Difference between revisions of "SSPS:Developmental Delay Eligibility"

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(Procedures for Recommending Discontinuation or Dismissal)
(Replaced content with "==Definition== A child who is Developmentally Delayed is three (3) through five (5) years of age and is delayed in one or more of the following areas: * Adaptive or self-...")
 
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* Social or emotional development
 
* Social or emotional development
 
* Physical development including fine, gross or perceptual motor
 
* Physical development including fine, gross or perceptual motor
 
 
 
 
==Criteria for Eligibility==
 
The child is eligible for special programs for children who are Developmentally Delayed when the following criteria are met:
 
 
The child is three (3) through five (5) years of age and there is documentation of the following:
 
*  A score of two (2) standard deviations (SD) below the mean or a 25% delay on measures yielding scores in months in at least one area of development; OR
 
* A score of one and a half (1.5) standard deviations (SD) below the mean or a 20% delay on measures yielding scores in months in at least two (2) areas of development; OR
 
* Based on informed clinical opinion, the eligibility staffing committee makes a recommendation that a developmental delay exists and Exceptional Student Education Services are needed.  Informed clinical opinion represents the best use of quantitative and qualitative information regarding a child and the family. It is the systematic, structured recording of impressions regarding some aspect of the child's status or characteristics.  This can include rating scales or checklists or impressions that can't be quantified in any other way; AND
 
* The multi-disciplinary team, the parent and the eligibility staffing committee have made a determination concerning the effects of the environment, cultural differences, or economic disadvantage in determining that a developmental delay exists.
 
 
 
 
 
==Intervention Requirements==
 
 
Prior interventions for PK children may be waived unless recommended by the
 
evaluation team, which includes the parents.
 
 
Existing screening and evaluation information available from agencies that previously provided services to the child and family may be used to meet evaluation criteria if appropriate and current within the last 12 months.
 
 
Refer to [[ESE:Referral and Evaluation|Referral and Evaluation Section]] for general information regarding the referral process.
 
 
 
 
 
==Procedures for Evaluation==
 
 
===Required Information and Evaluation Data===
 
 
A developmental delay is documented by a multi-disciplinary team utilizing multiple measures of assessment which include:
 
 
1.  Standardized instruments, judgment based assessments, criterion referenced instruments, systematic observation, functional skills assessments, or other procedures selected in consultation with the parent. Data used for children ages three (3) through five (5) shall be current within the past twelve (12) months. OR 
 
 
1.  Informed clinical opinion utilizing qualitative and quantitative information (i.e., rating scales, checklists and/or systematic, structured recordings of impressions) to determine the need for early intervention services
 
 
AND
 
 
2.  Documented parent report to assist in determining the early intervention services needed which can confirm or modify information obtained and describe behavior in environments that the district may not be able to access.  The requirement can be met by at least one of the following:
 
* A judgment based instrument such as a rating scale or checklist
 
* A part of a comprehensive assessment
 
* A developmental history including information on the interactions between the parent and the child, family identification of priorities and goals, and useful strategies.
 
 
 
When a developmental delay cannot be verified by the use of standardized instruments, the delay(s) may be established through observation of atypical functioning in any one or more of the developmental areas.  A report shall be written documenting the evaluation procedures used, the results obtained, the reasons for overriding those results from standardized instruments, and the basis for recommending eligibility.
 
 
 
When necessary, Diagnostic Teaching (DT) may be recommended by members of the evaluation team and conducted by the appropriate Early Childhood Exceptional Student Education Teacher(s).  Diagnostic Teaching may not exceed more than ten (10) school days. Parental consent must be obtained prior to the diagnostic teaching.  A written diagnostic teaching report (refer to [http://www.pasco.k12.fl.us/library/is/forms/mis_721.pdf MIS #721]) shall be submitted to the multi-disciplinary team for consideration in recommendations made by the evaluation team.
 
PK ESE students transitioning from Early Steps to school based services MUST be determined eligible and have a current IEP in place PRIOR TO THEIR THIRD BIRTHDAY.  Diagnostic Teaching is not an option if it prevents meeting this federal mandate.
 
 
 
Refer to the [[ESE:Referral and Evaluation|Referral and Evaluation Section]] for additional information regarding Diagnostic Teaching. 
 
 
 
'''NOTE:''' The Battelle Diagnostic Inventory – 2nd Edition (BDI-2) must be conducted on each student 90 days prior to OR 30 days after the development of the IEP AND between March 1st and May 31st of the year the student exits preschool OR within 30 days of dismissal from all ESE services.
 
 
 
===Evaluation Team===
 
 
When a child is being considered for a special program serving children who are developmentally delayed, the evaluation process may include an evaluation team composed of the school psychologist, early childhood teacher(s) of exceptional student education, speech and language pathologist, child find specialist, social worker, parent or guardian, program supervisor, and any other appropriate personnel.
 
For students transitioning at age 3, the team may also include appropriate agency representatives.
 
 
The evaluation team shall meet and submit a written report of its recommendations regarding the eligibility or ineligibility of the services for children who are developmentally delayed. Each team member shall certify in writing whether the report reflects his or her conclusion.  If there is not consensus, team members must submit separate statements presenting their individual conclusions.
 
 
 
 
 
==Procedures for Determining Eligibility and Educational Placements==
 
Refer to [[ESE:Eligibility and Placement|Eligibility and Placement Section]] for information regarding eligibility procedures.
 
 
The evaluation team report shall also include a recommendation to the IEP team to consider placement in one of the following PK settings:
 
* '''Community based instruction''' for students who are too medically fragile to attend school.  A Florida Physician must document the need for home instruction and indicate why.
 
* '''Itinerant services''' provided in the community or on a clinic basis at designated school sites for students with mild speech and/or language delays.
 
* '''TALK program''' is a part time program for students with communication delays requiring more intensive Speech or Language services than can be provided by itinerant services; however, do not require a full time special class setting.
 
* '''Early Childhood Varying Exceptionalities''', full or part time, for students with mild to moderate handicaps requiring a special class placement.
 
* '''Intellectual Disabilities''' for students at the supportive or participatory functional levels requiring a special class placement.
 
* '''Autism Spectrum Disorder''' for students with an uneven developmental profile and significant delays in social and pragmatic language skills that interfere with social interactions requiring a special class placement.
 
* '''Therapeutic Preschool''' for students significantly delayed in the emotional or social area requiring a full or part time special class placement. These students also meet the guidelines indicated below.
 
 
 
 
 
==Sample Team Analysis of Data==   
 
See [http://www.pasco.k12.fl.us/library/ssps/tad/tad_dd.docx DD TAD]
 
 
==Procedures for Recommending Discontinuation or Dismissal==
 
Students classified as Developmentally Delayed will need to be dismissed/discontinued from that area prior to their sixth (6) birthday.  A reevaluation must occur to determine eligibility for continued services in other areas of ESE (e.g. SLD, InD, ASD, etc,), if appropriate, before the age of six(6). Initial criteria must be met to establish eligibility in any new area. 
 
 
For Developmentally Delayed students who are recommended to transition into kindergarten to their neighborhood school and participate primarily in a basic education setting with support, an ESE teacher at the neighborhood school should be designated to maintain the IEP, monitor the student’s progress and refer for any additional, appropriate evaluations. The specific needs of the student should be taken into consideration when determining who should be the designated teacher (e.g., behavioral concerns may best be monitored by teacher of EBD; academic concerns may best be monitored by a teacher of SLD or a teacher of InD).
 
 
Refer to [[SSPS:Discontinuation and Dismissal |Discontinuation and Dismissal Section]] for information regarding procedures.
 
 
==Additional Information==
 
 
===Therapeutic Preschool===
 
 
Therapeutic Preschool services are for children identified as having needs in the area of social-emotional development. The emphasis of the therapeutic preschool setting is to foster the child’s confidence, develop trust in others, and build strong home-school-community partnerships that promote the child’s social-emotional development. Establishing trust and family support is the key to successful intervention with the child served in Therapeutic Preschool.
 
 
The curriculum includes a balanced blend of therapeutic social processes and
 
behavioral and cognitive interventions, utilizing the language of social skills development and personal choice within a core early childhood curriculum.
 
 
 
===Guidelines for Placement in Therapeutic Preschool Services===
 
A child may be considered for placement in a Therapeutic Preschool Class when the following factors are in place:
 
* The child meets eligibility criteria for DD when the delay is in social or emotional development or Emotional/Behavioral Disabilities(EBD)  (See "Criteria for Eligibility" sections in areas of EBD and DD).  A child who meets other areas of eligibility may be considered for therapeutic preschool services.  Strong consideration must be given to the primary handicapping condition as well as a student’s cognitive ability to benefit from the therapeutic intervention provided.  Placement of children with low cognitive ability (Intellectual Disabilities (InD) at the independent level) is made on a case-by-case basis.
 
 
* The evaluation shall include written reports completed by professionals and/or agencies, documented observations and a social history that supports placement in the Therapeutic Preschool Program based on the environmental history of the child. It is strongly recommended that the social history be conducted in the home environment.
 
 
AND
 
                           
 
* There is evidence that the student has not been successful in responding to the social and emotional expectations of basic education preschool or home daycare environment.
 
 
OR
 
 
* Observations by school personnel during the evaluation process indicate a need for therapeutic intervention.  Diagnostic teaching may be recommended by the evaluation team to gather additional information.
 
 
 
'''NOTE:''' The Battelle Diagnostic Inventory – 2nd Edition (BDI-2) must be conducted on each student 90 days prior to OR 30 days after the development of the IEP.
 
 
 
 
==Referenced Forms==
 
 
Diagnostic Teaching Report  [http://www.pasco.k12.fl.us/library/is/forms/mis_721.pdf MIS #721]
 

Latest revision as of 16:30, 27 July 2017

Definition

A child who is Developmentally Delayed is three (3) through five (5) years of age and is delayed in one or more of the following areas:

  • Adaptive or self-help development
  • Cognitive development
  • Communication development
  • Social or emotional development
  • Physical development including fine, gross or perceptual motor