ELIGIBILITY PROCEDURES FOR SPECIAL EDUCATION SERVICES

Chapter Seventeen

CHAPTER OBJECTIVES

Overview of the Eligibility Committee (EC) Members of the EC Responsibilities of the EC IDEA ’97 and EC meetings Development of the information packet for

presentation to the EC Presentation at the EC by the special education

teacher as education evaluator

UNDERSTAND THE FOLLOWING

CHAPTER OBJECTIVES

Recommendations for classification Specific placement (LRE) considerations

according to IDEA ’97 Developing the Individualized Education Plan

(IEP) Appealing the decision of the EC Special meetings of the EC

UNDERSTAND THE FOLLOWING

CHAPTER OBJECTIVES

Presentation at the EC by the special education teacher as classroom teacher

The annual review Suggestions for the special educator’s

participation in the annual review The triennial review Declassification of a child in special education

UNDERSTAND THE FOLLOWING

THE ELIGIBILITY COMMITTEE

The team that oversees the identification, monitoring, review, and status of all children with disabilities residing within the school district.

According to IDEA ’97, every public school district is required to have an EC

May be referred to as the IEP Committee, or Committee on Special Education

Members of the EC

The parent of, or person in a parental relationship to, the child with a disability

A regular education teacher… A special education teacher… A school psychologist A representative of the school district…

Members of the EC

An individual who can interpret the instructional implications of evaluation results

The student, where appropriate A school physician… An additional parent member who is a parent of

a student with a disability… Other individuals who have knowledge and

special expertise regarding the student…

Responsibilities of the EC during the initial eligibility meeting

Following appropriate procedures… Determining the suitable classification for

a child with at disability… Reviewing and evaluating all relevant

information that may appear… Determining the least restrictive

educational setting… Finalizing the child’s IEP

Responsibilities of the EC after the child is classified Reviewing, at least annually, the status

of the child… Evaluating the adequacy of programs,

services, and facilities for the child. Maintaining ongoing communication in

writing to parents… Advising the board of education… Making sure that every three years, the

child is retested…

IDEA ’97 and EC meetings

The reauthorized IDEA hade clear that parents have a right to participate in EC meetings…

IDEA regulations provide that a meeting does not include informal or unscheduled conversations…

IDEA ’97 and EC meetings

IDEA regulations also provide that if neither parent can participate in a meeting…

IDEA regulations further require that school districts inform parents of an Eligibility meeting…

Appendix A to the IDEA regulations indicates that it may be appropriate for a school district to ask parents to inform it if of any individuals the parents will be bringing…

Development of the information packet for presentation to the EC

Eligibility Committee packet- an organized,

thorough packet of required forms and information

necessary for a presentation to the eligibility

committee of a child with a suspected disability.

Case manager- an individualized designated to

collect, organized, and forward the eligibility

committee packet to the administrator of the EC

REQUIRED FORMS

Initial referral to the MDT from school staff Initial referral to MDT from

parent/guardian Assessment plan and parent consent Social history form Medical report form Classroom observation form

EVALUATIONS (Initial Referral)

Psychological Educational Speech/language Vocational (secondary level only) Other (OT, PT, ESL, Reading, etc.)

Guidance and School Materials (Initial Referral)

Child’s schedule Transcript of past grades Latest report card Teacher’s reports Standardized achievement test scores Discipline information CST related documents (i.e. minutes) Attendance records

Other Materials

SPAMS (Social, Physical, Academic, Management needs)

Draft IEP including goals and objectives Testing modifications worksheet Extended school year worksheet Extended school year criteria Adaptive physical education worksheet Other

Presentation at the eligibility committee by the special education teacher as educational evaluator

Evaluation Summary Sheet- A summary of

all scores and tests administered that

becomes part of the eligibility committee

packet

How recommendations for classification are made by the eligibility committee

The concept of least restrictive

environment (LRE) applies to the

placement of students with disabilities in

the most advantageous educational

placement suitable for their needs.

Specific placement (LRE) considerations according

to IDEA ‘97

Regular class placement Inclusion classroom Regular class placement with consulting

teacher assistance Regular class placement with some

supportive services

Specific placement (LRE) considerations according

to IDEA ‘97

Regular class placement with itinerant specialist assistance

Regular class placement with resource room assistance

Special class placement with part time in regular class

Full-time special class in regular school

Specific placement (LRE) considerations according

to IDEA ‘97

Special day school outside the school district

Residential school Homebound instruction Hospice or institution Local school district

Specific placement (LRE) considerations according

to IDEA ‘97

Neighboring school district Cooperative educational services Home/Hospital Settings Private approved schools State operated schools for the deaf,

blind and severely emotionally disturbed

Appealing the decision of the EC

There can be times when the family and

district disagree.

Impartial hearing officer- an independent

individual assigned by the district’s board

of education or commissioner of education

to hear an appeal and render a decision.

Special meetings of the EC

Change a child’s IEP Change in a child’s program Declassification request Addition or deletion of a modification

Special meetings of the EC

Parental request for an EC meeting Disciplinary concerns New student to district previously

identified as disabled Referral from the building administrator

Presentation at the EC Meeting by the Special Education Teacher as Classroom Teacher

Find out the reason for the meetingOrganize yourselfBe well prepared to answer

questionsTry not to be defensive

THE ANNUAL REVIEW

Reviewing, at least annually, the status of a child in special education

Change in placement- any change of educational setting from or to a public school local special school, or state approved school

Independent evaluation- a full and comprehensive individual evaluation conducted by an outside professional or agency not involved in the education of the child

The Special Educator’s Participation in the Annual Review

Suggest ways to meet the child’s proposed goals…

Discuss changes or additions… Present the areas of success… Discuss high school diploma… Discuss need for a referral… When the child is 13, consider plans for

occupational education…

TRIENNIAL REVIEW

Under federal law, the mandated

assessment battery that must be given to a

child in special education every three

years.

DECLASSIFICATION

The child demonstrates effective compensatory skills

The student no longer exhibits difficulty in classroom …

The student no longer exhibits difficulty in the classroom…

The student no longer exhibits difficulty in the classroom…

CHAPTER OBJECTIVES

Overview of the Eligibility Committee (EC) Members of the EC Responsibilities of the EC IDEA ’97 and EC meetings Development of the information packet for

presentation to the EC Presentation at the EC by the special education

teacher as education evaluator

UNDERSTAND THE FOLLOWING

CHAPTER OBJECTIVES

Recommendations for classification Specific placement (LRE) considerations

according to IDEA ’97 Developing the Individualized Education Plan

(IEP) Appealing the decision of the EC Special meetings of the EC

UNDERSTAND THE FOLLOWING

CHAPTER OBJECTIVES

Presentation at the EC by the special education teacher as classroom teacher

The annual review Suggestions for the special educator’s

participation in the annual review The triennial review Declassification of a child in special education

UNDERSTAND THE FOLLOWING

THE END