Special Services

SPECIAL SERVICES
Suzanne Viski, Coordinator
304-265-2497 ext. 21

The following information is intended to clarify the purpose, rationale and responsibilities involved in the pre-referral process for responding to the needs of students suspected of having learning difficulties. Information being used as a citation for this information has been taken from Policy 2419:Regulations for the Education of Exceptional Students, as well as the Taylor County Schools' Policies and Procedures Guide for implementing Policy 2419 regulations.
[The Q: (Question)/ A:(Answer) format has been used in hopes
that the most often asked inquiries have been addressed.]

SCHOOL TEAM
[Reference Guide for Understanding the School Team Process]
Q: What is the purpose if the School Team?
A: As part of the responsibilities of educating children, the "Child Find" process involves the establishment of a system for identifying children in need of support services and/or accommodations to their school program in order to afford them the opportunity for optimal academic success.
Q: Who can make a referral?
A: "Any interested person is permitted to make a referral." This may be a parent, a teacher, and/or any other individual who may have information relative to a child's educational needs or lack of academic progress.
Q: How does someone make a referral?
A: In Taylor County, referrals can be made by submitting a completed request for School Team form to the county Interventionist. This form is the initial communication that a concern exists regarding a student's progress.
Q: Where do I obtain a copy of a referral form?
A: Blank referral forms are available in the school office upon request.
Q: Where do I file the completed referral form?
A: Referrals should be directed to the county Interventionist. It is the responsibility of the Interventionist to schedule and conduct a School Team Meeting upon receipt of the referral.
Q: What goes on at the School Team Meeting?
A: Participants in the School Team meeting are supposed to present, review, and discuss information demonstrative of the student's performance. This information can be in a variety of forms including, but not limited to, such things as work samples, test results, descriptions of unsuccessful modifications tried in the classroom relative to academic and/or behavior issues which are felt to be inhibitive of the student's progress, etc. After reviewing the presented pertinent information, the Team recommends instructional, behavioral, or remedial interventions and or immediate referral for a multidisciplinary evaluation.
Q: Can a student be referred directly to a multidisciplinary evaluation without first being screened?
A: Yes, if the School Team agrees that there is sufficient evidence presented at the initial School team meeting, a student can be referred directly to a multidisciplinary evaluation. However, it is the responsibility of the Team to ensure that appropriate modifications have been attempted, and the success rate of those attempted modifications is thoroughly documented prior to by-passing the screening process. The purpose of requiring appropriate documentation is in response to Policies and Procedures which require "results of interventions" in the interest of preventing premature referral and/or labeling, etc.
Q: How do I collect the appropriate information needed at the School Team Meeting?
A: No specific format is required for information being presented at School Team Meetings. However, it is best to organize information in some sequential manner in order that the Team can easily recognize difficulties, as well as pinpoint possible circumstances which may cause or prevent the difficulty in question.
Q: What happens after the School Team meeting?
A: Depending upon the recommendation (s) of the School Team, there may be specific modifications or accommodations which should be implemented by the classroom teacher in order that they be tested for effectiveness in improving the student's success rate in his/her classes. Maintaining a record of these modifications is an integral part of the intervention process. In any event, the School Team must also decide on a review date for reviewing the results of the interventions recommended. This review date should be scheduled for not longer than one grading period from the time of the intervention recommendations meeting.
Q: What happens during the "Review" Meeting?
A: At the review meeting, the School Team reviews data on the interventions and determines whether to continue, modify, or discontinue interventions or whether to refer for multidisciplinary evaluation.
Q: What happens after the School Team refers a student for a multidisciplinary evaluation?
A: When there is a referral for a multidisciplinary evaluation, the IEP Specialist requests permission from the parent to proceed. Once the parent's consent is obtained the time-line for conducting evaluations in accordance with Policy 2419 begins. This having been initiated, assessment(s) must be completed within 60 calendar days, an Eligibility Committee Meeting is to take place within 20 days from that date, and an IEP meeting is to be conducted within 30 calendar days from the date of the eligibility determination in instances where a child is identified as having a disability.
Q: Is there a specific time, (or age), when referrals to the School Team would be appropriate?
A: Referrals to the school team should be made as soon as it is determined that a student has had reasonable enough time to begin showing signs of difficulty either academically or behaviorally. It is important to remember that teachers have a responsibility to first attempt modifications within the regular classroom. In so doing, the child's right to receive a Free and Appropriate Public Education, (F.A.P.E.), along with his/her age appropriate peers is being protected.
This is one of the implications of the "appropriate Integration in the Least Restrictive Environment" language of the Individuals with Disabilities Education Act (I.D.E.A.), which was re-authorized during the Spring/Summer of 1997.
Q: What should be done when behavioral issues appear to be jeopardizing academic progress of the class?
A: When a student is exhibiting difficulty in, (or refuses), following directions or safety rules normally followed by others, it is important to investigate possible reasons for this misbehavior. Simply not responding immediately to the expectation of others, or committing an unacceptable act is insufficient grounds for identifying a student as being Behavior Disordered. In order to determine whether a child is truly Behavior Disordered there must first be documented evidence that meets the definition of this disabling condition in accordance with Policy 2419-Regulations for the Education of Exceptional Students. The School Team should consider the intervention of designing a behavior management program after first identifying the specific areas creating the most troublesome difficulties. When preparing for this, the Team must collect base-line data which speaks to areas of concern. This information should be used to assist the student in extinguishing the unacceptable behaviors and replacing them with more appropriate ones.
It would be neither wise or fair however, to develop a behavior plan which includes too many behavioral change expectations at one time and/or has an unreasonable time-line attached to it. Careful monitoring of the causes, (activities precipitating the misbehaviors, etc.), must be practiced in order to expect the student to improve. In addition, there needs to be reasonable incentive for the child to change his/her behavior before it can be expected to become routine.
Q: Is there a specific age when it is most appropriate to initiate behavior investigations?
A: Identifying an appropriate age when considering whether or not to initiate this kind of approach varies from child to child.
Q: What would be considered a reasonable amount of time for determining whether an attempted intervention in the form of a Behavior Management program is sufficient?
A: Defining the term "reasonable" as it applies to how long a behavioral intervention of this nature should last would also vary. This is especially true as interventions may require a number of revisions.
In any case, there must be adequate time for the intervention to take effect before it is determined to be either successful or unsuccessful. Assistance in the designing of Behavior Management programing, the methods for documenting data needed for determining successfulness of this kind of endeavor can be found by contacting either the Interventionist and/or soliciting help from the school's teacher of the Behavior Disorders program. Caution should be used when utilizing the BD Teacher in this effort, as it could be considered a predetermined placement if/when that teacher is asked to assume responsibility for the child before eligibility determination was completed. Until such time when eligibility, and placement, has been identified, the regular education classroom teacher continues to be responsible for supporting the child. (In addition, it is important to remember that "once a student has been complained of as having possible behavior difficulties, he/she must be afforded due process if/when considering disciplinary action" for infractions.)
(Whenever a student is referred for screening, classroom modifications and/or directly to evaluation, it is critical that the classroom teacher continue to implement recommended interventions until more is known. In so doing, the chances that a student, already determined to be showing signs of academic or behavioral difficulty, may fall further behind will be minimized greatly.)

[The Q: (Question)/ A:(Answer) format has been used in hopes
that the most often asked inquiries have been addressed.]

ELIGIBILITY COMMITTEE AND INITIAL PLACEMENT I.E.P. MEETING
[A Reference guide explaining the process involved in determining eligibility for,
and the delivery of, support services for students with disabilities.]

The following information is intended to clarify the purpose and procedures involved in conducting eligibility and IEP committee meetings, following the evaluation of student felt to be in need of support services which are available through the Department of Special Education. Information being cited for this purpose comes from "Policy 2419-Regulations for the Education of Exceptional Students."

Q: What is the sequence of events between the decision to refer a student for evaluation and reviewing the results?
A: After it has been determined that a student should be referred for an evaluation of some kind, a DP-2 "Notice of Evaluation Request" form is completed and sent to the student's parent(s). Until this document is signed and returned to the central office Special Education Department no testing can take place. Once it is received, however, a timeline takes effect, which dictates the maximum numbers of days allowed for the school system to have all necessary evaluation components completed.

Q: What is the "timeline" for this process?
A: Timeline maximums are as follows:
Evaluation completion=60 calendar days
Eligibility Meeting=20 calendar days
I.E.P./Placement Meeting=30 calendar days
Initiation of Services=15 school days

Q: How is a student determined as "eligible" to receive Special Education support services?
A: The EC, (i.e.,Eligibility Committee), is responsible for reviewing the "presented evaluation information." The EC is to utilize the results of the multidisciplinary evaluation as the primary source of information to determine if:
1. the student meets the eligibility requirements in one of the designated exceptionalities, (as per WV State Guidelines, "Policy 2419"-Regulations for the Education of Exceptional Students"),
2. the exceptionality adversely effects the student's educational performance; and
3. the student needs "specially designed instruction."

Q: Where can one find the eligibility requirements for exceptionalities?
A: Information relative to the criteria for eligibility for Special Education exceptionalities as per West Virginia guidelines can be found in "Policy 2419-Regulations for the Exceptional Students."

Q: When an eligibility committee meeting is convened, who is usually invited?
A: The Eligibility Committee is to be comprised of at least three (3) persons including (1) of each of the following:
a. The Special Education Administrator, or designee, who shall serve as the chairperson and shall appoint members to the committee;
b. At least one (1) member of the multidisciplinary evaluation team knowledgeable about the student; and
c. An educator

Additional individuals with specific expertise in the area(s) of concern may be included at the discretion of Taylor County Schools.

Q: What information is usually considered in respect to the psychological evaluation?
A: The psycho-educational evaluation usually covers:
1. the Cognitive (i.e., Intelligence Quotient) abilities of the student;
2. the Academic Achievement Levels of the student; and
3. the Visual Motor Integration Skills of the student

In some instances, such as when student performances are significantly lower than expected, the student's adaptive behavior skills are also evaluated.

Q: How are evaluation results interpreted in regard to comparing Cognitive and Achievement Scores, etc.?
A: (1) the first consideration is made regarding the student's cognitive Abilities. This information is presented as three scores, a Verbal Score,(VIQ); a Performance Score, (PIQ); and a Full Scale Score, (FSIQ). These scores are compared to a standard bell curve where a score of 100 represents the mean score, and has a standard deviation of 15 points.
(2) After plotting a student's cognitive scores, the standard scores representative of the student's academic achievement results from the evaluation are also plotted. the purpose of this is to determine if a discrepancy exists between the cognitive and achievement scores.

Q: What does it take for a student to be considered to have a Specific Learning disability?
A: In order for a student to be considered as having a specific learning disability there must be documentation of::
(1) "General intellectual functioning at or above one standard deviation below the mean, in consideration of 1.0 standard error of measurement." In other words, their IQ must be at or above 85, (or no less than 82 when taking into account a standard error of measure of 3.); and
(2) exhibit "a severe discrepancy between their cognitive level and achievement level, (severe discrepancy is defined as a minimum of 1.75 standard deviations difference, taking regression and 1.0 standard error of measurement into account." In other words, there must be a difference of no less that 23-26 points between ability and achievement and at least one tested area. (1.75 standard deviation=26 points on the standard bell curve. Considering the 3 point standard error of measure, allows for consideration of a 23-point discrepancy.)

(See also: Additional comments/clarifications re: Criteria for Eligibility in Policy 2419)

Q: What would be an appropriate procedure for Investigating whether or not a student should be referred for potential eligibility for the Behavior Disorders program?
A: Whenever considering approaches regarding handling a student who appears to have behavioral difficulties, it is imperative to investigate thoroughly all possible antecedents* to the troubling behavior being observed. In doing so, it is recommended that the classroom teacher first implement and document, any/all interventions recommended by the School Team. (ST).

Review of the data collected with the ST should follow in accordance with the team's schedule, but not before

adequate time has elapsed to afford the interventions to render potential benefit. Base-line data should be collected/charted for a reasonable length of time(i.e., at least 5 consecutive school days, etc.). It is this information which should be used to determine components to be included in a student's Behavior Modification Plan.

Once the "base-line" data has been collected, the success rate of the modification/accommodations and interventions should be attempted and logged with consideration of antecedent conditions in accordance with the Behavior Plan before assumptions are made which may bias the ST's recommendations for further evaluation. If, after base-line data, antecedent conditions, and charted success rate information has been reviewed, and all interventions are found to be unsuccessful, a referral to the Multidisciplinary Team (MDT) for a multidisciplinary evaluation should be made by the School Team(ST).

Eligibility for the Behavior Disorders program is determined as a result of the criteria presented in West Virginia's "Policy 2419-Regulations for the Education of Exceptional Students." Determination is based upon a number of conditions which require that the characteristics be exhibited..."over a long period of time and to a marked degree that adversely affects the students' educational performance."

As part of an investigation regarding a student's eligibility for the Behavior Disorders program a multi-disciplinary evaluation must be conducted which includes a Psycho-educational evaluation )investigating cognitive and achievement level, etc.), Observations (in a variety of setting(s), as well as Parent and Teacher reports. The documentation generated during the classroom teacher's attempted interventions, behavior plan(s), etc. would serve as the information included in the Teacher report.

*[Antecedent conditions may present themselves as a result of variety circumstances. For example, a student whose cognitive levels are significantly low may not have the ability to determine appropriate behavior, social interactions, etc., without direction from others. Students exhibiting behavior..."primarily the result of physical, sensory, or intellectual deficits", would not meet the criteria for the BD program. Likewise a "socially mal-adjusted child does not meet the criteria for eligibility based upon that criteria alone either. Environmental deprivation re: socially acceptable behaviors may be contributing to a child's inability to "get along".]

INDIVIDUALIZED EDUCATION PROGRAM
IEP

Parent Reference Guide

WHAT IS AN IEP?

The Individualized Education Program, IEP, is a written document describing the student's needs and the ways the school district plans to meet those needs. It includes the those areas in which special instruction is needed. A team writes goals for the student and specifies any special services, modifications, or devices the student will need to be successful in the school setting.

HOW IS THE IEP WRITTEN?

Before the IEP can de developed, a committee will meet to determine whether your child is eligible to receive special education services. Parents are requested to attend this meeting.

If your child is found eligible, a meeting will be scheduled to discuss your child's specific educational needs. Educators will bring information about the student's progress in class, educational needs and suggestions for specific areas of need.

Parents may bring information about their child such as:

health
skills at home and in the community
ideas about school progress, and
future goals

The team of educators, parents and others plan the goals, objectives and services that are necessary to meet your child's needs. Your child's present levels of performance will guide the team in determining the amount of special education and related services needed. Services will be provided to the fullest extent possible in the regular education environment.

WHAT HAPPENS NEXT?

You will receive a copy of your child's:

evaluation report
eligibility information, and
IEP

Educators, who will implement any or part of the IEP, will be informed of their responsibility to provide the IEP services and modifications. This includes special and regular educators.

Within a short period of time, your child will begin working toward the goals and objectives as stated in the IEP and a progress report will be sent to you as scheduled. You are invited, once a year, or as needed, to review and revise the IEP.

WHAT ARE KEY ELEMENTS IN THE IEP?

Present level of performance (What your child knows and can do.)
Annual goals (What your child is to learn this year.)
Short-term objectives (Small steps toward the goals.)
Evaluation criteria, evaluation methods, and timeline. (Criteria: how and when goals and objectives are met)
Supplementary aids and services (Modifications needed for success in the classroom)
Related services, to benefit from special education (speech therapy, physical therapy, audiology, etc.)
Placement (the degree of participation in regular education.)
How your child will complete graduation requirements (Standard diploma or modified diploma.)
Date of meeting, signatures of those attending and parent consent for the initial IEP
Participation in State Achievement Test, SAT 9 (Explanation is required, for testing modifications.)

WHAT CAN PARENTS DO?

Complete parent evaluations with specific information
Attend scheduled meetings
Ask educators to explain evaluation results and records
Share information about your child's activities and progress at home and in the community
Bring useful information about your child such as health records or reports from other agencies
Feel free to discuss what you think your child needs
Ask for additional information to be gathered if your child's needs are not clear

QUESTIONS AND ANSWERS
REGARDING
Policies on Including Students with Disabilities in Assessment Programs

High expectations for students mean high expectations for teachers and schools.

1. Why do federal laws require that children with disabilities be included in state and district-wide assessment programs?
Requirements for including children with disabilities in assessments are based on a number of federal laws. These laws recognize that assessment is often connected to student benefits such as moving to the next grade or graduating. These laws also view assessment as important in holding schools accountable for the success of all children. Because assessments are linked to benefits, excluding children with disabilities from assessments may violate these federal laws.

Two federal laws - The Individuals with Disabilities Education Act (IDEA) and Title I of the Elementary and Secondary Education Act (Title I) have specific requirements for including children with disabilities in assessments. Congress added these requirements because it found that many students were not doing will enough in school to be successful as adults. Students with disabilities, minority children, migrant and homeless children, children with limited English proficiency, and children in poverty were especially at risk. For many of these children, school programs were marked by low expectations, limited accountability for results, and exposure to a poorer curriculum than was offered to other children. Congress found that "the education of children with disabilities can be made more effective by having high expectation for such children and ensuring their access in the general curriculum to the maximum extent possible."

2. How will participation in assessment programs benefit children with disabilities?
Participation of students with disabilities in state and local assessments is not participation just for the sake of participation. These assessments should help improve teaching and learning by creating high expectations and accountability for the success of all students. Participation in assessments should also promote access to the general curriculum, allowing children with disabilities to learn what other students are learning.

It is critically important that schools know how successful they are in preparing all students to meet high standards. Parents need to know this as well.

3. Is parental permission required for children with disabilities to participate in state and district-wide assessment programs?
Parental permission is not required for students to participate in state and local assessment programs. Whatever rules apply to non-disabled children in a state would also apply to children with disabilities.

4. What is the role of the IEP team in state or district-wide assessments?
Under IDEA, the IEP team, which always includes a parent or parent representative, determines how the child participates in state and district-wide assessments of student achievement. The IEP team cannot exempt children with disabilities from participating in these assessment programs.

5. What happens if a student with a disability cannot participate in an assessment in the usual way?
The IEP team determines if any changes in administration are needed in order for the student to participate in the assessment. These changes are called "accommodations" and "modifications." Basically, these terms mean changes in the way a test is presented, the way a student responds, the setting in which a student takes a test, the timing and schedule for the test, or other similar changes.

6. What happens if a student with a disability cannot participate in the assessment even with an accommodation or modification?
IDEA requires that alternate assessments must be provided for students with disabilities who cannot participate in state or district-wide assessments. If the IEP team determines that the child will not participate in a state or local assessment (or part of an assessment), the IEP team states why the assessment is not appropriate for the child and how the child will be assessed.

7. What is "out-of-level " or "off-level" testing?
"Out-of-level" or "off-level" testing means testing students at one grade level using versions of tests that were designed for students at other grade levels. West Virginia allows out-of-level testing (one year below students current grade level) as an accommodation or modification. IDEA does not ban the use of out-of-level testing, but this approach has certain weaknesses. Out-of-level testing may lower expectations, prevent students from showing their full abilities, and keep students in a lower-level curriculum with limited opportunities. If out-of-level tests are used, IEP teams need to think carefully about these issues.

8. Can the IEP statement of how the child will participate in state and district - wide assessments be changed without reconvening the IEP team?
No. If the IEP team wishes to change a provision of the IEP, it must meet again to make the change.

9. Why is it important to consider the consequences of decisions about accommodations and modifications in assessments?
IDEA gives the IEP team the authority to determine what, if any, accommodations or modifications are needed in order for a child with a disability to participate in an assessment. However, state and local school agencies have the authority to determine how test scores are reported and used, and they may limit the use of test scores if certain accommodation or modifications are involved. When selecting individual accommodation and modifications, parents, students, and other IEP team members must understand how their decisions will affect the use of the scores.

10. What is an alternate assessment?
An alternate assessment is an assessment designed for students with disabilities who are unable to participate in a general assessment, even when accommodations or modifications are provided. The alternate assessment is a way for students, including those with the most significant disabilities, to participate in and benefit from assessment programs.

11. Which students should receive an alternate assessment?
The need for alternate assessments depends on the individual needs of the child, not the category of the child's disability. The alternate assessment is not just appropriate for students with significant cognitive impairments. It is expected that only a relatively small number of students will participate in alternate assessments. In many instances, the alternate assessment will lead to a modified diploma or other type of certification.

KEY FEDERAL LAWS WITH REQUIREMENTS RELATED TO ASSESSMENT PROGRAMS

Section 504 of the Rehabilitation Act of 1973 ("Section 504")
Title II of the Americans with Disabilities Act of 1990 ("ADA")
Title I of the Elementary and Secondary Education Act ("Title I")
The Individuals with Disabilities Education Act ("IDEA").

ADDITIONAL INFORMATION
WEST VIRGINIA FAMILIES NEED TO KNOW!

FAMILY MATTERS CENTRAL DIRECTORY

Family Matters is a statewide information and referral service for parents and professionals. Parents can call Family Matters to find out about resources that they, their child, or other family member may need. Information is available on many topics including child care, special services for different ages, health care, and much more. Information is available over the phone, or can be mailed. Call toll free at 1-888-983-2645.

PARENT NEWSLETTERS

The Parent Connection is written by and for parents of children with special needs. To get a free copy, call 1-800-642-9704.

Parent Horizons is a newsletter for all families of young children, with articles about child development and family issues. Call 1-888-WVECTCR to get a free copy.

WV Family Magazine includes articles of interest for al families. Call 1-304-598-5102. For parenting help line, call 1-800-994-WVFM (9836).

PARENT HANDBOOKS

Parents of young children with special needs can find out more about developmental and educational services and rights by asking for a copy of WV Birth to Three Parent Handbook at 1-800-642-9704, or a copy of Hand-In-Hand (for children in preschool special education) at 1-800-642-8541.

WEST VIRGINIA EARLY CHILDHOOD TRAINING CONNECTIONS AND RESOURCES
(WVECTCR)

The WVECTCR keeps a list of trainings on special topics of interest to parents and professionals working with young children. Training is provided at statewide conferences and in local communities. For information, call 1-888-WVECTCR or e-mail at WVECTER@aol.com.

PARENT EDUCATOR RESOURCE
CENTERS/PARENT COORDINATORS

Parent Education Resource centers (PERC) are located in local communities. Parents and educators work in local PERCs to provide resources and information on topics of special interest to families. Families may attend special workshops or borrow books or videos. PERCs may be able to provide links to other families in the area. Call your local school system or Family matters at 1-888-983-2645 to locate a PERC in your area.

Parents of children with special health care needs may contact a parent network specialist by calling the Children with Special Health Care Needs program at 1-800-642-9704.

STATE LEVEL ADVISORY COUNCILS

There are two state level advisory councils which include parents and professionals working together to help make services better for children under the Individuals with Disabilities Education Act (IDEA).

The West Virginia Early Intervention Interagency Coordinating Council gives input for children under age 3 through the WV Birth to Three system. Call 1-800-642-9704 for information.

The West Virginia Special Education Advisory Council provides input about special education services through the schools for children from age three to twenty one. Call 1-800-642-8541.

Other State Level Councils:
The Families First Council provides input on a variety of local services for families. For information, call 1-888-983-2645.

The Family Support Council works with local family support programs that offer help for families who have a members with a developmental disability. Call 1-888-983-2645.

The West Virginia Developmental Disabilities Council supports leadership opportunities such as Partners in Policymaking. Call 304-558-0416.

For more information about Special Services in the State of West Virginia,
please contact the West Virginia Department of Education Office
of Special Services at Http://wvde.state.wv.us/ose.