Definition

A student who is Physically Impaired with Traumatic Brain Injury is one who has an acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects educational performance. The term includes open or closed head injuries resulting in impairments in one (1) or more areas listed below. The term does not include brain injuries that are congenital or degenerative or brain injuries induced by birth trauma.

Criteria for Eligibility

A student is eligible for Exceptional Student Education (ESE) under the area of Physically Impaired with Traumatic Brain Injury if the student has acquired an external injury to the brain as documented by a medical report and has significant difficulty requiring an adaptation to the school routine, school environment, or curriculum in one (1) or more of the following areas: cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing or speech.
Ages served: 3 - 22. By the age of three (3) the student(s) may be served by a preschool program.
Students over the age of eighteen (18) years, who have not met T/IEP goals and/or graduation requirements, will be recommended on an individual basis at the annual T/IEP review/revision conference and considered for placement based on their ability to successfully achieve program goals. Students may continue through the school year in which they turn twenty-two (22) if recommended by the T/IEP committee.

Intervention Requirements

Refer to general section as Response to Intervention procedures must be followed. Exceptions to RtI may be addressed on an individual basis with supervisor approval.

Procedures for Evaluation

Required Information and Evaluation Data

Required information and evaluation data for determination of eligibility for Physically Impaired with Traumatic Brain Injury services:

Documentation of Response to Intervention (RtI) procedures including baseline and follow up academic levels noting interventions applied with integrity and consistency. In some urgent situations and with supervisor approval, RtI may occur concurrently with evaluation. Parent input and involvement in the process is critical.
NOTE: When considering medical conditions requiring ESE services under the Physically Impaired with Traumatic Brain Injury eligibility, it is suggested that the team discuss the option of providing services through a Section 504 Plan. When the documented interventions and/or the 504 Plan are not providing the student with the level of support necessary for adequate educational progress, consideration for ESE services is warranted.
Screenings (speech, language, vision, hearing)
A report of a medical examination within the previous twelve-month period, from a licensed Florida physician(s) qualified to assess the student’s physical condition, giving a description of the impairment and any medical implications for instruction (Refer to MIS #818). If the MIS#818 is not returned, schools may send sample follow-up letter requesting medical documentation for initial consideration of exceptional student education services.
NOTE: If the parents are unable to provide the medical documentation necessary for eligibility determination, funds may be provided by the district for a physician’s appointment to obtain the necessary information. Please contact the ESE Supervisor for more information.
A report of observations by more than one person including the parent, guardian, or primary caregiver, in more than one situation. One of the observations should be by a school staff member and should include observations in the classroom setting and school environment. The report shall document a deficit in one (1) or more of the following areas: cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, or speech, which is evidenced through marked contrast of pre and post injury capabilities.
An educational evaluation which identifies educational and environmental needs.
When determined appropriate by the evaluation team, an administrator of Exceptional Student Education or a designee, a social history, a neuropsychological evaluation, or a comprehensive psychoeducational evaluation. This evaluation could include a measure of cognitive ability, and standardized achievement tests.

Evaluation Team

Procedures for Determining Eligibility and Educational Placements

Refer to Eligibility and Placement Section for information regarding eligibility procedures.

When a student does not require the services of a nurse or need the extensive supports from a teacher of physically impaired, an ESE teacher at the student’s zoned school will be assigned as the case manager to coordinate T/IEP team responsibilities.

Sample Team Analysis of Data

Download a sample TAD for Traumatic Brain Injury

Procedures for Out of State Transfer Students

Students who have a current T/IEP indicating eligibility for Physically Impaired with Traumatic Brain Injury may be transferred to our district.
These students must be brought to the team to determine whether additional evaluation is necessary to meet eligibility guidelines for the state of Florida. A medical completed within the past 12 months by a Florida licensed physician is required to consider eligibility. Additional evaluation(s) may be recommended by the T/IEP team. Consent for Evaluation is obtained.
If medical and educational evaluation results indicate the need for Exceptional Student Education Services, the student will continue to meet eligibility criteria.
If medical and educational evaluation results are incomplete or do not indicate the need for Exceptional Student Educations Services, the student will be dismissed from ESE (or discontinued, if eligible for other areas of ESE).

Sample letter notifying parent(s) of medical documentation requirements for out-of-state transfers.

Sample follow-up letter requesting medical documentation for out-of-state transfers.

Procedures for Recommending Discontinuation or Dismissal

Refer to Discontinuation and Dismissal Section for information regarding procedures.

Students may be considered for discontinuation/dismissal if they have been academically successful without direct Exceptional Student Education supports for one year, have met all T/IEP goals, and no longer demonstrate a need for ESE services. All supporting documentation is given to the Staffing and Compliance Teacher / ESE Specialist for compliance review in order to schedule the ESE Discontinuation/Dismissal.

Two options for pursuing discontinuation/dismissal:

T/IEP team conducts a reevaluation to determine current performance levels. An updated medical may or may not be requested, depending on available medical records and data.
The teachers and service providers document that he student has been academically successful without direct Exceptional Student Education supports for one year, has met all T/IEP goals, and no longer demonstrate a need for ESE services. This can be documented through an In-School Staffing.

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