Completing Eligibility Worksheets

1
Completing Eligibility Worksheets

• February 2009
• Adapted Curriculum

2
Initials vs Reevaluations

• If this is an Initial every section on the
  worksheet needs to be completed.
• If this is a Reevaluation, only those sections of
  the worksheet that relate to the assessments
  listed on the DEC 7 and DEC 2 need to be
  completed.
• All other sections should contain a statement
  such as Team determined information in this area
  was not required.

3
Pulling information from assessment tab to
eligibility worksheet

• Be sure to review Tips to Navigate the New DEC 3
  Process Tab directions for getting the related
  service information onto the correct eligibility
  worksheet(s).

4
Responsibilities for Summary of Required
Screenings and Evaluations

• Those who assess (psychologists, diagnosticians,
  OT, PT, Speech, audiologist) will enter their
  documentation on the Assessments Tab in
  EasyIEP.
• School psychologists will enter the Social
  Developmental History and Health Screening if it
  is the folder prior to testing. If not, it will
  become the responsibility of the case manager.

5
Case Manager Responsibilities

• Case managers are responsible for documenting
• hearing,
• vision,
• summary of conferences with parents,
• interventions,
• observations across settings and
• review of existing data.

6
Vision and Hearing

• Be sure to include the numbers.
• Hearing is screened at 20 dB intensity (volume)
  at 1000, 2000 and 4000 Hz frequencies (pitch).
• They need to pass on both sides to be called a
  pass, but can pass on one side for
  psycho-educational testing to be conducted,
  provided that those doing testing give priority
  to the better ear.
• Nurses generally conducted the testing

7
Summary of Conferences with Parents

• List dates, type of conference and a summary of
  what was discussed. For Example
• 9-1-08 good news phone call, discussed work
  habits
• 9-15-08 Call from parent. Concerned about poor
  reading skills. Discussed referral to school
  assistance team.
• 12-1-08 and 12-7-08 written invitations sent
  to parent for DEC 1. No response and the parent
  did not attend the meeting.
• 1-30-09 written invitation to eligibility
  meeting returned, signed.

8
Observations across Settings

• Observation should be done by certified personnel
  but not the students reg ed teacher(s).
• List date(s) of observation(s)
• Remove teacher names. Refer to position.
• Across settings can mean one observation of two
  or more activities or two observations of
  different activities.
• Observations should be done in the area(s) of
  concern as noted on the DEC 1 or DEC 7.
• Describe the setting and activity, where the
  student was seated, amount of on task behavior,
  etc.

9
Strengths and Needs

• Should reflect information from both the
  assessments given (completed by assessors) and
  the students day-to-day classroom performance
  (completed by case manager). Be sure information
  from related service and educational assessments,
  as well as, intellectual assessments are
  included.
• These should be in narrative form, as opposed to
  lists, and should include specifics.

10
Strengths Example

• Social skills and upper extremity range of motion
  is within functional limits, bilateral
  coordination of upper extremities is within
  functional limits. Fred can recognize his name,
  form the letter B, match numbers 15 and work
  simple puzzles with 10 pieces. Despite periods
  where orthopedic issues impair his ability to
  walk, Fred quickly recovers his abilty to resume
  walking with good speed and endurance throughout
  the school environment. Fred cutting skills have
  improved and he can cut out medium thick lines
  with simple curves. Fred can follow simple
  directions , match objects and point to pictures
  and objects when given the word. Bradley
  communicates by vocalization, gestures, signs and
  a few words. Fred will attempt any skill in APE.
  He can roll, catch, bounce and toss a ball.

11
Needs Example

• Fred needs to improve fine motor coordination and
  visual motor integration skills. He needs to
  continue working on pre-kindergarden skills. He
  can not write his name and recognize numbers,
  letters, colors and shapes. Fred needs continued
  School PT services to address and monitor his
  ambulation skills. Speech skills are also a
  weakness. Fred needs to improve expressive and
  receptive language. He needs to improve
  communication of basic wants and needs, express
  choices/preferences and answer questions. Fred
  needs to follow multistep directions and
  comprehension of temporal and spatial
  relationships.

12
Documentation Section

• Documentation of Impairment, Adverse Effect on
  Educational Performance and Need for Specialized
  Instruction sections should be finalized at the
  meeting.
• Teams need to be cognizant of not predetermining
  eligibility. At the same time, we need to do all
  we can to facilitate timely and smooth running
  meetings.
• Suggestion sketch out a rough draft of these
  sections. Since paperwork is presented in
  proposed mode, then whats sketched out can be
  added to/changed at the meeting.
• DO NOT say that the student qualifies or does not
  qualify in this section. That determination is
  made after the yes/no questions are answered on
  the DEC 3 Eligibility Determination form.

13
Adverse Effect examples

• Freds medical conditions and low cognitive
  functioning and limited communication skills
  inhibit his progress in the regular education
  curriculum. Fred is currently making very limited
  progress on his academic goals. He has missed 46
  days of schools for different illness. His fine
  motor skills hamper him in tracing and writing
  numbers and letters.

14
Need for Specialized Instruction examples

• Fred has been receiving EC service in a self
  contained class with a high level of assistance
  throughout the school day. With this level of
  support, Fred is making progress. There is a
  continued need for specialized instruction.

15
MU example
16
Two or More Disabilities occurring together

• Fred has spina bifida resulting in lower
  extremity, spine and neck problems that results
  in the use of a wheelchair or walker for mobility
  in the school environment. He also has cognition,
  academic and adaptive behavior skills which fall
  in the extremely low range. Expressive and
  receptive language skills are very weak. Fred
  requires catheterization, a special diet and
  assistance with mobilization.

17
Severity and complexity of educational needsis
such that they cannot be accommodated in
aprogram solely for one of the disabilities

• Fred requires personal assistance throughout the
  total school environment. He requires
  speech/language, occupational therapy, adaptive
  physical education and physical therapy services.
  Intensive individualized instruction for all
  academics is needed. He is currently functioning
  on a prekindergarten level.