Overview of Related Services

1. Overview of Related Services SEPAC Parent Evening Training Series September 20, 2010 6:30p.m.- 8:00 p.m. Buchanan Elementary School MPR

2. Welcome • Welcome • Introduction of SEPAC Board Which schools are present? • Calendar of SEPAC Events • Today’s Presentation: Overview of Related Services

3. What Are Related Services?

4. Related Services • 56363. (a) As used in this part, the term "designated instruction and services" means "related services" as that term is defined in Section 1401(26) of Title 20 of the United States Code and Section 300.34 of Title 34 of the Code of Federal Regulations.

5. Related Services Definition • The term "related services" means transportation, and such developmental, corrective, and other supportive services (including speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, school nurse services

6. Related Services Definition (including speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, school nurse services designed to enable an individual with exceptional needs to receive a free appropriate public education as described in the individualized education program of the child, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only)

7. Related Services Definition as may be required to assist an individual with exceptional needs to benefit from special education, and includes the early identification and assessment of disabling conditions in children.

8. Adaptive Physical Education

9. Criteria for Qualifying (APE) • We have specific guidelines for qualifying, but each test gives various overall scores/results. • For example: The Test of Gross Motor Development considers a delay to be scores that are below the 7th percentile. • Other tests look at students that score lower than 30% of their chronological age or equal to a 1.5 standard deviation below the mean in 2 or more assessed areas. • Other aspects that are taken into consideration: is a students overall functioning level and whether or not they are commensurate or above their ability level.  There is also a minimum level of required functioning.  For example if a student is 3-5 years old they would need to be functioning at least at a 7 month old level in order to be "high" enough for services.

10. Adapted Physical Education (APE) What is APE? What do we do? • We are a service designed for kids with significant gross motor delays • We offer services dependent on the needs of the individual student • The areas of concern that might warrant some type of APE service would be delays in: a.  Locomotion skills-Gait, running, skipping, galloping, etc b.  Object Control skills-Catching, throwing, striking, rolling, etc. c.  Balance skills-Dynamic and static. d.  Playground Games e.  Overall bilateral coordination-Jumping jacks, skipping, swinging etc.

11. Speech & Language Services

12. Speech-Language Pathologists • Speech and Language Pathologists in the state of California hold a Masters Degree in Speech Pathology. • Areas of Expertise include: anatomy and physiology of speech and hearing mechanism, disorders of speech and language; principles of acoustics, including hearing testing; augmentative communication • Most Speech Pathologists hold a state license and a Certificate of Clinical Competence, which requires 300-375 hours of supervised clinical experience. • Speech Pathologists participate in on-going continuing education annually. • To work in the public school setting, Speech Pathologist should also hold a California Teaching Credential.

13. Speech/Language Pathologist • Assess communication skills for students in all areas of suspected need • Determine eligibility for speech or language disorders • Provide services to students with speech or language disorder in the continuum of program options • Collaborate and consult with parents, teachers, and other staff regarding communication development and deficits

14. Speech and Language Services • Students meet eligibility criteria for services under the category of Speech Language Impairment in California Schools

15. A pupil identified with a Speech Language Impairment as defined in section 56333 of the California Education Code, meets the eligibility criteria in one or more of the following: Articulation Voice Fluency Language Speech & Language Services: Impairment

16. Speech & Language Services: Articulation Disorder • The pupil displays reduced intelligibility or an inability to use the speech mechanism to such an extent that it significantly interferes with communication and attracts adverse attention.  • Significant interference in communication occurs when the pupil’s production of single or multiple speech sounds on a developmental scale of articulation competency is below that expected for his or her chronological age or developmental level and whichadversely affects educational performance. • A pupil does not meet the criteria for an articulation disorder if the sole assessed disability is an abnormal swallowing pattern.

17. Voice:  A pupil may be eligible for services if they exhibit an a voice quality characterized by deficits in voice quality, pitch, or loudness. ENT physician referral (Ear Nose Throat) may be warranted    Fluency:  A pupil may be eligible for services when the flow of verbal expression, including rate and rhythm, adversely affect communication between the pupil and the listener. Speech & Language Services:Voice and Fluency Disorders

18. Speech & Language Services:Language Disorders • The pupil may be eligible for services for with an identified receptive or expressive language disorder when he or she meets one of the following criteria:    The pupil scores at least 1.5 standard deviations below the mean, or below the 7th percentile for his or her chronological age or developmental level on two or more standardized tests in one or more of the following areas of language development:morphology, syntax, semantics, or pragmatics.   When standardized tests are considered to be invalid for the specific pupil, the expected language performance level shall be determined by alternative communication means as specified on the assessment plan.

19. Speech & Language Services: Facilitating Communication

20. Speech & Language Services:Present Level of Performance • Present Level of Performance (PLOP) is the baseline of the student's performance using individually selected evaluation measures in all areas of suspected need. • PLOP generates current and individually designed goals and objectives • Goals are written as measurable and address state standards. • The expertise and collaboration of the entire IEP team facilitates all as aspects of the IEP, including goals and services, and agrees to them prior to implementation. • Progress on goals and objectives are reported in writing six times a year and reviewed at the next annual IEP.

21. Speech & Language Services:Additional Factors Developing an Individual Education Plan: • Considerations in advocating for individual student needs • Attention: know student’s strengths, interests, preferences • Participation: help student become an active participant • Compliance: measurable educational goals and standards • Collaboration: IEP team’s commitment to the “whole” child • Responsibility: help student become a responsible learner • Communication: help student generalize skills mastered

22. Deaf and Hard of Hearing Services (DHH)

23. Deaf and Hard of Hearing (DHH)Services • The school nurse will complete a hearing screening. • When a student has an undiagnosed hearing loss (e.g. failed screening). The nurse refers for an assessment. • Assessment Plan will be completed by DHH Itinerant Teacher and signed by parent. or • An outside Audiologist provides a written report detailing the student’s hearing loss. Report may include recommendation for hearing amplification equipment. • If the student requires the services of the DHH Itinerant Teacherand/or amplification equipment is necessary for the student to succeed in the classroom, determination is made at the IEP meeting.

24. DHH Services • Services could include, but not be limited to such things as: • Equipment consultations • Direct consult with the classroom teacher regarding academic or equipment needs • Direct service to the student • Monitoring student’s academic progress

25. Assistive Technology(AT)

26. Assistive Technology Service is “any service that directly assists an individual with disability in the selection, acquisition, or use of an assistive technology device.” --PL 100-407 An AT device is “any item, piece of equipment or product system whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” --PL 100-497 Assistive Technology: Definition

27. AT for people with learning disabilities AT for people with sensory impairments Computer access Augmentative Alternative Communication (AAC) Low Tech Solutions Seating/Positioning Mobility Aids Activities of Daily Living (ADL) and Recreation as it pertains to education Assistive Technology: AREAS of AT

28. Assistive Technology • The IEP team considers AT needs in accordance with IDEA (Individuals with Disabilities Education Act) • The team considers possible needs and barriers in the areas of physical, communication, cognitive, social competence, academic performance, vocational functioning, recreation/leisure functioning, environmental functioning as they apply to educational needs

29. If the IEP team feels the student’s needs are currently being met, AT is deemed not necessary at that time. If the IEP team determines that AT devices/services may be of potential benefit to the student, trials of a device/service may be considered or further assessment may be considered. Assistive Technology: IEP Team Considerations

30. Counseling Services

31. Counseling Services • Provided when interpersonal or social problems interfere with school performance • Training/counseling groups provided in social skills and anger management • Help families and schools manage crises such as death, illness, or community trauma

32. Counseling Services • Difference between therapy and counseling • Qualification for DIS Counseling         Duration of services         Counseling & Behavior Support Plans

33. Counseling Services • High Schools and Middle Schools - Counseling provided by School Counselors and School Psychologists • Elementary Schools - New RAIN and BREAKTHROUGH Counseling programs School Psychologists - counseling with Special Education students

34. Counseling Services OTHER COUNSELING RESOURCES: • MVUSD Parent Center • Referrals to community therapists • General Education Counseling

35. County Mental Health Services (CMH or AB 2726) • Assembly Bill 2726 • Formally AB 3632 • Designed to provide therapeutic services to assist students who have a chronic mental health condition that is impacting their academic performance.

36. County Mental Health Services (CMH or AB 2726): Pre-Referral Activities • 1. A Behavior support Plan must be in effect for a period of at least three months • 2. Current Psycho-educational report • 3.Team summary notes must include a statement to the effect of: “The IEP team has reviewed this students’ behavior support plan, educational placement, declining academic progress and psycoeducational assessment. The IEP team is in agreement that the students chronic emotional instability is impacting their academic performance and is therefore requesting an AB 2726 mental health assessment. • 4.Copy of Grades/Transcript • 5. Consent to refer • 6. All required AB 2726 paperwork

37. Intensive Individual Instruction ( Aide Support) • Aide support is a related service that is determined by the IEP guided by the student’s s: • Severe Academic Delays • Severe Physical Limitation • Safety and Health related needs

38. Intensive Individual Instruction ( Aide Support)

39. Intensive Individual Instruction ( Aide Support) • All requests for a 1:1 aide will generate an assessment plan presented to parents for their signature to consent for the evaluation to determine the need for a 1:1 aide that will be completed by the following personnel: • Teacher • School Psychologist • Program Specialist • The 1:1 aide evaluation team conducts an observational evaluation that includes: • Observations • Review of Records • Interview with staff • Case carrier schedules an IEP team meeting to review the results of the 1:1 aide evaluation • The IEP makes the decision

40. Intensive Individual Instruction ( Aide Support) Independence versus Dependence • All of the aforementioned aspects must be taken into consideration to minimize dependency and reinforce independence for the benefit of the student.

41. Autism Services or Intensive Behavioral Interventions (IBI)

42. Autism Services or Intensive Behavioral Interventions (IBI) • ABA ( Applied Behavior Analysis) or IBI • Intensive behavior modification treatment program utilized with children with autism • Psychological services • School based • Home based • Consultation/Supervision

43. Autism Services or Intensive Behavioral Interventions (IBI) • A student’s behavior is assessed through observations that focus on exactly what the person does, when the person doe it, at what rate, and what happens before (antecedents) and what happens and what happens after behavior (consequences).

44. Autism Services or Intensive Behavioral Interventions (IBI) • Skills are broken down into small steps • Each step is taught in a systematic way • Many opportunities or trials are given repeatedly in structured teaching situations and in the course of everyday activities

45. Autism Services or Intensive Behavioral Interventions (IBI) • As steps are acquired, the student is taught to combine them in more complex ways and to practice them in more situations • Problem behavior is not reinforced • Data is recorded

46. Autism Services or Intensive Behavioral Interventions (IBI) • Students with autism exhibiting maladaptive behaviors, significant delays in academic, social, language, adaptive skills, may be eligible to receive an ABA program either provided at home or school setting • The IEP team reviews observations and recommendations made by all team members and makes a decision regarding the child’s program (whether the child will or will not receive an ABA program).

47. Occupational Therapy

48. OT’s focus on assisting students to engage in meaningful and purposeful daily school “occupations” so that students are successful in the educational setting. The “occupation” of a student is to learn, play, work and be social. Occupational Therapy: What is It?

49. Occupational Therapy: Need for services According to Guidelines for OT and PT in the California Public Schools (1996) • OT in the school setting assists special education in: - identification - intervention - assessment - program planning / consultation Recommendations for occupational therapy must be linked to educationally relevant outcomes, progress on goals, and the child’s educational/functional tasks required in the classroom

50. Occupational Therapy:Educational Service Delivery • Who decides the frequency and delivery model? • Medical Model verses Educational Model • Consultation, Collaboration, Group or Individual models, Pull-out, Push-in • Role as educator to staff, student and parents