Bulletin 1508 Training 2009 Revision

1. Bulletin 1508 Training 2009 Revision Spring/Summer 2009 Part 2

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

3. § 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

4. § 701. Autism (cont’d.) • Occupational therapy assessment • Sensory processing issues • Visual • Auditory • Tactile • Vestibular • Olfactory/gustatory • Proprioceptive • Motor planning • Attention/arousal • Motor difficulties

5. § 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

6. § 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

7. § 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

8. § 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

9. § 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

10. § 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…”

11. § 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

12. § 707. Emotional Disturbance (cont’d.) • 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)

13. § 707. Emotional Disturbance (cont’d.) • 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

14. § 709. Hearing Impairment 2004 Definition 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 • 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

15. § 709. Hearing Impairment (cont’d.)Criteria for Eligibility 2004 2009 Audiological evidence Deaf Hard of hearing Consistent with definition • Audiological evidence • Deaf • Hard of hearing • Unilateral hearing loss • High frequency hearing loss • Consistent with definition

16. § 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

17. § 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

18. § 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

19. § 711. Mental Disability (cont’d.) • 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

20. § 711. Mental Disability (cont’d.) • Assessment of language development and/or communication skills • Augmentative/alternative communication assessment

21. § 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

22. § 715. Orthopedic Impairment • Definition • No changes • Criteria for Eligibility • No changes • Additional procedures for evaluation • Educational assessment • Review/analysis of RTI • Documented by progress monitoring data

23. § 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

24. § 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)

25. § 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

26. § 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

27. § 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

28. § 719. Specific Learning Disability (cont’d.) Intervention results Progress adequate: ►No disability suspected Progress inadequate:►Further assessment Sustained/substantial effort:►Further assessment

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

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

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

32. § 719. Specific Learning Disability (cont’d.) • Clear strengths and weaknesses not evident • Preponderance of data supports disability • Explain and justify in evaluation report

33. § 721. Speech or Language Impairment • Definition • No changes • Criteria for Eligibility • Articulation • “……characterized by consistent addition,omission, or incorrect…” • Language • “…developmental functioning levels…” omitted • Interventions for K and above • Intervention data documented

34. § 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

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

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

37. § 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

38. § 725. Visual Impairment • Definition • Deafness + blindness → Deaf-blindness • Criteria for Eligibility • No changes • Additional Procedures for Evaluation • Orientation and Mobility assessment only when screening results indicate need • Procedures for Reevaluation • Conduct triennial if condition progressive or unstable

39. § 901. Gifted • Definition • No changes • Procedures for Screening • If student • Meets screening criteria, must refer for evaluation • Does not meet screening criteria, enhance skills and increase knowledge • Criteria for Eligibility • No changes

40. § 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

41. § 903. Talented • Definition • No changes • 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

42. § 903. Talented • Procedures for Evaluation • LEA provides transportation, when necessary

43. § 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

44. § 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

45. § 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

46. § 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

47. § 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

48. 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

49. § 1301. Special Services • Overview • Some reorganization • No substantive changes

50. § 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