Do I only use this form for an Identification Meeting/Evaluation/Re-evaluation meeting?
The form must be used whenever a student’s eligibility for special education services under the category “Speech or Language Impairment” is being considered. Note that the form must not be used to determine whether a student, deemed eligible for special education under a different category, is entitled to receive speech/language services as a related service. The Department has not issued or endorsed any form for use in connection with determinations regarding related services. SAUs may, but are not required to, develop forms to guide these determinations. The IEP Procedural Manual contains information helpful to IEP teams making such determinations.
For the Eligibility Criteria form, do you need to answer “yes” to all questions in order for the student to be eligible? Shouldn’t the form say that someplace?
The Eligibility Criteria document is summative. If the answers to A, B, and C are yes then the Team would determine that the student is eligible.
How do you determine the “total” severity using the rating scales? You can rate each section, but if the responses go across multiple severity ratings, what do we call the final rating? In the Colorado scales, there were numerical values assigned to each level of severity for each category, and then ranges of totals to determine the overall severity. What do we do here?
The scale is designed to have teams look at consistent data points from which the team would develop an overall clinical determination of the severity of speech/language needs without summing the results of the scale. We did not want to have a complex form such as Colorado's.
On the Eligibility Criteria (c), the choices given say “and/or”. Does this mean you don’t have to have an observation in the learning environment that supports a disability, and that adverse effect could be determined by
"C" references a clinical observation which is one done by the person evaluating the child and recording those observations noted during the testing process. The observation in the learning environment is a different observation required in M.U.S.E.R. Section V.4.C.
Under the language severity rating scale, there are no descriptions of language for the severity categories other than “no apparent problem."
There is a definition at the top of the first page of the scale which is meant to serve as a guide. The district that developed this scale utilizes the definition as a guide and team members reflect their clinical judgment to determine severity based on the form, content and/or functional use of language.
Under the rating scales, my Formal Testing does not show a Moderate to a Severe rating. But, the 'Effect on communication' and 'Effect on education' is in the moderate rating level. Do they then qualify for Speech and Language Services based on classroom observations by special education staff and teacher's reports about what they observe in the classroom? Part B. Is the classroom observation and teacher's input enough for verification?
In Part A “for assessments that do not provide standard scores” does the student have a moderate to severe score? If the student is considered impaired by teacher report…there must be a way that this can be quantified for eligibility purposes.
What if we have students who transfer into our SAU and the criteria under which they were identified is not significant enough to qualify them for speech/language services under our new criteria. May I use this form to show that they do not qualify for services?