Chapter 2 School Terminology and Documentation

Question 1

School Terminology and Documentation

Answer 1

IEP, EI, CPSE
RTI
CPT® and ICD
IEPs
SMART goals
SOAP notes
Progress notes

Question 2

Early Intervention (EI)

Answer 2

Jurisdiction: Department of Health
Services and supports available to babies and young children (0-3) with developmental delays and disabilities and their families
Publicly funded: free or at reduced cost for any child who is eligible.
Eligibility is based on an evaluation on the child’s skills and abilities.
Doctors referral is not necessary,
Help from Service Coordinator.
Referral in NY State

Question 3

Service Coordinator

Answer 3

First contact as soon as the child is referred for EI services
Role:
Coordinate all services between family and professionals
Arrange for child’s assessments and evaluations
Help family and professional to collaborate to write Individualized Family Service Plan (IFSP)
Make sure services are delivered smoothly and adequately
Inform family about services available in their community, including advocacy organizations and support groups
Prepare child and family to transition at 3rd birthday

Question 4

Committee on Preschool Special Education (CPSE)

Answer 4

Responsible for “preschool children with disabilities” ages 3-5
Every child from the age of 3-5 is eligible for an evaluation through CPSE for physical therapy, occupational therapy, speech therapy, etc.
New York City: call 311. Operator will refer to an agency that will conduct the evaluations or provide parents with the number for CPSE directly for your district.
Parents can contact the CPSE administrator directly
TheCPSEmust hold an IEPmeetingat least once every year while the child is receiving preschool special education services. At themeeting, the team will discuss the child’s progress and decide whether program or services should be changed

Question 5

Committee on Special Education (CSE)

Answer 5

Responsible for school age children with disabilities ages 5-21
Every school district has a committee that decides a child’s special education needs and services.
Members of a CSE: chairperson, general education teacher, special education teacher, related service providers (speech, OT, PT …), evaluator, psychologist, parents, student (when appropriate)

Question 6

Classification for Eligibility through CSE

Answer 6

For students that are ages 5-21 needing special education services, a specific classification is required by the State Education Department. Specific criteria for each classification must be met.
Autism, deafness, deaf-blindness, emotional disturbance, speech language impaired, visual impairment, learning disability, intellectual disability, multiple disabilities, orthopedic impairment, traumatic brain injury, other health impairment …
For a student to qualify for services, communication disorder must have an educational and/or functional impact.

Question 7

Coding:

Answer 7

: ICD and CPT

Question 8

International Classification of Diseases (ICD)

Answer 8

Maintained by World Health Organization (WHO)
Diagnostic and procedure coding system
Common language for recording, reporting and monitoring diseases and conditions
Global standard for the diagnosis, treatment, research, and statistical reporting of diseases and health conditions, including mental and behavioral disorders

Question 9

Individualized Education Program(IEP)

Answer 9

Eligibility
if the CPSE or CSE approves a child for special education services, an IEP is developed to meet the student’s needs.
IEP
legal and confidential document designed to ensure that a student eligible for special education services has individualized and well-defined objectives toward meeting educational goals.
Developed by a team
at minimum, includes the general education classroom teacher, special education teachers and specialized instructional support personnel (SISP), someone knowledgeable about assessment, and a school administrator and parent/guardian.

Question 10

Individualized Education Program(IEP
each teacher

Answer 10

Each teacher and service provider
has a copy of the student’s IEP
be aware of specific accommodations, modifications and supports.
Annual goals
developed and implemented for the school year
may be amended at any time during the year
Regular progress reports on IEP goals, based on quantitative and qualitative data
Some students do not qualify for special education services but still have educational needs supported by 504 plans or RTI

Question 11

IEP must include (IDEA 2004 requirements)

Answer 11

Present levels of academic achievement and functional performance
Measurable annual goals, including academic and functional goals
Supplementary aids and services to be provided to the student
Accommodations necessary to measure the student’s academic achievement and functional performance on state- and district-wide assessments
A statement explaining whether or not the student can participate in the regular assessment, and why or why not
A description of the following:
How the student’s progress toward meeting the annual goals described
When periodic reports on the student’s progress toward meeting his or her annual IEP goals will be provided.

Question 12

IEP vs. 504 vs. RTI

Answer 12

Under Section 504
No list of “approved” disabling conditions.
Student who “has a physical or mental impairment which substantially limits one or more major life activities” (see § 504 regulation at 34 C.F.R. § 104.3(j)(1)) is entitled to services
Impairment: any physical or mental impairment can qualify a student, if students needs can be met as adequately hands that was up there appears with accommodations or services in the school setting.
Response to intervention (RTI)
Identify kids who are struggling in school, through skills assessment, screening …
Targeted teaching (3 tiers) to help them catch up, in classroom, in small groups, individual
Measuring progress and providing more support to kids who need it

Question 13

Transition (ITP)

Answer 13

IDEA (2004) requires that a transition plan be included in the IEP that is in effect when the student turns 16, or when the student reaches a younger age than 16, if such an exception is determined appropriate by the IEP team.

Question 13

The Process in Special Education

Answer 13

1 Diagnostic Evaluation Report
2 Case Conference
3 Intervention Plan
IEP (Schoolbased)
IFSP (EI)
SMART goals
4 SOAP notes
5 Progress Results
6 Discharge Summary

Question 13

The number of goals the team develops

Answer 13

The number of goals the team develops depends on student
Keep number of goals manageable: one for each “big” area of concern
S.M.A.R.T goals
In the IEP meeting,
Which team member is responsible for helping the student reach his/her goals
Team can also decide that several members of the team can work on the same skills

Question 13

S.M.A.R.T. Goals

Answer 13

IEP goals must be
Specific, Systematic
Measureable (how, under what conditions, by what date)
Achievable (within time frame)
Result-oriented, Relevant to education
Time bound

Question 14

SMART stands for

Answer 14

Specific- the goal should be specific and understandable.
Measurable- The goals should be measurable so you know if you are achieving
Achievable- The goals should be achievable and reasonable and not impossible.
Relevant- The goal should be relevant to the overall objective and help you advance towards it.
Time-Bound- The goal must have a time limit so there is a sense of urgency in accomplishing it.

Question 14

SOAP notes

Answer 14

Used at the end of each session to assure progress and to document client progress
SUBJECTIVE: Impressions of the client’s behavior during the session.
OBJECTIVE: What was done during session and client’s performance. Include measurable information/data and include criteria to compare data to.
ASSESSMENT: Include your interpretation of the subjective and objective data. Explain the results and your analysis of the results. You can compare progress to last session, report strengths and weaknesses, or give hypothesis of why change did or did not occur.
PLAN: Recommendations for course of treatment. Include new therapy goals, modified goals, or old goal that was not covered in session (therefore not reflected in the objective section) based on current performance and diagnostic tasks.

Question 15

Progress notes

Answer 15

Documents the service provided and the student’s performance
Notes should be clear enough for any reviewer to determine the rationale for treatment, the nature of the treatment, the student’s current status, and the next steps toward goal achievement
Dismissal Procedures: The student is dismissed from services when the criteria for eligibility are no longer met.