necessary– When data not adequate – For students with

• Developmental delay• Hearing impairment• Traumatic brain injury• Visual impairments

§ 1101. Reevaluations (cont’d.)

• For gifted/talented only– May be accomplished through IEP– Discussion documented on IEP– Informed parental consent sent prior to meeting– Copy sent to pupil appraisal

§ 1105. Reevaluation Procedures

• When parent does not consent to triennial waiver– Conduct review (§ 1105. A. 1-9, B. 1-4)

May be conducted without meeting– No additional data needed, parent notified of

» Determination and reasons» Right to request an assessment» Written notification documents that reevaluation

occurred

§ 1105. Reevaluation Procedures (cont’d.)

– Additional data needed » Conduct review (§ 1105. A. 1-9)» Collect data to determine (§ 1105. B. 1-4)» Incorporate those data with requirements in § 1105. F. &

G. into reevaluation report» Use self-review form in Appendix B

Triennial Reevaluation Waiver

• Sufficient evidence that student– Is making adequate progress– Continues to have disability– Continues to need services– Is making progress in meeting goals– Is participating in the general curriculum

• No additional data needed• Date of consent for waiver may not occur earlier

than 6 months before evaluation expiration date

§ 1301. Special Services

• Overview– Some reorganization– No substantive changes

§ 1303. Adapted Physical Education

• Definition– Reorganized– No substantial changes

• Criteria for Eligibility– Ages 3 through 5 (LAMAP)

• Student meets 69 percent or less of motor skills– Mild motor deficits: 45-69% of skills– Moderate motor deficits: 20-44% of skills– Severe motor deficits: 19% or less

§ 1303. Adapted Physical Education (cont’d.)

– Ages 6 through 21 (CTAPE)• Student meets 69 percent or less of competencies

– Mild motor deficits: 45-69% of competencies– Moderate motor deficits: 20-44% of competencies– Severe motor deficits: 19% or less

– Students not able to participate due to disability• Autism added

§ 1303. Adapted Physical Education (cont’d.)

• Procedures for screening– Moved to screening section

• Procedures for evaluation– Ages 3-5: LAMAP– Ages 6-21: CTAPE

• For students with Autism– Written documentation verifying reduced performance

– Provision and continuation of services

§ 1305. Assistive Technology

• Definition and Criteria– No changes

• Procedures for Screening– Moved to screening section

• Procedures for Evaluation– Assistive technology personnel added

§ 1501. Related Services

• Overview– Eligibility criteria now included for

• School psychological services• School social work services

§ 1503. Occupational Therapy



• Procedures for Evaluation– Conducted by licensed OT– Provision and continuation of services

§ 1505. Orientation and Mobility

• Definition and Criteria– No changes

• Procedures for Screening– Found in

• Visual Impairment• Procedures for Evaluation

• Procedures for Evaluation– No changes

§ 1507. Physical Therapy

• Definition, Criteria and Procedures – No substantive changes– Provision and continuation of services

§ 1509. School Health and School Nurse Services

• Definition– Includes School Nurse services

• Criteria– No changes

• Procedures for Evaluation

§ 1511. School Psychological Services


• Administering tests and other procedures• Interpreting assessment results• Interpreting information about behavior and learning• Consulting to plan school programs• Planning and managing psychological services• Assisting in developing positive behavioral

interventions

§ 1511. School Psychological Services (cont’d.)

• Criteria for Eligibility– Student classified and eligible for services– Evidence that services are necessary for benefit

• Documented• Observable • Measurable

§ 1511. School Psychological Services (cont’d.)

• Procedures for Evaluation– Assessment conducted by certified school

psychologist• Determination of appropriateness of evidence• Systematic observation• Any additional procedures• Provide recommendations for interventions, strategies

and services• Provision and continuation of services

§ 1513. School Social Work Services


• Preparing social or developmental history• Providing group and individual counseling• Addressing difficulties that affect school adjustment• Mobilizing school and community resources • Assisting in developing positive behavioral intervention

strategies

§ 1513. School Social Work Services (cont’d.)

• Criteria for Eligibility– Student classified and eligible for services– Evidence that services are necessary for benefit

• Documented• Observable • Measurable

§ 1513. School Social Work Services (cont’d.)

• Procedures for Evaluation– Assessment conducted by qualified school social

worker includes• Documentation of psycho-social stressors• Determination of appropriateness of evidence• Family interview• Student interview• Interview with student’s teacher• Review of mental health and/or health records• Recommendations for interventions/strategies/services• Provision and continuation of services

§ 1515. Speech-Language Pathology Services

• Definition, Criteria, Procedures– No substantive changes– Provision and continuation of services

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