Difference between revisions of "SSPS:Traumatic Brain Injury"

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== Definition==
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A traumatic brain injury means 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 applies to mild, moderate, or severe, open or closed head injuries resulting in impairments in one or more areas such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, or speech. The term includes anoxia due to trauma. The term does not include brain injuries that are congenital, degenerative, or induced by birth trauma.
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== Criteria for Eligibility ==
 
== Criteria for Eligibility ==
  
* A student is eligible for Exceptional Student Education (ESE) under the area of 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.
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* A student is eligible for Exceptional Student Education (ESE) under the area of 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 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), student(s) may be served by a preschool program.
 
* Ages served: 3 - 22. By the age of three (3), student(s) may be served by a preschool program.
* Students over the age of eighteen (18) years, who have not met IEP goals and/or graduation requirements, will be recommended on an individual basis at the annual IEP review/revision conference and considered for placement based on their ability to successfully achieve program goals. Students may continue through the semester in which they turn twenty-two (22) if recommended by the IEP committee.
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* Students over the age of eighteen (18) years, who have not met IEP objectives and/or graduation requirements, will be recommended on an individual basis at the annual IEP review/revision conference and considered for placement based on their ability to successfully achieve program goals. Students may continue through the semester in which they turn twenty-two (22) if recommended by the IEP committee.
  
 
== Intervention Requirements ==
 
== Intervention Requirements ==

Revision as of 10:41, 7 July 2017

Definition

A traumatic brain injury means 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 applies to mild, moderate, or severe, open or closed head injuries resulting in impairments in one or more areas such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, or speech. The term includes anoxia due to trauma. The term does not include brain injuries that are congenital, degenerative, or induced by birth trauma.


Criteria for Eligibility

  • A student is eligible for Exceptional Student Education (ESE) under the area of 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 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), student(s) may be served by a preschool program.
  • Students over the age of eighteen (18) years, who have not met IEP objectives and/or graduation requirements, will be recommended on an individual basis at the annual IEP review/revision conference and considered for placement based on their ability to successfully achieve program goals. Students may continue through the semester in which they turn twenty-two (22) if recommended by the IEP committee.

Intervention Requirements

Refer to Referral and Evaluation Wiki as Problem Solving (PS)/Multi-Tiered System of Support (MTSS) procedures must be followed. Evaluation team recommended exceptions to PS/MTSS may be addressed on an individual basis with supervisor involvement.

Procedures for Evaluation

Required Information and Evaluation Data

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


1. Documentation of PS/MTSS procedures, including baseline and follow up academic levels, noting interventions applied with integrity and consistency. In some urgent situations and with supervisor involvement, PS/MTSS may occur concurrently with evaluation or may be waived. Parent input and involvement in the process is critical.

NOTE: When considering medical conditions related to a traumatic brain injury, it is suggested that the team discuss the option of providing services through a Section 504 Plan. If the documented interventions and/or the 504 Plan cannot provide the student with the level of support necessary for adequate educational progress, consideration for ESE services is warranted.


2. Vision and hearing screenings Sensory Screenings.


3. 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 Physical Examination, MIS #818). If the MIS #818 is not returned, schools may send the Sample Follow-up Letter requesting medical documentation for initial consideration of ESE services.

NOTE: If the parents request assistance to provide the medical documentation necessary for eligibility determination, funds can be provided by the district for a physician’s appointment to obtain the necessary information. Please contact the ESE Supervisor for more information.


4. 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. Evaluation team may consider using the DOE developed Pre/Post Injury Parent Checklist and Pre/Post Injury School Checklist for this purpose.


5. An educational evaluation which identifies educational and environmental needs.


6. When determined appropriate by the evaluation team or an ESE administrator: A social history, a neuropsychological evaluation, and/or a comprehensive psychoeducational evaluation. This evaluation could include a measure of cognitive ability, and standardized achievement tests.

Evaluation Team

The evaluation team should include one (or more) basic education teacher, an ESE teacher, school psychologist, and school nurse. Additional staff may be added, based on identified student needs -- ESOL teacher, literacy coach, math coach, school social worker, graduation enhancement teacher, occupational therapist, physical therapist, speech/language pathologist and/or any other itinerant staff.

Procedures for Determining Eligibility and Educational Placements

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

Team Analysis of Data

Download TBI TAD

Download TBI Short TAD

Procedures for Out-of-State Transfer Students

1. Students who have a current T/IEP indicating eligibility for Traumatic Brain Injury may transfer to our district.

  • The Out-of-State Therapy Letter is issued with the Informed Notice of Continued Eligibility for Exceptional Student Education Services (MIS #707) notifying parent(s) of medical documentation requirements for out-of-state transfers.
  • If the required medical documentation is not received, a Follow-up Letter is sent requesting medical documentation for out-of-state transfers.


2. These students must be brought to the ISS team to determine whether additional evaluation is necessary to meet eligibility guidelines for the state of Florida. A medical examination 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.


3. If medical and educational evaluation results indicate the need for ESE Services, the student will continue to meet eligibility criteria.


4. If medical and educational evaluation results are incomplete or do not indicate the need for ESE Services, the student will be dismissed from ESE (or discontinued TBI, if eligible for other areas of ESE).

Procedures for Recommending Discontinuation or Dismissal

Refer to Discontinuation and Dismissal Wiki for information regarding procedures.


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


Two options for pursuing discontinuation/dismissal:


1. 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.


2. The teachers and service providers document that the student has been academically successful without direct ESE supports for one year, has met all IEP goals and no longer demonstrate a need for ESE services. This can be documented through an In-School Staffing.

Referenced Forms

Sensory Screenings

Physical Examination, MIS #818

Sample Follow up Letter

Pre/Post Injury Parent Checklist

Pre/Post Injury School Checklist

Informed Notice of Continued Eligibility for Exceptional Student Education Services (MIS #707)

Out-of-State Therapy Letter