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STUDENT SERVICES
ADMINISTRATIVE PROCEDURES
August 2016
Idaho Falls School District 91 August 2016
Student Services Administrative Procedures
TABLE OF CONTENTS
Introduction
3
Student Services Consulting Special Ed Staff and Phone Numbers
5
Array of Student Services
6
Three Tier Academic and Behavior Support Model
7
Array of Student Services
8
Least Restrictive Environment (LRE)
9
RTI (Response to Intervention) Documentation
10
CAT Form (Child Assistance Team)
12
Evaluation Procedures for ELL, LEP or CLD Children
17
Comparison of Cultural or Linguistically Different Student
19
English Language Learner (ELL) Classroom and Intervention Observation Protocol
20
General Flow Chart of Procedures for Referring All Eligible Students to Spec Ed
22
Overview of Student Services Available in District 91 24
Overview of Services 25
Programs for Students with Disabilities 26
Related Services 29
Section 504 31
Health Services 32
Homebound Services 33
Homebound Services Cover Letter 34
Homebound Services Request 35
Individual Support Services
36
Procedure to Obtain Individual Support Services for Students with a Disability
37
Behavioral Support Services
39
Behavioral Support Services Eligibility Criteria
41
Request for District School Companion Services
42
Parent Permission Slip for District School Companion Services
43
Activity Chart
44
ABC Data Collection Sheet (Duration / Intensity Data)
45
ABC Data Collection Sheet (Frequency Data)
46
Functional Behavior Assessment Team Guidance
47
Functional Behavior Assessment Team Checklist
49
Referral to a Special Design Program 50
Procedures for Referring a Student to a Special Design Program 51
Data to Support Placement in a Special Design Program 52
Special Design Program Eligibility Criteria 54
Special Design Program Eligibility Criteria 55
Activity Chart 57
Gateway, Crossroads, and Bridges 58
Developmentally Appropriate Curriculum Classroom (DACC) 59
Pathways 60
Stepping Stones 61
Idaho Falls School District 91 August 2016
Student Services Administrative Procedures
TABLE OF CONTENTS (Continued)
ASD Program for Secondary Students (Autism Spectrum Disorder) 62
Community Based Transition Program (for Ages 18-21) 63
Medicaid School -Based Services
64
Case Manager Checklist for BI -Pro and/or BI -Para Services
69
Case Manager Checklist for PCS
70
Case Manager Checklist for CBRS (Community Based Rehabilitation Services)
71
Case Manager Checklist for OT/PT/Speech/Language Services
72
Evaluation File Compliance
73
Developmental Disabilities Eligibility Checklist
74
Functional Behavior Assessment Team Guidance
81
Functional Behavior Assessment Team Checklist
83
ABC Data Collection Sheet (Duration / Intensity Data)
84
ABC Data Collection Sheet (Frequency Data)
85
Example of IEP Statement of Service Delivery for BI/CBRS/PCS
86
Example of IEP Statement of Service Delivery for OT/PT/Speech/Language
87
Sample — Physician Order Form
88
Approved Evaluations for CBRS
89
Student Special Ed Records — When a Student Moves or Exits Special Education 90
Discontinuation of Services 91
Procedures for District 91 Compliance Files 93
Sample note when sending files to the district office for Laserfiche 94
Transition 95
Early Childhood Transition Activities for Eligibility & Early Childhood Outcomes 96
Secondary Transition 97
Graduation Plans for Students with Disabilities 98
Extended School Year (ESY) 99
Assistive Technology 105
Flow Chart of the Assistive Technology Process 106
Physical Restraint & Seclusion Procedures in School Settings 107
Declaration of Principles 108
Seclusionary Time -Out Room Procedures 109
Seclusion and Restraint in Schools — Incident Report Form 114
Time -Out Continuum Approach 115
Mileposts Information Guide 117
General Procedures 125
Procedure for Adding a Related Service to an Existing IEP 126
Off Cycle Evaluation: OT, PT, SLP, Behavior (Except BI) 128
Special Education Evaluation Archiving and Attachment Document Processes 130
Transfer Students 132
Protocol for Communication and Autism Service / Evaluation at the Secondary Level 136
Paraprofessional Review of IEP, BIP, FPA and IHP 142
Idaho Falls School District 91 August 2016 2
Student Services Administrative Procedures
INTRODUCTION
Idaho Falls School District 91 ensures that equal opportunity to access academic, nonacademic, and
extracurricular activities and services are available to students with disabilities. District 91 ensures that
students with disabilities have the variety of educational programs and services that are available to all
students served by the district.
This manual contains information about the Student Services administrative practices. The school
district offers an array of services designed to meet the challenges of educating students with a variety of
special needs. Idaho Falls School District 91 adheres to all rules and regulations stated in the Idaho
Special Education Manual 2015. For information on eligibility criteria, least restrictive environment, and
IEP development please refer to the Idaho Special Education Manual 2015.
STUDENT SERVICES DEPARTMENT
Dan Keck, Director
George Boland, Superintendent
Idaho Falls School District 91 August 2016 3
Student Services Administrative Procedures
CREATING AN ATMOSPHERE OF EXCELLENCE
Idaho Falls School District 91 Mission Statement
The mission of Idaho Falls School District 91, in cooperation with our community, is to develop the
whole child in an atmosphere of excellence characterized by mutual respect, shared responsibility for
learning, a comprehensive curriculum, quality instruction and technology that facilitates college and
career readiness to ensure student success.
We Believe
• Students are our first priority.
• All students can learn and demonstrate measurable growth.
• Individual learning needs are best addressed through differentiated instruction.
• Students learn best when actively engaged.
• Whole child development requires an enriched curriculum that provides a wide array of
opportunities.
• Learning is a cumulative, lifelong pursuit.
• Consistent application of research -based teaching and curriculum maximizes student
achievement.
• All people have a right to a safe, respectful, and orderly educational environment.
• Quality educators make a difference in students' lives.
• Data -based decisions drive and develop academic and professional improvement.
• Our similarities and differences are to be recognized with dignity and respect.
• Expectations, attitudes, and efforts directly affect the performance of all people.
Idaho Falls School District 91 August 2016 4
Student Services Administrative Procedures
STUDENT SERVICES STAFF
2016-2017
Dan Keck, Director (Office 525-7568 or ext 50568, Cell 208-821-5573)
Judi Petersen, Administrative Assistant (Office 208-525-7516 or ext 50516, Fax 525-7596)
Sharon (McGuire) Cole, Student Records (Office 525-7572, ext 50572)
Pete Molino, Behavior Specialist (Cell 208-705-6757)
Medicaid Compliance office staff Heather Riggs and Hilary Wasniewski assignments listed below:
HEATHER RIGGS, Medicaid Compliance
Office 525-7516, ext 50522
HILARY WASNIEWSKI, Medicaid Compliance
Office 525-7516, ext 50522
Elementary: Bunker, Bush, Edgemont, Erickson,
Elementary: Boyes, Fox Hollow,
Hawthorne, Linden Park, Longfellow, Sunnyside
Temple View, Westside
Secondary: Taylorview, IFHS
Secondary: Eagle Rock, Skyline,
Bunker
Compass, Emerson
Consulting Special Education staff members Kevin Jones, Hayley Orcutt, Stacey Barrett and Shannon
Taylor assignments listed below:
KEVIN JONES
Office 525-7777, or ext 50777
Cell 208-529-3437
Train w/Shannon on Secondary Schools
Train w/Hayley on ISEE Reporting and iTrack Compliance
Coordinate State Reporting
HAYLEY ORCLITT
Office 525-7691, or ext 50691
Cell 208-241-1038
STACEY BARRETT
Office 525-7500, ext 50564
Cell 208-589-8772
SHANNON TAYLOR
Office 525-7562, or ext 50562
Cell 208-970-1162
Boyes
Resource Room
Bunker
Resource Room
Taylorview
Resource Room
DACC
Bush
Resource Room
Aspie Program
Preschool - ECSE
I Edgemont
Resource Room
DACC
Hawthorne
Resource Room
Pathways
Eagle Rock
Resource Room
Preschool - ECSE
Erickson
Resource Room
Crossroads
Temple View
Resource Room
DACC
Compass
Resource Room
Gateway
Stepping Stones
IFHS
Resource Room
Fox Hollow
Resource Room
Aspie Program
ISEE/iTrack
Linden Park
Resource Room
DACC
ECSE PLCs
Longfellow
Resource Room
Skyline
Resource Room
Infant Toddler Liason
Day Treatment
Bridges/DACC
Ancillary Staff Contact
Sunnyside
Resource Room
Emerson
Resource Room
Westside
Resource Room
Secondary Transition
Resource Room/Elem Spec Prog PLCs
Secondary Special Programs PLCs
Special Education Curriculum
Extended School Year (ESY)
Idaho Falls School District 91 August 2016 5
Student Services Administrative Procedures
ARRAY OF STUDENT SERVICES
• Three Tier Academic and Behavior Support Model
• Array of Student Services
• Least Restrictive Environment
• RTI (Response to Intervention) Documentation
• Evaluation Procedures for ELL, LEP or CLD Children
• Flow Chart of Procedures for Referring and Placing a
Student in Special Education
Idaho Falls School District 91 August 2016 6
Student Services Administrative Procedures
Idaho Falls School District 91 August 2016
Student Services Administrative Procedures
ARRAY OF STUDENT SERVICES
Least restrictive to most restrictive environments
GENERAL EDUCATION INTERVENTIONS: Tier I and Tier 2
SIOP, PBS, differentiated instruction, buddy reading,
volunteer helpers, tutoring, re -teaching, Title 1, ELL Programs,
School Companion, Counseling Services
SECTION 504 PLAN WITH ACCOMMODATIONS:
Tier 1 and Tier 2 activities
Instructional and curricular modifications
GENERAL EDUCATION CLASSROOM
WITH RESOURCE ROOM SUPPORT:
Co -teaching, paraprofessionals in general education classrooms,
curriculum modifications, assistive technology,
Behavior Intervention Plans
RESOURCE ROOM PULL-OUT MODEL:
Using specially designed curriculum for
reading, math, language arts, and behavior
SPECIAL DESIGN PROGRAMS:
for students with significant disabilities
Developmental Preschool
Significant Intellectual Disabilities: DACC
Autism: Pathways, Stepping Stones, ASD Program
Multiple Disabilities: Gateway, Crossroads, Bridges
Mental Health Diagnosis/Emotional Disturbance: Day Treatment
INDIVIDUAL SUPPORT:
Community Based Rehabilitation Services (CBRS)
Behavior Intervention (BI)
School Companion
Idaho Falls School District 91 August 2016 g
Student Services Administrative Procedures
LEAST RESTRICTIVE ENVIRONMENT (LRE)
The State of Idaho has a goal that 80% of students with a disability will be served 80% of the time in the
general education classroom. Obviously, this is a goal that may be difficult to reach. However, districts
with a population similar to District 91 have 62% of their students being served in general education
classrooms (using an inclusion model).
LRE is about WHO the student is educated with. It isn't about where the instruction occurs, but rather
with whom the students with a disability are educated. For example, a school where the resource room
teacher has reading groups organized by student achievement levels may have students with disabilities
in groups with students who do not have a disability under the IDEA. The resource room teacher may
teach this guided reading group in the resource room, but the LRE is general education if there is an
equal number of students without a disability in the group.
Students who are enrolled in Special Design Programs due to the nature and severity of their disability
may also participate in general education settings for part of the school day. The IEP team will identify
the appropriate settings. Such settings may include the general education classroom with adapted
assignments for the student to complete, the lunch room, recess, PE, library, music classes, school
assemblies, extracurricular activities, etc. Students will typically need some level of support in order for
inclusion to be successful.
THE KEY TO LRE:
WHO IS IN THE LEARNING GROUP
Idaho Falls School District 91 August 2016 9
Student Services Administrative Procedures
RTI (RESPONSE TO INTERVENTION) DOCUMENTATION
(Please refer to flowchart on page 7)
Unless immediate action is warranted and documented, a referral to consider a special education
evaluation is sent to the evaluation team after the child assistance team (CAT) has determined the
student's response to research -based interventions in general education has not resulted in adequate
progress; and language and cultural issues are not the main source of the student's academic or behavior
discrepancy from peers. It is imperative that parents are informed and involved in the RTI process.
General education interventions must be tried, measured for success, data collected, and documented
prior to referring students with a suspected learning disability or developmental delay.
General Education Research -Based Interventions
When a student's progress indicates a difficulty, the general education teacher should determine what
scientifically research -based interventions and differentiated instruction strategies match the student's
need. The general education teacher should explore and document all Tier 1 interventions and services
that may be of benefit to the student. These interventions may include "strategic lessons" included in the
research -based curriculum (elementary reading program), small group instruction, re -teaching concepts
that the student didn't learn, explicitly teaching the vocabulary relevant to each lesson, using sheltered
instruction observation protocol (SIOP) strategies, implementing positive behavior supports, provide
accommodations in materials, instructional method, and technology to help the student access the
curriculum. Collect data such as reading or math facts fluency rate (Mileposts is a helpful tool to
monitor student progress) to determine whether or not the interventions are improving the student's rate
of progress.
If the Tier 1 interventions do not indicate that the student is improving in basic skills such as reading or
learning math facts, then the child assistance team may want to consider Tier 2 interventions. Tier 2
interventions include placing the student in Title 1 services, ELL services, extended day programs, etc.
If the student has a disability, but the child assistance team does not have documentation that the student
requires specially designed instruction, then the team may develop a Section 504 Plan that includes
reasonable accommodations that the general education teacher can implement (see District 91 Section
504 Implementation Manual).
Interventions in both Tier 1 and Tier 2 should be of sufficient scope and duration to determine the
effects on the student's education performance and should be clearly documented. Documentation of the
success or failure of accommodations and interventions should be reviewed and discussed by the child
assistance team. A collaborative relationship between staff members and parents is needed to develop,
implement and monitor the intervention with adequate amount of intensity and fidelity.
A written intervention plan should be developed and delineate the following: (A summary sheet is
provided in the forms section of this guide).
• A description of the specific intervention being used (scientifically research -based intervention)
• The duration of the intervention (the recommended time frame is 9-12 weeks)
• The schedule and setting of the intervention
• The people who are responsible for implementing the intervention
• Measurable outcomes which can be used to make data -based adjustments as needed during the
intervention process
Idaho Falls School District 91 August 2016 10
Student Services Administrative Procedures
A description of the skill measurement and recording techniques (i.e. Mileposts data recording,
or district curriculum based measures and data tracking sheet)
A progress monitoring schedule and results of quantitative data
Additional evaluation procedures for ELL/LEP and CLD students (see following page)
Following an intervention, the child assistance team should review progress monitoring data from the
intervention and other relevant information to determine what action is warranted. The team considers a
variety of options, including whether to continue the general education intervention because the student
is making adequate progress but needs more time to reach goals, continue the intervention in a
modified form, or make a referral to consider a special education evaluation.
Idaho Falls School District 91 August 2016 11
Student Services Administrative Procedures
M
1 Idaho Falls
School District 91,
A World ld las Education
Child Assistance Team Documentation
Student's Name: Teacher/ rade: Birth Date:
Parents'/Guardians' Names: Home Phone: Cell Phone:
Address: Person Referring: Date Turned IN:
I. Academic Area(s) of Concern (indicate N for Need or S for Strength in each area):
--Basic Reading Skills --Ora I Expression --Written Expression Math Calculation
__ Reading Comprehension --Reading Fluency --Listening Comprehension Math Problem Solving
Attach copies of current progress monitoring graph that corresponds with the area of concern. This will include a current
aimline, trendline, decision points and the student's rate of improvement. Principal Initials that these components are
present
Comparison Data: (List percentage of students within your grade level who meet grade -level performance benchmarks; this
may include ISAT, IRI, Benchmarks, Grade level curriculum measures, or other measures.) Principal Initial's
Name of Area Assessed Date Target Score: Percentage of grade level Referred Student
Assessment peers meeting target Score:
score (Goal 70%- 80%):
Accommodations (check all that apply, and star those which were most helpful):
❑ Differentiated material ❑ Extra time to complete work
❑Grade based on individual growth ❑ Oral Tests
El Ability grouping ❑ Other (specify):
II. Behavior Concerns: (Check all that apply)
❑ Normal for this age El Off-task/distractible
❑ Poor social relationships El Lacks initiative
❑ Physical position in room
❑ Modified/shortened assignments
❑ Attentional difficulties
❑ Other (specify): __-
❑ Disruptive
101
Please attach copies of any behavioral interventions or accommodations, including dates and times of behaviors.
III. Additional Areas of Concern: (Check all that apply)
❑ Articulation ❑Visual Motor/Visual Perceptual ❑Gross Motor
JI IIIICI Iy U Lcac.ne[b ac.aucinic. anuJui ucnaviuiai cunt-cino:
Academic Concerns:
Behavioral Concerns:
Idaho Falls School District 91 August 2016 12
Student Services Administrative Procedures
III. Parent Notification:
Have the students' parents been notified about the above concerns? El Yes ❑ No
Who was contacted? I When and By Whom?
Summary of parents' concerns:
Academic
Behavioral
IV: Other:
LEP Status: ❑ Not LEP ❑ LEP
Attendance: __Days absent __Days Tardy Number of schools attended:
CUM File was reviewed on
Vision Screening: Pass/Fail---Date: _
Hearing Screening: Pass/Fail--- Date:
Have you sought suggestions from your grade level team members? ❑ Yes ❑ No Date of meeting
Summary of input from grade level team members and/or intervention team members:
If this referral is regarding an LEP student, fill out the LEP form and attach before submitting packet.
Idaho Falls School District 91 August 2016 13
Student Services Administrative Procedures
Student
Name/Grade:
Core Instruction Provided Tier 1
Academic
Area of
Concern:
Core Instruction/ Research
Based Materials Used
Duration
Frequency
(how often
per week)
Intensity
(minutes per
session)
Begin
Date
(M/D/Y)
End
Date
(M/D/Y)
Total
(weeks)
Weekly Intervention Tracking Tier II (4 — g data points beyond the baseline min.)
Date:
Attach Graph. ____Principal Initials.
Specific
Skill:
Instruction/Research
based materials used:
Duration
(#
weeks):
Frequency
(how often
per week):
Intensity
(minutes
per session):
Group Size:
Provided by (Name
and Role)
Weekly Intervention Tracking Tier III (additional g to sz data points min.)
Date:
Attach Graph. ____Principal Initials.
Specific
Skill:
Instruction/Research
based materials used:
Duration
(#
weeks):
Frequency
(how often
per week):
Intensity
(minutes
per session):
Group Size:
Provided by (Name
and Role)
Observation of academic and behavior functioning in the area(s) of concern:
Directions: Include documentation of the results from an observation of the student during routine classroom instruction. The observation
must be conducted in a general education environment in which the area(s) of concern would be manifested.
Name and Title of Observer:
Date Conducted:
Location of Observation:
Duration of Observation:
Summary of relevant behavior and relationship of behavior to academic functioning in the area(s) of concern
during observation:
Idaho Falls School District 91 August 2016 14
Student Services Administrative Procedures
General Education Inter errtiiion P"airt 11
English Language Learner (ELL)
Student's Name: Date of Birth: Ethnicity:
I. Home Language Survey Information:
Student's First Language: Student's first year in US : Number of years in the US:
Attach Similar Peer Comparison/ and Referred Student graphs.
Current ELL services:
Specific Instruction/Research Duration Frequency
Skill: based materials used: (# weeks): (how often per
week):
Intensity Provided by:
(minutes per
session):
II. Idaho English Lanouaae Assessment (IELA) results:
Date: Listening/Speaking: Reading: Writing: Total:
Raw:
Level:
Annuai itLA rrom spring:
Date: Listening: Speaking: Reading: Writing: Comprehension: Total:
Scale Score:
Level:
Idaho Percentile:
Was this student in the Newcomer's Program or ELL Summer School Program? ❑Yes ❑ No
Ifves. indicate date/vear and arade levels:
If born in the US check one of the following:
❑ 1st Generation (parents not born in the US)
❑ 2 n Generation (parents born in US)
❑ 3rd Generation (grand -parents born in US)
LEP Referral District Office Approval Date
Idaho Falls School District 91 August 2016 15
Student Services Administrative Procedures
The CAT met on and determined that:
❑
the target goal may be achieved with this intervention (place this intervention in the student's
cumulative record for next year's teacher) or
❑ No, this intervention was not successful.
Child Assistance Team Recommendations
❑ Modifications and/or interventions should be continued, in the general education setting.
❑ Additional modifications and/or interventions should be attempted.
❑ Consider services or programs outside of special education., (svQhas,5,'cl,4 accommodations, Qov,niseling, mentoring)
❑ Educational Learning Plan (ELP) will be developed for the student,
❑ Refer to Special Education Evaluation Team.
❑ Due to Special circumstances, the team decided that immediate referral be made to the Special
Education Evaluation Team, (attach all documentation)
Names, of Child Assistance, Team- i Members
Name of Participant
Role
Date;
Parent
Parent
General Education Teacher
General Education Teacher
Counselor
Other;
Other:
Administrator and
Chairperson of the Child
Assistance Team
Idaho Falls School District 91 August 2016 16
Student Services Administrative Procedures
EVALUATION PROCEDURES FOR ELL, LEP OR CLD
CHILDREN
IN IDAHO FALLS SCHOOL DISTRICT 91
(ELL=English Language Learners, LEP=Limited English Proficiency,
CLD=Culturally and/or Linguistically Diverse)
The Idaho State Department of Education has clarified guidelines used to qualify students for
special education services. The guidelines clearly state that school districts shall not use the usual
evaluation process for students who are bi-lingual, or speak Spanish only. Because these students
do not have proficiency in English, typical achievement and ability tests, norms and results, if
used, are invalid. Before a student who is culturally and/or linguistically diverse and is
demonstrating learning difficulties at school can be referred for special education evaluation, the
principal must convene a child assistance team. The child assistance team will formulate a plan
to address the learning concerns. A member of the consulting special education staff and a
member of the ELL staff should be involved in the team.
STEP 1: Form a Child Assistance Team and Collect Family History
• Team members should be identified to help gather information. The principal, parents,
the general education teacher, and an ELL staff member will review current data such as
the student's IELA score, statewide achievement data, classroom work and assessment.
• Parental report of the medical/developmental history of the child.
• Parental report of the child's/family's language preference and proficiency.
• Parental report of the cultural and educational background of parent's history including
moves, occupation, educational level, cultural beliefs about education, etc.
STEP 2: Develop an Intervention Plan
• If the student does not speak English and is not currently labeled LEP, a referral to the
ELL program is appropriate. The ELL program in District 91 has several models
including a Newcomers Center and ELL Kindergarten. The ELL program will determine
the most appropriate placement. No referrals should be made for special education unless
there is an obvious sensory or medical reason for special education services. The student
will have an opportunity to acquire English speaking skills before learning disabilities or
developmental disabilities will be considered.
• If the student speaks limited or conversational English, the team will review the IELA
score. If the overall score is less than a "4" (proficient), then the team must follow the
procedures found in Appendix 4B in the Idaho Special Education Manual. No LEP/ELL
student will be placed in special education without prior review with consulting special
education staff who will review with the case, as needed, with the Director of Student
Services and the Director of Student Achievement/School Improvement.
Idaho Falls School District 91 August 2016 17
Student Services Administrative Procedures
o The team will plan Tier 1 interventions which will occur in the general education
classroom with emphasis on SIOP methods to increase language acquisition. Other
strategies will include differentiated instruction, and at the elementary level, research -
based language acquisition curriculum. Next, the team will gather data to demonstrate
how the student has responded to these Tier 1 interventions. If the student is not
progressing within a reasonable time frame (the recommendation is at least 12
weeks), the child assistance team may decide to move to Tier 2.
o Tier 2 interventions will include Title 1 and if the student qualifies, ELL support.
Student progress is monitored in these programs. The Title 1 tutor and ELL tutor may
also be members of the child assistance team. The child assistance team will review
this data. The student may already be receiving ELL services during the Tier 1
intervention stage.
STEP 3: Collect and Monitor Tier 1 and Tier 2 Intervention Data
Data that demonstrates the student's response to the Tier 1 and Tier 2 interventions will
be compiled. Data may include weekly reading fluency scores, reading comprehension
tests, and classroom work that are objective and measurable.
If the student is participating in an ELL program, then the data that the general education
classroom teacher collects will demonstrate the student's response to this instruction.
The typical length of time required to place an ELL student in special education depends
on the level of the student's English proficiency and the type and amount of Tier 1 and
Tier 2 interventions for which data has been collected. In no case will the process last
fewer than 9 weeks (see Idaho Special Education Manual 2015, Appendix 413).
STEP 4: Referral to Special Education
• If the data demonstrates that the student's response to the Tier 1 and Tier 2 interventions
has not been effective, then the child assistance team may refer the student to the special
education evaluation team.
The evaluation team will conduct an assessment following the guidelines in Appendix 4B
in the Idaho Special Education Manual 2015. The data that was collected in the Tier 1
and Tier 2 phases will be included in the special education evaluation plan. An ELL staff
member will attend the initial IEP meeting and subsequent annual IEP review meetings.
The evaluation team will complete their assessment by including the general education
interventions, any 3rd party assessments, and their observation data. The assessments will
be compiled in an Eligibility Report.
Idaho Falls School District 91 August 2016 18
Student Services Administrative Procedures
Comparison of Culturally and/or Linguistically Diverse Student
The CAT student's progress compared to similar peers, of the same culture and with similar history in American schools.
Student Name: Date of Birth: / / Date:
Demographic Comparison
Measure of Acquisition of Skills
Measured from / / to
Indicate
Age
Culture
Number of years in
American public schools
Number of years of English
language instruction
CAT Student
concerns
Peer #1
Peer #2
with v
Peer #3
Measure of Acquisition of Skills
Measured from / / to
Indicate
concerns
with v
Reading
Reading
Basic
Listening
Oral
Written
Mathematics
Mathematics
Fluency
Comprehension
Reading
Comprehension
Expression
Expression
Problem
Calculation
Skills
Solving
CAT
Student
Peer #1
Peer #2
Peer #3
Attach graphs of acquisition rate and academic performance (Mileposts, Dibels, GAS, or other data).
Idaho Falls School District 91 August 2016 19
Student Services Administrative Procedures
English Language Learner (ELL) Classroom and Intervention Observation Protocol
Date Student Subject Teacher Start Time Stop Time
Observer:
Student's Overall Second Language (English) Proficiency Level: (IELA / CALP)
(Use X' to mark exhibited second language (English) behaviors) (Use + for significant and use - if the item was noticed, but was not significant)
Language Development Behaviors
Language Acquisition Issues
Language Difficulty Issues
Listening:
Listening:
Listening:
❑ Requires visual and nonverbal support to
❑ Needs frequent clarification in first/home
❑ Clarification in first/home language does not
understand simple speech and instructions
language
help confusion
❑ Can understand familiar topics with visual support
❑ Is easily distracted because of a lack in visual or
❑ Strong visual and concrete support during lesson
❑ Can access new topics with some visual support
concrete support during lesson delivery
delivery does not help distractibility
❑ Responds appropriately and accurately to social
❑ Has trouble following directions because of limited
❑ Trouble following directions continues even after
and academic speech at grade level
vocabulary
vocabulary is explained and clarified
❑ Understands a variety of social and academic
speech at grade level
Speaking:
Speaking:
Speaking:
❑ Can respond to simple social and academic speech
❑ Resists speaking --possibly in silent period working
❑ Resists speaking --possibly in need of oral
with gestures, phrases, or words
hard at receptive language acquisition
production support
❑ Engages in simple social talk and academic
❑ Has difficulty imitating second language (English)
❑ Has difficulty imitating first/home language
instruction with phrases and simple subject-
phonemes accurately
phonemes accurately
predicate sentences
❑ Has great difficulty imitating second language
❑ Has great difficulty imitating second language
❑ Responds to social and academic input with more
(English) phonemes
(English) phonemes
complex sentences
❑ Unable to retell sequence of story or to summarize
❑ Unable to retell sequence of story or to
❑ Able to engage in social and academic
in second language (English)
summarize in first/home language
conversations with complex sentence structure
and vocabulary
❑ Able to initiate social and academic conversations
with syntax variety and vocabulary complexity
Idaho Falls School District 91 August 2016 20
Student Services Administrative Procedures
Language Development Behaviors
Language Acquisition Issues
Language Difficulty Issues
Reading:
Reading:
Reading:
❑ Able to read brief text with supporting visuals
❑ Has difficulty hearing, identifying, and
❑ Has difficulty hearing, identifying, and
❑ Able to comprehend simple sentences and
manipulating second language (English) sounds
manipulating first/home language and second
vocabulary with supporting graphics and pictures
❑ Has difficulty decoding unfamiliar words in second
language (English) sounds
❑ Can independently read simple text and familiar
language (English)
❑ Has difficulty decoding unfamiliar words in
vocabulary plus more complex texts with
❑ Has difficulty storing meaning and pronunciation
first/home language or second language
supporting visuals
of second language (English) words
(English)
❑ Can independently read near grade level with
❑ Has difficulty with fluency in second language
❑ Has difficulty storing meaning and pronunciation
fiction and expository texts
(English)
of first/home language and second language
❑ Can independently read at grade level, both fiction
❑ Has difficulty understanding, remembering, and
(English) words
and expository texts
communicating what has been read in second
❑ Has difficulty with fluency in first/home language
language (English)
and second language (English)
❑ Difficulty discerning the purpose of reading second
❑ Has difficulty understanding, remembering, and
language (English) texts
communicating what has been read in
first/home language and second language
(English)
❑ Difficulty discerning the purpose of reading
first/home language and second language
(English) texts
Writing:
Writing:
Writing:
❑ Able to write words, phrases, and simple sentences
❑ Lack of second language (English)
❑ Lack of first/home language and second language
❑ Able to compose accurate phrases and simple
phoneme/symbol awareness results in second
(English) phoneme/symbol awareness results in
sentences
language (English) spelling difficulties
first/home language and second language
❑ Able to compose simple texts with support(English)
❑ Lack of second language En lish vocabulary and
) y
(English) spelling difficulties
El Able to compose texts near grade level
syntax prevents accurate, fluent writing
El Has difficulty controlling and focusing fine motor
❑ Writing disfluency appears to be based in
skills enough to write accurately and fluently in
g y y
El Able to compose expanded texts at grade level
p p
expressive language difficulties
first/home language or second language
(English)
❑ Writing disfluency appears to be based in
organizational and/or processing difficulties
Idaho Falls School District 91 August 2016 21
Student Services Administrative Procedures
GENERAL
FLOW CHART OF PROCEDURES FOR
REFERRING AND PLACING ALL ELIGIBLE STUDENTS IN
SPECIAL EDUCATION
General Education Interventions (completed by problem -solving team)
■ Team considers components of the three tiered model of Response to Intervention.
■ Problem solve, plan and implement interventions and accommodations; document results.
Special Education Activities
A. Child Find Activities
B. Referral to Consider a Special Education Evaluation (completed by problem -solving team and
evaluation team)
■ Problem -solving team submits a formal referral to consider special education evaluation.
■ Provide the parent/adult student with a Procedural Safeguards Notice. (required)
■ Seek parent/adult student input and afford opportunity for a meeting.
■ Evaluation team decides whether to conduct further assessments.
C. Written Notice and Consent (completed by the evaluation team)
■ Provide written notice to the parent/adult student.
■ Seek consent from the parent/adult student for assessments.
■ Receive written consent for assessment from the parent/adult student.
D. Evaluation and Eligibility Determination (completed by evaluation team)
■ Schedule and conduct assessments.
■ Review assessment information with parent/adult student. Determine eligibility and complete the
Eligibility Report. (Meeting with the entire team is a parent/adult student option.)
■ Provide the parent/adult student with a copy of the Eligibility Report.
E. IEP Development and Implementation (completed by IEP team)
■ Invite the parent/adult student to the IEP team meeting.
■ Provide a Procedural Safeguards Notice to the parent/adult student (at least once annually).
■ Develop IEP and determine placement in LRE.
■ Provide a copy of the IEP with written notice to the parent/adult student.
■ Receive consent for initial provision of special education services from the parent/adult student.
■ Implement IEP.
F. Annual Review of IEP and Placement Decision (completed by IEP team)
■ Provide a Procedural Safeguards Notice to the parent/adult student if applicable.
■ Invite the parent/adult student to the IEP team meeting.
■ Review the IEP, and determine placement annually.
■ Provide a copy of IEP with written notice to the parent/adult student.
Idaho Falls School District 91 August 2016 22
Student Services Administrative Procedures
G. Reevaluation (completed by evaluation team)
■ Inform the parent/adult student that reevaluation is due.
■ Provide a Procedural Safeguards Notice to the parent/adult student if applicable.
■ Seek parent/adult student input on reevaluation and afford opportunity to request a meeting.
■ Receive consent from the parent/adult student for assessments if planning to assess OR
Provide the parent/adult student with written notice that no further assessments shall be conducted if the
evaluation team determines that existing information is adequate. Inform parent/adult student of his or
her right to request additional assessments.
■ Schedule and conduct assessments.
■ Review assessment information with parent/adult student. Determine eligibility and complete the
Eligibility Report. (Meeting with the entire team is a parent/adult student option.)
■ Provide the parent/adult student with a copy of the Eligibility Report.
Go to steps in Box F or Box H.
H. Discontinuation of Services
■ Provide written notice to the parent/adult student before discontinuing special education services.
Upon graduation provide a summary of performance to theparent/adult student.
Idaho Falls School District 91 August 2016 23
Student Services Administrative Procedures
OVERVIEW OF STUDENT SERVICES
AVAILABLE IN DISTRICT 91
• Overview of Services
• Programs for Students With Disabilities
• Related Services
• Section 504
• Health Services
Idaho Falls School District 91 August 2016 24
Student Services Administrative Procedures
OVERVIEW OF SERVICES
The continuum of settings includes instruction in general education classes, special classes, special
schools, home instruction and instruction in hospitals and institution. In addition, the continuum makes
provision for supplemental services, such as resource services or itinerant instruction, to be provided in
conjunction with the general education classroom. In determining appropriate settings and services for a
student with a disability, the IEP team will consider the student's needs and continuum of alternate
placements and related services available to meet those needs. Regardless of placement, the student must
be given appropriate access to the general education curriculum, as determined by the IEP team.
What does "Support Services" Mean?
Support services are programs and services that help all students learn and succeed in school.
Frequently, students must meet specific eligibility requirements before receiving support services. The
following list briefly describes support services that are available in Idaho Falls School District 91. This
list of services is organized by program. More specific details of each program may be requested
through the Director of Student Services or the consulting special education staff.
Idaho Falls School District 91 August 2016 25
Student Services Administrative Procedures
PROGRAMS FOR STUDENTS
WITH DISABILITIES
SPECIAL EDUCATION
Eligibility Requirements? Yes
Students are referred to special education after general education interventions have been exhausted. A
building level child assistance team will have utilized positive behavior supports, differentiated
instruction, and made appropriate curriculum modifications in the student's general education
classroom. Documentation indicating the effectiveness of these interventions will be reviewed by the
child assistance team. When the child assistance team suspects a specific disability, the intervention data
will be presented to the school's evaluation team. The evaluation team (which always includes the
parent) determines whether or not the child is a person with a disability and whether or not the child
meets eligibility for special education under the Individuals with Disabilities Education Act (IDEA).
Special education serves students ages 3-21. The IEP team determines all placements in special
education. IDEA requires that placements be made in least restrictive environment (LRE).
Special Education Program Types (Tier 3 Interventions):
1. Resource Room: Serves K-12 students with disabilities in the areas of pre -academics, math,
reading, written expression, behavior improvement, study skills, social skills, vocational training and
independent living skills. Resource room teachers employ several delivery models that include:
• Inclusion support in the general education classroom.
• Co -teaching models.
• Strategic academic groups (reading, math, or written language) that include students needing
instruction in similar skills.
• Direct instruction in the resource room using general education curriculum and/or special
education research -based curriculum materials.
Each school has one or more special education teacher and paraprofessional. Students in this
program usually spend all or most of their day in general education classrooms. The goal for time
spent in general education is 80% of the school day.
2. Gateway: Serves elementary students who have significant and/or multiple disabilities. The focus of
the curriculum is developmental and therapeutic. This classroom is staffed with a special education
teacher, certified nursing assistants (CNA) and/or paraprofessional aides. This classroom is housed
at Temple View Elementary School. Referral to the Gateway Program is made through the
consulting special education staff.
Idaho Falls School District 91 August 2016 26
Student Services Administrative Procedures
3. Crossroads and Bridles Programs: Serves secondary students with severe intellectual and/or
multiple disabilities in the areas of pre -academic and academic skills, daily living skills, social skills,
community-based activities, vocational skills and various therapy programs. There are two district
level classrooms: Eagle Rock Middle School (Crossroads) and Skyline High School (Bridges).
Students in this program typically spend a portion of the school day in general education activities.
Referral to the Crossroads and Bridges programs are made through the consulting special education
staff. After a review of the eligibility documentation, the IEP team will make the placement in these
special programs.
4. Developmentally Appropriate Curriculum Classroom (DACC): Serves school age children and
youth with moderate disabilities in the developmental areas of cognitive skills, adaptive skills,
communication skills, personal/social skills and motor skills. There are seven DACC classrooms:
one at Dora Erickson Elementary (grades K-2), one at Ethel Boyes Elementary (grades 3-6), one at
Eagle Rock Middle School (grades 7-8), one at Taylorview Middle School (grades 7-8), two at Idaho
Falls High School (grades 9-12), and one at Skyline High School (grades 9-12). DACC curriculum
focuses on functional reading and math skills using routines that involve all of the senses. Visual
cuing, assistive technology, and alternate communication, are typical interventions in the DACC
program. Students participate in general education activities for social development. Classes are
usually capped at 12 students.
The guidelines for participation in DACC include documentation that the student has a significant
cognitive impairment. Typically, the ability full scale standard score will be less than 65.
Referral to the DACC program is made through the consulting special education staff.
5. Pathways and Stepping Stones: Serves elementary age children who have been diagnosed with
autism or other autism spectrum disorders (ASD). Participants will also demonstrate needs for a
highly structured program that focuses on behavior management. The Pathways program serves
students on the severe to moderate range of the autism spectrum. Stepping Stones classrooms serve
students K-6 ranging moderate to mild.
The Pathways classroom uses research -based instruction models, i.e., Applied Behavior Analysis
(ABA) and the TEACCH methodology developed at the University of North Carolina. TEACCH
stands for Treatment and Education of Autistic and related Communication Handicapped Children.
Students in the classroom follow the Idaho state standards and their Individualized Education Plans.
Students attend general education classes and activities usually with appropriate individual support
for a portion of the school day. The Pathways classroom is located at Edgemont Elementary School.
The Stepping Stones programs are located at Erickson Elementary School. Referral to the Pathways
and the Stepping Stones programs is made through the consulting special education staff.
Idaho Falls School District 91 August 2016 27
Student Services Administrative Procedures
6. ASD Program for Secondary Students (Autism Spectrum Disorder): This program is designed
for secondary students with a diagnosis of Autism Spectrum Disorder (high functioning) whose IEP
team has determined that they need moderate supports to help them function with independence at
school. Students who participate in this program meet daily for assistance with organization,
emotional support, and re -teaching topics that have been misunderstood. This model provides a
delicate balance between support and independence. The middle school program is at Taylorview
Middle School. The senior high program is at Idaho Falls High School.
7. Early Childhood Special Education (ELSE): Serves children age 3-5 who have a disability and
are not yet kindergarten age. The focus of the curriculum is on the developmental areas of cognitive
skills (including pre -academic and academic skills), communication skills, personal/social skills,
adaptive skills and motor skills. Children may receive consultative services or may be placed in one
of five developmental preschool classes in the district. Two classrooms are located at Ethel Boyes
Elementary and three classrooms at Hawthorne Elementary School. Referral to early childhood
special education is made through the consulting special education staff.
Idaho Falls School District 91 August 2016 Zg
Student Services Administrative Procedures
RELATED SERVICES
1. Speech-Lan2une Pathologists (SLP): Provides Speech and Language Therapy for students who
have communication deficits that are not related to speaking non-standard English as a result of
cultural differences or environmental or economic disadvantages. SLPs use the following delivery
models: individual therapy sessions, small group sessions and consultation services. SLP services are
available to qualified students in all district schools.
2. Psycholo2ical Services: School psychologists conduct assessments that help identify
exceptionalities and define student strengths and needs. School psychologists may also provide
individual or small group counseling. In addition, school psychologists assist schools in identifying
students with learning problems through the pre -referral system. The school psychologist is available
to provide consultation services for administrators and teachers on individual student needs.
3. Occupational and Physical Therapy: Serves students who demonstrate motor skills deficits which
prevent them from benefiting from special education services. Referral for OT or PT services is
made through either the evaluation team or the IEP team. OT and PT services are provided as a
related service to students with an IEP and may also be provided to students who have a disability
and who qualify for a Section 504 Plan.
4. Assistive Technolo2y Team: Provides pre -referral screening and assessment for students who are
being considered for assistive technology services. Assistive technology refers to any devise, piece
of equipment or service that may be used to help an individual function independently. The assistive
technology team consists of an OT/PT specialist, an SLP, and a technology specialist. Referral to the
assistive technology team is made through the IEP team.
5. Vision Impaired Services: The school district collaborates with the Idaho Educational Services for
the Deaf and the Blind (IESDB). The district provides services for students with vision impairments.
Such services may include a variety of assistive technology devices, braille equipment, staff support
and instruction, large print books, and orientation and mobility training.
6. Hearing Impaired Services: The school district collaborates with the Idaho Educational Services
for the Deaf and the Blind (IESDB). The district provides services for students with hearing
impairments. Services are delivered in general education classrooms whenever possible and may
include various assistive technology devices, instruction in sign language, assistance in study skills
and interpreter services.
7. Work Based Learning: This program focuses on students over the age of 16 who need to learn
appropriate job behaviors and attitudes in community based settings. The work experience specialist
and a job coach develop job tryout opportunities in many private businesses in Idaho Falls. Referrals
to work based learning are made through the senior high special education teachers or the consulting
special education staff. The student must have an annual goal for work based learning on their IEP.
Idaho Falls School District 91 August 2015 29
Student Services Administrative Procedures
8. Extended School Year Program (ESY): This program provides special education services to
students over the summer. ESY serves students who would be severely impacted by an extended
break in services. The IEP team determines eligibility for ESY based upon IDEA requirements.
9. Community Based Rehabilitation Services (CBRS): These services are available as appropriate
for students who have a mental health diagnosis and an emotional disturbance. The CBRS worker
will work cooperatively with school personnel to help develop and implement IEP behavior goals
that specifically address the student's behavior issues as noted via a functional behavior assessment.
10. Behavior Intervention (BI): Behavior intervention is available for children with developmental
disabilities that have been diagnosed with a medically necessary need and exhibit maladaptive
behaviors, including but not limited to, frequent disruptive behaviors, aggression, self -injury,
criminal, or dangerous behaviors. These maladaptive behaviors impede the learning of themselves or
the learning of others.
Idaho Falls School District 91 August 2016 30
Student Services Administrative Procedures
SECTION 504
Eligibility Requirements? Yes
Contact Person: School Counselor
A copy of the student's 504 plan must be sent to the student services administrative assistant to be
archived upon completion of form and an updated copy sent annually or when reviewed.
Section 504 is the part of the Rehabilitation Act of 1973, which applies to persons with disabilities. It is
a civil rights act that states that no otherwise qualified individual with a disability can be excluded from
or denied benefits of any program receiving federal financial assistance. A person who qualities for a
504 plan has a mental or physical impairment which substantially limits one or more of a person's major
life activities. For an impairment to be substantially limiting, it must impede student access to a "large or
considerable degree". This includes functions such as caring for oneself, performing manual tasks,
walking, seeing, hearing, speaking, breathing, learning, and working. At school "learning" is frequently
identified as the area of difficulty. Referrals to consider eligibility for section 504 accommodations
should be made to the building 504 coordinator or principal.
The district has a Section 504 Manual that includes the required forms and provides detailed information
about section 504 planning and implementation. Section 504 Manuals are available at each school or
through the student services department.
Idaho Falls School District 91 August 2016 31
Student Services Administrative Procedures
HEALTH SERVICES
Eligibility Requirements? No
Contact Person: RN
School Nurses (RN): A Registered Nurse is housed at each high school. Each nurse has specific
responsibilities to oversee the general health issues of the district. School nurses supervise the work
of Licensed Practical Nurses (LPNs) or Certified Nurse Assistants (CNAs) assigned to individual
students, schools or classrooms with students who have significant medical needs. The nurses may
provide medical and health-related counseling to students. School nurses provide training on the
administration of medications at school. Building principals may make referrals to the school nurse
on behalf of those students with significant medical needs. RNs are supervised by the Director of
Student Services.
2. School Nurse (LPN): A Licensed Practical Nurse is housed at each middle school. LPNs are also on
call for the elementary schools in their attendance area. LPNs provide first aide, emergency care and
they may do delegated tasks under the supervision of the RN. The LPN's immediate supervisor is
the building administrator so assigned.
Idaho Falls School District 91 August 2015 32
Student Services Administrative Procedures
HOMEBOUND SERVICES
Eligibility Requirements? No
Contact Person: RN
General Ed Homebound Services: General education homebound services are provided to students
who for reasons of accident, illness, or other extenuating health-related circumstances, find it
necessary to interrupt their normal school attendance. Homebound is not the same as home
schooling and is not considered a substitute for regular classroom instruction. The homebound
provider who visits the student at home, as needed, delivers instruction materials in cooperation with
the classroom teacher. The school provides the homebound assignments. The student is not counted
as absent while receiving homebound services. The school nurse and the family's doctor refer
students for homebound instruction. Principals should send referrals for homebound instruction to
the RN.
Eligibility Requirements? Current IEP (only for Special Ed Homebound Services)
Contact Person: RN
2. Special Ed Homebound Services: Special education homebound services are determined by the
IEP team including the school nurse. The IEP goals determine appropriate instruction and amount of
service time that will be provided. All homebound services will be provided at a level appropriate as
to not deny the student free and appropriate public education. Typically a teacher or highly qualified
paraprofessional will deliver the instruction in the home.
Idaho Falls School District 91 August 2016 33
Student Services Administrative Procedures
HOMEBOUND SERVICES COVER LETTER
Dear Doctor:
Dear Parent:
Idaho Falls School District 91 provides homebound service when needed. This service is designed to
provide short-term assistance to students who otherwise could not attend classes due to a medical
condition. Students who are experiencing school difficulties for other than medical reasons are not
eligible for homebound services. There are other options for these students and they should be
encouraged to consult with a guidance counselor.
Regular classes are always more beneficial than homebound services. If either the physician or the
parents feel that there are accommodations that could be made to help keep a child in school, please feel
free to make suggestions.
There are legal requirements in order for a student to be eligible for homebound services, which include
the following:
1. The student must reside and be registered in District 91.
2. The student must have a medical condition that will require him/her to be confined to home or
hospital for a minimum of three weeks.
3. A request for homebound services must be made and signed by a parent or guardian.
4. This request must also be signed by a medical doctor and must include the following:
-a medical diagnosis
-a list of any hazards or precautions for the homebound provider
-the doctor's estimate of the date the child will be unable to attend school and
an approximate return date (the return date can always be amended if necessary)
After the following information has been supplied to the school nurse she will consult with other staff
members to determine the student's eligibility for services. If a student is deemed eligible, the
homebound provider will contact the family to arrange for the start of services.
Contact the school nurse for further questions.
Idaho Falls School District 91 August 2016 34
Student Services Administrative Procedures
Name of Student
Address
School
HOMEBOUND SERVICES REQUEST
MW
Phone
Date of last school attendance
Grade
Part 1— To be filled out by parent
Homebound services are not designed as a substitute for regular classroom instruction. It is meant to be
short-term assistance for students who have a medical condition that makes it impossible for them to
attend classes. Once a student is able to return to classes, homebound services will stop. Students who
are experiencing school difficulties for other than medical reasons are not eligible for homebound
services.
I certify that I am the parent ( ) or legal guardian ( ) of the child listed above and that my child is unable
to attend school at this time for medical reasons and will remain unable to attend school for a period of
at least three weeks. I am granting permission for Idaho Falls School District 91 to provide homebound
services for my child in my home. Additionally, I am granting permission for
(MD Name) to release medical information regarding my child to the
Idaho Falls School District 91. This information will be used to determine my child's eligibility for the
homebound services and may be shared with other school officials on a need to know basis.
Signatures: Parent ( ) or Guardian ( )
Principal Nurse
Part 2 — To be filled out by physician, MD, DO or NP
Please help us keep this child in school if at all possible. Homebound service is an option that is
designed for students with a medical condition that would prevent them from attending school. If the
student is pregnant, she is expected to attend school up to her delivery date unless she experiences
unusual complications. In the case of pregnancy, please list the student's estimated date of confinement
as the anticipated start date for homebound services. If complications arise, this date can always be
amended.
Physician's Statement
The child named above is currently under my care for the following medical condition (diagnosis)
. If the diagnosis is pregnancy and the need
for homebound service is earlier than the student's estimated delivery date, what are the specific
complications or reason she cannot attend school?
I have personally examined this child and have determined that he/she is unable to attend school for a
minimum of three weeks. He/she will be confined at home or in the hospital and will not be able to
attend beginning (date) and will not be able to return until (date) . It is
understood that the above dates are approximate and may need to be extended or reduced in the future.
MD Signature
Address:
Name (printed)
Telephone:
Date
Idaho Falls School District 91 August 2016 35
Student Services Administrative Procedures
INDIVIDUAL SUPPORT SERVICES
• Procedure to Obtain Individual Support Services for Students
with a Disability
• Behavioral Support Services
Idaho Falls School District 91 August 2016 36
Student Services Administrative Procedures
PROCEDURE TO OBTAIN INDIVIDUAL SUPPORT
SERVICES FOR STUDENTS WITH A DISABILITY
1. The case manager will contact the consulting special education staff.
2. If the IEP team (including the consulting special education staff and behavior specialist) believes
support is needed, the principal will contact the Director of Student Services.
3. Documentation: All documentation must be on file with the Director of Student Services prior to
receiving authorization to expend Title VI -B funds to hire or contract for individual support services.
No funds for support will be available until all documents have been submitted and reviewed by the
Director of Student Services. Send hard copies of all documents to the student services
administrative assistant at the district office. Team may consider both IDEA and developmental
disability evaluation considerations (Katie Beckett).
4. IEP Team Responsibilities: Documents are typically generated by the IEP team which includes the
general education teacher. The case manager and the principal will provide direction for the IEP
team. The case manager will collect documentation and compile it in a packet to be sent to the
district office. All documentation should be sent at the same time. When the IEP team conducts an
initial or annual review or amends the IEP, the case manager must scan the IEP signature pages and
email them to the records manager, and the administrative assistant of student services so they can
be Laserfiched.
5. Hiring or Contracting: After receiving the appropriate documentation, the Director of Student
Services, will contact the principal to discuss the most cost-effective way to provide the requested
service. Considerations include the amount of time the service will require (part-time versus full-
time with benefits), the type of service, the need for "wrap-around service", provider qualifications,
etc.
6. District Employee: If the decision is to provide a qualified district employee, then the principal will
hire a person with the appropriate qualifications and generate a Personnel Action Form (PAF).
Highly qualified is determined by a Praxis score of 460 or above, or 32 college credits. For a CBRS
worker: B.A. or B.S. degree in psychology, social work, or education with at least 21 hours of
training in behavior science. Please refer to the appropriate job description.
Paraprofessionals Working with Students in Special Education Settings
It is important that building level supervisors communicate both verbally and in writing to their
special education paraprofessionals specific information regarding what is expected of them, each
employee's duties, a written job description and provide initial and on-going training and/or on-the-
job supervision.
Idaho Falls School District 91 August 2016 37
Student Services Administrative Procedures
Included in the forms section of this guide is a Paraprofessional Review of IEP, BIP, FBA and IHP
form. This form must be used to encourage communication to ensure that specific information has
been provided to the paraprofessional regarding their role in working with the student with special
needs. This form is not a contract, but a starting point of discussion to assist the paraprofessional in
meeting the needs of the students they work with. The form should be completed collaboratively
between the special education case manager and the paraprofessional. The completed forms should
then be sent to the student services administrative assistant at the district office.
7. Contracts: If the decision is to contract with an agency, the Director of Student Services will
develop a contract, schedule an appointment with the appropriate party at the agency. The agency
representative and the principal will receive a copy of the contract. The original contract will be on
file at the district office. The agency must provide a person qualified for the service as specified
above.
Idaho Falls School District 91 August 2016 38
Student Services Administrative Procedures
BEHAVIORAL SUPPORT SERVICES
Eligibility Requirements? No
Contact Person(s): School Principal and the Behavior Specialist
Please refer to the A -B -C Checklist/Duration/Intensity Data and the ABC Data Collection Sheet
(Frequency Count), Functional Behavior Assessment Team Guidance, and the Functional Behavior
Assessment Team Checklist forms in the Forms Section at the end of this document.
School Companion (a Tier 2 Intervention): This person is a paraprofessional trained to help identified
students de-escalate disruptive behaviors. School companions assist teachers to set goals with students
for behavior improvement and then help students meet those goals. Eligibility is determined by a school
team and is based upon social/emotional indicators. Students identified for the School Companion
program generally demonstrate serious acting out behaviors at school and require a highly structured
behavior management program. A request for school companion services and a parent permission slip
must be completed and returned to the behavior specialist. These forms are included in the forms section
of this guide.
Eligibility Requirements? Yes
Contact Person: Behavior Specialist
The Behavioral Support Division (BSD) is designed to offer information and assistance in meeting the
needs of students with emotional and/or behavioral problems. The goal of the behavioral support
division is to assist schools in serving the needs of students with emotional and/or behavioral problems
through a coordinated set of services and programs in school and the community. Principals may
schedule a meeting with the district behavior specialist to review and make recommendations for
students.
Day Treatment (Tier 3 Intervention): When school personnel have exhausted all building level
options for service to students with Emotional Disturbance or other disability which impacts behavior,
referrals may be made to the Day Treatment Program. The Day Treatment Program serves students in
grades K through 6. Eligibility for the Day Treatment Program is determined by the IEP team and is
based upon the severity of the behavioral condition and space availability.
Day Treatment Program Types:
1. Personal Management: Serves students in grades 7 through 12. Each secondary school may
have an assigned trained paraprofessional who tracks the student while at school. At the middle
school, the paraprofessional facilitates a personal management class under the direction of the
special education teacher.
2. Elementary Day Treatment: Serves students in grades K-6. The Elementary Day Treatment
Program is housed at Longfellow Elementary. Students begin their day at the Day Treatment
Program and spend inclusion in the general education classroom. The Day Treatment Classroom
is taught by a teacher with certification in special education. Technicians provide support to the
student and staff at the school.
Idaho Falls School District 91 August 2016 39
Student Services Administrative Procedures
3. Community Based Rehabilitation Services (CBRS): CBRS services are a time limited Tier 3
support service to assist the school evaluation team in implementing a behavior intervention plan for
a student using home, community, and school resources. Program participants will have an IEP
wherein the identified disability is an emotional disturbance. CBRS workers assist in planning,
organizing, and setting up the resources needed for the specific intervention in a classroom. CBRS
workers strongly emphasize positive behavioral supports. Collaboration with the school in
implementing the specific intervention for an individual student includes teaching, supporting,
modifying, monitoring, and evaluating the interventions.
4. Behavioral Intervention (BI): Behavior Intervention is available for children with developmental
disabilities that have been diagnosed with a medically necessary need and exhibit maladaptive
behaviors, including but not limited to, frequent disruptive behaviors, aggression, self -injury,
criminal, or dangerous behaviors. These maladaptive behaviors impede the learning of themselves
or the learning of others.
Idaho Falls School District 91 August 2016 40
Student Services Administrative Procedures
BEHAVIORAL SUPPORT SERVICES ELIGIBILITY CRITERIA
Service
Grade
Location
Service Eligibility
Procedure/Forms
Service:
PreK-12
All Schools
General Education or IEP Student
Contact district consulting special education staff.
School Companion
Behavior data (ABC Chart).
Activity Chart.
Consider FBA and BIP if student on IEP.
Request for District School Companion Services Form
Parent Permission Slip for District School Companion
Services Form
Service: CBRS
PreK-12
All Schools
Emotional Disturbance Disability
Contact district consulting special education staff.
Current IEP with Behavior Intervention Plan.
Behavior data (ABC Chart).
Activity Chart.
Observation by consulting special education staff and
optional by special program teacher.
FBA with accompanying BIP and data.
Service: BI
PreK-12
All Schools
Identified as having a Developmental Disability
Contact district consulting special education staff.
(for example: Intellectual Disability, Multiple
Current IEP with Behavior Intervention Plan.
Disability, Spectrum Disorder)
Behavior data (ABC Chart).
Activity Chart.
Meets Qualifications
Observation by consulting special education staff and
Self -injurious, Aggressing, and Severely
optional by special program teacher.
Maladaptive Behaviors
FBA with accompanying BIP and data.
(frequently disruptive)
Developmental Disability Checklist.
Service:
K-6
Longfellow
Emotional Disturbance Disability
Contact district consulting special education staff.
Day Treatment
Current IEP with Behavior Intervention Plan.
Behavior data (ABC Chart).
Activity Chart.
Observation by consulting special education staff and
optional by special program teacher.
FBA with accompanying BIP and data.
Idaho Falls School District 91 August 2015 41
Student Services Administrative Procedures
"Idaho Falls
School District
,A Morld Class Edacation
690 John Adams Parkway
Idaho Falls, Idaho 83401
Phone: (208) 525-7500 FAX: (208) 525-7596
Web Address: www.d91.kl2.id.us
Request For District School Companion Services
School companion service is a temporary support available to schools to assist them in developing
management strategies for students whose challenging behaviors are significantly impacting the learning
environment. The school companion's role is to provide additional assistance to school staff in
implementing a behavior plan, keeping data on the effectiveness of the plan and sharing outcomes with
the school team. The typical length of time for these services is 4 to 6 weeks. Please remember that school
companion services are not intended to be a one-to-one assistance for a student. School-based school
companion services focus must be on behavioral support and management for the student and cannot be
used for academic support or instruction. Parental permission is required before a student can receive
school companion services. Please attach a copy of the student's behavior plan that includes prevention
strategies, teaching strategies and response management as well as the parent permission form to this
request and return to the Director of Student Services or the Behavior Specialist.
Date: Student Name:
Grade: School:
Birthdate: Teacher:
Parents: Address:
What is the general nature of the problem or the concern? Such as: disruptive behaviors, emotional
behaviors, verbally aggressive, physically aggressive, social skills, attitude, compliance issues.
Where and when do the targeted behaviors occur, frequency and time of day of occurrence?
How will you determine the success of your behavioral plan?
Is the student currently receiving any other services? Such as: special education, 504 accommodations or
outside community services.
Principal/Child Assistant Team Chairperson:
Date Requested: Date Returned:
Parent Permission Slip: Date Sent: Date Returned: Permission Given: yes no
Date Services Started: Date Ended: Companion Assigned:
Idaho Falls School District 91 August 2016 42
Student Services Administrative Procedures
' aho Falls
School District
690 John Adams Parkway
Idaho Falls, Idaho 83401
Phone: (208) 525-7500 FAX: (208) 525-7596
Web Address: www.d91.k12.id.us
Parent Permission Slip for District
School Companion Services
Date:
I give , do not give permission for my child
district school companion services from Idaho Falls School District 91 at
school.
I understand services may include:
Teacher Consultation
Parent Consultation
Principal Consultation
Staff Consultation
Parent Contacts
Student/Classroom Observation
Community Agency Contacts
Assistance in developing and/or revising behavior intervention plan
Implementation of a behavior intervention plan
Student Interviews
Assistance with referring to district's special education program
Assistance with referring to community programs
Crisis Intervention Services
This permission will be in effect until the school companion services are completed.
to receive
The typical length of time for these services is 4 to 6 weeks. Please remember that school companion
services are not intended to be a one-to-one assistance for a student. School-based school companion
services focus must be on behavioral support and management for the student and cannot be used for
academic support or instruction.
Parent/Guardian:
Idaho Falls School District 91 August 2016 43
Student Services Administrative Procedures
Student Name:
Team Members:
ACTIVITY CHART
Individualized Support / Activity Chart
Date Activity Chart Developed
Time
(start -end)
Class Activity
Skill Area
(Related to IEP Goal)
Alternate Activity
(if needed)
Support Available
(if needed)
Arrival:
Lunch:
Departure:
Review Date / /
(What is working well/ what is not working?):
Review Date
(What is working well/ what is not working?):
Review Date
(What is working well/ what is not working?):
Examples for completing this form:
Skill Area examples: Making Choices; Listening to teacher; Following directions; Expressive Vocabulary;
Receptive Vocabulary; Addition; Tell Time; Phonemic Awareness; Writing assignments; Ask for help; Playground
safety; Transition from one activity to the next.
Alternate Activities: Practice sight words, phonics, CVC spelling list, single digit addition, telling time, counting
coins, writing first/last name, copying sight words, retelling a read aloud story.
Supports: Circle of friends, peer buddies, special education staff, Title One Tutor, Parent Volunteer, Computer
program, Use a model to follow, 1:1 with teacher, 1:1 with teacher aid; check in with school counselor; check in
with recess duty (lunch aides).
Idaho Falls School District 91 August 2016 44
Student Services Administrative Procedures
Student Name:
ABC Data Collection Sheet (Duration 1 Intensity Data)
Teacher:
School:
Date:
Time:
Location / Setting:
Date:
Time:
Location / Setting:
Antecedent:
Behavior:
Consequence:
Antecedent:
Behavior:
Consequence:
What was happening before the
What happened after?
What was happening before the
What happened after?
behavior occurred?
behavior occurred?
❑ Given direction / task/ activity
❑ Refusing to follow directions
❑ Verbal redirection
❑ Given direction / task/ activity
❑ Refusing to follow directions
❑ Verbal redirection
❑ Asked to wait
❑ Making verbal threats
❑ Physical assist/ prompt
❑ Asked to wait
❑ Making verbal threats
❑ Physical assist / prompt
❑ New task / activity
❑ Disrupting class (describe)
❑ Ignored problem behavior
❑ New task / activity
❑ Disrupting class (describe)
❑ Ignored problem behavior
❑ Difficult task/ activity
❑ Crying /whining
❑ Kept demand on
❑ Difficult task / activity
❑ Crying /whining
❑ Kept demand on
❑ Preferred activity interrupted
❑ Screaming / yelling
❑ Used proximity control
❑ Preferred activity interrupted
❑ Screaming / yelling
❑ Used proximity control
❑ Activity/ Item denied (told "no")
❑ Scratching
❑ Verbal reprimand
❑ Activity/ Item denied (told "no")
❑ Scratching
❑ Verbal reprimand
❑ Loud, noisy environment
❑ Biting
❑ Removed from activity / location
❑ Loud, noisy environment
❑ Biting
❑ Removed from activity / location
❑ Given assistance / correction
❑ Spitting
❑ Given another task / activity
❑ Given assistance / correction
❑ Spitting
❑ Given another task / activity
❑ Transition between locations / activities
❑ Kicking
❑ Interrupted / blocked & redirected
❑ Transition between locations / activities
❑ Kicking
❑ Interrupted / blocked & redirected
❑ Attention given to others
❑ Flopping
❑ Left alone
❑ Attention given to others
❑ Flopping
❑ Left alone
❑ Presence of specific person
❑ Running away/ bolting
❑ Isolated within class
❑ Presence of specific person
❑ Running away/ bolting
❑ Isolated within class
❑ Nothing ('but of the blue")
❑ Destroying property
❑ Loss of privilege
❑ Nothing ('but of the blue")
❑ Destroying property
❑ Loss of privilege
❑ Attention not given when wanted
❑ Flipping furniture
❑ Calming / soothing:
❑ Attention not given when wanted
❑ Flipping furniture
❑ Calming / soothing:
❑ Left alone (no individual attention)
❑ Hitting self
verbal/ physical /both
❑ Left alone (no individual attention)
❑ Hitting self
verbal/ physical /both
❑ Left alone (no appropriate activity)
❑ Hitting others
❑ Physically restrained
❑ Left alone (no appropriate activity)
❑ Hitting others
❑ Physically restrained
❑ Other
❑ Verbal refusal
❑ Peer remarks / laughter
❑ Other
❑ Verbal refusal
❑ Peer remarks / laughter
❑ Other
❑ Time-out (duration)
❑ Other
❑ Time-out (duration)
❑ Other
❑ Other
Duration:
Intensity:
Staff Initials / Observer:
Duration:
Intensity:
Staff Initials / Observer:
_ <1 minute _ 1/2-1 hour
1 —LOW
_ <1 minute _ 1/2-1 hour
1 —LOW
_ 1-5 minutes _ 1-2 hours
2 — MEDIUM
_ 1-5 minutes _ 1-2 hours
2 — MEDIUM
5-10 minutes _ 2-3 hours
3—HIGH
_ 5-10 minutes _ 2-3 hours
3—HIGH
10-30 minutes 3+ hours
10-30 minutes 3+ hours
Describe behavior of concern:
Idaho Falls School District 91 August 2016 45
Student Services Administrative Procedures
Student Name:
ABC Data Collection Sheet (Frequency Data)
Teacher:
School:
Date:
Initials of
Frequency Count:
Location:
Activities:
Antecedent Events:
Behavior(s):
Consequences:
People
(Use tally marks to
(What happened directly before?)
(Observed actions)
(What happened directly after?)
Present
indicate
(Including
occurrences of
Students)
behavior.)
Observation Time:
❑ Classroom
❑ Circle
❑ Given direction / task / activity
❑ Crying
❑ Physically guided to comply
❑ Hallway
❑ Group activity
❑ Asked to wait
❑ Scratching
❑ Ignored problem behavior
❑ Stairway
❑ Independent work area
❑ Preferred activity interrupted
❑ Hitting self
❑ Physically restrained
Start
❑ Cafeteria
❑ One-to-one
❑ Desired activity / item denied
❑ Hitting others
❑ Removed from activity / location
❑ Bathroom
❑ Literacy
❑ Loud, noisy environment
❑ Banging head
❑ Interrupted / blocked and redirected
❑ OT
❑ Snack
❑ Given assistance / correction
❑ Throwing
❑ Verbal redirection
End
❑ Speech
❑
❑ Play / Leisure
❑ Computer
❑ Transition between locations / activities
❑ Attention given to others
❑ Flopping
❑ Kicking
❑ Verbal reprimand
❑ Given another task
❑
❑ Presence of specific person
❑ Flipping furniture
❑ Left alone
Total Observation
Time:
❑ Nothing ("out of the blue')
❑Attention not given when wanted
❑ Left alone (no individual attention)
❑ Running away
❑ Biting
❑ Destroying materials
❑ Removed demand and attention
❑ Time-out (duration)
❑ Left alone (no appropriate activity)
❑
Date:
Initials of
Frequency Count:
Location:
Activities:
Antecedent Events:
Behavior(s):
Consequences:
People
(Use tally marks to
(What happened directly before?)
(Observed actions)
(What happened directly after?)
Present
indicate
(Including
occurrences of
Students)
behavior.)
Observation Time:
❑ Classroom
❑ Circle
❑ Given direction / task / activity
❑ Crying
❑ Physically guided to comply
❑ Hallway
❑ Group activity
❑ Asked to wait
❑ Scratching
❑ Ignored problem behavior
❑ Stairway
❑ Independent work area
❑ Preferred activity interrupted
❑ Hitting self
❑ Physically restrained
Start
❑ Cafeteria
❑ One-to-one
❑ Desired activity / item denied
❑ Hitting others
❑ Removed from activity / location
❑ Bathroom
❑ Literacy
❑ Loud, noisy environment
❑ Banging head
❑ Interrupted / blocked and redirected
❑ OT
❑ Snack
❑ Given assistance / correction
❑ Throwing
❑ Verbal redirection
End
❑ Speech
❑
❑ Play / Leisure
❑ Computer
❑ Transition between locations / activities
❑ Attention given to others
❑ Flopping
❑ Kicking
❑ Verbal reprimand
❑ Given another task
❑
❑ Presence of specific person
❑ Flipping furniture
❑ Left alone
Total Observation
Time:
❑ Nothing ("out of the blue')
❑Attention not given when wanted
❑ Left alone (no individual attention)
❑ Running away
❑ Biting
❑ Destroying materials
❑ Removed demand and attention
❑ Time-out (duration)
❑ Left alone (no appropriate activity
❑
Deborah Goldman Office ofAutism— ATC Dept. ofEduc., D.75 4/08 (compiledfrom multiple resources)
Idaho Falls School District 91 August 2016 46
Student Services Administrative Procedures
FUNCTIONAL BEHAVIOR ASSESSMENT TEAM GUIDANCE
Response to Intervention (Tier 1 and Tier 2)
Teams will Functionally Problem Solve behavior and draft Behavioral Intervention Plans when a
behavior concern is brought to the team. Behavioral data will be collected. Parents will be
notified.
Response to Intervention (Tier 3)
• School Psychologist will be consulted about Functional Behavioral Problem solving, Behavior
Interventions, and Behavior Data Tracking. Behavioral Consultant may be consulted. Parents
will be notified of increasing intensity of interventions.
Special Education Referrals:
• The team decides who will gather what information. The team will include a School
Psychologist.
• When the team determines that a specific students' behavior is of a magnitude that requires
dedicated resources and/or is beyond the scope of the team's resources, the Principal will notify
their building Consulting Teacher and request Behavioral Consultation.
• The team will follow special education process for evaluation. IDEA Consent will propose to
"conduct behavioral interventions to formulate a hypothesis into a Functional Behavioral
Assessment regarding behavior. This information will be used to provide team
guidance with regards to best meeting behavioral needs and improve academic
performance. The results of the intervention(s) will be shared with you at the next Individual
Education Program (IEP) meeting."
• The draft FBA will be reviewed by the IEP team for their concurrence. A copy of the FBA should
be provided to parents with the IEP.
• School Psychologist will be the person responsible to place the information into the FBA form (in
the IEP section of iTrack) and a summary could be placed in a cell in the Eligibility Report. Other
team members will provide their information to include in the team report.
Functional Behavioral Assessment Team Roles Defined:
• Principal is the evaluation chair and will lead the team process including behavior definition,
problem solving, behavior data tracking, and intervention development. Principal will provide
discipline records and a record of interventions attempted to the team.
• The School Counselor will provide behavior data (SWISS), relevant history, and counseling
interventions to date.
• Teacher will observe, take data, and complete questionnaires as requested. Teacher will
implement intervention as necessary and provide input.
• The School Psychologist will seek and integrate school team and parent input. The School
Psychologist will conduct observations and use FBA tools as needed. The School Psychologist
will guide the team in developing a final IDEA Functional Behavioral Assessment Document.
• Behavioral Specialist will consult and provide written input into the team Functional Behavioral
Assessment report (ITRACK) when involved with the student.
Idaho Falls School District 91 August 2016 47
Student Services Administrative Procedures
Functional Problem Solving- General Education
Student
When
Activities
Parent Notification
Response to Intervention Functional Problem Solving
Indirect
Parent Notified and Invited
to participate
Risk Assessment
Indirect/Direct
When Needed
504 evaluation
Direct/Indirect
504 Consent and Parent
Rights
IDEA Consent
Manifest Determination
IDEA
Functional Behavioral Assessment- Special
Education Students
When
Requirement
Indirect/Direct
Consent
Emotional Disturbance Evaluation
District
Direct
IDEA Consent
Manifest Determination
IDEA
Direct
IDEA Consent
>10 day suspension for misconduct
IDEA
Direct
IDEA Consent
Change of placement and/or interim placements
IDEA
Direct
IDEA Consent
for weapons or drugs
Developmental Disability Determination and 2 SD
IDAPA
Direct
IDEA Consent
on SIB -R or BASC-2 for BI services
Functional Problem Solving for Special Education
Recommended
Indirect
Parent
Student
Not Required
Notification and
Invited
Involvement
Risk Assessment with a Special Education Student
District
Direct
IDEA Consent
Idaho Falls School District 91 August 2016 48
Student Services Administrative Procedures
Student:
Teacher:
FUNCTIONAL BEHAVIOR ASSESSMENT TEAM CHECKLIST
School:
Process and Tools
Staff
Responsible
Date Given
Date Complete
Parent Notified
Categorizing and Prioritizing Behavior
(including identifying strengths)
ABC Data Collection Sheet
(Duration / Intensity Data) and/or
ABC Data Collection Sheet (Frequency Data)
Classroom Observation
Review of CUM Records / Community Reports
Functional Assessment Tools (Staff Information)
Functional Assessment Tools (Parent Information)
Functional Assessment Tools (Student Information)
SWIS Report Printed / Reviewed
Discipline Report Printed / Reviewed
IEP Reviewed
Behavior Consultation / Observation with
Behavior Specialist (if needed)
Completed FBA Team Summary
Completed BIP based on FBA
Other:
Next Review Date:
Revised from Deborah Goldman Office of Autism - NYC Dept. of Educ., D.75 4108 (compiled from multiple resources)
Idaho Falls School District 91 August 2016 49
Student Services Administrative Procedures
REFERRAL TO A SPECIAL DESIGN PROGRAM
• Procedures for Referring a Student to a Special Design Program
• Data to Support Placement in a Special Design Program
Idaho Falls School District 91 August 2015 50
Student Services Administrative Procedures
PROCEDURES FOR REFERRING A STUDENT
TO A SPECIAL DESIGN PROGRAM
The procedure for handling referrals to consider a special education placement in a district special
design program includes the following:
1. Student must have a current IEP.
2. The special education teacher must have data demonstrating insufficient response to a variety of
special education interventions.
• The student's response to research -based interventions in the special education program has not
resulted in adequate progress; and
• Attendance, native language and cultural issues are not the main source of the student's academic
or behavioral discrepancy from peers.
3. The principal will contact the consulting special education staff after the IEP team has reviewed the
interventions and agrees that all school-based interventions have been exhausted.
Interventions in special education shall be attempted before a student is referred to the consulting
special education staff for consideration for alternative placement in a special program. Interventions
shall be of sufficient scope and duration to determine the effects on the student's educational
performance and should be clearly documented. Documentation of the success or failure of
accommodations and interventions shall be reviewed and discussed by the child assistance team.
The IEP team will compile a referral packet that contains the following information:
• a copy of the student's current IEP including progress monitoring data
• current eligibility report
• intervention plan and data indicating the student's response to the interventions
• functional behavior assessment
• behavior intervention plan that addresses specially designed instruction to improve behavior and
data
• Activity Chart
• Developmental Disability Determination Checklist
In recommending the most appropriate placement in the least restrictive environment for the student
with a disability, the team shall consider the student's needs and the continuum of services available to
meet those needs. The parent and/or adult student shall be involved in the placement decision. Removal
from the general education environment and special education occur only when the nature or severity of
the disability is such that education in general education classes and special education classes with the
use of supplementary aids and services cannot be achieved satisfactorily.
The IEP team will review and make revisions to the IEP and placement decisions. Parent and/or adult
students will be provided with a procedural safeguards notice with an invitation to attend an IEP
meeting. The IEP team meeting will occur due to changes in the IEP necessitated by the student not
making progress, to review eligibility, develop a new IEP and determine placement.
Idaho Falls School District 91 August 2016 51
Student Services Administrative Procedures
DATA TO SUPPORT PLACEMENT
IN A SPECIAL DESIGN PROGRAM
Successful implementation of a special education program requires a number of essential components
that ensure high-quality instruction, careful monitoring and documenting of progress.
• Students must have received instruction using research -based materials in both the general
education and resource room classrooms.
• The IEP team is responsible for implementing a problem -solving approach to identify and
intervene in response to student's needs in the special education setting. Schools should involve
parents as early as possible by explaining the process and provide them with written intervention
plans and progress towards intervention goals.
• The nature of problem -solving involves a systematic approach that reviews student strengths and
weaknesses, identifies evidence -based instructional interventions, frequently collects data to
monitor student progress, and evaluates the effectiveness of intervention implemented with the
student.
• Problem -solving is a sequence of steps starting with defining and describing a problem using
diagnostic assessments; developing a plan by setting goals and generating potential solutions;
and implementing, monitoring, and evaluating the effectiveness of the selected intervention.
Outcome Oriented Research -Based Interventions
When a student's progress indicates a difficulty, the special education teacher should determine what
scientifically, research -based interventions and instruction matches the student's need. These
interventions may include, for example, an intensive "double dose" of instruction or a different
instructional method. Collaborative relationship between staff members is needed to develop,
implement, and monitor the intervention with adequate amount of intensity and fidelity.
A written intervention plan should be developed and delineate:
• A description of the specific intervention being used (scientifically, research -based intervention)
• The duration of the intervention (9-12 weeks, 30 minutes/day)
• The schedule and setting of the intervention
• The people who are responsible for implementing the intervention
• Measurable outcomes which can be used to make data -based adjustments as needed during the
intervention process
• A description of the skill measurement and recording techniques
• A progress monitoring schedule (e.g. once/week) and results in quantitative data.
Idaho Falls School District 91 August 2016 52
Student Services Administrative Procedures
Ongoing Progress Monitoring and Systematic Data -Based Decision Making
Progress is monitored towards an observable, measurable, and ambitious goal for 9-12 weeks. During
this time, data must be collected from multiple methods of progress monitoring, such as curriculum -
based, functional, or classroom assessments. The method of collecting this data must be reliable, valid,
and include sufficient alternate forms and criteria needed for judging the adequacy of progress. The data
will be used to evaluate the effectiveness of interventions and determine when modifications to
interventions are needed or if a referral to a special program is desired. The data will be analyzed by the
IEP team to make decisions regarding student progress toward measurable goals allowing for changes in
strategies, methods and interventions as needed. The IEP team will review the data to determine whether
a student is responding to the intervention, and if not, then what steps will be taken to ensure that the
student will be successful in the academic setting.
Data is Required for Placement in a Special Design Program
Idaho Falls School District 91 August 2016 53
Student Services Administrative Procedures
SPECIAL DESIGN PROGRAM
ELIGIBILITY CRITERIA
• Special Design Program Eligibility Criteria
• Gateway, Crossroads, and Bridges
• Developmentally Appropriate Curriculum Classroom (DACC)
• Pathways
• Stepping Stones
• ASD Program for Secondary Students
• Community Based Transition Program (forages 18-21)
Idaho Falls School District 91 August 2016 54
Student Services Administrative Procedures
SPECIAL DESIGN PROGRAM ELIGIBILITY CRITERIA
All students who participate in special design programs must have a severe disability to the extent that a self-contained classroom is the least restrictive environment.
Components of the student's IEP may contain, but are not limited to, language development, sensory integration activities, motor planning, independence, structured
teaching, TEACCH techniques, ABA strategies, social stories, and positive behavior supports. All referrals for placement in these programs are made to the consulting
special education staff.
If a child is an in-state or out-of-state transfer student, please refer to the "Transfer Students" section beginning on page 34 of this guide.
Program
Grade
Location
Program Eligibility Requirements
Procedure/Forms
Gateway
K-6
Temple View
Multiple Disability (MD) or Intellectual Disability (ID).
Contact district consulting special
Crossroads
7-8
Eagle Rock
May be medically fragile.
education staff.
Bridges
9-12
SHS
The combination of disabilities prevents the student from benefiting from
Current IEP.
special education services in a traditional setting.
Observation optional by special
Curriculum: functional living and therapy based.
program teacher.
Transition activities will begin when the student is 15 years old.
DACC
K-2
Erickson
Intellectual Disability — full scale ability standard score less than 65.
Contact district consulting special
3-6
Ethel Boyes
Concurrent deficits — adaptive functioning in at least 2 areas.
education staff.
7-8
Eagle Rock
Program's focus: communication, self-care, social skills, self-direction, motor skills.
Current IEP.
7-8
Taylorview
Student progress data — no benefit from resource room instruction using Edmark
Observation optional by special
9-12
SHS
reading, touch math, positive behavior supports, etc.
program teacher.
9-12
IFHS
Length of program: determined by IEP team.
Student progress data — no benefit
from resource room instruction
using Edmark reading, touch math,
positive behavior supports, etc.
Curriculum: functional academics, adaptive skills, self-care, social skills.
Activity Chart.
Contact district consulting special
Stepping Stones
K-2
Erickson
Autism Spectrum Disorder (ASD), mild to moderate.
education staff.
Current IEP.
Moderate deficits in verbal and nonverbal communication, social interaction skills,
Observation optional by special
organization and appropriate classroom behaviors.
program teacher.
FBA with accompanying BIP and
data
Activity Chart.
Behavior data (ABC Chart).
Idaho Falls School District 91 August 2015 55
Student Services Administrative Procedures
Program
Grade
Location
Program Eligibility Requirements
Procedure/Forms
Contact district consulting special
Pathways
K-6
Edgemont
Autism Spectrum Disorder (ASD), severe.
education staff.
Severe impact on verbal/nonverbal communication.
Current IEP.
Self -injurious, aggressive, and severely maladaptive behaviors.
Observation optional by special
Significant sensory issues.
program teacher.
Significant language delays.
Activity Chart.
Social competence issues.
Behavior data (ABC Chart).
Contract district consulting special
ASD Program
7-8
Taylorview
Autism Spectrum Disorder (ASD)
education staff.
(high
Middle
Deficits in verbal and nonverbal communication, social interaction skills.
Current IEP.
functioning)
School
Requires support for organization support in general education classes.
Observation optional by special
Program teacher.
Activity Chart.
Behavior data (ABC Chart).
Contact district consulting special
ASD Program
9-12
IFHS
Autism Spectrum Disorder (ASD).
education staff.
(high
Deficits in verbal and nonverbal communication, social interaction skills.
Current IEP.
functioning)
Requires support for organization support in general education classes.
Observation optional by special
program teacher.
Activity Chart.
Behavior data (ABC Chart).
*Refer to Individual Supports section if team determines the student needs 1:1 support within these programs.*
Idaho Falls School District 91 August 2016 56
Student Services Administrative Procedures
Student Name:
Team Members:
ACTIVITY CHART
Individualized Support / Activity Chart
Date Activity Chart Developed
Time
(start -end)
Class Activity
Skill Area
(Related to IEP Goal)
Alternate Activity
(if needed)
Support Available
(if needed)
Arrival:
Lunch:
Departure:
Review Date / /
(What is working well/ what is not working?):
Review Date
(What is working well/ what is not working?):
Review Date
(What is working well/ what is not working?):
Examples for completing this form:
Skill Area examples: Making Choices; Listening to teacher; Following directions; Expressive Vocabulary;
Receptive Vocabulary; Addition; Tell Time; Phonemic Awareness; Writing assignments; Ask for help; Playground
safety; Transition from one activity to the next.
Alternate Activities: Practice sight words, phonics, CVC spelling list, single digit addition, telling time, counting
coins, writing first/last name, copying sight words, retelling a read aloud story.
Supports: Circle of friends, peer buddies, special education staff, Title One Tutor, Parent Volunteer, Computer
program, Use a model to follow, 1:1 with teacher, 1:1 with teacher aid; check in with school counselor; check in
with recess duty (lunch aides).
Idaho Falls School District 91 August 2016 57
Student Services Administrative Procedures
GATEWAY, CROSSROADS, AND BRIDGES
Eligibility Criteria
To be eligible for the Gateway (grades K-6), Crossroads (grades 7-8), and Bridges (grades 9-12
or thru age 21) programs, the district must have documentation that the student meets the criteria
for multiple disabilities in which two or more impairments (one of which is a cognitive
impairment) coexist and that the combination of these disabilities causes such severe educational
problems that the student cannot be accommodated in special education services designed solely
for one of the impairments. The multiple disabilities are generally lifelong, and significantly
interfere with independent functioning, and may necessitate environmental accommodations and
adaptations to enable the student to participate in school and society.
There is one Gateway classroom located at Temple View Elementary, one Crossroads classroom
at Eagle Rock Middle School, and one Bridges classroom at Skyline High School.
The Gateway, Crossroads and Bridges programs are designed for children who have a severe
developmental disability and would benefit from an alternative curriculum that is not based on or
drawn directly from the general education curriculum. These programs are therapy and
functional living skills based. Students enrolled in these programs will receive individualized,
comprehensive, proven interventions that produce measurable outcomes.
Common elements of effective interventions will include curriculum content, highly supportive
teaching environments and generalization strategies, predictability and routine, a functional
approach to problem behaviors, plans for transitions and family involvement. Components of the
child's individualized program may contain, but not be limited to, components or strategies of
sensory integration, motor planning, independence, structured teaching, social stories, PECS, and
positive behavioral supports with an emphasis on inclusion in the general education classroom
and activities as appropriate.
Idaho Falls School District 91 August 2016 58
Student Services Administrative Procedures
DEVELOPMENTALLY APPROPRIATE
CURRICULUM CLASSROOM
(DACC)
Eligibility Criteria
This program is designed for students who have a moderate to severe cognitive impairment and
would benefit from an alternative curriculum that is not based on nor drawn directly from the
general education curriculum. Students enrolled in this program will receive individualized,
comprehensive, proven interventions that produce measurable outcomes.
Programs are available for students in grades K-12. DACC programs are located at the following
schools: Erickson Elementary has one teacher (grades K-2); Ethel Boyes Elementary has one
teacher (grades 3-6); Eagle Rock Middle School has one teacher (grades 7-8); Taylorview
Middle School has one teacher (grades 7-8); Idaho Falls High School has two teachers (grades 9-
12); and Skyline High School has one teacher (grades 9-12).
To be eligible for the DACC program, a child must have documentation that he/she meets the
criteria of cognitive impairment with a full scale ability standard score at or below 65. The
student must exhibit concurrent deficits in adaptive functioning expected for his or her age in at
least two of the following areas: communication, self-care, social/interpersonal skills, self-
direction, functional academic skills, or motor planning whose combination causes such severe
educational problems that the student cannot be accommodated in special education services
provided in the resource room model. The cognitive impairments are lifelong, and significantly
interfere with independent functioning, and may necessitate environmental accommodations and
adaptations to enable the student to participate in school and society.
Common elements of effective interventions will include curriculum content, highly supportive
teaching environments and generalization strategies, predictability and routine, a functional
approach to problem behaviors, plans for transitions and family involvement. Components of the
child's individualized program may contain, but not be limited to, components or strategies of
sensory integration, motor planning, independence, structured teaching, social stories, and
positive behavioral supports with an emphasis on inclusion in the general education classroom
and activities as appropriate.
Idaho Falls School District 91 August 2016 59
Student Services Administrative Procedures
PATHWAYS
Eligibility Criteria
Pathways is designed for elementary age children who have self -injurious, aggressive or severely
maladaptive behavior and severe deficits in the areas of verbal and nonverbal communication, or
social interaction, or leisure and play skills, or a substantial impairment in functioning due to
self -harmful behavior, moods/emotions or thinking. Students enrolled in this program will
receive individualized, comprehensive, proven interventions that produce measurable outcomes
which diminish behaviors that interfere with the development and use of language and
appropriate social interactions skills or broaden an otherwise severely restricted range of interest.
To be eligible for the Pathways program, the district must have documentation that the student
has a diagnosis of autism and that this disability adversely affects verbal and nonverbal
communication, social interaction, and educational performance. Students may manifest
characteristics associated with autism which may include, but are not limited to, engagement in
repetitive activities and stereotyped movements, resistance to environmental change or change in
daily routines, and unusual responses to sensory experiences. Characteristics must be severe to
the extent that a self-contained classroom is the least restrictive environment for the student to
receive special education and related services.
The Pathways classrooms are located at Edgemont Elementary School. There are two
classrooms, a sensory room, and a therapy room.
Common elements of effective interventions will include curriculum content, highly supportive
teaching environments and generalization strategies, predictability and routine, a functional
approach to problem behaviors, plans for transitions and family involvement. Components of the
child's individualized program may contain, but not be limited to, components or strategies of
sensory integration, motor planning, independence, structured teaching, TEACCH, ABA, STAR,
floor time, DIR, social stories, PECS, and positive behavioral supports with an emphasis on
inclusion in the general education classroom and activities as appropriate.
Idaho Falls School District 91 August 2016 60
Student Services Administrative Procedures
STEPPING STONES
Eligibility Criteria
To be eligible for the Stepping Stones program located at Erickson Elementary, a child must
have documentation that he/she has a diagnosis of Autism. The student must have a
developmental disability that significantly affects his/her verbal and nonverbal communication
and social interaction, and adversely affecting educational performance. Students may manifest
characteristics associated with autism which may include, but not be limited to, engagement in
repetitive activities and stereotyped movements, resistance to environmental change or change in
daily routines, and unusual responses to sensory experiences. Characteristics must be mild to
moderate and impact the child's ability to participate in the general education classroom to the
extent that a self-contained classroom is the least restrictive environment to meet the needs of the
student with autism to receive special education and related services.
This program is designed for children who are considered mild to moderate on the autism
spectrum and need specialized instruction in classroom behaviors. It is the intent of the program
that the child will obtain the necessary skills during kindergarten and first grade such that they
will be able to be included into the second grade general education classroom with resource
room support. Students enrolled in this program will receive individualized, comprehensive,
proven interventions that produce measurable outcomes which diminish behaviors that interfere
with the developmental and use of language and appropriate social interactions skills or broaden
an otherwise severely restricted range of interest.
Common elements of effective interventions will include curriculum content, highly supportive
teaching environments and generalization strategies, predictability and routine, a functional
approach to problem behaviors, plans for transitions and family involvement. Components of the
child's individualized program may contain, but not be limited to, components or strategies of
sensory integration, motor planning, independence, structured teaching, TEACCH, ABA, STAR,
floor time, DIR, social stories, PECS, and positive behavioral supports with an emphasis on
inclusion in the general education classroom and activities as appropriate.
Idaho Falls School District 91 August 2016 61
Student Services Administrative Procedures
ASD PROGRAM FOR SECONDARY STUDENTS
(Autism Spectrum Disorder)
Eligibility Criteria
The ASD program is designed for secondary school age students who have deficits in the areas
of verbal and nonverbal communication, social interaction, and leisure skills. Students in this
program will be on the high end of the autism spectrum. Students enrolled in this program will
receive individualized, comprehensive, proven interventions to produce measurable outcomes
that diminish behaviors interfering with the development and use of language and appropriate
social interaction skills. There is one classroom at Idaho Falls High School.
To be eligible for the high functioning autism program, the district must have documentation that
the student has a diagnosis of autism that significantly affects verbal and nonverbal
communication, social interaction, and adversely affects educational performance. Students may
manifest characteristics associated with autism which may include, but are not limited to,
engagement in repetitive activities and stereotyped movements, resistance to environmental
change or change in daily routines, and unusual responses to sensory experiences. Characteristics
must be severe to the extent that a specialized program is the least restrictive environment to
benefit from special education and related services.
Common elements of effective interventions will include curriculum content, highly supportive
teaching environments and generalization strategies, predictability and routine, a functional
approach to problem behaviors, plans for transitions and family involvement. Components of the
child's individualized program may contain, but not be limited to, components or strategies of
sensory integration structured teaching, TEACCH, social stories, PECS, and positive behavioral
supports with an emphasis on inclusion in the general education classroom and activities as
appropriate.
Idaho Falls School District 91 August 2016 62
Student Services Administrative Procedures
COMMUNITY BASED TRANSITION PROGRAM
(for ages 18-21)
The student and his/her family determine priorities and generate his/her own transition goals
with the help of transition assessments, self-determination assessment, service providers and IEP
team assistance by means of person centered planning. Programming is individualized, often
using multiple agencies and services. Attempts will be made to create activities which are away
from the high school campus with age appropriate peers and in the community of the student.
Program staff will implement training experiences to help the student reach their goals. Job
development, work based learning, job coaching and paid employment support comprise a major
component of the program. Supports are also available to investigate postsecondary education,
locate recreation/leisure opportunities, develop independent living skills, connect to community
resources, and develop social/interpersonal skills. Working collaboratively with adult service
agencies is a significant aspect of the program.
Transition Curriculums
• Next Step
• Life Centered Career Education (LCCE)
• Moving On Binder
Eligibility Requirements for Age 18 to 21 Transition Program
• Current IEP
• Between the ages of 18 to 21
• Graduated from Idaho Falls High School, Skyline High School or Emerson High School
• Met graduation requirements with adaptations as determined by the IEP team
• In need of further transition skills development
For additional information, contact the consulting special education staff.
Idaho Falls School District 91 August 2016 63
Student Services Administrative Procedures
MEDICAID SCHOOL-BASED SERVICES
• Overview
• Case Manager Checklist for BI -Pro and/or BI -Para Services
• Case Manager Checklist for PCS
• Case Manager Checklist for CBRS (formerly PSR)
• Case Manager Checklist for OT/PT/Speech/Language
• Evaluation File Compliance
• Developmental Disabilities Eligibility Checklist
• Functional Behavior Assessment Team Guidance
• Functional Behavior Assessment Team Checklist
• ABC Data Collection Sheet (Duration / Intensity Data)
• ABC Data Collection Sheet (Frequency Data)
• Example of IEP Statement of Service Delivery for
BI/CBRS/PCS
• Example of IEP Statement of Service Delivery for
OT/PT/Speech/Language
Idaho Falls School District 91 August 2016 64
Student Services Administrative Procedures
Medicaid School -Based Services
School-based services are health-related and rehabilitative services provided to children with
disabilities who receive services under the Individuals with Disabilities Education Act (IDEA).
These services are provided by school districts or charter schools when they are considered
medically necessary for children to participate in their educational program.
All services must be determined by the child's IEP team and must be referred by a physician to
determine that the services are medically necessary for the district to be eligible for Medicaid
reimbursement.
The following are Medicaid billable services:
• Emotion/Behavioral Intervention
• Behavioral Consultation (maximum 36 hours per year)
• Evaluations
• Community Based Rehabilitation Services
• Psychotherapy and Evaluation (Counseling)
• OT/PT/Speech/Language
• Nursing Services
• Personal Care Services
• Interpretive Services
Students receiving developmental disabilities services must be identified as having an
educational disability, have an IQ of 70 or below, cerebral palsy, epilepsy, autism, or another
condition found to be closely related to or similar to one of the impairments that requires similar
treatment of services and results in substantial function limitations in three or more of major life
activities. Teams should complete a developmental disabilities determination checklist. See the
forms section for a sample.
Major Life Activities:
• Self-care
• Receptive and expressive language
• Learning
• Mobility
• Self-direction
• Capacity for independent living or
• Economic self-sufficiency
Idaho Falls School District 91 August 2016 65
Student Services Administrative Procedures
Required Documentation
One Time Consent
The case manager will obtain the parent signature on the One Time Consent (Form 560 "One -
Time Authorization for Disclosure of Identifying Education Record Information for School -
Based Medicaid Reimbursement for Special Education Evaluations, Assessments, and Health -
Related Services"). The original signature page will be filed in the student's compliance file and
a scanned copy sent to Medicaid(?
d91.kl2.id.us.
Evaluations
Evaluations must support the need for services and include the reason a student was referred for
evaluation, a diagnosis, student's strengths, areas of need and interests, recommended
interventions for identified needs, and dated signature of professional completing the evaluation.
Evaluations must be completed every 3 years.
IEP
IEPs must include type, frequency, and duration of each service provided, title of the provider,
including staff under the supervision of the professional, place of service, and measurable goals,
when required.
Physician Orders
There are two types of physician orderss. One is a physician order for evaluations and the other
is a physician order for services. After the MDT or IEP team determines that medically
necessary evaluations or services are needed and parents have signed the One -Time
Authorization for Disclosure (Form 560) giving their permission to release information to
Medicaid for federal reimbursement, a physician order needs to be completed prior to the start of
services.
School District 91 has set up electronic physician order forms located on the district website
under Employee Website, Student Services, Service Physician Order or Evaluation Physician
Order.
When a team is in agreement that evaluations are needed, most often times it will be the
psychologist that will request a physician order for evaluation. There may be times when an off
cycle evaluation occurs and in this case, the team needs to agree on who will gain parental
consent, One -Time Consent (if not previously signed), and who will submit the physician order
prior to beginning the assessment.
Once the IEP teams meet and determine services, the case manager of the student will be
responsible for submitting the physician order request for services. The physician order for SLP,
OT & PT services must match the service page of the IEP detailing the specific services, the
frequency, duration, start and end date; however, for PCS, BI, CBRS and Interpretation the
physician order only needs the general information. If an amendment is created and there are
changes to the billable service, a new physician order must be requested only for SLP, OT & PT
services. Again, this is the responsibility of the case manager.
Idaho Falls School District 91 August 2016 66
Student Services Administrative Procedures
Service Detail Records
Service Detail Records must include name of student, name and title of staff providing the
service, date of service, start and end time of service, and duration of service, place of service if
provided in a location other than the school, category of service, description of the goals
addressed, and student's response. All SDR's submitted for billing must be originals with all
original signatures. Review date and supervisor signature if required.
A review of progress towards goals must be completed every 120 days in iTrack. Detailed
progress reports should document how interventions benefit the student, and if no progress is
noted, how more appropriate interventions were initiated. All services should be identified by
evaluations.
SDR Submission Requirements
All SDR's must be originals with original signatures by all providers and supervisors and
electronically sent to MedicaidLd91.kl2.id.us or if paper copy sent to the Medicaid Compliance
Specialists at the district office via the district internal mail.
• SLP, OT, PT, BI -Professional — sign as provider.
• CBRS Professional — CBRS signs the SDR as the provider, with a supervising signature
by an LPC or other qualified individual. A review date is required on the SDR for the
date of the monthly review done by the supervisor.
• COTA or PT Assistant — sign as provider with OT professional or PT professional
signing as supervisor and a review date is required.
• Paraprofessional — must sign as provider and initial next to the time that the service was
provided if more than one paraprofessional is assigned to that student.
Teacher/professional must sign as supervisor and a review date is required.
• PCS — paraprofessional must sign and initial. RN must sign last including a review date.
• Contractors — if a professional is providing the service, then the contractor must sign and
give a copy to the teacher for their records. The original SDR is to be submitted by the
contracted agency with the agency's monthly bill to the district office.
• Contractors — if a paraprofessional is providing the contracted service, then the
teacher/professional must sign as the supervisor. The original SDR is to be submitted by
the contracted agency with the agency's monthly billing to the district office.
Idaho Falls School District 91 August 2016 67
Student Services Administrative Procedures
Staff Qualifications
All staff members must be background checked, be checked on the Medicaid Exclusions
Database and be checked against the Idaho Sex Offender Registry (isp.idaho.gov/sor.id/search)
and Office of Inspector General Exclusion List (exclusions. oig.hhs. gov) list initially and
annually for both district employees and contracted individuals.
For all individuals who bill Medicaid, the district will need to maintain a copy of their licensure,
background check letter, certification, college transcript or Praxis score. For contractors, a copy
of proof of age (such as a driver's license) must be kept on file as well as CBRS training
documentation for district and contracted CBRS providers.
Behavioral Intervention/Behavioral Consultation
On July 1, 2013 schools could begin providing Behavioral Intervention at either the
paraprofessional or professional level and/or Behavioral Consultation to students that meet
specific criteria.
To meet the criteria students must have been identified with a developmental disability per Idaho
Code and IDAPA, they must exhibit maladaptive behaviors that include but are not limited to
frequent disruptive behaviors, aggression, self -injury, criminal or dangerous behavior, and these
maladaptive behaviors impede the student's learning or that of others (IDAPA 16.03. 10 Section
501).
Students qualifying for Professional Behavioral Intervention services must have scores on a
behavioral assessment falling 2.0 standard deviations below the mean on 1 index score, have an
IEP goal that addresses the specific area of concern, an FBA/BIP, and be provided services in no
greater than a 1:3 ratio.
Students qualifying for Paraprofessional Behavioral Intervention services must have scores on a
behavioral assessment falling 1.5 standard deviations below the mean in 1 subtest, have an IEP
goal that addresses the specific area of concern, and be provided services in no greater than a 1:3
ratio.
Idaho Falls School District 91 August 2016 68
Student Services Administrative Procedures
Case Manager Checklist
BI -Pro and/or BI -Para Services
Student Name:
School:
Date:
Case Manager:
LL One Time Consent (OTC) Form 560 must be parent -signed, dated, scanned and attached under Student
Details in iTrack. Email the scan to Medicaid a)d9l .kl2.id.us. File the original in the compliance file.
LL A Physician Order must be requested for all Medicaid billable services on the IEP service page
immediately after the IEP meeting. The Case Manager will forward confirmation the physician order
was signed from Medicaid to the related service providers.
LL Exchange of information form completed and parent -signed as soon as agency is determined. Scan and
attach signed document under Student Details in iTrack and email the scan to Medicaid(a)d9l .kl2.id.us.
LL Share goals/objectives documents with agency provider so they are working on the proper student
goals. As goals change, update agency provider. Make notes of the supervisory review and topic
covered.
IJ 120 -day progress reports in iTrack must also contain comments (not just rating) related to the goals and
objectives.
LL IEPs and Amendments must be archived.
LL DD Checklist completed by team, archived in iTrack, and scanned to Medicaid a)d9l .kl2.id.us.
LL Students with an Intellectual Disability have been evaluated using a Wechsler instrument.
LL Activity Chart must indicate that supports other than an adult aide are being used whenever possible.
LL Evaluation contains at least one behavioral rating scales (i.e. SIB -R).
LL FBA and BIP completed and archived in iTrack.
LL IEP service page grid contains Emotion/Behavior Intervention with appropriate amount of weekly
minutes.
o BI -Pro Statement of Service Delivery "Emotion/Behavior Intervention may be provided by a
professional and/or paraprofessional under the supervision of a professional in an individual or
group setting based on the needs of the student.".
o BI -Para Statement of Service Delivery "Emotion/Behavior Intervention may be provided by a
paraprofessional under the supervision of aprofessional in an individual or group setting based
on the needs of the student."
o Behavior Consultation Statement of Service Delivery "Behavior Consultation can be provided
as needed as determined by the IEP team, based on the needs of the student."
LL Goals/Objectives on IEP must be measurable, reflect the current therapy, and flow with BIP and FBA
goals.
LL Ensure the FBA, BIP, goals, and Medicaid Service Detail Record (SDR) all use the same wording.
LL Daily notes regarding services, goals, therapy activities, and student responses need to be kept with the
student compliance file. However, at the end of the year the notes need to be sent to Medicaid at the
district office.
LL If a student is sleeping, the provider must stop billing until student is awake.
LL BI services can be provided with another service but only one service can be billed at a time.
Idaho Falls School District 91 August 2016 69
Student Services Administrative Procedures
Case Manager Checklist
PCS (Personal Care Services)
Student Name:
School:
Date:
Case Manager:
IJ One Time Consent (OTC) Form 560 must be parent -signed, dated, scanned and attached under Student
Details in iTrack. Email the scan to Medicaid(a)d9l .kl2.id.us. File the original in the compliance file.
LL A Physician Order must be requested for all Medicaid billable services on the IEP service page
immediately after the IEP meeting. The Case Manager will forward confirmation the physician order was
signed from Medicaid to the related service providers.
LL Exchange of information form completed and parent -signed as soon as agency is determined. Scan and
attach signed document under Student Details in iTrack and email the scan to Medicaid(a)d9Lkl2.id.us.
IJ Share goals/objectives documents with agency provider so they are working on the proper student goals. As
goals change, update agency provider. Make notes of the supervisory review and topic covered.
LL 120 -day progress reports in iTrack must also contain comments (not just rating) related to the goals and
objectives.
IJ IEPs and Amendments must be archived.
IJ IHP (Individual Health Plan) completed by RN and archived in iTrack annually.
IJ IEP service page grid contains two service lines. PCS is called "School Health Services" with appropriate
amount of weekly minutes. The nurse's monthly check is called "School Nurse Services" with the RN
specified minutes of monthly or quarterly time.
LL Goals/Objectives:
o PCS — Daily living skill goals must be measurable, reflect the current therapy, and flow with the
goals on the IHP. Daily living skills need to have start/end times on the Medicaid billing Service
Detail Record (SDR). Note the multiple clock in/out times working on the specific goals.
o PCS — Daily personal care, no goals needed. Bulk billing is allowed, one start/end time and total
duration. Duration should be total time worked with the student. A tally mark must be placed by
each daily activity provided to the student throughout the day.
o Paraprofessionals and case manager sign the SDR, the RN must sign the SDR last and sends it to
the district Medicaid office.
LL Ensure the wording on the IHP matches the wording on the Medicaid billing SDR.
LL If Interpretation is being provided during PCS services, each service must have a start and end time that
corresponds to the Interpretation billing.
Idaho Falls School District 91 August 2016 70
Student Services Administrative Procedures
Case Manager Checklist
CBRS (Community Based Rehabilitation Services)
Student Name:
School:
Date:
Case Manager:
IJ One Time Consent (OTC) Form 560 must be parent -signed, dated, scanned and attached under Student
Details in iTrack. Email the scan to Medicaid&d9l .kl2.id.us. File the original in the compliance file.
LL A Physician Order must be requested for all Medicaid billable services on the IEP service page
immediately after the IEP meeting. The Case Manager will forward confirmation the physician order was
signed from Medicaid to the related service providers.
IJ Exchange of information form completed and parent -signed as soon as agency is determined. Scan and
attach signed document under Student Details in iTrack and email the scan to Medlcald&d91.kI2.1d.us.
LL Share goals/objectives documents with agency provider so they are working on the proper student goals. As
goals change, update agency provider. Make notes of the supervisory review and topic covered.
LL 120 -day progress reports in iTrack must also contain comments (not just rating) related to the goals and
objectives.
IJ IEPs and Amendments must be archived.
IJ Medical diagnosis from a Physician, Licensed Psychologist, Psychiatrist as meeting the Serious Emotional
Disturbance (SED) eligibility criteria and must experience a substantial impairment in functioning.
IJ Activity Chart must indicate that supports other than an adult aide are being used whenever possible.
IJ BIP completed and archived in iTrack. FBA required by district and archived in iTrack.
IJ IEP service page grid contains Community Based Rehabilitation Services with appropriate amount of
weekly minutes.
o Optional delivery statement "CBRS will be provided by a professional and supervised by a
Licensed Professional Counselor (LPC) or other qualified individual in an individual or group
setting based upon the needs of the student."
LL Goals/objectives on IEP must be measurable, reflect the current therapy, and flow with BIP and FBA goals.
LL Ensure the FBA, BIP, goals, and Medicaid Service Detail Record (SDR) all use the same wording.
LL CBRS signs the SDR as the provider, with a supervising signature. A review date is required on the SDR
for the date of the monthly review done.
LL Daily notes regarding services, goals, therapy activities, and student responses need to be kept with the
student compliance file. However, at the end of the year the notes need to be sent to Medicaid at the district
office.
LL CBRS is active therapy. If provider is not actively providing services and only observing, provider must
clock out for Medicaid billing.
LL Assessments for this service must be completed annually and must be a Medicaid approved assessment in
order to bill Medicaid.
Idaho Falls School District 91 August 2016 71
Student Services Administrative Procedures
Case Manager Checklist
OT / PT / Speech/Lanaune Services
Student Name:
School:
Date:
Case Manager:
IJ One Time Consent (OTC) Form 560 must be parent -signed, dated, scanned and attached under Student
Details in iTrack. Email the scan to Medicaid&d9l .kl2.id.us. File the original in the compliance file.
LL A Physician Order must be requested for all Medicaid billable services on the IEP service page
immediately after the IEP meeting. Also, a new physician order is required if OT/PT/Speech/Language
frequency and/or duration of service changes. The Case Manager will forward confirmation the physician
order was signed from Medicaid to the related service providers.
IJ Exchange of information form completed and parent -signed as soon as agency is determined. Scan and
attach signed document under Student Details in iTrack and email the scan to Medicaid(a)d9III 2.id.us.
LL Share goals/objectives documents with agency provider so they are working on the proper student goals. As
goals change, update agency provider. Make notes of the supervisory review and topic covered.
IJ 120 -day progress reports in iTrack must also contain comments (not just rating) related to the goals and
objectives.
IJ IEPs and Amendments must be archived.
IJ IEP service page grid contains Occupational Therapy or Physical Therapy or Speech/Language Therapy
service with appropriate amount of weekly minutes. Optional statement of service delivery statements:
o "OT services may be provided by an Occupational Therapist or COTA under the supervision of a
professional. OT services may be provided in an individual or group setting."
o "PT may be provided by a Physical Therapist or Physical Therapist Assistant under the supervision
of a professional in an individual or group setting."
o For students receiving SLP services for 25 to 30 minutes, please add this statement: "SLP services
are provided by a professional in an individual or group setting."
o For students receiving SLP services for 50 minutes, please add this statement: "SLP services are
provided by a professional in an individual or group setting. SLP services will be provided in (2)
25 minute sessions per week."
LL Goals must be directly from the IEP. Goals/objectives on IEP must be measurable and reflect the current
therapy.
Idaho Falls School District 91 August 2016 72
Student Services Administrative Procedures
Evaluation File Compliance (SD 91)
IJ Test protocols are signed and dated and filed in the compliance file.
LL All evaluators have signed the front page of the Eligibility Report.
IJ Copy of the signed Physician Order for evaluation is in the file.
Idaho Falls School District 91 August 2016 73
Student Services Administrative Procedures
Name:
Developmental Disabilities Determination Checklist
Please Scan and Attach in Student Details in iTrack
Date Completed:
The following guidelines are to be used by school districts, the Department and private Developmental Disabilities Agencies when determining whether an
individual has a developmental disability and therefore is eligible for Behavioral Intervention.
The following interpretive guidelines checklist can be used to assure that all components of determination have been met or not met prior to decisions.
Idaho Code 66-402
Interpretation
Documentation Source of Eligibility and Scores
A. Cognitive or Medical Qualification Piece
"Developmental
Age of twenty-two (22) means through the day before the
Disability" means a
individual's twenty-second birthday.
Birthdate:
chronic disability of a
person which appears
Age:
before the age of twenty-
two (22) years AND:
Option 1
is attributable
Is attributable to an impairment means that there is a causal
1. Cognitive must include Wechsler Preschool and Primary Scale
to an
relationship between the presence of an impairing condition and the
of Intelligence or Wechsler Intelligence Scale for Children.
impairment,
developmental disability.
such as
Wechsler Full Scale IQ Score =
intellectual
Age 5 to Adult: There is a presumption that intellectual disability
OR
disability,
exists when a full scale IQ or functional assessment score up to 75
exists. (IQ of 70 with a standard error of measurement of 5 points.)
2. An Intellectual Disability Alternate Assessment was completed.
Age 5 and Below: An IQ test score is not required below the age of
It is contraindicated for the student to have any of the above
5. In these cases it may be necessary to rely on the results of a
assessments because the results would not be valid due to one of
functional assessment. There is a presumption that intellectual
these reasons: extreme behaviors, nonverbal ELL (Second
disability exists when there is a standard score of 75 or below or a
Language), multimodal deficits (such as hearing, vision, multiple
delay of 30% overall.
disabilities), and/or IQ has been established through previous
documentation and assessments.
List specific reasons for the Alternate Assessment:
The following appropriate assessment was used to determine
intellectual disability as determined by a school psychologist:
Instrument used:
Full Scale Score:
Idaho Falls School District 91 August 2016 74
Student Services Administrative Procedures
Idaho Code 66-402
Interpretation
A. Cognitive or Medical Qualification Piece
Documentation Source of Eligibility and Scores
Option 2
cerebral
Medical Diagnosis (requires documentation).
Medical Doctor name:
palsy,
Date:
Diagnosis:
Scan and attach supporting community documentation in iTrack
under Student Details.
Option 3
epilepsy,
Medical Diagnosis (requires documentation). On medication
Medical Doctor name:
controlled or uncontrolled. Does not include a person who is seizure
Date:
free and not on medication for 3 years.
Diagnosis:
Scan and attach supporting community documentation in iTrack
under Student Details.
Option 4
autism,
Includes the diagnosis of pervasive developmental disorder.
Medical Doctor or Clinical Psychologist name:
Date:
Diagnosis:
Scan and attach supporting community documentation in iTrack
under Student Details.
Option 5
or other
For related or similar conditions, documentation must be present to
Summary of Alternate Developmental Disability evidence:
condition
show the causal relationship between the impairing condition and
found to be
the developmental disability. (Does not include mental illness.)
closely
related to or
Alternate conditions are described as follows:
similar to one
of these
Intellectual disability: A full scale IQ score above 75 can in some
impairments
circumstances be considered a related or similar condition to
Scan and attach supporting community documentation in iTrack
that requires
intellectual disability when additional supporting documentation
under Student Details.
similar
exists showing how the individual's functional limitations make their
treatment or
condition similar to intellectual disability.
services,
oris
Cerebral Palsy: Conditions related or similar to cerebral palsy
attributable to
include disorders which cause a disruption in motor function.
dyslexia
resulting
Epilepsy_: Conditions related or similar to epilepsy include disorders
from such
that interrupt consciousness.
impairments;
Idaho Falls School District 91 August 2016 75
Student Services Administrative Procedures
Idaho Falls School District 91 August 2016 76
Student Services Administrative Procedures
Interpretation
Documentation Source of Eligibility and Scores
Policy or Rule
B. Functional Qualification Piece
(2 SD below the Mean)
AND, results in substantial
"Results in" means that the substantial limitation must be because of
Functional Documentation must include:
functional limitations in
the impairment. A "substantial" limitation is one in which the total
three (3) or more of the
effect of the limitation results in the need for a "combination and
One rater on the Scales of Independent Behavior —
following major life
sequence of special interdisciplinary, or generic care, treatment or
Revised (SIB -R)
activities;
other services that need to be individually planned and coordinated."
Listed below are interpretations for substantial functional limitations
OR
in each major life area.
Battelle Developmental Inventory, 2nd Edition (for Children
Age 3 to Adult: A score of two (2) standard deviations below the
under birth to 95 months)
mean creates a presumption of a functional limitation.
Age Birth to 3: The following criteria shall be utilized to determine
a substantial functional limitation for children under 3:
a. The child scores 30% below age norm; or
b. The child exhibits a six month delay; or
c. The child scores two (2) standard deviations below the mean.
Mustxave
Functional
Document functional limitations
3 of the 6
A
Area
Descriptor
in the sections below using
to Qualify
a SS and Z -Score, or T -Score and Z -Score
Option 1
self-care,
Birth to Age 21: A functional limitation is manifest when the
child's skills are limited according to age appropriate responses such
Standard Score: (ie: 68)
that the parent, caregiver, or school personnel is required to provide
OR
care which is substantially beyond that typically required for a child
T -Score: (ie: 28)
of the same age (e.g. excessive time lifting, diapering, supervision.)
AND
Z -Score: (ie: >-2 or -2.25)
Option 2
receptive
Age 3 to Adult: A substantial functional limitation is manifest when
and
a person is unable to communicate effectively without the aid of a
Standard Score: (ie:68)
expressive
third person, a person with special skills, or without an assistive
OR
language,
device (e.g. sign language.)
T -Score: (ie: 28)
AND
Birth to Age 3: A substantial functional limitation is manifest when
Z -Score: (ie: >-2 or -2.25)
they have been diagnosed by a qualified professional who
determines that the child performs 30% below age norm (adjusted
for prematurity up to 2 years) or demonstrates at least two standard
deviations below the mean in either area or 1.5 SD below in both
areas of language development.
Idaho Falls School District 91 August 2016 76
Student Services Administrative Procedures
MustHave
Functional
Document functional limitations
3 of the 6
A
Area
Descriptor
in the sections below using
to Qualify
a SS and Z -Score, or T -Score and Z -Score
Option 3
learning,
For children and adults, a substantial functional limitation is
manifest when cognition, retention, reasoning, visual or aural
Standard Score: (ie: 68)
communications, or other learning processes or mechanisms are
OR
impaired to the extent that special interventions (interventions that
T -Score: (ie: 28)
are beyond those that an individual normally needs to learn) are
AND
required for the development of social, self-care, language,
Z -Score: (ie: >-2 or -2.25)
academic, or vocational skills.
Option 4
mobility,
Birth to Age 21: A substantial limitation would be measured by an
age appropriate instrument which compares the child's skills for
Standard Score: (ie: 68)
postural control and movement and coordinated use of the small
OR
muscles with those skills expected of children of the same age.
T -Score: (ie: 28)
AND
Z -Score: (ie: >-2 or -2.25)
Option 5
self-
Birth to Age 21: A substantial limitation is manifest when the child
direction,
is unable to help his/her self or cooperate with other age appropriate
Standard Score: (ie: 68)
peers to meet personal needs, learn new skills, follow rules, and
OR
adapt to environments.
T -Score: (ie: 28)
AND
Z -Score: (ie: >-2 or -2.25)
Option 6
capacity for
Pre -Vocational
economic
Birth to Age 21: A substantial limitation would be measured by an
Standard Score: (ie: 68)
self-
age_
OR
sufficiency;
T -Score: (ie: 28)
AND
Age 6 to Adult: Use the pre -vocational area of a standardized
AND
functional assessment to document a limitation in this area.
Z -Score: (ie: >-2 or -2.25)
Birth to Age 5: A substantial limitation in this area is evidenced by
the child's eligibility for SSI, early intervention, or early childhood
special education under the Individuals with Disabilities Education
Act (IDEA).
Idaho Falls School District 91 August 2016 77
Student Services Administrative Procedures
Policy or Rule
Interpretation
C. Duration Piece
Duration Piece Met
Reflects the need for a
Life-long or extended duration means the developmental disability is
combination and sequence
one which has the reasonable likelihood of continuing for a
Yes: (ie: X)
of special, inter-
protracted period of time, including a reasonable likelihood that it
disciplinary or generic
will continue throughout life.
No: (ie: X)
care, treatment or other
services which are of life-
Birth to Age 5: The expected duration may be frequently unclear.
long or extended duration
Therefore, determination of eligibility by a multi -disciplinary team
and individually planned
for early intervention services through SSI, an IFSP, child study
and coordinated
team or early childhood special education services through an IEP
will be an indicator of this criteria.
Idaho Falls School District 91 August 2016 78
Student Services Administrative Procedures
Maladaptive Behavior for Behavioral Intervention Qualification Summary
BI -Professional Level:
Student exhibited maladaptive behaviors evidenced by a score of at least 2 standard deviations (SD) from the mean on a composite or index score (the areas
of concern do not have to be on the same areas on each measure) by one rater familiar with the student using approved standardized behavioral assessments. The
two measures do not have to be the same instrument. This student will qualify for a professional or intense level of service. If the district plans to use a
paraprofessional to work with this student, the service must be delivered 1:1 and billed at the paraprofessional rate or a Behavioral Intervention professional can
provide the service 1:2.
List supporting evidence (instrument name and ratings meeting criteria):
Rater 1
Date:
Measure:
❑ Scales of Independent Behavior Revised
❑ Vineland -II Adaptive Behavior Scales
❑ Adaptive Behavior Assessment System
❑ Preschool & Kindergarten Behavior Scale
❑ Behavior Assessment System for Children, Second Edition
❑ Emotion & Behavior Problem Scale
❑ The Achenbach System of Empirically Based Assessment
❑ Connors; Comprehensive Behavior Rating Scales
❑ Devereux Early Childhood Assessment Clinical Form
❑ Functional Behavior Assessment Profiler
(Use option to suppress thought disorder and autism spectrum
disorder categories)
❑ Emotional Disturbance Decision Tree
❑ Behavior Evaluation Scales 41 Edition Long Form
Index:
Standard Score or T -Score:
Z -Score:
Idaho Falls School District 91 August 2016 79
Student Services Administrative Procedures
Maladaptive Behavior for Behavioral Intervention Qualification Summary (Continued)
BI -Paraprofessional Level:
Student exhibited maladaptive behaviors evidenced by a score of at least 1.5 standard deviations (SD) from the mean in at least two behavioral areas or domains
(the areas of concern do not have to be the same areas) by one rater familiar with the student using approved standardized behavioral assessments. The two
measures do not have to be on the same instrument. This student will qualify for a less intense level of service and can be serviced by a professional or
paraprofessional in an individual or group setting. The group can be no larger than 1:3 ratio.
List supporting evidence (instrument name and ratings meeting criteria):
Rater 1
Date:
Measure:
Scales of Independent Behavior Revised
❑ Vineland -II Adaptive Behavior Scales
❑ Adaptive Behavior Assessment System
❑ Preschool & Kindergarten Behavior Scale
❑ Behavior Assessment System for Children, Second Edition
❑ Emotion & Behavior Problem Scale
❑ The Achenbach System of Empirically Based Assessment
❑ Connors; Comprehensive Behavior Rating Scales
❑ Devereux Early Childhood Assessment Clinical Form
❑ Functional Behavior Assessment Profiler
(Use option to suppress thought disorder and autism spectrum
disorder categories)
❑ Emotional Disturbance Decision Tree
❑ Behavior Evaluation Scales 4' Edition Long Form
Domains:
Standard Scores or T-scores:
Z -Scores:
Functional Behavioral Assessment:
A Functional Behavioral Assessment was completed by the team on _
Meets Eligibility for Behavioral Intervention? ❑ YES or
If yes:
❑ BI -Professional Support?
❑ NO
The results are summarized in the iTrack eligibility report.
❑ BI -Paraprofessional Support?
Idaho Falls School District 91 August 2016 80
Student Services Administrative Procedures
FUNCTIONAL BEHAVIOR ASSESSMENT TEAM GUIDANCE
Response to Intervention (Tier 1 and Tier 2)
Teams will Functionally Problem Solve behavior and draft Behavioral Intervention Plans when a
behavior concern is brought to the team. Behavioral data will be collected. Parents will be
notified.
Response to Intervention (Tier 3)
• School Psychologist will be consulted about Functional Behavioral Problem solving, Behavior
Interventions, and Behavior Data Tracking. Behavioral Consultant may be consulted. Parents
will be notified of increasing intensity of interventions.
Special Education Referrals:
• The team decides who will gather what information. The team will include a School
Psychologist.
• When the team determines that a specific students' behavior is of a magnitude that requires
dedicated resources and/or is beyond the scope of the team's resources, the Principal will notify
their building Consulting Teacher and request Behavioral Consultation.
• The team will follow special education process for evaluation. IDEA Consent will propose to
"conduct behavioral interventions to formulate a hypothesis into a Functional Behavioral
Assessment regarding behavior. This information will be used to provide team
guidance with regards to best meeting behavioral needs and improve academic
performance. The results of the intervention(s) will be shared with you at the next Individual
Education Program (IEP) meeting."
• The draft FBA will be reviewed by the IEP team for their concurrence. A copy of the FBA should
be provided to parents with the IEP.
• School Psychologist will be the person responsible to place the information into the FBA form (in
the IEP section of iTrack) and a summary could be placed in a cell in the Eligibility Report. Other
team members will provide their information to include in the team report.
Functional Behavioral Assessment Team Roles Defined:
• Principal is the evaluation chair and will lead the team process including behavior definition,
problem solving, behavior data tracking, and intervention development. Principal will provide
discipline records and a record of interventions attempted to the team.
• The School Counselor will provide behavior data (SWISS), relevant history, and counseling
interventions to date.
• Teacher will observe, take data, and complete questionnaires as requested. Teacher will
implement intervention as necessary and provide input.
• The School Psychologist will seek and integrate school team and parent input. The School
Psychologist will conduct observations and use FBA tools as needed. The School Psychologist
will guide the team in developing a final IDEA Functional Behavioral Assessment Document.
• Behavioral Specialist will consult and provide written input into the team Functional Behavioral
Assessment report (ITRACK) when involved with the student.
Idaho Falls School District 91 August 2016 81
Student Services Administrative Procedures
Functional Problem Solving- General Education
Student
When
Activities
Parent Notification
Response to Intervention Functional Problem Solving
Indirect
Parent Notified and Invited
to participate
Risk Assessment
Indirect/Direct
When Needed
504 evaluation
Direct/Indirect
504 Consent and Parent
Rights
IDEA Consent
Manifest Determination
IDEA
Functional Behavioral Assessment- Special
Education Students
When
Requirement
Indirect/Direct
Consent
Emotional Disturbance Evaluation
District
Direct
IDEA Consent
Manifest Determination
IDEA
Direct
IDEA Consent
>10 day suspension for misconduct
IDEA
Direct
IDEA Consent
Change of placement and/or interim placements
IDEA
Direct
IDEA Consent
for weapons or drugs
Developmental Disability Determination and 2 SD
IDAPA
Direct
IDEA Consent
on SIB -R or BASC-2 for BI services (one test MUST
be a SIB -R)
Functional Problem Solving for Special Education
Recommended
Indirect
Parent
Student
Not Required
Notification and
Invited
Involvement
Risk Assessment with a Special Education Student
District
Direct
IDEA Consent
Idaho Falls School District 91 August 2016 82
Student Services Administrative Procedures
Student:
Teacher:
FUNCTIONAL BEHAVIOR ASSESSMENT TEAM CHECKLIST
School:
Process and Tools
Staff
Responsible
Date Given
Date Complete
Parent Notified
Categorizing and Prioritizing Behavior
(including identifying strengths)
ABC Data Collection Sheet
(Duration / Intensity Data) and/or
ABC Data Collection Sheet (Frequency Data)
Classroom Observation
Review of CUM Records / Community Reports
Functional Assessment Tools (Staff Information)
Functional Assessment Tools (Parent Information)
Functional Assessment Tools (Student Information)
SWIS Report Printed / Reviewed
Discipline Report Printed / Reviewed
IEP Reviewed
Behavior Consultation / Observation with
Behavior Specialist (if needed)
Completed FBA Team Summary
Completed BIP based on FBA
Other:
Next Review Date:
Revised from Deborah Goldman Office of Autism - NYC Dept. of Educ., D.75 4108 (compiled from multiple resources)
Idaho Falls School District 91 August 2016 83
Student Services Administrative Procedures
Student Name:
ABC Data Collection Sheet (Duration 1 Intensity Data)
Teacher:
School:
Date:
Time:
Location / Setting:
Date:
Time:
Location / Setting:
Antecedent:
Behavior:
Consequence:
Antecedent:
Behavior:
Consequence:
What was happening before the
What happened after?
What was happening before the
What happened after?
behavior occurred?
behavior occurred?
❑ Given direction / task/ activity
❑ Refusing to follow directions
❑ Verbal redirection
❑ Given direction / task/ activity
❑ Refusing to follow directions
❑ Verbal redirection
❑ Asked to wait
❑ Making verbal threats
❑ Physical assist/ prompt
❑ Asked to wait
❑ Making verbal threats
❑ Physical assist / prompt
❑ New task / activity
❑ Disrupting class (describe)
❑ Ignored problem behavior
❑ New task / activity
❑ Disrupting class (describe)
❑ Ignored problem behavior
❑ Difficult task/ activity
❑ Crying /whining
❑ Kept demand on
❑ Difficult task / activity
❑ Crying /whining
❑ Kept demand on
❑ Preferred activity interrupted
❑ Screaming / yelling
❑ Used proximity control
❑ Preferred activity interrupted
❑ Screaming / yelling
❑ Used proximity control
❑ Activity/ Item denied (told "no")
❑ Scratching
❑ Verbal reprimand
❑ Activity/ Item denied (told "no")
❑ Scratching
❑ Verbal reprimand
❑ Loud, noisy environment
❑ Biting
❑ Removed from activity / location
❑ Loud, noisy environment
❑ Biting
❑ Removed from activity / location
❑ Given assistance / correction
❑ Spitting
❑ Given another task / activity
❑ Given assistance / correction
❑ Spitting
❑ Given another task / activity
❑ Transition between locations / activities
❑ Kicking
❑ Interrupted / blocked & redirected
❑ Transition between locations / activities
❑ Kicking
❑ Interrupted / blocked & redirected
❑ Attention given to others
❑ Flopping
❑ Left alone
❑ Attention given to others
❑ Flopping
❑ Left alone
❑ Presence of specific person
❑ Running away/ bolting
❑ Isolated within class
❑ Presence of specific person
❑ Running away/ bolting
❑ Isolated within class
❑ Nothing ('but of the blue")
❑ Destroying property
❑ Loss of privilege
❑ Nothing ('but of the blue")
❑ Destroying property
❑ Loss of privilege
❑ Attention not given when wanted
❑ Flipping furniture
❑ Calming / soothing:
❑ Attention not given when wanted
❑ Flipping furniture
❑ Calming / soothing:
❑ Left alone (no individual attention)
❑ Hitting self
verbal/ physical /both
❑ Left alone (no individual attention)
❑ Hitting self
verbal/ physical /both
❑ Left alone (no appropriate activity)
❑ Hitting others
❑ Physically restrained
❑ Left alone (no appropriate activity)
❑ Hitting others
❑ Physically restrained
❑ Other
❑ Verbal refusal
❑ Peer remarks / laughter
❑ Other
❑ Verbal refusal
❑ Peer remarks / laughter
❑ Other
❑ Time-out (duration)
❑ Other
❑ Time-out (duration)
❑ Other
❑ Other
Duration:
Intensity:
Staff Initials / Observer:
Duration:
Intensity:
Staff Initials / Observer:
_ <1 minute _ 1/2-1 hour
1 —LOW
_ <1 minute _ 1/2-1 hour
1 —LOW
_ 1-5 minutes _ 1-2 hours
2 — MEDIUM
_ 1-5 minutes _ 1-2 hours
2 — MEDIUM
5-10 minutes _ 2-3 hours
3—HIGH
_ 5-10 minutes _ 2-3 hours
3—HIGH
10-30 minutes 3+ hours
10-30 minutes 3+ hours
Describe behavior of concern:
Idaho Falls School District 91 August 2016 84
Student Services Administrative Procedures
Student Name:
ABC Data Collection Sheet (Frequency Data)
Teacher:
School:
Date:
Initials of
Frequency Count:
Location:
Activities:
Antecedent Events:
Behavior(s):
Consequences:
People
(Use tally marks to
(What happened directly before?)
(Observed actions)
(What happened directly after?)
Present
indicate
(Including
occurrences of
Students)
behavior.)
Observation Time:
❑ Classroom
❑ Circle
❑ Given direction / task / activity
❑ Crying
❑ Physically guided to comply
❑ Hallway
❑ Group activity
❑ Asked to wait
❑ Scratching
❑ Ignored problem behavior
❑ Stairway
❑ Independent work area
❑ Preferred activity interrupted
❑ Hitting self
❑ Physically restrained
Start
❑ Cafeteria
❑ One-to-one
❑ Desired activity / item denied
❑ Hitting others
❑ Removed from activity / location
❑ Bathroom
❑ Literacy
❑ Loud, noisy environment
❑ Banging head
❑ Interrupted / blocked and redirected
❑ OT
❑ Snack
❑ Given assistance / correction
❑ Throwing
❑ Verbal redirection
End
❑ Speech
❑
❑ Play / Leisure
❑ Computer
❑ Transition between locations / activities
❑ Attention given to others
❑ Flopping
❑ Kicking
❑ Verbal reprimand
❑ Given another task
❑
❑ Presence of specific person
❑ Flipping furniture
❑ Left alone
Total Observation
Time:
❑ Nothing ("out of the blue')
❑Attention not given when wanted
❑ Left alone (no individual attention)
❑ Running away
❑ Biting
❑ Destroying materials
❑ Removed demand and attention
❑ Time-out (duration)
❑ Left alone (no appropriate activity)
❑
Date:
Initials of
Frequency Count:
Location:
Activities:
Antecedent Events:
Behavior(s):
Consequences:
People
(Use tally marks to
(What happened directly before?)
(Observed actions)
(What happened directly after?)
Present
indicate
(Including
occurrences of
Students)
behavior.)
Observation Time:
❑ Classroom
❑ Circle
❑ Given direction / task / activity
❑ Crying
❑ Physically guided to comply
❑ Hallway
❑ Group activity
❑ Asked to wait
❑ Scratching
❑ Ignored problem behavior
❑ Stairway
❑ Independent work area
❑ Preferred activity interrupted
❑ Hitting self
❑ Physically restrained
Start
❑ Cafeteria
❑ One-to-one
❑ Desired activity / item denied
❑ Hitting others
❑ Removed from activity / location
❑ Bathroom
❑ Literacy
❑ Loud, noisy environment
❑ Banging head
❑ Interrupted / blocked and redirected
❑ OT
❑ Snack
❑ Given assistance / correction
❑ Throwing
❑ Verbal redirection
End
❑ Speech
❑
❑ Play / Leisure
❑ Computer
❑ Transition between locations / activities
❑ Attention given to others
❑ Flopping
❑ Kicking
❑ Verbal reprimand
❑ Given another task
❑
❑ Presence of specific person
❑ Flipping furniture
❑ Left alone
Total Observation
Time:
❑ Nothing ("out of the blue')
❑Attention not given when wanted
❑ Left alone (no individual attention)
❑ Running away
❑ Biting
❑ Destroying materials
❑ Removed demand and attention
❑ Time-out (duration)
❑ Left alone (no appropriate activity
❑
Deborah Goldman Office ofAutism— NYC Dept. ofEduc., D.75 4/08 (compiledfrom multiple resources)
Idaho Falls School District 91 August 2016 85
Student Services Administrative Procedures
IEP Services & Other Considerations
F-%F%'V1WW11 "WWWWW.
01 Gen Ed Classroom
rtmquanvy %Kmez;
01 Daily
Medicaid (M)
Codes:
02 SEd Classroom
02 Wee
IN = 1ndWual
03 Horne
03 Si-WeeMy
HO = Group
04 HospftaJ
04 Monthly
HO = Professional
06 community
05 Times Per
HM = Parapro
06 Therapy Room
06 Times Per
TD Reg Nurse
LP LPN
't'atement Service Defiverv:
Behavior
09/'07/17
rntery"t.lon
Teacher
F-%F%'V1WW11 "WWWWW.
01 Gen Ed Classroom
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01 Daily
Medicaid (M)
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02 SEd Classroom
02 Wee
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03 Horne
03 Si-WeeMy
HO = Group
04 HospftaJ
04 Monthly
HO = Professional
06 community
05 Times Per
HM = Parapro
06 Therapy Room
06 Times Per
TD Reg Nurse
LP LPN
't'atement Service Defiverv:
a professional In an individual or group setting based an the needs of the stuab ent.
individual or giroup sethmg based on the needs of the student.
stud,wnt.
based upon the needs of the student.
MUMM- si��s,*,;Aff
,Service times may be impacted secomiary to absence, holidays, and other school related conflicts. Services M11
be provided as needed to support the IE'P on f ield trips.
2. CrTHER CONSIDERATIONS
A, Special transportation is considered a related service,,, The Student requires Regular [X] Special I I No
transportation, Describe ff necessary: Student is being provided transportation due to student beirg provided
services in a proaram that is not at tWr home school, (You v011 need to add this if the child is a preschool
student or in a special prograin.)
January 2007 Forn-440c.
IEP Services & Other Consideration-]
M
Location Freq. Code
M Code
06 02 1 Not
VIA
02 Sp Ed Glassroorn
03 Home
04 HospdW
05 Community
06 Therapy Room
01 Daily
02 Weekly
03 Bi -Weekly
04 Monthly
05 —Times P
0er
6 —Times Per
12
I
go
EEIK=i�
Medicaid (M)
Codes:
IN = Individual
HO = Group
�4*_Iwlpfftolaiw.4
HM Parapro
TD Reg Nurse
LP LPV
UN 4,&Y Aux�dGr
individual or group setting. SLP services will be provided in (1) or (2) 25 minute sessions per week,
OT services may be provided Eyy a Occupational Therapist or COTA under the supervision of a Professional, OT
services may be provided in an individual or group setting,
Professional in an individual or group setting.
January 2007 Fo I rm 410c
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Medicaid IEP Physician Order for Services idaho FkU',s
SchaW Dlsttiq��!,,*
Date Requested
school Name, . .....
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Last Name* r- irst Name* 008
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Adaptive Behavior Assessment System
STUDENT SPECIAL ED RECORDS
WHEN A STUDENT MOVES OR
NO LONGER QUALIFIES FOR SPECIAL
EDUCATION
• Discontinuation of Special Education Services
• Procedures for District 91 Compliance Files
• Sample Note When Sending Files to District
Office to be Laserfiched
Idaho Falls School District 91 August 2016 90
Student Services Administrative Procedures
Discontinuation of Special Education Service
Student No Longer Meets Eligibility Criteria
If it is suspected that a student no longer meets the eligibility criteria for the IDEA, the
evaluation team will conduct a reevaluation and arrange to have additional assessments
conducted if necessary. If the student is no longer eligible under the Idaho eligibility standards,
the district will provide the parent/adult student with written notice of this decision prior to
discontinuing special education services. (Special Education Manual, 2015 pg. 17).
Reevaluation Prior to Discontinuation: The district shall evaluate a student with a disability
before the team determines that the student is no longer eligible for special education (Special
Education Manual, 2015 pg. 46).
Nature and Extent of Reevaluation when No Additional Information Needed. If the evaluation
team decides that no additional assessments are needed to determine whether the student
continues to be eligible for special education services, the district shall provide written notice to
the parent/adult student of his or her right to request further assessment (Special Education
Manual, 2015 pg. 39 & 47).
Forms: Request for Input, Referral to Consider, Consent for Assessment or Written Notice
when no additional information needed (Form 320), Eligibility Report, Notice of Discontinuation
of Services (Form 580).
Email Judi Petersen to exit student from iTrack and exit the special education flag from
PowerSchool. Follow procedures for District 91 compliance file documents.
Student No Longer Needs a Related Service
Based on progress monitoring, standardized assessment and/or classroom data, a team (including
the parent) may make a data based determination that a student no longer requires a related
service to access their general education curriculum.
Forms: Amend student IEP and complete the IEP Amendment (Form 480) with supporting data,
Parent or Adult Student Agreement (Form 550) if no meeting is held for the IEP Amendment,
Notice of Discontinuation of Services (Form 580).
Idaho Falls School District 91 August 2016 91
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Parent/Adult Student Revokes Consent for Special Education Services
When a parent/adult student revokes consent for special education services in writing, prior
written notice shall be provided specifying when the special education and related services will
cease. Note: A parent/adult student has the right to revoke consent for IEP services in their
entirety, not service by service. The written notice shall include a statement indicating the district
stands ready, willing, and able to provide FAPE should the student remain eligible for special
education services. (Special Education Manual, 2015).
Forms: Parent Letter scanned to I track. Written Notice for Discontinuation of Services (Form
580) indicating when services will cease and that the district stands ready, willing, and able.
Parental Revocation of Consent form.
Idaho Falls School District 91 August 2016 92
Student Services Administrative Procedures
PROCEDURES FOR DISTRICT 91 COMPLIANCE FILES
When a student is exited from Special Education services from our district
and returned to Gen Ed:
Please print the WRITTEN NOTICE FOR DISCONTINUATION OF SERVICES, place
in the compliance file and send it to the District Office to be Laserfiched.
Please place the attached note on the file and check the appropriate box.
When a student leaves our district and moves to a new school:
Please give the file to the school secretary so she can forward it to Sharon (McGuire)
Cole with a copy of the records request.
Do not give the file to a parent or send it to the new school. All compliance files must be
Laserfiched prior to sending them to a new school.
Please place the attached note on the file and check the appropriate box.
When a student does not show up for school and their status is unknown:
Please send the compliance file to the district office and Sharon (McGuire) Cole will try
to find where the student has gone. The compliance file will be kept in the vault until a
records request is received. Please place the attached note on the file and check the
appropriate box.
All special education compliance files must be Laserfiched:
All special education compliance files must be Laserfiched upon exit. Please be sure to send all
files to Sharon (McGuire) Cole at the district office within 5 days of the student's exit.
Placing one of the attached notes on the outside of the file is very helpful to know why the file
is being sent.
If you have any questions or concerns, please contact:
Sharon (McGuire) Cole
Records Department Manager
525-7572 or extension 50572
mcgusharkd91.k12.id.us
Idaho Falls School District 91 August 2016 93
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SPECIAL EDUCATION FILE:
STUDENT NAME:
REASON FOR EXIT:
MOVED
EXITED FROM SPEC. ED.
DROPPED:
UNKNOWN:
NOTES:
Idaho Falls School District 91 August 2016 94
Student Services Administrative Procedures
TRANSITION
• Early Childhood Transition Activities for Eligibility & Early
Childhood Outcomes
• Secondary Transition
• Graduation Plans for Students with Disabilities
Idaho Falls School District 91 August 2016 95
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EARLY CHILDHOOD TRANSITION ACTIVITIES
For Eligibility & Early Childhood Outcomes
Part C
Part B
Note:
1) All activities must be completed by the child's 3rd birthday (required for APR)
2) Shaded areas denote suggested timeframes for completion of activities.
3) Individual needs of families should guide actual completion dates.
Idaho Falls School District 91 August 2016
Student Services Administrative Procedures
No more than 30
days after child's
3rd birthday
we
24m
25
26
27
28
29
30m/
31
32
33
34
35
36m/
Over
2-5
3yrs
3yrs
Transition Events
2 yrs
yrs
1.Discuss transition with family
2. Notify school district of pending
transition. New in IDEA — 9
months prior to 3rd birthday
3. Schedule and hold transition
planning meeting
4. Schedule and conduct
evaluations to include "Outcomes"
anchor assessment
5. Schedule and hold meeting to
determine eligibility and discuss 3
Outcome ratings
6. Family visits new program
options
7. Receiving agency observes
child
8. Schedule and hold transition
(IFSP/IEP) meeting; determine
Least Restrictive Environment
(LRE) and placement. Let school
district know at this time if they
will need to do anchor assessment
9. Records transferred to new
program including COSF
10. Evaluate transition process
w/parents and transition partners
Note:
1) All activities must be completed by the child's 3rd birthday (required for APR)
2) Shaded areas denote suggested timeframes for completion of activities.
3) Individual needs of families should guide actual completion dates.
Idaho Falls School District 91 August 2016
Student Services Administrative Procedures
No more than 30
days after child's
3rd birthday
we
SECONDARY TRANSITION
Transition services is a term used in the Individuals with Disabilities Education Act (IDEA) that
defines a coordinated set of activities that may address, among others, the assessment, planning
process, and educational and community experiences for youth with disabilities as they turn age 16.
The intent of transition is to create opportunities for youth with disabilities that result in positive adult
outcomes for life.
This may involve:
• raising expectations for youth outcomes
• engaging in the general education curriculum
• assessing for interests, preferences, and needs
• building self-awareness, self-identity, self-esteem, and self-determination skills
• utilizing the community for supports
• socializing and developing long-term relationships
• being in activities both at school and in the community
• engaging in leadership and involvement in the transition planning process
The Secondary Transition IEP addresses the "Post School Goal" of the student. The "Post School
Goal" refers to what the student will be doing one year after graduation. Post School Goals must
include an education goal, a training goal, and an employment/career goal. When necessary for the
student, an independent living will be included.
Teachers responsible for writing a Secondary Transition IEP have been provided with a Transition
Guidance binder. The Transition Guidance binder addresses the following:
Sections
1. IDEA 2015 Transition Regulations
2. Secondary Transition IEP Timeline
3. Secondary Transition IEP Assessment
4. Secondary Transition IEP Meeting
5. Completing Secondary Transition Forms
6. Graduation Guidance
7. Transition Goals Development
8. Quality Check For Compliance
9. Transition Resources
10. Transition Planning Articles
11. Transition Consent Forms
12. Accommodations
13. Notes
For specific questions, contact the consulting special education staff.
Idaho Falls School District 91 August 2016 97
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GRADUATION PLANS
FOR
STUDENTS WITH DISABILITIES
Graduation Plans:
All students served on an IEP will have a graduation plan that addresses the mechanism they will use
to graduate from high school. The mechanism the student chooses will be based on the secondary
transition IEP.
Routes to Graduation
If the IEP team determines that a student may need to graduate on an alternative route,
the consulting special education staff must be contacted.
Typical:
The student will earn the appropriate number of Carnegie Units and pass the ISAT requirements in
reading, math, and language in order to qualify him/her for a high school diploma.
Alternative High School:
Emerson High School Diploma (Alternate High School Diploma)
IEP students may attend the district's alternative high school and earn appropriate credits and pass the
ISAT in reading, math, and language in order to qualify for a high school diploma.
District Alternate Mechanism:
If the student meets the district alternate mechanism requirements, then he/she will be able to
graduate.
IEP Route to Graduation:
Students who have shown little or no growth on the ISAT may substitute IEP activities for ISAT
achievement tests. The IEP team will plan the activities that will lead to graduation. The beginning of
the I01' grade, the IEP team will plan activities that are assigned specific point values. The activities
will focus on life skills. If the student earns the adequate points by completing these activities, then
he/she will be able to graduate without taking the ISAT.
Idaho Alternative Assessment:
Students with a Cognitive Impairment are eligible to take this assessment in lieu of the ISAT.
Teachers file reports online to demonstrate the student's growth on their IEP goals.
For more information on graduation, please contact the consulting special ed staff.
Idaho Falls School District 91 August 2016 gg
Student Services Administrative Procedures
EXTENDED YEAR SCHOOL (ESY)
• Definition
• Determination of the Need for ESY
Idaho Falls School District 91 August 2016 99
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IDAHO FALLS SCHOOL DISTRICT 91
EXTENDED SCHOOL YEAR
Idaho Falls School District 91 will provide extended school year (ESY) services for students
with disabilities who qualify for such services. The ESY programs for eligible students shall
meet the requirements of FAPE. Extended school year services shall be considered annually for
all students who have an individualized education program (IEP).
Definition
"Extended school year services" means special education and related services provided beyond the
regular school year that are:
1. provided to a student with a disability;
2. beyond the normal school year of the district;
3. in accordance with the student's IEP; and
4. at no cost to the parent and/or adult student.
The goal of ESY is to assist students with disabilities with the emergence, maintenance, or
generalization of specific IEP goals and benchmarks/objectives from the school year preceding the
ESY. These may include goals and benchmarks/objectives related to independence, behavior,
socialization, communication, and academics. ESY services for special education students provide a
different focus from general summer school programs. Some students with disabilities cannot receive
an appropriate education if they do not receive some type of ESY program.
Determination of the Need for ESY
ESY services can be based on one or more of three general areas using the following guidelines.
When the answer is yes to all questions within one area, there is a strong indication that ESY services
are warranted.
Emerging Skill
ESY shall be considered when few, if any, gains are made during the general school year and a skill
is in the process of emerging. In addition, the IEP team believes that with ESY services the student
could make reasonable gains. The IEP team should collect documentation to determine the following:
1. Does progress toward goals and benchmarks/objectives over an extended period show few if any
gains?
2. Is a skill emerging?
3. Does documentation support that ESY services are needed to avoid irreparable loss of the
learning opportunity?
Idaho Falls School District 91 August 2016 100
Student Services Administrative Procedures
Regression -Recoupment
ESY services shall be considered when the student would regress to such an extent and the amount of
time required to relearn a skill or behavior would become so significant that the student would be
unable to benefit from his or her special education program. The IEP team should collect
documentation to determine the following:
1. Do progress reports and data show that the student demonstrates periodic regression that is related
to breaks in instruction throughout the school year?
2. Do progress reports and data show that the student regresses and cannot relearn the skills in a
reasonable amount of time following the breaks?
3. Does documentation support a finding that without ESY services the student would regress to
such an extent and have such limited recoupment ability that he or she would be unable to benefit
from his or her special education program?
Self -Sufficiency
ESY services shall be considered when the acquisition of critical life skills that aid in the student's
ability to function as independently as possible would be threatened by an interruption in services. In
addition, the IEP team believes that continued services would reduce the student's reliance on
caretakers or institutionalized care. Critical life skills relate to those skills that lead to independent
functioning. Development of these skills can lead to reduced dependency on future caretakers and
enhance students' integration with non -disabled individuals. Skills may include such things as
toileting, feeding, mobility, communication, dressing, self-help, and social/emotional functioning.
In considering which goals are critical life skills, the IEP team shall consider the following:
1. How old is the student?
2. How many years does the student have left in school?
3. Is the skill required across a number of current environments?
4. Is the skill required across a number of future environments?
5. If the student does not perform the skill, will someone else have to do it for them?
The IEP team should collect and document information to determine the following:
1. Does documentation identify critical life skills that are needed for independence?
2. Will failure to maintain acquired critical life skills cause major or permanent loss of the skills and
create a dependence on caregivers?
3. Without ESY services, would the student fail to maintain these critical life skills?
Idaho Falls School District 91 August 2016 101
Student Services Administrative Procedures
ESY IEP Development
ESY services shall be clearly delineated in an IEP. The district can meet this requirement by
amending the current IEP using an amendment form or developing a complete ESY IEP. Both require
an IEP team meeting. A copy of the IEP or amendment and written notice shall be given to the parent
and/or adult student.
Basic ESY Concepts
1. To be considered for ESY services, the student shall be identified as having a disability and shall
currently be receiving special education services as defined by an IEP or individual family service
plan (IFSP).
2. Determination of the need for ESY services shall be made only for the immediate period of
interruption of the instructional program. The provision of ESY services for the immediate period
does not imply that ESY services will be required for subsequent periods.
3. The skills that are the focus of the ESY services are determined at the time of the development of
the IEP. They shall be appropriate for the student, shall consider the student's ability to acquire
the skill, and shall be a priority for the student's developmental age.
4. The student's educational program is based on individual needs and not determined by what
programs are readily available within the district.
5. The student cannot be required to fail, or to go for an entire year without ESY services, simply to
prove a need.
6. The IEP team will determine the duration, frequency, and type of services that each student will
receive during the ESY. The goals and benchmarks/objectives should be continuations of all or
part of the previous year's IEP, although ESY instruction may be modified to enhance the
emergence, maintenance, and/or generalization of skills.
7. The district will not automatically or categorically exclude or include any student or group from
consideration for ESY services. However, only those who will be severely impacted by an
extended break in instruction should be enrolled.
8. ESY services may include special education and related services. ESY services may be only
related services.
9. ESY is not subject to the same LRE considerations that apply during the regular school year.
First, the same LRE options may not be available, and second, for some students the appropriate
LRE may be at home with other family members and with only limited ESY services.
10. ESY will be provided when ordered by a due process hearing officer. If the district chooses to
appeal, the student will be placed in ESY pending the result of the appeal.
Idaho Falls School District 91 August 2016 102
Student Services Administrative Procedures
When ESY Is Not Appropriate
ESY services were never intended to serve as the only resource available to parents and students. The
district is encouraged to assist families in using community resources to meet their particular needs
during periods of extended breaks. The district should not offer ESY services when it is inappropriate
to do so. The following list is intended to help clarify decisions on ESY services.
1. The IDEA does not mandate that year-round services be provided for all students with
disabilities.
2. ESY services are not required for the convenience of the school or parent and/or adult student
and, therefore, cannot serve as a day-care or respite -care service.
3. The IDEA does not require that ESY services be provided to maximize educational opportunities
for a student with a disability.
4. It is not necessary to continue instruction in all of the previous year's IEP goals and
benchmarks/objectives during the ESY period. The focus should be on those specific goals and
objectives that would be severely impacted by an extended break in instruction.
5. ESY programs are not summer recreation programs.
6. ESY services are not to be considered in order to help students with disabilities advance in
relation to their peers.
7. ESY services are not designed for students who exhibit random regression or regression that is
solely related to medical problems resulting in degeneration, or who are experiencing transitional
life situations such as divorce or death of a family member.
Data Sources for ESY Decisions
Decisions for ESY services shall be based on data collection and written documentation. Types of
data may include, but are not limited to, the following:
1. Criterion -referenced test data: Consider daily/weekly probes or pre-test/post-test data.
2. Norm -referenced test data: Consider pre-test/post-test data.
3. Anecdotal records: Consider information collected throughout the school year.
4. Physical, mental, emotional, or health factors: Consider the educational, medical, or
psychological records of the student as well as the prognosis or judgments of educators, medical
personnel, parents, and others that work with the student. Consider degenerative types of
difficulties that may become intensified during breaks in educational programming.
5. Past history: The IEP team should consider evidence of past regression, or past ESY services. It
should not automatically be assumed that a student who has received ESY services in the past
will be eligible in the future, but it is a factor to consider.
6. Data -based observations: Consider empirical data maintained on the student from performance
in the classroom or community-based activities as well as the IEP data.
7. Teacher interviews and recommendations: Consider progress reports by teachers, therapists,
and others having direct contact with the student before and after breaks in educational
programming.
8. Parent and/or adult student input: Consider parent observations of the student as well as parent
and/or adult student requests for ESY services.
Idaho Falls School District 91 August 2016 103
Student Services Administrative Procedures
ESY Program Models
The IEP team will determine the duration, frequency, and type of services that each student will
receive during the ESY program. The goals and benchmarks/objectives should be continuations of all
or part of the previous year's IEP, although ESY instruction may be modified to facilitate the
emergence, maintenance, and/or generalization of skills.
ESY services may not necessarily be provided in a classroom setting. For example, some students
may need services provided in the home or at an alternative location. Types of ESY programs may
include, but are not limited to:
1. Training for the parent before breaks in programming.
2. Home-based programs that may include parent training.
3. School-based programs.
4. Cooperative programs with other agencies.
5. Contracting with another agency.
6. Related services.
Staff Considerations
Staffing options might include local highly qualified certificated staff, supervised university
practicum students, supervised student teachers, supervised trained paraprofessionals, cooperative
multidistrict programs, or contracted/purchased services with agencies.
In Case of a Dispute
It is important for our district to make decisions regarding the provision of ESY services for a student
early enough in the school year to allow a parent/adult student time to request a due process hearing
if he or she disagrees with the decision of the IEP team. If the parent/adult student disagrees with the
decision of the team not to provide ESY services, and the district has not allowed sufficient time for
the parent/adult student to dispute the decision through due process, the student should be provided
with ESY services pending the outcome of the due process hearing.
The parent/adult student should be given a reasonable amount of time after being notified to respond
to a district's decision to not provide ESY services to the student. If a timely response is not received,
then the district is not required to provide the student with ESY services pending the outcome of a
due process hearing. All time restrictions should be reasonable and should be clearly explained or
otherwise made known to the parent/adult student.
Idaho Falls School District 91 August 2016 104
Student Services Administrative Procedures
ASSISTIVE TECHNOLOGY
• Flow Chart of the Assistive Technology Process
Idaho Falls School District 91 August 2016 105
Student Services Administrative Procedures
FLOW CHART
OF THE ASSISTIVE TECHNOLOGY PROCESS
Definition of Assistive Technology: any technology which enables someone to do something they
otherwise couldn't. The least restrictive intervention/modification is considered before more intrusive
alternatives are explored.
Child Assistance Team
(meet)
1
Completes CAT report (completing Successful
all 3 cycles) 0 referral ends
Eligibility Meeting/ IEP team
(consider AT)
1
Referral given to AT Chair
(Psychologist must fill out
Referral to Consider forms)
1
Team meets once per semester
to discuss evaluation requests
(November, February, May)
or as needed
1
AT team evaluates
1
AT team intervention
Successful
intervention
0 Recommendations
Idaho Falls School District 91 August 2016 106
Student Services Administrative Procedures
PHYSICAL RESTRAINT & SECLUSION
PROCEDURES
IN SCHOOL SETTINGS
• Declaration of Principles
• Recommendations
• Seclusionary Time -Out Room Procedures
• Incident Report Form
• Time -Out Continuum Approach
Idaho Falls School District 91 August 2016 107
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The Council for Children with Behavioral Disorders
A Division of the Council for Exceptional Children
CCBD'S POSITION SUMMARY ON
Physical Restraint & Seclusion Procedures in School Settings
Approved by the Executive Committee on 5-17-09
This document is a summary of policy recommendations from two longer and more detailed
documents available from the Council for Children with Behavioral Disorders (CCBD) regarding the
use of physical restraint and seclusion procedures in schools.
Declaration of Principles:
• CCBD supports the following principles as related to the use of restraint or seclusion
procedures:
o Behavioral interventions for children must promote the right of all children to be
treated with dignity.
o All children should receive necessary educational and mental health supports and
programming in a safe and least restrictive environment.
o Positive and appropriate educational interventions, as well as mental health
supports, should be provided routinely to all children who need them.
o Behavioral interventions should emphasize prevention and creating positive
behavioral supports.
o Schools should have adequate staffing levels to effectively provide positive
supports to student and should be staffed with appropriately trained personnel.
o All staff in schools should have mandatory conflict de-escalation training, and
conflict de-escalation techniques should be employed by all school staff to avoid and
defuse crisis and conflict situations.
o All children whose pattern of behavior impedes their learning or the learning of
others should receive appropriate educational assessment, including Functional
Behavioral Assessments followed by Behavioral Intervention Plans which
incorporate appropriate positive behavioral interventions, including instruction in
appropriate behavior and strategies to de-escalate their own behavior.
Recommendations:
• CCBD believes that physical restraint or seclusion procedures should be used in school
settings only when the physical safety of the student or others is in immediate danger.
• Mechanical or chemical restraints should never be used in school settings when their
purpose is simply to manage or address student behavior (other than their use by law
enforcement or when students in travel restraints in vehicles). Their use for other
instructional related purposes should be supervised by qualified and trained individuals and
in accord with professional standards for their use.
Idaho Falls School District 91 August 2016 108
Student Services Administrative Procedures
• Neither restraints nor seclusion should be used as a punishment to force compliance or as a
substitute for appropriate educational support.
• CCBD calls for any school which employs physical restraint or seclusion procedures to have
a written positive behavior support plan specific to that program, pre -established emergency
procedures, specific procedures and training related to the use of restraint and seclusion, and
data to support the implementation of the principles of positive behavior supports in that
environment as well as data regarding the specific uses of restraint and seclusion.
• All seclusion environments should be safe and humane and should be inspected at least
annually, not only by fire or safety inspectors but for programmatic implementation of
guidelines and data related to its use.
• Any student in seclusion must be continuously observed by an adult both visually and
aurally for the entire period of the seclusion. Occasional checks are not acceptable.
• CCBD calls for federal, state, and provincial legislation or regulation which would
require the implementation of:
o Recognition that restraint and seclusion procedures are emergency, not treatment,
procedures.
o Requirement that preventive measures such as conflict de-escalation procedures be
in place in schools where restraints or seclusion will be employed.
o Requirements that individualized safety plans are created for students whose
behavior could reasonably be predicted to pose a danger. Those safety plans for
students with disabilities must be created by the student's IEP team and included as a
part of the IEP. These plans can also be created for students without disabilities.
o Requirements that comprehensive debriefings occur after each use of restraint or
seclusion and that reports of the incident are created.
o Requirement that data on restraints and seclusion are reported to an outside
agency such as the state or provincial department of education.
CCBD does not believe that "guidelines" or "technical assistance documents" are
generally adequate to regulate the use of these procedures since abuses continue to
occur in states or provinces where guidelines are in place and these guidelines have
few mechanisms for providing oversight or correction of abuses.
CCBD calls for additional research regarding the use of physical restraint and seclusion
with students across all settings.
White Papers from which these recommendations are drawn:
Council for Children with Behavior Disorders (May, 2009). CCBD Position on the Use of
Physical Restraint Procedures in School Settings. Reston, VA: Author.
Council for Children with Behavior Disorders (May, 2009). CCBD Position on the Use of Seclusion
Procedures in School Settings. Reston, VA: Author.
Idaho Falls School District 91 August 2016 109
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IDAHO FALLS SCHOOL DISTRICT
SECLUSIONARY TIME-OUT ROOM PROCEDURES
The following seclusionary time-out room procedures may be used only within the Idaho Falls
School District's special programs to support student behavioral issues.
DEFINITION
For the purposes of this procedure, seclusionary time-out is the removal of a student from a
reinforcing environment, such as a classroom, to a reinforcement -neutral environment designed to
assist the student in regaining self-control. Seclusionary time-out in a time-out room will be used
only when behaviors are physically aggressive towards self or others and safety is compromised, as
determined by the classroom teacher or other staff members.
Seclusionary time-out is intended to address a student's inappropriate behavior and should be used
only as necessary. The seclusionary time-out room should be used as part of a continuum of a
behavioral management program designed to teach prosocial behaviors and to encourage de-
escalation and self-control. The IEP team must incorporate positive behavior support and only
include seclusionary time-out as one of the last options on the continuum of behavior supports.
Seclusionary time-out is NOT to be used as punishment for students who are acting out.
Students have the option to voluntarily access the time-out room as a de-escalation strategy.
SECLUSIONARY TIME-OUT ROOM
District approved seclusionary time-out rooms meet the following criteria:
1. Provide a safe environment for the student where all furniture and other items are removed,
all fixtures are tamper proof, walls and floors are properly covered and control switches are
located immediately outside the room.
2. Provide an observation window or other device to permit continuous visual and auditory
monitoring of the student.
3. Be large enough to allow a student to stand, stretch his/her arms, and to lie down.
4. Be clean and adequately lighted, ventilated, heated and cooled.
5. Provide a door that the student can push open to exit in the event that the monitoring adult
steps away from the door (e.g., in the event of an emergency). Time-out room doors with
magnetic locks are activated by direct physical contact from the adult monitoring the student
(i.e., not by taping or using objects to secure or temporarily activate the lock). When direct
contact is released or interrupted, the door automatically unlocks, and can be pushed open by
the student.
The use of a time-out room for seclusionary time-out, and the behaviors that will result in its use,
must be stated in the student's Individualized Education Program (IEP) or Behavioral Intervention
Plan (BIP), and constitute a probable, serious, or imminent threat of bodily harm to self or others or
be severely disruptive to the educational process as determined by the teaching staff. The IEP or BIP
must also specify the spectrum of behavior management practices that will be utilized to address the
student's behavior.
Idaho Falls School District 91 August 2016 110
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If a student poses a safety risk to self or others and the behavior resulting in the safety risk has not
occurred before, seclusionary time-out may be utilized. Following this incident, an FBA will be
conducted and a BIP will be developed to address this behavior.
Each class utilizing these seclusionary time-out procedures will have written classroom rules, setting
forth clear expectations and consequences, and indicate that certain behavior may result in the use of
a seclusionary time-out room. The classroom rules shall be developed and communicated to the
students prior to the use of a seclusionary time-out room. The rules shall be posted in the classroom,
and all students will be taught the rules and proper behavior in the seclusionary time-out room.
DURATION IN A SECLUSIONARY TIME-OUT ROOM
The duration of time spent in a seclusionary time-out room will vary based on the special needs and
behavior of a student. The student must exhibit appropriate behavior, as determined by staff, before
exiting the seclusionary time-out room, unless the IEP or behavior plan specifies otherwise or
extenuating circumstances are present. In all instances, the briefest effective period of time in the
seclusionary time-out room will be utilized.
SECLUSIONARY TIME-OUT ROOM PROCEDURES; IF THE SAFETY OF THE
STUDENT OR OTHERS IS COMPROMISED
1. A student will be prompted and/or escorted if needed to the seclusionary time-out room by a
staff member.
2. A student may be asked to empty pockets or remove any item which staff feels may cause
harm or be dangerous.
3. Depending on the level of escalation the student is exhibiting, the door to the time-out room
may be open or closed. This may be determined by student preference and/or staff discretion.
When a student is in the seclusionary time-out room, he/she will be monitored by a staff
member at all times.
4. Generally during seclusionary time-out, the student is alone in the time-out room and the adult
remains by the door to observe the student de-escalate. If a therapeutic hold is necessary for
the student's safety, or if other factors indicate that the student will de-escalate more quickly
when an adult is present, an adult will remain in the time-out room with the student while
another adult observes.
5. After a student's behavior becomes appropriate during seclusionary time-out, the student will
be escorted back to the classroom or to another appropriate activity.
6. In the event the seclusionary time-out room is not available when needed, a determination of
what action will be taken will be made on a case-by-case basis based on the circumstances at
the time.
7. Parents will be notified as soon as possible after their child has entered the seclusionary time-
out room. If the student chooses to use the time-out room as a coping strategy, parents will be
informed via daily or weekly previously established communication procedures.
8. In the event a student's seclusionary time-out goes beyond the normal school hours due to the
student's behavior, staff will follow regular procedures for notifying parent/guardian. Parents
will provide transportation home if necessary.
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9. If duration in the seclusionary time-out room is equal to or longer than 2 hours total in any
one school day; or duration in the seclusionary time-out room is equal to or longer than 55
consecutive minutes in any one time-out; the following procedures will be followed:
a. The appropriate administrator (e.g., building principal, assistant principal, consulting
special education staff, or principal designee) will be contacted to review options
available for that particular student. Options include, but are not limited to, extension
of seclusionary time-out, reduction of exit criteria for seclusionary time-out, other
methods of behavior intervention, as identified on the student's IEP, such as removal
from the school setting, and suspension. The options considered, and method of
behavior intervention selected will be documented.
b. In the event the administrator is not available at the time a behavioral incident occurs,
staff discretion will be used to deal with the behavioral incident at hand. The use of
seclusionary time-out will be reported as soon as possible to an administrator.
c. The student's parent/guardian will be called to discuss the options available for that
particular student and the method of behavior intervention selected. If the student has
been removed from the school setting, based on a behavioral intervention plan, or
suspended, the parent/guardian will be requested to pick up the student. The
parent/guardian always has the option of removing the student from school.
d. If no one is available to remove the student from the school premises in the event of a
removal or suspension, the police will be called.
e. The recurring use of seclusionary time-out shall be discussed by the student's IEP
team to determine whether the student's behavior intervention plan continues to be
appropriate.
RECORD KEEPING
1. An Incident Report form (found on following page) will be completed when the seclusionary
time-out room is utilized due to safety concerns for the student or others. An Incident Report
form will also be completed if a physical safety intervention such as an escort or therapeutic
hold is used with a student. See instructions at the top of the Incident Report form.
2. A time-out log will be completed if the student utilizes the time-out room due to safety
concerns for the student or others or voluntarily as a de-escalation strategy. The time-out log
includes the following information:
a. The student's behavior resulting in the need for seclusionary time-out room.
b. The times the student entered and exited the seclusionary time-out room.
c. The emotional/behavioral state of the student upon exiting the seclusionary time-out
room.
d. Additional information staff feel is pertinent to the behavioral incident or the
seclusionary time-out.
e. The initials of the person implementing the seclusionary time-out procedure.
f. In the event an extraordinary time-out occurs, staff will document the event in detail,
including any need for therapeutic holding.
g. Appropriate confidentiality will be maintained.
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EMERGENCIES
In the event an emergency situation occurs with the use or attempted use, of a seclusionary time-out
room, the following procedures apply:
1. Standard school policy will be followed for any injury to self or others.
2. If assistance is needed due to extreme out of control behavior by a student, the appropriate
administrative or support staff (e.g., counselor, school psychologist, principal, school resource
officer) will be notified.
3. If a classroom is evacuated of students and staff due to extreme out of control behavior by a
student (e.g., a student aggressively resists the seclusionary time-out room), the students will
be escorted by staff to a location predetermined by the principal.
4. In the event a student is in seclusionary time-out when a fire alarm sounds or another event
occurs resulting in complete evacuation of the building, seclusionary time-out will be
terminated and the student will not continue the seclusionary time-out for that incident when
students and staff return to the building.
Police assistance may be summoned at any time staff determines it is warranted.
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IDAHO FALLS SCHOOL DISTRICT 91
SECLUSION AND RESTRAINT IN SCHOOLS
INCIDENT REPORT FORM
Any school district employee required to use seclusion or restraint must submit this Incident Report
to their direct supervisor within 24 hours of using seclusion or restraint.
Circle one: Time-out Room / Seclusion from Learning Environment / Restraint
Date of seclusion/restraint:
Name of student:
Student's Teacher:
Staff member(s) who implemented seclusion/restraint:
Other student(s) involved:
For the following, please describe in detail, attaching additional pages if necessary.
1. Antecedents, interventions, and other relevant factors:
2. Description of the intervention utilized:
3. Time and duration:
4. Student's response:
5. Administrative review, if necessary:
6. Status assessment:
7. Release or reentry factors:
8. Injuries, if any:
9. Summary of debriefing:
Staff Member Signature:
Supervisor Notes:
Date:
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Time -Out Continuum Approach
The student should be flooded (high rates) with positive reinforcement in the classroom for Time Out
techniques to work. Consider a Beat the Baseline approach to reinforcement. This means catch the
student doing what is expected before the behavior occurs and reinforce the appropriate behavior.
Critical Considerations
1. The student does not need to be removed from the instructional setting for a time out to
occur.
2. Time-out will not work on its own (punishment stops behavior, but only reinforcement
will change behavior over time.)
3. Are Preventive and Positive Strategies in place: teaching replacement behavior, explicit
instruction at appropriate level, rules and expectations taught/reviewed, environment
conducive, communication with home?
4. Time Out procedures must be pre -taught and practiced ahead of time when the student is
calm. Give points for practicing Time Out behaviors. Role play situations. When you
have this behavior, then we will do this.
Non Exclusionary Time Out (Level 1)
Generally 1-2 minutes in time up to 2 times repeated.
The student remains in the instructional setting.
a. Planned Ignoring
i. Attention is systematically withheld for target behavior. Stop talking to the
behavior. Highly effective for talk outs, out of seat, off topic comments.
b. Time out of the reinforcement system
i. The Point card or other visual feedback system is removed for a brief
period following misbehavior.
c. Time out of an object
i. A preferred objector visual access to the object is removed for a brief
period of time following the misbehavior (class pet, favorite picture,
wearable items, stuffed animal, IPOD.)
d. Time out ribbon
i. A designated visual item (lanyard, ribbon, badge, and wristband) indicating
when reinforcement can occur is removed for a brief period.
e. Withdrawal of materials
i. Materials are withdrawn for a very brief period; because no work is being
done, no reinforcement for working/on task can occur.
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Exclusionary Time Out (Level 2)
The student is removed from the instructional setting (from the immediate group), but not
to a time out room.
a. Seat Away (teach this phrase)
i. The student is seated away from the instructional setting for a brief period
of time. Designated spot in the classroom. The student continues to work.
1. Student may be faced toward activity (especially one that is
reinforcing)
2. Student may be faced away from activity.
b. Time out to another classroom
i. The student is sent to another classroom for a brief period of time. (10-30
minutes no point card).
1. Typically a designated spot; student continues to work
2. Most effective when the classroom is at least two grade levels
higher or lower than the student's classroom.
c. In school suspension
i. Student is sent to designated ISS area in the building
ii. A set amount of time plus a set amount of work are required to return to the
classroom. Adult is present the entire time. (30 min to 1 hour).
iii. Student must continue to work on IEP related materials. Document what
the student is working on related to the goal.
1. This may not be 1:1 with a preferred adult or attention from
adults/peers.
Seclusionary Time Out (Level 3)
Parameters: Only for the most severe misbehavior, and when other, less intrusive interventions
have been tried and found to be unsuccessful. Must obtain prior written parental permission and
be written into a Behavioral Intervention Plan and a Functional Behavioral Assessment
completed.
The student is removed from the instructional setting to a designated time out area.
a. Must be implemented only by trained school staff members
b. Time in seclusion is 1 minute for each year of age (8 years = 8 min). Time starts as
soon as the student is in the room regardless of behavior. (A 30 sec to 60 sec quiet
time at the end is required to return to class.)
c. The student must return to whatever they were engaged in prior to the behavior
occurring if even for a short time.
Data Collection for Time Outs
Time out techniques will be recorded and reviewed frequently. Make appropriate
modifications to the BIP based on continual data collection and review.
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MILEPOSTS
• Mileposts Information Guide (How to set up a student in Mileposts)
Idaho Falls School District 91 August 2016 117
Student Services Administrative Procedures
Mileposts Information Guide
How to set up a student in Mileposts
1. Sign into Mileposts
d.
2. Click on the STUDENT SEARCH link
a. LAA/ L
3. Look up student
4.
a. HINT: You don't need to fill out every box. You can even just type in the first letter of the
last name and select the student from the drop down menu.
y✓y �� ''
b.
Select the student that you want
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Student Services Administrative Procedures
5. Hover your curser over the student's name that you want. A drop down menu will appear. Select
EDUCATIONAL SUPPORT.
.. . ... . .
a. ......................................................................................................
6. Under ADD A STUDENT PLAN select IEP PROGRESS MONITORING
a.
coca= ==K=1
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b.
7. In the BEGIN DATE box put the date of the IEP and click save
4V
a.
8. Select the link ADD PROGRESS MONITOR
a.
7,
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b.
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Student Services Administrative Procedures
9. In the PROGRESS MONITOR NAME box type in the goal you are measuring.
a. HINT: I like to use the Progress Monitor I am using, grade level and goal met criteria. This
helps with sorting later when you are entering progress monitoring for your caseload.
b.
10. In the START DATE box enter the date of your first progress monitor.
a. HINT: I use testing windows of the first Monday to the last Friday of my testing period. I
always use the first date of my testing window as my progress monitor date for all students.
(It helps with confusion later on. (9)
i
gown
11. In the PROJECTED END DATE box enter the IEP due date.
a.
12. In the TE
a.
u ipa r0000i ouiluili)iuuiumti
(My "go to" is 14 days.)
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Student Services Administrative Procedures
13. Choose a progress monitor from the PROBE "ASSESSMENT" drop down box.
a. HINT: I always use the DEFINE YOUR OWN AD HOC PROBE option. This allows me to enter
all the information that I need for my goal. Most of the other options limit what data you
can enter.
b.
14. Click the NEXT button
15. Click on the SELECT TO ADD MEASURE drop down box and select NUMERIC.
a. HINT: Do this step for all the areas you want to measure for this probe.
b
16. Under the MEASURE DISPLAY NAME enter all the areas you want to measure for your assessment.
a
17. Enter your baseline data and goal criteria. Then click NEXT.
ti ,o
YAWN
a.
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Student Services Administrative Procedures
18. Select FINISH
a.
b. �m
a
19. Repeat steps 6 through 18 for all other goal areas.
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Enter Student Progress Monitor Information for Caseload
1. Click on the PROGRESS MONITORS link on the Mileposts Home page screen.
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�i J/1�1irl
a.
2. Click on the PROGRESS MONITOR heading. (This will sort your students by their progress monitor
assessment type, making it easier to enter students' information in bulk.)
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�vr�i`IGr�%lillll , 1�����l�l ��i�'yllllJ����l�����J r>��l��r(t/�1Wf,1l ��ll�ionouiiro,/fr/rrrrrll»f�r,�r�nnl raw/��r�
MdWiNu'IW!�'f»O�wl�tl'V1�'�J�NNNl1�1)WUV�idf�»,� pyp)(91Ai7�M PW»Y�NI�V�)➢Y1��YP1M000MM�f1'DIW;M,�3,'»M'WdV"�ui?I'�Yy�l�jla�jlp�,!pQ01VN�7Y�!W��'CPOiJmv(9�f.'tl6>H4
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a.
3. Under the ACTIONS column click on the SELECT ACTION drop down box and click on ADD/MODIFY
M
Idaho Falls School District 91 August 2016 123
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Enter in student progress information and click UPDATE
,i
,v N
a. %%///°y)G)OAJ➢ U/, ilii/////
Click the CLOSE button
Repeat steps 3-6 for all student data.
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Student Services Administrative Procedures
GENERAL PROCEDURES
• Procedure for Adding a Related Service to an Existing IEP
• Off Cycle Evaluation: OT, PT, SLP, Behavior
• Review of Community Provider Reports
• Special Education Evaluation Archiving and Attachment Document
Processes
• Transfer Students
• Protocol for Communication and Autism Service / Evaluation at the
Secondary Level
• Paraprofessional Review of IEP, BIP, FBA and IHP
Idaho Falls School District 91 August 2016 125
Student Services Administrative Procedures
Procedure for Adding a Related Service
to an Existing IEP
The following procedures apply to students who are currently being served on an IEP. The IEP team
determines that the student may need a related service in order to benefit from specially designed
instruction. [Idaho Special Education Manual 2015: Chapter 4, D, Related Service]
1. The IEP team determines that the student is not benefiting from specially designed instruction and
may need a related service in order to benefit from specially designed instruction.
2. The case manager checks with the school psychologist or SLP to determine if the next triennial
evaluation is near and if it could be moved up.
3. The case manager for the student will email the related service provider with the following
information:
• Name of the student, teacher and grade.
• Evidence that the current specially designed instruction is not working.
• Data that implies a potential need for the related service being investigated and how this
service may help the student to benefit from the specially designed instruction.
• A list of team members who are requesting assistance from an additional service.
• Documentation that the parent has been involved in the IEP team and this decision.
4. The case manager will email the student services administrative assistant to assign the related
service provider as an evaluator in iTrack.
5. The related service provider gathers input from school staff that have knowledge of the student
and from the parent(s). This is evidenced, in part, by the completed Form 330, Request for Input.
Note: all contacts with the parent should be recorded in the Contact Log.
6. If necessary, the related service provider will send an Exchange of Information to all third parties
that may have information or have provided treatment to the student. Complete Form 340
Authorization for Exchange of Confidential Information in iTrack, obtain the parent's consent and
signature, and send copies to the third parties. In addition, send a copy of the signed consent form
to be Laserfiched to the records manager at the district office.
7. When input has been gathered, the related service provider will complete an assessment plan and
record it on Form 330, Referral to Consider Special Education (RC).
8. The related service provider will send a Consent for Assessment to the parent or guardian, which
is Form 350, Consent for Assessment with the areas determined on the Referral to Consider
Special Education. The case manager will receive the Consent for Assessment will enter that it
was received and the date in the Contact Log. The case manager will also alert the related service
provider by email that the Consent for Assessment has been received.
9. The related service provider will conduct the assessments that have been identified as necessary
as determined by the evaluation team, as reported on the Referral to Consider Special Education
and the Consent for Assessment.
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10. The related service provider will add their current assessment information to the Eligibility
Report. The related service provider will be prepared to add additional summary from the team
into the Summary cell on the Eligibility Report, after a meeting of the evaluation team or after
gathering informal agreement. Additions to the evaluation team assessment summary cell should
be dated and made in italics to differentiate it from the previous summation. The related service
provider will archive the edited Eligibility Report. The related service provider will complete the
"Documentation of Need to Change Services" form located in the Written Notice section in
iTrack.
11. If the IEP team determines that the student requires the related service in order to benefit from
specially designed instruction, then proceed to step 13 — otherwise the related service provider
sends a copy of the Referral to Consider Special Education, and Eligibility Report to the student's
parents and finalizes all the documents in iTrack that have been created by this procedure. The
case manager sends a Written Notice (Form 320) to the parents refusing to add the related service
to the IEP. On the Written Notice, Actions Refused, mark "Other" and write the following: "The
related service is not required for the student to benefit from special education. Please reference
the Eligibility Report to explain the district's reasons for refusing to add the related service."
12. The related service provider or the case manager invites the parent to a meeting to discuss
amending the IEP. The parent does not have to have a meeting if they do not wish to have one,
however, the option to have a meeting should be offered to the parent(s). If parent chooses not to
have a meeting, then the documents will be sent to their home.
13. If the IEP team determines that the student requires the related service in order to benefit from
specially designed instruction:
• The related service provider will write a goals and objectives page based on the direction of
the IEP team, add necessary accommodations to the IEP accommodations page, and add the
related service to the IEP service page.
• The related service provider will send a copy of the Referral to Consider Special Education,
and Eligibility Report to the parent(s).
• The case manager will write the IEP Amendment page indicating which changes were made in
the IEP.
• The case manager sends copies of all the documents to the parent(s).
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OFF CYCLE EVALUATION: OT, PT, SLP, BEHAVIOR
(EXCEPT BI)
School teams and/or parents may request additional evaluation as needed for students placed in
special education to access their specially designed instruction.
Please follow the following procedure:
1. The case manager will contact the evaluator and discuss present levels in the area(s) of concern
with the IEP team.
2. The team will review the archived Eli ig bility Report to determine when the three year
reevaluation is due, if there are any other areas of concern, and if additional assessments are needed.
3. The case manager will provide a copy of the signed One Time AuthorizationforDisclosure of
Identi Being Education Record InformationforSchool Based Medicaid ReimbursementforSpecial
Education Evaluations, Assessments, and Health Related Services to the evaluator.
4. The evaluator will record the team input on the Referral to Consider form and archive this
document.
5. The evaluator will contact the parent for input about the proposed evaluation; provide parent
rights, and Medicaid information. Record contact/mailings in the Record of Attempts log and date
and archive the Requestfor Input form.
6. The evaluator will record the assessment plan on the ConsentforAssessment document, mail the
form, and monitor return. The evaluator will scan the signed Consent for Assessment, attached it in
iTrack under evaluation, and record in the Record of Attempts log as received.
7. The evaluator will submit and receive the Idaho School -Based Medicaid Reimbursable
Evaluation Services Referral form commonly referenced as a Physician's Referry form to
MedicaidLd91.kl2.id.us.
8. The evaluator will Clone the last evaluation and add their information to a new cell. They will
also add brief dated statements to the Summary, Adverse Effect, and Need for Specially Designed
sections after meeting with team members and parent in person or by telephone. The Eligibility report
will be dated with the new meeting date, and include past and new team members through a new
attached meeting in iTrack. The evaluator will mail home, archive, and provide the case manager
with a copy of the new report.
9. The evaluator will update the Student Details section in two areas: The date the latest CMDA
assessment was administered and the next 3 Fear evaluation date.
10. The evaluator will complete and submit the Assessment/Evaluation Service Detail Record form
to Medicaid(?
d91.kl2.id.us.
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Student Services Administrative Procedures
REVIEW OF COMMUNITY PROVIDER REPORTS
Teams are required to consider and provide written notice relative to information from community
providers that are provided by parents or received through signed Authorization to Exchange of
Information forms (for general education student use a Section 504 written notice).
Please follow the following procedure:
1. The case manager or counselor will contact the relevant school based evaluator(s) and discuss
present levels in the area(s) of concern. The IEP and/or MDT team will carefully consider new
information.
2. Team will determine if any additional assessment is needed, if there are any other areas of
concern, and review Eligihility Report, IEP, or Section 504 plans. If further evaluation is warranted,
off cycle procedure will be followed.
3. If the received report contains pertinent testing information to inform the IEP/Section 504 team,
an evaluator will follow off cycle procedure replaciLg the Consent for Assessment form with Written
Notice form indicating that information reviewed is sufficient.
4. The case manager or counselor will schedule an IEP/Section 504 team meeting to discuss the
report and the implications for educational planning.
5. If the received report contains pertinent testing information to inform the IEP/Section 504 team,
the evaluator will Clone the last evaluation and add the reviewed information to a new cell. The
evaluator will add brief dated statements to the Summary, Adverse Effect, and Need for Specially
Designed sections regarding the accepted information after meeting with team members and parent in
person or by telephone. The eligibility report will be dated with the new meeting date, and include
past and new team members through a new attached meeting in iTrack. The evaluator will mail
home, archive, and provide the case manager with a copy of the new report.
5. If the student is NOT currently identified for special education or Section 504, the team may
begin initial special education or Section 504 evaluation procedures if warranted. The team may also
consider a response through Written Notice if no action is warranted to document existing data used
to make decisions.
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SPECIAL EDUCATION EVALUATION
ARCHIVING AND ATTACHMENT DOCUMENT PROCESSES
The following is an outline of procedures associated with documents in iTrack. These tasks are
completed throughout the evaluation process.
STUDENT DETAILS TAB (In iTrack): When working with documents in iTrack for triennial
evaluations or new referrals, editing current (or entering additional) data under the "Student Details"
tab may be required.
Common data entry for new evaluation referrals would include the following:
• Student Demographic information
• Parent Information
Student Provider Team is added here (provider = staff with access to the student iTrack
documents)
Common data entry and checks for triennial evaluations would include the following:
• Student Demographic updates/corrections
• Next 3 Year Evaluation Date
• Complete Primary Disability Category
• Developmental Disability Checklist completed (yes/no)
• Check 60 day timeline default is correct
Note: Team members are added under "Meetings" tab, not under "Student Details" tab — this is the
team that will be listed on the Referral to Consider Form and Eligibility Report.
ARCHIVING (iTrack): All documents created during the evaluation are archived. Common
documents archived in iTrack would include the following:
• Form 340 Request for Input
• Form 330a Referral to Consider
• Form 350 Consent for Assessment (archive when created/before testing has been entered)
• Form 560 Consent to Release Medical Information (signed by parent)
• Form 320 Written Notice
• Form 380 Eligibility Report (after meeting is held and report is complete)
• Eligibility Report -Specific Learning Disability (after meeting is held and report is complete)
• Form 300 Contact Log in Student Details (archived at the end of the year)
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ARCHIVING (District Office): All documents containing a parent signature are scanned and
emailed to the District Office for archiving. This would include any parent -signed documents such as:
• Signed Form 560 Consent to Release Medical Information
• Signed Form 350 Consent for Assessment
• Signed Form 360 Authorization for Exchange of Confidential Student Information
Please scan and email these forms to Medicaid Compliance: MedicaidLd91.kl2.id.us
ATTACHMENTS: Several documents are required as attachments in iTrack during the evaluation
process. Any document containing a parent signature is attached to the evaluation in iTrack.
Examples of common attachments would include the following:
• Initialed and signed Child Assistance Team Form (CAT Form), with data graphs.
• Signed Form 560 Consent to Release Medical Information
• Signed Form 350 Consent for Assessment
• Third party medical reports relevant to eligibility determination
• Cover page of Eligibility Report signed by all evaluators billing Medicaid
CONTACT LOG: All verbal or written contact with individuals or agencies associated with the
evaluation process is documented in iTrack. These contacts are noted in the "Student Contact Log"
tab located in Student Details. There should be only one shared team record open for each school
year. Common contacts noted include the following:
Parent Contact: This includes any contact made with parent/guardian.
• Mailing documents:
❖ Request for Input
❖ Consent for Assessment
•'• Written Notice
❖ Eligibility Report
❖ Assessment protocols or any other forms needed for the evaluation
• Receiving signed documents or protocols from parents
• Phone communications
• Email to parents
• Notes or documents sent home to parents via students
Agency Contact: This would include any contact made with agencies or other professionals
associated with the evaluation process. This might include physicians, psychologists, or other
professionals with whom contact is made to obtain relevant information related to the evaluation.
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TRANSFER STUDENTS
Public agencies, including Local Education Agencies (LEA), charters schools and correctional
agencies, as a part of the enrollment process for students transferring from a public agency in Idaho
or from another state, should ask the person enrolling the student whether the student received special
education services at the time they left their last public education setting. The new public agency
shall promptly contact the previous agency to request a copy of the student's records including all
special education documents. Whether information is provided through student records, by the parent
or previous public agency, the public agency must make the assumption for both in state and out of
state transfer students that the student is eligible to receive special education and must be provided
Free Appropriate Public Education (FAPE) based on the documentation presented by the prior public
agency and/or parent until/unless the public agency evaluates the student and the Individualized
Education Plan (IEP) team determines the student is no longer eligible. The public agency shall
maintain documentation of its efforts to obtain the education records and documentation of its
consultation with the parents.
If the new public agency is not able to obtain the IEP from the previous public agency or from the
parent, the new public agency is not required to provide special education and related services to the
student. However, the new public agency may decide that an evaluation is necessary because it has
reason to suspect that the child has a disability, nothing in Individuals with Disabilities Education Act
(IDEA) prevents the new public agency from providing special education services to the child with
parent consent while the evaluation is conducted or as part of the evaluation. In this situation the
evaluation would be considered an initial evaluation because the purpose of the evaluation is to
determine whether the child qualifies for special education services and to determine the educational
needs of the child.
In State Transfer Students
In state transfer students will start at their home school. The home school team will do a sufficiency
review and complete an activity chart for the incoming transfer student.
Obtaining Student Records
The new public agency that the student is enrolled in shall request the student's records including the
IEP and supporting documents and any other records relating to the provision of special education or
related services to the child, from the previous public agency. The previous public agency has ten
(10) school days after receiving the request to send the student's record including a copy of the IEP
and eligibility report. If the student's new public agency is unable to obtain the student's records in a
timely manner from the previous public agency they may contact their regional special education
consultant for assistance. The regional special education consultant will work with the previous
district to obtain the records including the IEP and supporting documents and any other records
relating to the provision of special education or related services.
Idaho Falls School District 91 August 2016 132
Student Services Administrative Procedures
Provision of Services
If a student with a disability who received special education and related services pursuant to an IEP in
a previous public agency (even if that public agency failed to meet the annual review requirements)
transfers from a public agency in Idaho and enrolls in a new public agency, the new public agency (in
consultation with the parents) must provide FAPE to the student within a reasonable time (including
services comparable to those described in the student's IEP from the previous public agency), until
the new public agency either 1) adopts the student's IEP from the previous public school; or 2)
develops, and implements a new IEP that meets the applicable requirements.
Timelines for Annual Review and Re-evaluation Completion
Annual IEP and eligibility evaluation dates and timelines remain the same as listed on the IEP and
eligibility reports obtained from the prior public agency. Students transferring between Idaho public
agencies are assumed to be eligible under the disability criteria established in the state at the time
they were determined eligible.
When a re-evaluation is necessary, the IEP team will use the current Idaho disability criteria to
review all available information and in consultation with the parents, determine whether additional
information is needed to determine continued eligibility for special education services. If the IEP
team cannot complete the needed evaluations by the three (3) year re-evaluation date the team will
work with the parents to establish a time frame for when the re-evaluation will be completed. When
additional assessments are required as a part of the re-evaluation parental consent will be sought.
Parents or the public agency may request an evaluation take place prior to the three (3) year re-
evaluation date. The completion of the three (3) year re-evaluation does not delay the provision of
FAPE.
In State Transfer Incomplete Initial Eligibility Determination
When a student transfers to a new public agency prior to the completion of the initial eligibility
determination by the previous public agency, the new public agency shall request records and
documentation, and in consultation with the parents, develop a timeline for completion of the
evaluation and eligibility determination. Upon request the prior public agency shall provide the
student records and information collected related to the evaluation process including all information
required for eligibility determination and all other relevant information. When the suspected
disability is Specific Learning Disability (SLD), the following information must be included by the
prior public agency:
Copy of written notice
Consent for evaluation
• Description of participation in core curriculum and interventions provided including:
o Curricular materials
o Instructor (teacher/paraprofessional)
o Number of weeks
o Number of days per week
o Number of minutes per day
o Description of group (whole/small-number)
o Progress monitoring instrument
o Graph (aimline, trend line decision making rules)
Narrative summary of information gathered
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Out of State Transfer Students
Out of state transfer students will start at their home school. The home school team will do a
sufficiency review and complete an activity chart for the incoming transfer student.
Provision of Services
The new public agency will review the documents and/or information obtained from the previous out
of state public agency and the parents, consult with the parents and provide the child with FAPE,
including comparable special education and related services described in the student's IEP within a
reasonable period of time to avoid any undue interruption in the provision of required special
education and related services. The new public agency will 1) determine if an evaluation is needed,
and 2) if eligible based on existing information or the new evaluation shall either adopt the student's
IEP from the previous public school; or develop and implement a new IEP that meets the applicable
requirements develop a new IEP.
The new Idaho public agency shall provide comparable special education and related services while
an evaluation is pending (regardless of the basis of the previous public agency's eligibility
determination) if necessary, or before a new IEP can be developed.
Establishing Eligibility for Special Education Services in Idaho
Upon enrollment and receipt of student records and documents the IEP team will complete a
sufficiency review to determine if they have the information needed or that additional assessment is
required to determine eligibility for special education services in Idaho. If no new assessments are
needed, then the team will complete the determination as a re-evaluation process. If additional
assessments are needed consent will be sought and the eligibility determination process will be
considered an initial evaluation with appropriate notice and consent procedures followed. If the IEP
team cannot complete the needed assessments within the required timeline the team will work with
the parents to establish a time frame for when the evaluation will be completed. The student will
continue to receive special education and related services during the evaluation period.
The sufficiency review will include:
• Review of student's education record
• Document (summarize)
• Based on documents provided the student meets Idaho eligibility criteria and no new data or
assessment is needed, OR
• Based on documents provided additional information is required to meet Idaho's eligibility
criteria
o Note discrepancies between information provided and Idaho criteria,
o Additional data needed, if any
o Timeline to collect data
o Assign responsibilities (who will monitor progress of the plan, interventions,
assessments, data analysis)
o Parental consent is sought for new assessments
o Date determination of eligibility in Idaho will be completed
o The team's decision regarding student's eligibility in Idaho
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Out of State Students with Incomplete Eligibility Determinations
When a student transfers to a new public agency prior to the completion of the initial eligibility
determination the new public agency shall request records and documentation, and in consultation
with the parents, develop a timeline for completion of the evaluation and eligibility determination.
Obtaining Student Records
The new public agency that the student is enrolled in shall promptly request from the previous public
agency the student's records including the IEP and supporting documents and any other records
relating to the provision of special education or related services to the child, from the previous public
agency. If after taking reasonable steps the public agency is unable to obtain the records from the out
of state public agency, the Idaho public agency may request assistance from the State Director of
Special Education to obtain the needed records. The Idaho public agency shall maintain
documentation of its efforts in obtaining the educational records from the previous LEA.
Monitoring and Verification of Records
The lists of student files that will be used by the SDE for the purposes of monitoring and Child Count
Verification will be developed using data from one (1) year prior to the current Child Count. The
SDE will not include students who have been enrolled in a district for less than one (1) year in the
general activities of monitoring. The SDE may request files of students enrolled in a district for less
than one (1) year for specific purposes to ensure that all students including students who transfer
between districts are provided FAPE.
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PROTOCOL FOR COMMUNICATION AND AUTISM
SERVICE / EVALUATION AT THE SECONDARY LEVEL
RATIONALE COMMUNICATION / AUTISM SERVICES:
Typical school-based language therapy occurs 1 to 2 times per week. Research indicates that this
type and amount of language therapy is not adequate for adolescents. Students, who have not
benefited from language therapy during the early elementary grades, will need a more concentrated
approach to developing language skills.
LANGUAGE! integrates reading, writing, spelling, vocabulary, grammar, foundational skills, and
spoken English. The entire curriculum weaves all of the necessary strands of literacy into six
instructional steps of a daily lesson.
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We know that language delays are the basis of many learning difficulties. Therefore, older students of
average intelligence with language based needs should participate in a research based language
program. An example of a research based program is the Language! Program. resource room
teachers are trained to deliver this service. Speech -Language Pathologists (SLPs) are not trained to
use this program.
Therefore, for most secondary students with identified language needs, their language services will be
addressed in the resource room (or inclusively in a general education classroom with resource room
support) with lessons delivered by the resource room teacher using the Language! Program as
determined by the team.
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Secondary speech (articulation services) are based on adverse effect and demonstrated need to ensure
access to a general education curriculum. According to the Special Education manual 2015 (pg. 64)
"articulation disorders do not exist when: there are delays in developing the ability to articulate only
the most difficult blends of sounds or consonants within the broad range for the student's age." Case
managers may continue to support practice and generalization of skill. By adolescence, student
preferences for participating in speech therapy should be considered and respected.
Persistent deficits in social communication and social interaction are best addressed by a student's
team in their daily classroom environment on a regular consistent basis by adults working with them.
Therefore, the support team for teaching social communication and social interactions for students at
the secondary level may include general education teachers, special education teacher, special
education paraprofessionals, school counselors, and administration. The School Psychologist,
Behavioral Specialist, and Consulting Teacher may be asked to consult if a student is not making
progress (as demonstrated through progress monitoring data).
RESOURCE ROOM TEACHER (Case Manager)
Case Management Duties: The resource room teacher will serve as the case manager and
will perform all duties typically assigned to the case manager. This will include preparing
the IEP and insuring the delivery of the services specified on the IEP.
Autism: The case manager will address any needs identified through evaluation in the
student's IEP through a goal (i.e. social communication, social interaction, transitions,
sensory, and/or oral language), accommodations, and/or a Behavioral Intervention Plan as
determined by the IEP team.
Lan2ua2e Impairment and Lan2ua2e Based Needs Under Other Eligibility
Categories: The team may determine that a language goal based on the instruction to be
delivered using the Language! Program is needed. Language needs may also be addressed
through Reading and Written Expression goals. Language needs may be addressed
through classroom accommodations.
Instructional Duties: All students who qualify for the Language Impairment funding
category, will receive research based instruction on a regular basis to address their specific
needs. It is recommended that such students participate in the Language! Program in
addition to a general education English class. The language needs of children with a
language impairment (as well as students who qualify as having a specific learning
disability in written expression, oral expression, or listening comprehension) will not
typically be met in a general education English class. However, the general education
instruction in English is important to addressing the student's language impairment.
Therefore, instruction in the resource room should not replace instruction in English.
Student or teacher schedules may be adjusted to accommodate this need. The following
are suggestions for managing daily schedules.
Replace an ISAT reading class with a resource room language arts class using the
Language! Program.
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2. Replace an elective with a resource room language arts class using the Language!
Program.
3. Replace a history or other core academic class with a resource room language arts
class using the Language! Program.
ELIGIBILITY CRITERIA
(Please refer to page 49 in the Idaho Special Education Manual 2015
for a full description of the 3 -Prong Test of Eligibility.)
Three -Prong Test of Eligibility: To demonstrate eligibility for special education services all
three of the following criteria shall be met and documented.
This is often called the three -prong test for eligibility. The Eligibility Report shall document each of
the following three criteria: 1) the student has a disability according to the established Idaho criteria;
2) the student's condition adversely affects educational performance; and 3) the student needs
specially designed instruction.
Meets State Eligibility Requirements: The state eligibility requirements for specific disabilities are
listed in this chapter.
Adverse Impact: A determination made by the evaluation team that the student's progress is impeded
by the disability to the extent that the student's educational performance measures significantly and
consistently below the level of similar age peers preventing the student from benefiting from general
education. Educational performance refers to the student's performance in academic achievement,
developmental and/or functional skills. The phrases "adverse impact" and "adverse effect" are used
interchangeably in this manual and have the same meaning.
Needs Specially Designed Instruction: Special education is specially designed instruction, provided at
no cost to the parents, to meet the unique needs of a student with a disability. Specially designed
instruction means adapted, as appropriate to meet the needs of an eligible student, the content,
methodology, or delivery of instruction to address the unique needs of the student that result from the
student's disability and to ensure access of the child to the general curriculum so that he or she can
meet Idaho Content Standards or Idaho Core Standards that apply to all students.
Disability condition for secondary students is typically well established and does not need to be
re -determined. Therefore, teams should be primarily considering the second and third prongs
of eligibility during triennial evaluation. Typically Language Impairment or Autism can be
established and documented through history of educational determinations and/or review of
community based evaluations in the student's file.
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ROLES AND RESPONSIBILITIES FOR COMMUNICATION AND AUTISM
EVALUATION
General Evaluation Team Responsibilities for Triennial Evaluation: The case manager
and general educator(s) serve on the Evaluation Team and provide information to answer the
Prong 2 & 3 questions. Such information is based on how the student responds to direct
instruction in a research based program through Progress Monitoring Data (Prong 3). The
case manager and general educators will also contribute general classroom performance
information, grades, and performance data from general education and special education
(Prong 2). This information will be reported at MDT meetings and communicated with the
SLP when there are significant concerns regarding lack of progress in the area of language 90
days prior to the student's re-evaluation due date by the School Psychologist.
SCHOOL PSYCHOLOGIST
The school psychologist will complete the typical tasks associated with initial or triennial
evaluations. This will include preparing all documents related to these processes. The
school psychologist will access Mileposts to review with the MDT team current and
historical performance data 90 days prior to due dates.
Initial Evaluation with Significant Language Concerns from an RTI Team Referral:
The school psychologist will notify the SLP about referral concerns and provide the
referral data for review. In consultation with the SLP, the school psychologist will guide
the team in the Referral to Consider documentation and subsequent Consent for
Assessment. The School Psychologist will notify the SLP when consent is returned signed
by parent.
Language Impairment Triennial: For triennial evaluations, the school psychologist will
administer all assessments that the evaluation team requests and for which the school
psychologist is qualified to administer.
If no additional standardized assessment is needed (including language standardized
assessment), the school psychologist will guide the team in preparing an Eligibility Report
detailing how review of existing data demonstrates that the student continues to meet
eligibility requirements even if no new assessments were conducted. The report shall
address each required eligibility component and include results of previous assessments if
they are being used to determine eligibility (including language standardized assessment,
pg. 48 Special Education Manual 2015).
The Eligibility Report will include the recommendations of others participating in the
assessment process (typically the building team including special education teacher,
general education teacher, parent, and administrator), i.e., information received from
school staff regarding the need for specially designed instruction and the educational
impact (adverse effect).
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The school psychologist will attend the IEP team meeting to interpret the assessment
results and lead team discussion regarding Eligibility Determination. Typically, Language
Impairment will be established through student history and the school psychologist will
establish history in the report.
Autism Educational Determination: The school psychologist will be a team member for
educational determinations of Autism (in attendance and in agreement on the Eligibility
Report).
Autism Community Based Evaluation or Diagnosis: The school psychologist will
attend eligibility meetings as the "individual who can interpret evaluation results and
implications" (pg. 82 Special Education Manual 2015) for students with a community
based evaluation or diagnosis of Autism Spectrum Disorder.
The school psychologist will provide further assessment in areas of team concern as defined by
individual needs related to the disability definition of Autism (Section 7. B. Autism Spectrum
Disorder a. b. c. d. pg. 50 Special Education Manual 2015). At the secondary level, adolescent
preference for changing characteristics of Autism should be considered and discussed by the team
in relationship to adverse effect prior to evaluating.
SPEECH-LANGUAGE PATHOLOGIST (SLP):
Initial Evaluation with Significant Language Concerns from an RTI Team: The SLP
is the person who administers the tests that can result in meeting the first prong of the
eligibility for Language Impairment. Therefore, the SLP will administer the appropriate
assessments and complete a cell (contributing to summary, adverse effect, and need for
specially designed instruction sections) on the Eligibility Report that describes the
assessment results and recommendations based on the tests administered including review
of new community based evaluations that report below average scores on a standardized
language test if appropriate (Prong 1 of the eligibility test criteria).
The SLP will attend the IEP team meeting to explain the test procedures and interpret the
results for other members of the IEP team. The SLP and team will make recommendations
to address the student's language needs.
Lan2ua2e Impairment Secondary Reevaluation: The SLP will consult with the
secondary building team and attend the student's eligibility meeting only if there is a
documented lack of progress in the area of Language (90 days prior to the student's re-
evaluation due date by the school psychologist). The SLP will be noted as in agreement on
the student's Eligibility Report. If the student is making adequate progress, the SLP does
not need to attend the meeting or be noted as in agreement on the Eligibility Report.
If new assessment was completed by the SLP, the SLP will attend the eligibility meeting
to interpret the results.
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Autism Educational Determination: The SLP will be a team member for educational
determinations of Autism (in attendance and in agreement on the Eligibility Report).
PLEASE NOTE:
When meeting with parents, please report that in District 91 language services are provided
using a research based program that was developed by speech-language pathologists for use in
a resource room setting. The Language! Program provides in-depth instruction in reading,
writing, spelling, vocabulary, grammar, foundational skills, and spoken English. It is incorrect
to say that District 91 does not provide instruction in language at the secondary level. Case
managers may continue to support practice and generalization of articulation skills. By
adolescence, student preferences for participating in speech therapy should be considered and
respected. Social Communication needs are addressed daily for students with Autism as
defined by their IEP team and in their day to day setting.
For more information please contact Dan Keck, Director of Student Services or Shannon
Taylor, Consulting Teacher.
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'Jdaho Falls
School, Dt0 n , ct 9
WA
90 John Adams Parkway
Idaho Falls, Idaho 83401
Phone: (208) 525-7500 FAX: (208) 525-7596
Web Address: wwwA91112.id.us
Paraprofessional Review of IEP, BIP, FBA, and IHP
(IEP=Individual Education Plan
BIP=Behavior Intervention Plan
FBA=Functional Behavior Assessment
IHP=Individual Health Plan)
I , have reviewed the documents listed above for the following
student(s) that I work with. I have read the plan(s) and have had the opportunity to ask questions
regarding the plan(s) and understand my role with implementation.
Student(s):
Signed:
School:
Date:
Case Manager:
Please return form to Judi Petersen in Student Services at the district office.
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