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Eligibility for Middle and High School

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					Eligibility/Placement for
 Middle and High School
                 Students
                                      By Perry Flynn,
Consultant to the North Carolina Department of Public
Instruction in the area of Speech-Language Pathology
           www.uncg.edu/csd/faculty/perryflynn.html
   Are you willing to conduct business in
    a different way to get a different
    outcome?


 YOU may need to be the catalyst for some
  systemic change at least at your school
  level.
 If you present a problem can you/ do you
  provide some solutions to that problem?
   Discuss dismissal at first IEP meeting and
    every annual review thereafter.
   Educate staff/ administration/ parents.
   Reassure parents that we ALL want to act in
    the best interest of their child. Often 1 on 1
    in the speech “closet” is NOT in the best
    interest of the student. EBP
    ◦ Have a picture of the student on the table for the
      conference
   Gateways to Placement form can be(on
    Perry’s website) used at the IEP Team
    meetings to discuss placement decisions.



Dismissal
 Follow ideal intent of IDEA in authoring
  goals.
 Have the entire team collectively write
  goals for what is reasonable for the
  student to achieve in IEP period. Include
  the parent. If you get to them/ initiate
  before they get to you, many problems
  can be prevented
 THEN decide the service providers needed
  to achieve the agreed upon goals.



IEP Goals
 SLPs should CAREFULLY consider students
  who have remained eligible for one
  triennial evaluation period.
 Is the student appropriately placed?
 Motivation
 Do structure/ function allow for student
  progress?




Speech Primary
   Self contained teachers often are great at
    providing communication opportunities
    facilitating communication all day long.
   Teachers may need us to point out to them
    all the great activities they are doing.
   Teachers may need us to collaborate with
    them to help build communication into daily
    activities and create communication rich
    environments.
   Should be an INDIVIDUAL decision taking
    into account personnel…….


Communication
   Should be a data driven decision. Ask
    parents/ teachers to produce the data that
    suggest the need for a related service.
   What data support this need?
   Does the student meet the definition for a
    related service?
   Does the student require the specially
    designed, individualized instruction of the
    SLP to meet the goals in their primary area of
    eligibility?




Related Services
   Student may have direct service goals or JUST
    RSSD to provide consultative / collaborative
    service on behalf of the student.
   RSSD may be used to “wean” students, parents,
    teachers off our direct services while providing
    what is truly in the best interest of the student
    while supporting least restrictive environment
    (LRE).
   Requires # of session but not time period of
    sessions.
   NO progress reports because students are not
    receiving DIRECT services from the RSSD so no
    progress per say is expected.


Related Service Support
Description (RSSD)
 Thoughtfully consider transition for these
  students.
 What realistically will they do after their
  time in school? (student at RCSHS vet.)
 What is functional for them to master in
  the area of communication?




Transition
   What curriculum does the student
    participate in?
    ◦ Standard Course of study
    ◦ Occupational Course of Study
    ◦ Extended Content Standards

     Does a communication problem negatively
     impact the student’s ability to achieve their
     functional or academic curricular goals?




Curriculum
 Functional!!
 Realistic
    ◦ Often more social / vocational less “academic”
      by this time in the student’s academic career.




Goals
   If goals are functional, service delivery should be as
    well!
   Classroom
   Vocational settings
   Clubs
   Lunch
   Off campus job sites
    ◦ Amanda, John, Brett, Johnnie, Nursing home….

    LITTLE OR NO EVIDENCE TO SUPPORT CARRYOVER
    COMING FROM DRILL AND PRACTICE IN THERAPY
    ROOM SETTINGS. ASHA EBP Compendium…other
    resources




Service Delivery
   You MUST call for re-evaluation to add or
    delete a related service. No testing is
    required! Data to dismiss may come from:
    ◦   Therapy data
    ◦   Progress reports
    ◦   Non standard assessments
    ◦   Curricular measures
    ◦   Authentic/ environmental assessments
    ◦   Observation…….




Dismissal
 Involve students in their own IEP
  conferences (they may dismiss
  themselves).
 Data driven!
 If students lack motivation and parents
  are insistent, initiate a contract with
  incentives that parents/students/team
  members agree on. Contract not
  met=dismissal



Dismissal
 DATA driven! Audio tapes……
 Evidence Based Practice
 Administrative support
 If there is dissent among the IEP Team
  members the LEA Representative makes
  the call.




Dismissal
 Elementary school therapists should
  consider placement carefully at times of
  transition to K, 6, 9.
 Think carefully about dismissing students
  too quickly when they move onto your
  workload. Establish trust with parents.
  (personal experience…John)
 Caseload is to a certain extent what you
  make it. YOU have some power in
  determining who is on your caseload!!!



Final thoughts

				
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posted:5/15/2013
language:English
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