Speech and Language Eligibility Criteria Update

1. Speech and LanguageEligibility Criteria Update Sheryl Squier DPI Educational Consultant Speech and Language Programs 608/266-1783 sheryl.squier@dpi.state.wi.us

2. DPI Web Site http://www.dpi.state.wi.us Links to DPI and Professional Resources for Speech and Language Other Information     S/L Technical Assistance Guide I have added more resource links to the speech and language web page The Technical Assistance Manual for speech and language is also posted on the web site. The finalized version is now completed. Finalized version of the Technical Assistance manual includes chapters on re-evaluation related service discussion regarding the four areas of impairment in speech and language and ways to document all the requirements. I have added more resource links to the speech and language web page The Technical Assistance Manual for speech and language is also posted on the web site. The finalized version is now completed. Finalized version of the Technical Assistance manual includes chapters on re-evaluation related service discussion regarding the four areas of impairment in speech and language and ways to document all the requirements.

3. Agenda Speech and Language Eligibility Criteria Special Education Re-Evaluation Related Services The IEP Agenda: 1. S/L eligibility criteria and findings of S/L criteria use in the state 2. Special Education and the findings of the use of the 3 questions of need for spec. ed. in the state 3. Re-Evaluation 4. Related Service 5. The IEP and findings of the department’s 2001-2002 monitoring Agenda: 1. S/L eligibility criteria and findings of S/L criteria use in the state 2. Special Education and the findings of the use of the 3 questions of need for spec. ed. in the state 3. Re-Evaluation 4. Related Service 5. The IEP and findings of the department’s 2001-2002 monitoring

4. Speech and LanguageEligibility Criteria Refer to Handout: Speech and Language Eligibility Checklist Refer to Handout: Speech and Language Eligibility Checklist

5. IEP Team Process: EvaluationDocumenting The Impairment Speech or Language Impairment means: An impairment of speech or sound production, voice, fluency, or language that significantly affects educational performance or social, emotional or vocational development. PI11.36(5)(a) Before talking about documenting and identifying a speech and language impairment, it is important to understand what the law says a speech and language impairment is. The Wisconsin administrative code defines a speech and language impairment as… Given the definition, for a child to be identified as having a speech and language impairment first a delay must be documented in one of the four areas as outlined in the rules and secondly, the delay must then be documented to significantly affect the child’s educational, or social/emotional, or vocational development.Before talking about documenting and identifying a speech and language impairment, it is important to understand what the law says a speech and language impairment is. The Wisconsin administrative code defines a speech and language impairment as… Given the definition, for a child to be identified as having a speech and language impairment first a delay must be documented in one of the four areas as outlined in the rules and secondly, the delay must then be documented to significantly affect the child’s educational, or social/emotional, or vocational development.

6. Special Education Study Done in conjunction with UW-Oshkosh. Mandated through the legislature to determine impact of the new rules on identification. Speech and Language file review of at least 30 or more school districts. Overall look at where we are in the state as far as using the S/L criteria and need for special education To determine the impact on identification of students, we need to see if districts are using the new rules to make sure the data is valid. Data is not school specific but an overall look at the state. So data is reported as where we are as a state using the criteria and the need for special education and not on a district by district basis.To determine the impact on identification of students, we need to see if districts are using the new rules to make sure the data is valid. Data is not school specific but an overall look at the state. So data is reported as where we are as a state using the criteria and the need for special education and not on a district by district basis.

7. Findings Districts are using criteria Overall Strengths: Generally good documentation and analysis Exclusions applied correctly Generally includes all elements required Overall Areas to Address Weak or missing documentation of how delay impacts educational, social/emotional, and/or vocational development Weak or missing documentation of how sound production affects intelligibility ?Therapists are working to understand and implement the criteria. Documenting how the delay affects the child’s academic, social/emotional, and/or vocational development. Under IDEA (1997), the rules require that the speech or language delay adversely affects the child. The adverse effect may be shown in one or more areas: academic, social/emotional, or vocational. In speech sound production the delay must be documented to affect intelligibility (how understandable the child is) to be considered as an impairment. This can be documented: intelligibility ratio analysis from conversational speech language sample analysis measuring the percentage of intelligible utterances. parent or teacher intelligibility rating/report ? There must be documentation of the adverse affect. For example, it is not sufficient to only state the delay affects the child’s academic performance or that the delay affects the child’s speech intelligibility without the supporting documentation. ?Therapists are working to understand and implement the criteria. Documenting how the delay affects the child’s academic, social/emotional, and/or vocational development. Under IDEA (1997), the rules require that the speech or language delay adversely affects the child. The adverse effect may be shown in one or more areas: academic, social/emotional, or vocational. In speech sound production the delay must be documented to affect intelligibility (how understandable the child is) to be considered as an impairment. This can be documented: intelligibility ratio analysis from conversational speech language sample analysis measuring the percentage of intelligible utterances. parent or teacher intelligibility rating/report ? There must be documentation of the adverse affect. For example, it is not sufficient to only state the delay affects the child’s academic performance or that the delay affects the child’s speech intelligibility without the supporting documentation.

8. Findings Continued…. Informal testing should support findings of formal test results. Must include information from the child’s natural environment (for example: observation or parent/teacher report of child’s skill in the classroom, home, community, and/or playground). ? Evaluation cannot be based on formal or standardized test results alone, there must be documentation of the child’s skills in natural environments. ? Examples for documentation include therapist observation reports and parent or teacher reports of the child’s skill in the classroom, at home, in the community or on the playground. Assessment decisions cannot he based on formal or standardized test result alone. There must be documentation of the child’s skill in their natural environment. ? Evaluation cannot be based on formal or standardized test results alone, there must be documentation of the child’s skills in natural environments. ? Examples for documentation include therapist observation reports and parent or teacher reports of the child’s skill in the classroom, at home, in the community or on the playground. Assessment decisions cannot he based on formal or standardized test result alone. There must be documentation of the child’s skill in their natural environment.

9. Educational Relevance of the Communication Disorder Academic-ability to benefit from the curriculum Social-ability to interact with peers and adults Vocational-ability to participate in work/job related activities Documenting how the delay affects the child’s academic, social/emotional, and/or vocational development. ? IDEA (1997) requires the speech or language delay adversely affects the child’s performance. The adverse effect may be shown in one or more educational areas: academic, or social/emotional, or vocational. It requires documentation. ?This is a distinction between school based services and private services. ? Services are provided to children in a school setting if the delay adversely affects the child’s educational performance (defined as academic or social/emotional or vocational development). So a delay does not always mean eligibility or placement due to the adverse affect requirement. This is often misunderstood. ?Educational disabilities are addressed in special education law. This is why not all impairments are necessarily addressed with services; for example tongue thrust or auditory processing. Or a language delay that is documented but not served in a speech/language therapy program. ?Any issue can be addressed in private practice if the family is willing to pay or has financial coverage through a third party source such as insurance. ?Florida Department of Education, Bureau of Instructional Support and Community Services, Division of Public Schools. We did get permission to reprint this information in a checklist format from the Florida Dept. of Education. Documenting how the delay affects the child’s academic, social/emotional, and/or vocational development. ? IDEA (1997) requires the speech or language delay adversely affects the child’s performance. The adverse effect may be shown in one or more educational areas: academic, or social/emotional, or vocational. It requires documentation. ?This is a distinction between school based services and private services. ? Services are provided to children in a school setting if the delay adversely affects the child’s educational performance (defined as academic or social/emotional or vocational development). So a delay does not always mean eligibility or placement due to the adverse affect requirement. This is often misunderstood. ?Educational disabilities are addressed in special education law. This is why not all impairments are necessarily addressed with services; for example tongue thrust or auditory processing. Or a language delay that is documented but not served in a speech/language therapy program. ?Any issue can be addressed in private practice if the family is willing to pay or has financial coverage through a third party source such as insurance. ?Florida Department of Education, Bureau of Instructional Support and Community Services, Division of Public Schools. We did get permission to reprint this information in a checklist format from the Florida Dept. of Education.

10. Educational Relevance of the Communication Disorder Examples of academic impact: below average grades inability to complete language-based activities vs. non-language based activities grades below the students ability level From A training and Resource Manual for the implementation of State Eligibility Criteria for the Speech and Language Impaired Florida Department of Education, Bureau of Instructional Support and Community Services, Division of Public Schools Some examples of academic impact include: below average grades inability to complete language-based activities vs. non-language based activities grades below the students ability level ? There must be documentation of the adverse affect. For example, it is not sufficient to only state the delay affects the child’s academic performance. You need supporting documentation. ? From A training and Resource Manual for the implementation of State Eligibility Criteria for the Speech and Language Impaired the Florida Department of Education, Bureau of Instructional Support and Community Services, Division of Public Schools, Reprinted with permission.  Some examples of academic impact include: below average grades inability to complete language-based activities vs. non-language based activities grades below the students ability level ? There must be documentation of the adverse affect. For example, it is not sufficient to only state the delay affects the child’s academic performance. You need supporting documentation. ? From A training and Resource Manual for the implementation of State Eligibility Criteria for the Speech and Language Impaired the Florida Department of Education, Bureau of Instructional Support and Community Services, Division of Public Schools, Reprinted with permission.

11. Educational Relevance of the Communication Disorder Examples of social/emotional impact: peers tease student about communication problem student demonstrates embarrassment and/or frustration regarding communication problem student demonstrates difficulty interpreting communication intent From A training and Resource Manual for the implementation of State Eligibility Criteria for the Speech and Language Impaired Florida Department of Education, Bureau of Instructional Support and Community Services, Division of Public Schools Some examples of social/emotional impact include: peers tease student about communication problem student demonstrates embarrassment and/or frustration regarding communication problem student demonstrates difficulty interpreting communication intent ?The documentation for this requirement is often subjective in nature. It can be obtained through therapist observation or anecdotal reporting from a teacher or parent. When using anecdotal reporting it is best to get more than just a statement, such as: How often does the behavior occur (for example teasing)? All of the time (100%), Most of the time (75%), Sometimes (50%), Rarely(25 % or less), Never (0%) When this happens, what does the child do? Determine if reports of the child’s oral speech or language delay significantly limit effective social/emotional development. Some examples of social/emotional impact include: peers tease student about communication problem student demonstrates embarrassment and/or frustration regarding communication problem student demonstrates difficulty interpreting communication intent ?The documentation for this requirement is often subjective in nature. It can be obtained through therapist observation or anecdotal reporting from a teacher or parent. When using anecdotal reporting it is best to get more than just a statement, such as: How often does the behavior occur (for example teasing)? All of the time (100%), Most of the time (75%), Sometimes (50%), Rarely(25 % or less), Never (0%) When this happens, what does the child do? Determine if reports of the child’s oral speech or language delay significantly limit effective social/emotional development.

12. Educational Relevance of the Communication Disorder Examples of vocational impact include: inability of student to understand/follow oral directions inappropriate response to coworker/supervisor comments unable to answer/ask questions in a coherent/concise manner From A training and Resource Manual for the implementation of State Eligibility Criteria for the Speech and Language Impaired Florida Department of Education, Bureau of Instructional Support and Community Services, Division of Public Schools Some Examples of vocational impact include: inability of student to understand/follow oral directions inappropriate response to coworker/supervisor comments unable to answer/ask questions in a coherent/concise mannerSome Examples of vocational impact include: inability of student to understand/follow oral directions inappropriate response to coworker/supervisor comments unable to answer/ask questions in a coherent/concise manner

13. Eligibility CriteriaOral Communication Language Norm Referenced Measures -1.75 S.D. (and) Interferes with oral communication Informal Assessment Language Sampling Observations Interviews Checklists (and) Affects educational performance, or social, emotional, or vocational development PI 11.36(5) The delay in receptive or expressive language must be documented through evaluation using standardized norm referenced tests. The child must score at or below 1.75 standard deviations below the mean for chronological age. Therapists should report a receptive composite, expressive composite, or total test composite score, rather than reporting an individual subtest score when documenting a delay in language. The team must also document that the language delay impacts Oral Communication through the use of informal assessment which can include language sampling, observations, interviews and/or checklists. Lastly, the deficit has to have an impact on the child’s academic achievement, communicative success, or life skills. If all three of these things are present, the IEP team has documented an impairment in oral language is present. The delay in receptive or expressive language must be documented through evaluation using standardized norm referenced tests. The child must score at or below 1.75 standard deviations below the mean for chronological age. Therapists should report a receptive composite, expressive composite, or total test composite score, rather than reporting an individual subtest score when documenting a delay in language. The team must also document that the language delay impacts Oral Communication through the use of informal assessment which can include language sampling, observations, interviews and/or checklists. Lastly, the deficit has to have an impact on the child’s academic achievement, communicative success, or life skills. If all three of these things are present, the IEP team has documented an impairment in oral language is present.

14. Eligibility CriteriaOral Communication Alternate Method When Used formal tests are inappropriate or will not reflect the child’s skill level Requires two informal procedures Considerations Chronological age Developmental level Method of communication Affects child’s educational performance or social, emotional, or vocational development Some communication problems go undetected in standardized test measures and are difficult to document. In cases like this, the IEP team can use the alternate method to document an impairment Other reasons the IEP team may decide to use the alternate method are The child’s cognitive or physical limitations prevent establishing a baseline on the test The population used to establish the norms for the test was not representative of the child being tested. The child is not able to respond as specified in the standardization procedures of the test The test cannot be administered as specified in the testing manual. Documentation requires at least 2 informal measurement procedures. These can be language samples, observations in natural environments, criterion referenced instruments. Has to impact on educational performance, social, emotional or vocational development.Some communication problems go undetected in standardized test measures and are difficult to document. In cases like this, the IEP team can use the alternate method to document an impairment Other reasons the IEP team may decide to use the alternate method are The child’s cognitive or physical limitations prevent establishing a baseline on the test The population used to establish the norms for the test was not representative of the child being tested. The child is not able to respond as specified in the standardization procedures of the test The test cannot be administered as specified in the testing manual. Documentation requires at least 2 informal measurement procedures. These can be language samples, observations in natural environments, criterion referenced instruments. Has to impact on educational performance, social, emotional or vocational development.

15. Eligibility CriteriaSpeech Or Sound Production Norm or Criterion Referenced Testing Below 1.75 S.D. on test of articulation or phonology (or) Sound errors beyond the time when 90% of typically developing children have acquired the sound (or) One or more of the child’s phonological patterns of sound are at least 40% disordered (or) The child scores in the moderate to profound range of phonological process use on formal test AND….. An impairment of speech or sound production may be determined by the administration of a standardized test of articulation or phonology, or though analysis of a sample of the child’s speech. Standardized test scores must be below 1.75 S.D or in the moderate to profound range of phonological process use. When norm-referenced tests of articulation are not appropriate, a child must demonstrate consistent errors in speech sound production beyond the time when 90% of typically developing children acquire the sound. When norm-referenced tests of phonology are not appropriate, a speech sampling must indicate one or more of the child’s phonological patterns of sound to be at least 40% disordered. ANDAn impairment of speech or sound production may be determined by the administration of a standardized test of articulation or phonology, or though analysis of a sample of the child’s speech. Standardized test scores must be below 1.75 S.D or in the moderate to profound range of phonological process use. When norm-referenced tests of articulation are not appropriate, a child must demonstrate consistent errors in speech sound production beyond the time when 90% of typically developing children acquire the sound. When norm-referenced tests of phonology are not appropriate, a speech sampling must indicate one or more of the child’s phonological patterns of sound to be at least 40% disordered. AND

16. Eligibility CriteriaSpeech Or Sound Production Intelligibility of the child’s speech is significantly affected Anecdotal reporting (e.g. parent report) Intelligibility ratio (analysis of child’s speech) AND Affects educational performance, or social, emotional, or vocational development PI 11.36(5) The IEP team must document that the delayed speech or sound production affects the child’s conversational intelligibility. Describing a student’s conversational speech intelligibility, and the severity of the student’s reduced intelligibility, are key components of the eligibility criteria for a speech-language impairment. This may be documented through: Anecdotal Reporting or Observation Intelligibility ratio which consists of an analysis of a child’s utterances. Besides documenting a delay in speech or sound production that impacts the intelligibility of the child’s speech, the IEP team must document that this delay affects the child’s educational performance, or social, emotional, or vocational development.The IEP team must document that the delayed speech or sound production affects the child’s conversational intelligibility. Describing a student’s conversational speech intelligibility, and the severity of the student’s reduced intelligibility, are key components of the eligibility criteria for a speech-language impairment. This may be documented through: Anecdotal Reporting or Observation Intelligibility ratio which consists of an analysis of a child’s utterances. Besides documenting a delay in speech or sound production that impacts the intelligibility of the child’s speech, the IEP team must document that this delay affects the child’s educational performance, or social, emotional, or vocational development.

17. Calculating Percent of Speech Intelligibility # of Intelligible Words X 100 = % of Total # of Words Intelligible Words One of the most reliable and valid assessment procedures for evaluating conversational speech intelligibility requires calculating the percentage of words understood by the listener from a conversational speech sample. The formula for calculating percent speech intelligibility for a 100 word sample is # of Intelligible Words X 100 = % of Intelligible Total # of Words Words This measure often results in a statement such as “Susan’s conversational speech intelligibility was 63%, that is, 63 of 100 words were understood by an unfamiliar speech-language pathologist who listened to a tape-recorded sample of Susan speech during conversation.” While informal estimates of speech intelligibility are quick and simple to make, they are often unreliable measures of actual conversational speech intelligibility and their validity as a measure of speech intelligibility has been strongly questioned (Kent, et. al, 1989). One of the most reliable and valid assessment procedures for evaluating conversational speech intelligibility requires calculating the percentage of words understood by the listener from a conversational speech sample. The formula for calculating percent speech intelligibility for a 100 word sample is # of Intelligible Words X 100 = % of Intelligible Total # of Words Words This measure often results in a statement such as “Susan’s conversational speech intelligibility was 63%, that is, 63 of 100 words were understood by an unfamiliar speech-language pathologist who listened to a tape-recorded sample of Susan speech during conversation.” While informal estimates of speech intelligibility are quick and simple to make, they are often unreliable measures of actual conversational speech intelligibility and their validity as a measure of speech intelligibility has been strongly questioned (Kent, et. al, 1989).

18. Speech Intelligibility Expectations 3 to 5 Year Olds Age Average Range 3 73% 54%-80% 4 93% 73%-100% 5 Not Reported 90%-100% (Gordon-Brannan, 1994; Gordon-Brannan & Hodson, 2000; Hodson, 2002; Pena-Brooks & Hedge, 2000; Vihman & Greenlee, 1987; Vihman, 1998) The chart here summarizes the average speech Intelligibility and intelligibility range expectations from the research data for typically developing 3-5 year olds. The chart here summarizes the average speech Intelligibility and intelligibility range expectations from the research data for typically developing 3-5 year olds.

19. Anecdotal Reporting How well is your child understood when s/he talks to you and to other people? How often do you and other people understand your child when s/he is speaking? When your child is not understood by you and by other people, what does s/he do? Anecdotal reporting and observation, a checklist format can be used to determine if reports of the child’s speech intelligibility significantly limit effective communication. How well is your child understood when s/he talks to you and to other people? Understood the first time Understood after 2-3 attempts Understood after many attempts How often do you and other people understand your child when s/he is speaking? All of the time (100%), Most of the time (75%), Sometimes (50%), Rarely(25 % or less), Never (0%) When your child is not understood by you and by other people, what does s/he do? Repeat, Say different words, Gesture or point, Give up / walk awayAnecdotal reporting and observation, a checklist format can be used to determine if reports of the child’s speech intelligibility significantly limit effective communication. How well is your child understood when s/he talks to you and to other people? Understood the first time Understood after 2-3 attempts Understood after many attempts How often do you and other people understand your child when s/he is speaking? All of the time (100%), Most of the time (75%), Sometimes (50%), Rarely(25 % or less), Never (0%) When your child is not understood by you and by other people, what does s/he do? Repeat, Say different words, Gesture or point, Give up / walk away

20. Eligibility Criteria: Voice Documentation of a vocal impairment Atypical characteristic of loudness, pitch, quality, or resonance for child’s age and gender Not due to temporary factors Allergies, respiratory virus, infections, puberty Affects educational performance, or social, emotional, or vocational development PI 11.36(5) An impairment of voice may be determined by the administration of a standardized test of voice, or through perceptual, descriptive judgments of pitch, loudness, quality, and resonance. There are a few standardized measures that are used to assess voice production but, judgments including statements of severity are the most common assessment activities used to document a child’s voice impairment. That is, how extreme the vocal characteristics are from the typical production of age and gender of matched peer groups, and how often and in what setting the behavior is observed. It is necessary to determine that the child’s voice impairment exists in the absence of an acute respiratory virus or infection, and is not due to temporary physical factors such as allergies, short-term vocal abuse, or puberty. This information can be gathered from a review of the student’s school and health records. The IEP team must document that the voice impairment significantly impacts the child’s educational performance, or social, emotional, or vocational development. This may be documented from a variety of sources such as: Direct observation by a speech-language pathologist and by other listeners known to the child. An intelligibility ratio used to determine how understandable the child’s speech is. Interview data from a variety of sources. An impairment of voice may be determined by the administration of a standardized test of voice, or through perceptual, descriptive judgments of pitch, loudness, quality, and resonance. There are a few standardized measures that are used to assess voice production but, judgments including statements of severity are the most common assessment activities used to document a child’s voice impairment. That is, how extreme the vocal characteristics are from the typical production of age and gender of matched peer groups, and how often and in what setting the behavior is observed. It is necessary to determine that the child’s voice impairment exists in the absence of an acute respiratory virus or infection, and is not due to temporary physical factors such as allergies, short-term vocal abuse, or puberty. This information can be gathered from a review of the student’s school and health records. The IEP team must document that the voice impairment significantly impacts the child’s educational performance, or social, emotional, or vocational development. This may be documented from a variety of sources such as: Direct observation by a speech-language pathologist and by other listeners known to the child. An intelligibility ratio used to determine how understandable the child’s speech is. Interview data from a variety of sources.

21. Eligibility Criteria: Fluency Speaking behaviors characteristic of a fluency disorder are present Repetitions, sound prolongations, irregular speaking rate, anxiety toward speaking, avoidance of speaking situations AND Affects educational performance, or social, emotional, or vocational development The most common fluency disorder is stuttering. In stuttering the child’s speech is partially or completely stopped by various speaking behaviors (some which are listed here) and can be accompanied by stress The IEP Team must document that the child has behaviors characteristic of a fluency disorder by documenting as follows: Analyze frequency the non-fluent speech is occurring. Analyze the length or duration of disfluencies Analyze the speaking rate. Analyze how the child functions as a communicator in various settings. Analyze the child’s anxiety toward speaking and avoidance of speaking situations. In addition to documenting a fluency disorder, the IEP team must document that this disorder affects the child’s educational performance, or social, emotional, or vocational development. This is done by reports from parents, educators, the child, other IEP team participants, or through direct observation.The most common fluency disorder is stuttering. In stuttering the child’s speech is partially or completely stopped by various speaking behaviors (some which are listed here) and can be accompanied by stress The IEP Team must document that the child has behaviors characteristic of a fluency disorder by documenting as follows: Analyze frequency the non-fluent speech is occurring. Analyze the length or duration of disfluencies Analyze the speaking rate. Analyze how the child functions as a communicator in various settings. Analyze the child’s anxiety toward speaking and avoidance of speaking situations. In addition to documenting a fluency disorder, the IEP team must document that this disorder affects the child’s educational performance, or social, emotional, or vocational development. This is done by reports from parents, educators, the child, other IEP team participants, or through direct observation.

22. Eligibility CriteriaExclusions Mild, transitory or developmentally appropriate speech or language difficulties Performance that is consistent with developmental levels (unless required to benefit from educational programs) Dialectal differences or from learning English as a second language Difficulties with auditory processing Tongue thrust Elective or selective mutism or school phobia Eligibility Criteria Exclusions #2. This would apply to children who demonstrate speech and language skills that are commensurate or consistent with their cognitive functioning as documented by formal and informal data. However we cannot rule those kids out as a class and must consider speech and language services if the child requires those services to benefit from their special education program. # 3. Auditory processing unless the IEP team is able to document that the auditory processing results in an impairment of oral communication skills. On paper, testing results, may not look good. There may be a deficit in auditory processing., However, the IEP team must look at the areas it can effect such as learning, or communication, and determine if the processing deficits rise to the level of a disability. If the child can compensate and has no difficulty, the child would not be identified as having a speech and language impairment. #4. The same holds true for a tongue thrust. A tongue thrust in and of itself, is not identified as a speech and language impairment unless the IEP Team can document that the child has an impairment in speech sound production.Eligibility Criteria Exclusions #2. This would apply to children who demonstrate speech and language skills that are commensurate or consistent with their cognitive functioning as documented by formal and informal data. However we cannot rule those kids out as a class and must consider speech and language services if the child requires those services to benefit from their special education program. # 3. Auditory processing unless the IEP team is able to document that the auditory processing results in an impairment of oral communication skills. On paper, testing results, may not look good. There may be a deficit in auditory processing., However, the IEP team must look at the areas it can effect such as learning, or communication, and determine if the processing deficits rise to the level of a disability. If the child can compensate and has no difficulty, the child would not be identified as having a speech and language impairment. #4. The same holds true for a tongue thrust. A tongue thrust in and of itself, is not identified as a speech and language impairment unless the IEP Team can document that the child has an impairment in speech sound production.

23. Special Education A disability under federal and state special education law means the student meets the eligibility criteria for at least one of the impairments and has a need for special education. A student may meet the eligibility criteria for a speech and language or another impairment area but does not automatically need special education. Once the IEP team has determined the impairment, the IEP team participants now must decide whether the student needs special education and related services as the result of the impairment. It is a two step process. A disability under federal and state special education law means the student meets the eligibility criteria for at least one of the impairments and has a need for special education. A student may meet the eligibility criteria for a speech and language or another impairment area but does not automatically need special education. Once the IEP team has determined the impairment, the IEP team participants now must decide whether the student needs special education and related services as the result of the impairment. It is a two step process.

24. Special Education IDEA, Title 34 CFR, Sec. 300.25 Special Education means specially designed instruction provided, at no cost to the parents, to meet the unique needs of a child with a disability. It is important to understand what the law means when talking about special education. IDEA defines special education as specially designed instruction provided, at not cost to the parents, to meet the unique needs of a child with a disability. The new rules have included a process to assist the IEP team in determining if the student needs special education. A tool for guiding the IEP team’s discussion about the child’s need for special education is the “Need for Special Education Worksheet”. The worksheet is not required but may be useful in addressing the three issues related to need that we must look at. It is important to understand what the law means when talking about special education. IDEA defines special education as specially designed instruction provided, at not cost to the parents, to meet the unique needs of a child with a disability. The new rules have included a process to assist the IEP team in determining if the student needs special education. A tool for guiding the IEP team’s discussion about the child’s need for special education is the “Need for Special Education Worksheet”. The worksheet is not required but may be useful in addressing the three issues related to need that we must look at.

25. Determining The Need For Special Education The IEP Team shall identify all of the following: Needs that cannot be met in the regular education program Modifications that can be made in the regular education program Additions or modifications the child needs that are not provided through the general education curriculum PI 11.35 See Handout : Need For Special Education Worksheet As part of an evaluation or reevaluation conducted by the IEP team in determining whether a child is or continues to be a child with a disability, the rules state that the IEP team must determine the need for special education. There are three areas that must be addressed. See Handout : Need For Special Education Worksheet As part of an evaluation or reevaluation conducted by the IEP team in determining whether a child is or continues to be a child with a disability, the rules state that the IEP team must determine the need for special education. There are three areas that must be addressed.

26. IEP Team Makes Decisions The IEP team determines how the communication needs will be met: In the general education curriculum OR Through another special education provider OR That the communication needs require speech and language services It is the IEP team’s responsibility to determine how the child’s communication needs will be met. In the general education curriculum with appropriate modifications Through another special education provider, just because the student has a speech and language impairment, does not necessarily mean services will be provided by a speech and language therapist. For example, the student has pragmatic/social skills language needs. An ED teacher running a social skills group could meet this language need. The IEP team could decide the child’s communication needs could be best served in that setting. Or the IEP team could decide that the child’s communication needs require speech and language services from the speech therapist. IDEA states that services and placement for a child with a disability must be based on the child’s unique needs and not on the child’s category of disability.It is the IEP team’s responsibility to determine how the child’s communication needs will be met. In the general education curriculum with appropriate modifications Through another special education provider, just because the student has a speech and language impairment, does not necessarily mean services will be provided by a speech and language therapist. For example, the student has pragmatic/social skills language needs. An ED teacher running a social skills group could meet this language need. The IEP team could decide the child’s communication needs could be best served in that setting. Or the IEP team could decide that the child’s communication needs require speech and language services from the speech therapist. IDEA states that services and placement for a child with a disability must be based on the child’s unique needs and not on the child’s category of disability.

27. Findings IEP teams sometimes consider the first question (needs that cannot be met in the general education setting). Most often the second question is not addressed (modifications required to access regular education). IEP teams have a tendency to jump directly to the third question (additions not provided through regular education) once the child is identified as having a S/L impairment The study done in conjunction with UW Oshkosh also looked at the implementation of the need for special education. The study done in conjunction with UW Oshkosh also looked at the implementation of the need for special education.

28. Re-evaluation ?After an initial evaluation, there are additional considerations that must be looked at during a re-evaluation. ?Re-evaluation is looked at in the context of what has been done as far as intervention for the child, and what would happen if services were stopped prematurely. ?At the time of re-evaluation, a student may not appear to meet the initial eligibility criteria. If students had to meet initial criteria at each re-evaluation, it could mean dismissing some students and then having to pick them up again a few months later. That is not the intent, and so the focus during a re-evaluation becomes making an informed decision as to whether the student continues to need special education or related services.?After an initial evaluation, there are additional considerations that must be looked at during a re-evaluation. ?Re-evaluation is looked at in the context of what has been done as far as intervention for the child, and what would happen if services were stopped prematurely. ?At the time of re-evaluation, a student may not appear to meet the initial eligibility criteria. If students had to meet initial criteria at each re-evaluation, it could mean dismissing some students and then having to pick them up again a few months later. That is not the intent, and so the focus during a re-evaluation becomes making an informed decision as to whether the student continues to need special education or related services.

29. Speech and Language ServicesRe-evaluation SLP IEP Team Member Consider any remaining speech and language needs and the Need for Special Education and Related Services The team would look at the needs identified in the initial evaluation and then look at if all the needs have been met now. If, during a re-evaluation, the IEP team decides the student continues to have a speech and language needs, the team would consider speech and language services to address any remaining issues the child may have. If the IEP team decides the student no longer demonstrates a speech and language impairment, does not require speech and language services to benefit from their special education program or does not need special education to address his or her speech and language needs, the student is no longer an eligible child with a disability under IDEA. The team would look at the needs identified in the initial evaluation and then look at if all the needs have been met now. If, during a re-evaluation, the IEP team decides the student continues to have a speech and language needs, the team would consider speech and language services to address any remaining issues the child may have. If the IEP team decides the student no longer demonstrates a speech and language impairment, does not require speech and language services to benefit from their special education program or does not need special education to address his or her speech and language needs, the student is no longer an eligible child with a disability under IDEA.

30. Re-Evaluation Identified impairment requires re-evaluation for discontinuation of services both related service and special education Special Education Related Service If a child is identified with an impairment in speech and language, the team must conduct a reevaluation if discontinuing services. If the child does not have a speech/language impairment, but was seen as a related service, a reevaluation is not necessary.If a child is identified with an impairment in speech and language, the team must conduct a reevaluation if discontinuing services. If the child does not have a speech/language impairment, but was seen as a related service, a reevaluation is not necessary.

31. RelatedService In Wisconsin speech and language services can be either special education service or a related service. In Wisconsin speech and language services can be either special education service or a related service.

32. Related Service Related services means transportation and such developmental, corrective and other supportive services that are required to assist a child with a disability to benefit from special education and includes: speech language pathology………. Chapter 115, Subchapter V, 115.76(14) IDEA, Title 34 CFR, sec. 300.22 Related services are those which are necessary for the child to benefit from special education. A related service is considered when it is required by the student to benefit from special education because without this service, the student would fail to make progress. A student with a disability does not need to meet the eligibility criteria for speech and language to receive speech and language services if those services are necessary for the child to benefit from special education. Related services are those which are necessary for the child to benefit from special education. A related service is considered when it is required by the student to benefit from special education because without this service, the student would fail to make progress. A student with a disability does not need to meet the eligibility criteria for speech and language to receive speech and language services if those services are necessary for the child to benefit from special education.

33. Speech and Language Services  Special Education and Related Service: Generally the same Service Due to an Impairment special education To Benefit From Special Ed. related service The services (the therapy) provided by speech and language pathologists are the same whether they are described as special education or as a related service. When a child is eligible to receive speech and language due to an impairment, the service provided to a child is referred to as special education. When speech and language is needed by the child to benefit from special education, the service is a related service.The services (the therapy) provided by speech and language pathologists are the same whether they are described as special education or as a related service. When a child is eligible to receive speech and language due to an impairment, the service provided to a child is referred to as special education. When speech and language is needed by the child to benefit from special education, the service is a related service.

34. S/L Related Service Educational Relevance and Necessity Questions to Consider What is the specific oral language deficit that is preventing the student’s access to or ability to make meaningful progress in the special education service? Is there an overlap or duplication of services? Does the student require services that can only be provided by a licensed speech/language pathologist? When determining if a child needs speech and language as a related services, the IEP team needs to determine if it is educationally relevant as well as educationally necessary. The IEP team must identify if speech and language services are needed for the student to have a reasonable opportunity to benefit from special education. To be educationally relevant, a related service must be pertinent to the student’s IEP. The SLP should be able to identify the areas in the IEP that he/she could work towards supporting. To determine if the related service is educationally necessary for the child to benefit from special education the IEP team should take these questions into consideration. 1. What is the specific oral language deficit that is preventing the student’s access to or ability to make meaningful progress in the individualized education service? 2. Is there an overlap or duplication of services? 3. Does the student require services that can only be provided by a licensed speech/language pathologist? When determining if a child needs speech and language as a related services, the IEP team needs to determine if it is educationally relevant as well as educationally necessary. The IEP team must identify if speech and language services are needed for the student to have a reasonable opportunity to benefit from special education. To be educationally relevant, a related service must be pertinent to the student’s IEP. The SLP should be able to identify the areas in the IEP that he/she could work towards supporting. To determine if the related service is educationally necessary for the child to benefit from special education the IEP team should take these questions into consideration. 1. What is the specific oral language deficit that is preventing the student’s access to or ability to make meaningful progress in the individualized education service? 2. Is there an overlap or duplication of services? 3. Does the student require services that can only be provided by a licensed speech/language pathologist?

35. Considerations S/L Only Area of Suspected Impairment Child Does Not Meet Eligibility Criteria IEP Team Explores Other Options Document needs of child Identify non-special education options If speech and language is the only area suspected for impairment and the child does not meet the eligibility criteria for a speech and language impairment, the IEP team would explore other non-special education options to meet the child’s needs. Reading Specialist ESL Support Regular Education Classroom Modifications and Accommodations. If speech and language is the only area suspected for impairment and the child does not meet the eligibility criteria for a speech and language impairment, the IEP team would explore other non-special education options to meet the child’s needs. Reading Specialist ESL Support Regular Education Classroom Modifications and Accommodations.

36. Considerations Child Identified With a Disability Does Not Meet S/L Eligibility IEP Team Considers Speech and Language Services If a child does not meet the eligibility criteria for a speech and language impairment, but does meet the criteria for another impairment area (as listed in PI 11.36), the IEP team may, depending on the needs of the child, consider speech and language services. A student with a disability does not need to meet the eligibility criteria for speech and language to receive speech and language services if those services are necessary for the child to benefit from special education.If a child does not meet the eligibility criteria for a speech and language impairment, but does meet the criteria for another impairment area (as listed in PI 11.36), the IEP team may, depending on the needs of the child, consider speech and language services. A student with a disability does not need to meet the eligibility criteria for speech and language to receive speech and language services if those services are necessary for the child to benefit from special education.

37. Considerations Child With a Disability Receives special education services in area other than speech and language IEP Team Suspects Additional Services Are Needed Speech and Language Pathologist must be team member Re-evaluation is a case by case determination S/L services are considered This scenario would be if at an IEP meeting the team wanted to add speech/language services. If a child with a disability is receiving some special education services and it is suspected at the IEP meeting that the child may need additional services from a speech and language pathologist. The decision to conduct a re-evaluation to add speech and language services is a case by case determination made by the IEP team. A speech and language pathologist must be an IEP team participant. If the team decides that further testing is not necessary, the team can add the speech and language service without initiating a re-evaluation. If the team decides that additional testing is needed to determine whether speech and language services are appropriate for the child or to determine the scope of those services, the team must conduct a re-evaluation. In this case, notice of re-evaluation is required and parental consent requirements must be satisfied. This scenario would be if at an IEP meeting the team wanted to add speech/language services. If a child with a disability is receiving some special education services and it is suspected at the IEP meeting that the child may need additional services from a speech and language pathologist. The decision to conduct a re-evaluation to add speech and language services is a case by case determination made by the IEP team. A speech and language pathologist must be an IEP team participant. If the team decides that further testing is not necessary, the team can add the speech and language service without initiating a re-evaluation. If the team decides that additional testing is needed to determine whether speech and language services are appropriate for the child or to determine the scope of those services, the team must conduct a re-evaluation. In this case, notice of re-evaluation is required and parental consent requirements must be satisfied.

38. The IEP This section will look at findings in the department’s 2001-2002 monitoring and some common errors found in the review of IEP’s. This section will look at findings in the department’s 2001-2002 monitoring and some common errors found in the review of IEP’s.

39. The IEP IEP Services Requirement Amount and frequency Duration Location Finding Most commonly found error Some IEP’s do not include clear statements of the amount or the frequency of the IEP services ?The amount of services must be stated in the IEP so that the level of the districts commitment of resources is clear. Statements such as “as needed or “when appropriate” do not make clear the districts level of commitment of resources. ?If services are needed under particular circumstances, the IEP must state the circumstances when they are needed. For example, if a child needs test administered orally, the IEP could state “tests in English to be administered orally” or “all tests at an instructional reading level above 6th grade to be administered orally.” ?The amount of services must be stated in the IEP so that the level of the districts commitment of resources is clear. Statements such as “as needed or “when appropriate” do not make clear the districts level of commitment of resources. ?If services are needed under particular circumstances, the IEP must state the circumstances when they are needed. For example, if a child needs test administered orally, the IEP could state “tests in English to be administered orally” or “all tests at an instructional reading level above 6th grade to be administered orally.”

40. The IEP: Present Level Of Educational Performance (PLOEP) Requirement: Baseline data corresponding to each annual goal How the disability affects child’s progress in general curriculum Understandable language Finding Lack of baseline date is the most frequently cited error Test scores without explanation Present Level of Educational Performance (PLOEP) Requirement. The PLOEP statement must include: 1 baseline data corresponding to each of the measurable annual goal statements. If test scores (e.g., grade-equivalent or percentile scores) are used, they must be presented in a manner that is understandable to all, including parents. 2. The law also requires that a PLOEP statement address how the child's disability affects the child's involvement and progress in the general curriculum (the curriculum taught to nondisabled students) or, for preschool students, how the disability affects the child's participation in appropriate activities. "Appropriate activities" refers to age-relevant developmental abilities or milestones that typically developing children of the same age would be performing or would have achieved. The PLOEP statement provides a basis for determining what accommodations the child needs in order to participate in the general curriculum. ?Finding. Many PLOEPs do not include baseline information from which to measure progress on annual goals. This was the most frequently cited error.... Some PLOEP statements do not include how each child's disability affects the child's involvement and progress in the general curriculum or, for preschoolers, how the disability affects the child's participation in age-appropriate activities. Some PLOEP statements consist of test scores without explanation. Present Level of Educational Performance (PLOEP) Requirement. The PLOEP statement must include: 1 baseline data corresponding to each of the measurable annual goal statements. If test scores (e.g., grade-equivalent or percentile scores) are used, they must be presented in a manner that is understandable to all, including parents. 2. The law also requires that a PLOEP statement address how the child's disability affects the child's involvement and progress in the general curriculum (the curriculum taught to nondisabled students) or, for preschool students, how the disability affects the child's participation in appropriate activities. "Appropriate activities" refers to age-relevant developmental abilities or milestones that typically developing children of the same age would be performing or would have achieved. The PLOEP statement provides a basis for determining what accommodations the child needs in order to participate in the general curriculum. ?Finding. Many PLOEPs do not include baseline information from which to measure progress on annual goals. This was the most frequently cited error.... Some PLOEP statements do not include how each child's disability affects the child's involvement and progress in the general curriculum or, for preschoolers, how the disability affects the child's participation in age-appropriate activities. Some PLOEP statements consist of test scores without explanation.

41. The IEP: Measurable Annual Goals, Requirement: Information directly related to PLOEP Short term objectives or benchmarks (2) Address needs related to disability Measurable level of attainment at end of 12 months Finding: IEP’s often do not include measurable annual goal statements The annual goals are often not 12 month goals Measurable Annual Goals ?Requirement. Each IEP must include a statement of measurable annual goals, including benchmarks or short-term objectives, related to meeting the child's needs that result from the child's disability. The annual goal statement should address needs to enable the child to be involved in and progress in the general curriculum and to meet other needs that result from the child's disability. An annual goal statement is measurable and includes a level of attainment that the child can be reasonably expected to achieve at the end of 12 months (the term of the IEP). Measurable Annual Goals ?Requirement. Each IEP must include a statement of measurable annual goals, including benchmarks or short-term objectives, related to meeting the child's needs that result from the child's disability. The annual goal statement should address needs to enable the child to be involved in and progress in the general curriculum and to meet other needs that result from the child's disability. An annual goal statement is measurable and includes a level of attainment that the child can be reasonably expected to achieve at the end of 12 months (the term of the IEP).

42. The IEP: Benchmarks, and Short Term Objectives Requirement: Measurable and a minimum of two per goal General indicators of progress towards goal Sequential Findings: Often do not include expected levels of attainment ?Benchmarks describe the amount of progress the child is expected to make within specified segments of the year. Short-term objectives break the skills described in the annual goal into discrete components that are measurable intermediate steps. An IEP team may use either benchmarks or short-term objectives or both. ?Finding. Results of the department's monitoring during 2001-2002 founds some IEPs do not include measurable annual goal statements with specific levels of attainment that children reasonably can be expected to achieve at the end of 12 months. The annual goals are not 12-month goals; rather, they are multi-year or lifetime goals, e.g., "improve reading" or "exhibit age-appropriate behavior." The associated benchmarks or short-term objectives do not include expected levels of attainment.?Benchmarks describe the amount of progress the child is expected to make within specified segments of the year. Short-term objectives break the skills described in the annual goal into discrete components that are measurable intermediate steps. An IEP team may use either benchmarks or short-term objectives or both. ?Finding. Results of the department's monitoring during 2001-2002 founds some IEPs do not include measurable annual goal statements with specific levels of attainment that children reasonably can be expected to achieve at the end of 12 months. The annual goals are not 12-month goals; rather, they are multi-year or lifetime goals, e.g., "improve reading" or "exhibit age-appropriate behavior." The associated benchmarks or short-term objectives do not include expected levels of attainment.

43. The IEP: Reporting Progress to Parents of Children With Disabilities Informed at least as often as parents of non-disabled children. IEP progress on annual goals. Can goals be achieved by end of year (12 month period)? Reporting Progress of Children with Disabilities to Parents ?Requirement. The law requires that the parents of a child with a disability be informed of their child's progress at least as often as parents of nondisabled children. The law requires that the parents be informed of: (1) the child's progress on IEP annual goals and (2) the extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year. Descriptions of progress such as "emerging" or "making progress" alone do not meet the requirement, because they do not address the sufficiency of the progress. ?Finding. Some districts were found to be in error by sending home grades in subject areas on report cards that do not address progress on annual goals or the sufficiency of that progress. Other districts informed parents periodically about progress on annual goals, but failed to include whether the progress was sufficient to enable the child to achieve the goals by the end of the year. Reporting Progress of Children with Disabilities to Parents ?Requirement. The law requires that the parents of a child with a disability be informed of their child's progress at least as often as parents of nondisabled children. The law requires that the parents be informed of: (1) the child's progress on IEP annual goals and (2) the extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year. Descriptions of progress such as "emerging" or "making progress" alone do not meet the requirement, because they do not address the sufficiency of the progress. ?Finding. Some districts were found to be in error by sending home grades in subject areas on report cards that do not address progress on annual goals or the sufficiency of that progress. Other districts informed parents periodically about progress on annual goals, but failed to include whether the progress was sufficient to enable the child to achieve the goals by the end of the year.

44. Questions