Speech and LanguageSpeech and LanguageEligibility Criteria UpdateEligibility Criteria Update

Sheryl SquierSheryl SquierDPI Educational ConsultantDPI Educational Consultant

Speech and Language ProgramsSpeech and Language Programs608/266-1783608/266-1783

sheryl.squier@dpi.state.wi.ussheryl.squier@dpi.state.wi.us

DPI Web SiteDPI Web Site

http://www.dpi.state.wi.ushttp://www.dpi.state.wi.us

Links to DPI and Professional Links to DPI and Professional Resources for Speech and LanguageResources for Speech and Language

Other InformationOther Information        S/L Technical Assistance GuideS/L Technical Assistance Guide

AgendaAgenda

Speech and Language Eligibility CriteriaSpeech and Language Eligibility Criteria Special EducationSpecial Education Re-EvaluationRe-Evaluation Related ServicesRelated Services The IEPThe IEP

Speech and LanguageSpeech and LanguageEligibility CriteriaEligibility Criteria

IEP Team Process: EvaluationIEP Team Process: EvaluationDocumenting The ImpairmentDocumenting The Impairment

Speech or Language Impairment Speech or Language Impairment meansmeans::

An impairment of speech or sound An impairment of speech or sound production, voice, fluency, or language production, voice, fluency, or language that significantly affects educational that significantly affects educational performance or social, emotional or performance or social, emotional or vocational development.vocational development.

PI11.36(5)(a)PI11.36(5)(a)

Special Education StudySpecial Education Study

Done in conjunction with UW-Oshkosh.Done in conjunction with UW-Oshkosh. Mandated through the legislature to Mandated through the legislature to

determine impact of the new rules on determine impact of the new rules on identification. identification.

Speech and Language file review of at Speech and Language file review of at least 30 or more school districts.least 30 or more school districts.

Overall look at where we are in the Overall look at where we are in the state as far as using the S/L criteria state as far as using the S/L criteria and need for special educationand need for special education

FindingsFindings

Districts are using criteriaDistricts are using criteria Overall Strengths:Overall Strengths:

– Generally good documentation and analysis Generally good documentation and analysis – Exclusions applied correctlyExclusions applied correctly– Generally includes all elements required Generally includes all elements required

Overall Areas to AddressOverall Areas to Address– Weak or missing documentation of how delay Weak or missing documentation of how delay

impacts educational, social/emotional, and/or impacts educational, social/emotional, and/or vocational developmentvocational development

– Weak or missing documentation of how sound Weak or missing documentation of how sound production affects intelligibilityproduction affects intelligibility

FindingsFindings

Continued….Continued….– Informal testing should support findings Informal testing should support findings

of formal test results.of formal test results.– Must include information from the Must include information from the

child’s natural environment (for child’s natural environment (for example: observation or parent/teacher example: observation or parent/teacher report of child’s skill in the classroom, report of child’s skill in the classroom, home, community, and/or playground).home, community, and/or playground).

Educational Relevance of the Educational Relevance of the Communication DisorderCommunication Disorder

AcademicAcademic-ability to benefit from the -ability to benefit from the curriculumcurriculum

SocialSocial-ability to interact with peers -ability to interact with peers and adultsand adults

VocationalVocational-ability to participate in -ability to participate in work/job related activitieswork/job related activities

Educational Relevance of the Educational Relevance of the Communication DisorderCommunication Disorder

Examples of academic impactExamples of academic impact::– below average gradesbelow average grades– inability to complete language-based activities inability to complete language-based activities

vs. non-language based activitiesvs. non-language based activities– grades below the students ability levelgrades below the students ability level

From From A training and Resource Manual for the A training and Resource Manual for the implementation of State Eligibility Criteria for the Speech implementation of State Eligibility Criteria for the Speech and Language Impaired and Language Impaired

Florida Department of Education, Bureau of Instructional Florida Department of Education, Bureau of Instructional Support and Community Services, Division of Public Support and Community Services, Division of Public Schools Schools

Educational Relevance of the Educational Relevance of the Communication DisorderCommunication Disorder

Examples of social/emotional impact:Examples of social/emotional impact:– peers tease student about communication peers tease student about communication

problemproblem– student demonstrates embarrassment and/or student demonstrates embarrassment and/or

frustration regarding communication problemfrustration regarding communication problem– student demonstrates difficulty interpreting student demonstrates difficulty interpreting

communication intentcommunication intent

From From A training and Resource Manual for the implementation A training and Resource Manual for the implementation of State Eligibility Criteria for the Speech and Language of State Eligibility Criteria for the Speech and Language Impaired Impaired

Florida Department of Education, Bureau of Instructional Florida Department of Education, Bureau of Instructional Support and Community Services, Division of Public Support and Community Services, Division of Public Schools Schools

Educational Relevance of the Educational Relevance of the Communication DisorderCommunication Disorder

Examples of vocational impact include:Examples of vocational impact include:– inability of student to understand/follow oral inability of student to understand/follow oral

directionsdirections– inappropriate response to coworker/supervisor inappropriate response to coworker/supervisor

commentscomments– unable to answer/ask questions in a unable to answer/ask questions in a

coherent/concise mannercoherent/concise manner

From From A training and Resource Manual for the implementation of A training and Resource Manual for the implementation of State Eligibility Criteria for the Speech and Language Impaired State Eligibility Criteria for the Speech and Language Impaired

Florida Department of Education, Bureau of Instructional Support Florida Department of Education, Bureau of Instructional Support and Community Services, Division of Public Schools and Community Services, Division of Public Schools

Eligibility CriteriaEligibility CriteriaOral CommunicationOral Communication

LanguageLanguage– Norm Referenced Measures -1.75 S.D.Norm Referenced Measures -1.75 S.D. (and) (and)– Interferes with oral communication Interferes with oral communication – Informal AssessmentInformal Assessment

Language SamplingLanguage Sampling ObservationsObservations InterviewsInterviews Checklists Checklists (and)(and)

– Affects educational performance, or social, Affects educational performance, or social, emotional, or vocational developmentemotional, or vocational development

PI 11.36(5)PI 11.36(5)

Eligibility CriteriaEligibility CriteriaOral CommunicationOral Communication

Alternate MethodAlternate Method– When UsedWhen Used

formal tests are inappropriate or will not formal tests are inappropriate or will not reflect the child’s skill levelreflect the child’s skill level

– Requires two informal proceduresRequires two informal procedures– Considerations Considerations

Chronological ageChronological ageDevelopmental levelDevelopmental levelMethod of communicationMethod of communication

– Affects child’s educational performance Affects child’s educational performance or social, emotional, or vocational or social, emotional, or vocational developmentdevelopment

Eligibility CriteriaEligibility CriteriaSpeech Or Sound ProductionSpeech Or Sound Production

Norm or Criterion Referenced TestingNorm or Criterion Referenced Testing– Below 1.75 S.D. on test of articulation or Below 1.75 S.D. on test of articulation or

phonology (or)phonology (or)– Sound errors beyond the time when 90% of Sound errors beyond the time when 90% of

typically developing children have acquired typically developing children have acquired the sound (or)the sound (or)

– One or more of the child’s phonological One or more of the child’s phonological patterns of sound are at least 40% patterns of sound are at least 40% disordered (or)disordered (or)

– The child scores in the moderate to The child scores in the moderate to profound range of phonological process use profound range of phonological process use on formal test on formal test AND….. AND…..

Eligibility CriteriaEligibility CriteriaSpeech Or Sound ProductionSpeech Or Sound Production

Intelligibility of the child’s speech is Intelligibility of the child’s speech is significantly affectedsignificantly affected– Anecdotal reporting (e.g. parent report)Anecdotal reporting (e.g. parent report)– Intelligibility ratio (analysis of child’s speech)Intelligibility ratio (analysis of child’s speech)

AND AND Affects educational performance, or Affects educational performance, or

social, emotional, or vocational social, emotional, or vocational development development

PI 11.36(5)PI 11.36(5)

Calculating Percent of Speech Calculating Percent of Speech IntelligibilityIntelligibility

# of Intelligible Words X 100 # of Intelligible Words X 100 = % of = % of

Total # of Words Intelligible Total # of Words Intelligible

Words Words

Speech Intelligibility ExpectationsSpeech Intelligibility Expectations 3 to 5 Year Olds 3 to 5 Year Olds

Age Average RangeAge Average Range

3 73% 54%-80%3 73% 54%-80%

4 93% 73%-100%4 93% 73%-100%

5 Not Reported 90%-100%5 Not Reported 90%-100%

(Gordon-Brannan, 1994; Gordon-Brannan & Hodson, 2000; (Gordon-Brannan, 1994; Gordon-Brannan & Hodson, 2000; Hodson, 2002; Pena-Brooks & Hedge, 2000; Vihman & Hodson, 2002; Pena-Brooks & Hedge, 2000; Vihman & Greenlee, 1987; Vihman, 1998)Greenlee, 1987; Vihman, 1998)

Anecdotal ReportingAnecdotal Reporting How well is your child understood when How well is your child understood when

s/he talks to you and to other people?s/he talks to you and to other people?

How often do you and other people How often do you and other people understand your child when s/he is understand your child when s/he is speaking?speaking?

When your child is not understood by When your child is not understood by you and by other people, what does you and by other people, what does s/he do?s/he do?

Eligibility Criteria: Voice Eligibility Criteria: Voice Documentation of a vocal impairmentDocumentation of a vocal impairment

– Atypical characteristic of loudness, pitch, Atypical characteristic of loudness, pitch, quality, or resonance for child’s age and quality, or resonance for child’s age and gender gender

Not due to temporary factorsNot due to temporary factors– Allergies, respiratory virus, infections, pubertyAllergies, respiratory virus, infections, puberty

Affects educational performance, or Affects educational performance, or social, emotional, or vocational social, emotional, or vocational development development

PI 11.36(5)PI 11.36(5)

Eligibility Criteria: FluencyEligibility Criteria: Fluency

Speaking behaviors characteristic of a Speaking behaviors characteristic of a fluency disorder are presentfluency disorder are present– Repetitions, sound prolongations, irregular Repetitions, sound prolongations, irregular

speaking rate, anxiety toward speaking, speaking rate, anxiety toward speaking, avoidance of speaking situationsavoidance of speaking situations

ANDAND Affects educational performance, or Affects educational performance, or

social, emotional, or vocational social, emotional, or vocational developmentdevelopment

Eligibility CriteriaEligibility CriteriaExclusionsExclusions

Mild, transitory or developmentally Mild, transitory or developmentally appropriate speech or language difficultiesappropriate speech or language difficulties

Performance that is consistent with Performance that is consistent with developmental levels (unless required to developmental levels (unless required to benefit from educational programs)benefit from educational programs)

Dialectal differences or from learning English Dialectal differences or from learning English as a second language as a second language

Difficulties with auditory processingDifficulties with auditory processing Tongue thrustTongue thrust Elective or selective mutism or school phobiaElective or selective mutism or school phobia

Special EducationSpecial Education

Special EducationSpecial Education

IDEA, Title 34 CFR, Sec. 300.25IDEA, Title 34 CFR, Sec. 300.25

Special Education means Special Education means specially designed instruction specially designed instruction provided, at no cost to the provided, at no cost to the parents, to meet the unique parents, to meet the unique needs of a child with a disability.needs of a child with a disability.

Determining The Need For Determining The Need For Special EducationSpecial Education

The IEP Team shall identify all of the The IEP Team shall identify all of the followingfollowing::– Needs that cannot be met in the regular Needs that cannot be met in the regular

education programeducation program – Modifications that can be made in the regular Modifications that can be made in the regular

education programeducation program

– Additions or modifications the child needs that Additions or modifications the child needs that are not provided through the general education are not provided through the general education curriculum curriculum

PI 11.35PI 11.35

IEP Team Makes DecisionsIEP Team Makes Decisions

The IEP team determines how the The IEP team determines how the communication needs will be met:communication needs will be met:

In the general education curriculumIn the general education curriculum

OROR Through another special education Through another special education

providerprovider

OROR That the communication needs require That the communication needs require

speech and language servicesspeech and language services

FindingsFindings

IEP teams sometimes consider the first IEP teams sometimes consider the first question (needs that cannot be met in the question (needs that cannot be met in the general education setting).general education setting).

Most often the second question is not Most often the second question is not addressed (modifications required to addressed (modifications required to access regular education).access regular education).

IEP teams have a tendency to jump IEP teams have a tendency to jump directly to the third question (additions not directly to the third question (additions not provided through regular education) once provided through regular education) once the child is identified as having a S/L the child is identified as having a S/L impairmentimpairment

Re-evaluationRe-evaluation

Speech and Language ServicesSpeech and Language ServicesRe-evaluationRe-evaluation

SLP IEP Team MemberSLP IEP Team Member

Consider any remaining speech and Consider any remaining speech and language needs and the Need for Special language needs and the Need for Special Education and Related ServicesEducation and Related Services

Re-EvaluationRe-Evaluation

Identified impairment requires re-Identified impairment requires re-evaluation for discontinuation of evaluation for discontinuation of servicesservices– both related service and special educationboth related service and special education

Special Education Special Education

Related ServiceRelated Service

RelatedRelatedServiceService

Related ServiceRelated Service

Related servicesRelated services means means transportation and such transportation and such developmental, corrective and other developmental, corrective and other supportive services that are required supportive services that are required to assist a child with a disability to to assist a child with a disability to benefit from special educationbenefit from special education and includes: speech language and includes: speech language pathology……….pathology……….

– Chapter 115, Subchapter V, 115.76(14)Chapter 115, Subchapter V, 115.76(14)– IDEA, Title 34 CFR, sec. 300.22IDEA, Title 34 CFR, sec. 300.22

Speech and Language Services Speech and Language Services

Special Education and Related Service:Special Education and Related Service:– Generally the sameGenerally the same

Service Due to an ImpairmentService Due to an Impairment– special educationspecial education

To Benefit From Special Ed.To Benefit From Special Ed.– related servicerelated service

S/L Related ServiceS/L Related Service

Educational Relevance and NecessityEducational Relevance and Necessity

Questions to ConsiderQuestions to Consider– What is the specific oral language deficit that is What is the specific oral language deficit that is

preventing the student’s access to or ability to make preventing the student’s access to or ability to make meaningful progress in the special education service?meaningful progress in the special education service?

– Is there an overlap or duplication of services?Is there an overlap or duplication of services?

– Does the student require services that can only be Does the student require services that can only be provided by a licensed speech/language pathologist?provided by a licensed speech/language pathologist?

ConsiderationsConsiderations S/L Only Area of Suspected S/L Only Area of Suspected

ImpairmentImpairment

Child Does Not Meet Eligibility CriteriaChild Does Not Meet Eligibility Criteria

IEP Team Explores Other Options IEP Team Explores Other Options – Document needs of childDocument needs of child– Identify non-special education options Identify non-special education options

ConsiderationsConsiderations

Child Identified With a DisabilityChild Identified With a Disability

Does Not Meet S/L EligibilityDoes Not Meet S/L Eligibility

IEP Team Considers Speech and IEP Team Considers Speech and Language Services Language Services

ConsiderationsConsiderations

Child With a DisabilityChild With a Disability– Receives special education services in Receives special education services in

area other than speech and languagearea other than speech and language IEP Team Suspects Additional IEP Team Suspects Additional

Services Are NeededServices Are Needed– Speech and Language Pathologist must Speech and Language Pathologist must

be team memberbe team member– Re-evaluation is a case by case Re-evaluation is a case by case

determinationdetermination– S/L services are consideredS/L services are considered

The The

IEPIEP

The IEPThe IEP IEP Services IEP Services

RequirementRequirement– Amount and frequency Amount and frequency – DurationDuration– LocationLocation

FindingFinding– Most commonly found error Most commonly found error

Some IEP’s do not include clear statements of Some IEP’s do not include clear statements of the amount or the frequency of the IEP servicesthe amount or the frequency of the IEP services

The IEP: Present Level Of Educational The IEP: Present Level Of Educational Performance Performance (PLOEP)(PLOEP)

Requirement:Requirement:– Baseline data corresponding to each Baseline data corresponding to each

annual goalannual goal– How the disability affects child’s progress How the disability affects child’s progress

in general curriculumin general curriculum– Understandable language Understandable language

FindingFinding– Lack of baseline date is the most Lack of baseline date is the most

frequently cited error frequently cited error – Test scores without explanationTest scores without explanation

The IEP:The IEP: Measurable Annual Goals, Measurable Annual Goals,

Requirement:Requirement:– Information directly related to PLOEPInformation directly related to PLOEP– Short term objectives or benchmarks (2)Short term objectives or benchmarks (2)– Address needs related to disabilityAddress needs related to disability– Measurable level of attainment at end of 12 Measurable level of attainment at end of 12

monthsmonths

Finding:Finding:– IEP’s often do not include measurable annual IEP’s often do not include measurable annual

goal statementsgoal statements– The annual goals are often not 12 month goals The annual goals are often not 12 month goals

The IEP:The IEP: Benchmarks, and Short Benchmarks, and Short Term Objectives Term Objectives

Requirement:Requirement:– Measurable and a minimum of two per goalMeasurable and a minimum of two per goal– General indicators of progress towards goalGeneral indicators of progress towards goal– SequentialSequential

Findings:Findings:– Often do not include expected levels of Often do not include expected levels of

attainmentattainment

The IEP: Reporting Progress to The IEP: Reporting Progress to Parents of Children With DisabilitiesParents of Children With Disabilities

Informed at least as often as parents Informed at least as often as parents of non-disabled children.of non-disabled children.

IEP progress on annual goals.IEP progress on annual goals.

Can goals be achieved by end of year Can goals be achieved by end of year (12 month period)(12 month period)??

QuestionsQuestions