SECTION 8: SPEECHLANGUAGE

SPEECH/ LANGUAGE Teachers having concerns regarding ONLY speech/language development should make a Problem Solving Team Intervention Request to the building Speech-Language Pathologist by completing Forms PST-1 and 8-C. If the Speech-Language Pathologist finds language or academic concerns in need of more intensive evaluation, he/she will contact the PST Building Representative. The Speech-Language Pathologist in the local school district is responsible for conducting the Initial full and individual evaluation as well as routine 3-year Reevaluations for speech only students. The district Speech Pathologist is also responsible for completing the Speech component for students who are referred for full and individual evaluations (Initial or Reevaluation).

SPEECH/LANGUAGE EVALUATION REQUIREMENTS I. IDENTIFICATION OF STUDENTS A. SCREENING: 1. A speech/language screening may be conducted upon request through the Problem Solving Team Request, Forms PST-1 and 8-C.

B.

2.

Following the screening, a determination of pass/fail will be made on an individual basis. The PST Intervention Request Follow-Up, Form PST-4 should be completed to record the results, as well as the Individual Speech/Language Screening Results Form 8-A.

3.

The results of all students screened should be shared with the classroom teacher and the building principal. A copy of the results should be placed in the SLP’s Screening Results File and student’s Temporary File.

REFERRAL Students may be referred for speech/language services by school district personnel, parents, community service agencies, preschool screening clinics, and other professionals or individuals having knowledge of a child they feel is having difficulty communicating. Before proceeding with a referral, the child's cumulative record should be checked for previous speech/language screening results or evaluations. Children referred through Early Intervention services must have an evaluation and IEP meeting held prior to the child turning 3.

EVALUATION PROCEDURE A.

B.

Individuals having a concern regarding a child’s speech/language development MUST complete Forms PST-1 and 8-C to request intervention. The forms must be signed by the teacher and principal before given to the building Speech Pathologist for review. The Team (referring teacher, parent, Speech-Language Pathologist) may decide to meet and discuss the speech/language concerns, make sure there are no other

concerns, and identify intervention strategies. A speech/language screening may be recommended. This information is to be documented on Form PST-4 and 8-A. A copy should be placed in the student’s file. C.

Students who fail the Speech/Language screening may be seen for interventions (documented on PST-2 and PST-3) or referred for a speech evaluation as determined by the speech and language pathologist.

D.

A conference should be held (in person or over the phone) with the parent of the student to discuss the speech/language concern(s), the referral process, and to obtain information for the Speech Language & Developmental History, Form 8-D and parent/guardian signature on the Parent/Guardian Consent for Initial Evaluation. **All domains are to be addressed in this discussion. If parents are not available in person or phone, written correspondence is acceptable.

E.

The following forms need to be completed with and given to the parent if a speech/language full and individual evaluation is recommended: 1. Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities. 2. Parent/Guardian Consent for Initial Evaluation. 3. Speech Language & Developmental History, Form 8-D.

F.

Once the referral information has been reviewed, a convenient time to conduct the speech evaluation is scheduled with the classroom teacher by the SpeechLanguage Pathologist.

G.

The following components may constitute an Initial Speech/Language full and individual evaluation as identified on the Parent Guardian Consent for Initial Evaluation: 1. A hearing screening completed within 6 months of the referral. 2. A review of the child's 3. A review of the child's academic history, current educational functioning, and Speech-Language Initial/Reevaluation Interview with Child, Form 8-B and Classroom Performance Checklist, Form 8-C. 4. An assessment of the child's speech and language skills (fluency, voice, articulation, language) by a certified speech/language pathologist.

H.

The Speech/Language Pathologist will complete the Speech/Language Evaluation Report, Form 8-E and begin the IEP.

SPEECH/LANGUAGE INDIVIDUAL ELIGIBILITY PLAN A. Once the evaluation is complete, the Speech/Language Pathologist schedules a meeting with the parent and appropriate school personnel to discuss the findings. The IEP

Meeting must be held within 60 school days of the date on which the parent signs the

Consent. A Parent/Guardian Notification of Conference, Form K is sent to all participants at least 10 days prior to the conference to notify them of the purpose, date, time, and location of the meeting. B.

Participants in the Speech Only IEP may include, but are not limited to: 1. Speech/Language Pathologist 5. Student, if appropriate 2. District Representative(s) 6. BMP Speech Coordinator 3. Classroom Teacher(s) 7. Related Service Providers 4. Parent/Guardian ** At least four (4) individuals must be in attendance at the IEP Meeting.

C.

The evaluation results should be discussed at the IEP Meeting. If eligibility for speech/language services is deemed appropriate by those present at the conference, an IEP will be written. A Consent for Initial Placement, and the Conference Recommendations, will also be completed.

D.

Copies of all reports/forms should be given to the parent and sent to BMP.

REEVALUATION INFORMATION Students who receive speech/language services are to be formally reevaluated every three years. The same procedures outlined for an initial evaluation above, starting with step D (under Evaluation Procedure on previous page), are to be followed for Speech/Language ONLY students. The Speech-Language Pathologist should meet with the members of the IEP Team to determine what specific domains need to be completed for students receiving Speech/Language as a secondary disability or related service.

ANNUAL REVIEW PROCEDURE Each student receiving speech/language services must have the IEP reviewed at least once a year at an Annual Review Conference to discuss progress and the need for continuation or change of service delivery. A.

Send the Notification of Conference, at least 10 days before the date of the conference to all appropriate participants. *The Notice of Procedural Safeguards for Parent/Guardians of Students with Disabilities MUST be included with the notification or given at the IEP meeting.

B.

Goals on the current IEP will be updated and extended school year will be discussed.

C.

A new IEP will be developed by the IEP participants. Also completed is the Conference Recommendations. At least 3 attempts should be made to secure the parents' attendance at the conference.

DISMISSAL FROM SPEECH/LANGUAGE SERVICES A.

The following forms need to be completed by the IEP participants: 1. Speech/Language Evaluation Report, Form 8-E. 2. Update current goals and close the IEP, making sure to document/change and date under areas of participation. 3. Eligibility paperwork. 4. Conference Recommendations.

B.

C. 1. 2. 3. 4. 5. 6. 7.

The Criteria used to determine a student's dismissal from speech/language services should be as individualized as possible, based on developmental norms and best practice guidelines in the profession. 1. Dismissal of a student from Speech/Language services shall be determined at an Individualized Eligibility Conference meeting following a reevaluation. If the most current evaluation information is less than one (1) year old, that information may be used to determine eligibility (i.e., in the case of monitoring). 2. If Speech Language is listed as a Related Service, the Speech/Language services may be dismissed at an IEP Conference, providing appropriate documentation of goal/objective mastery is available and recorded on the IEP. A written summary of progress is recommended in this situation. 3. If Speech Language is listed as a Secondary Disability, the Speech Language Pathologist must contact the case manager to inform him/her of possible dismissal. The case manage will then assume the responsibility of arranging the necessary meeting to obtain consent and gather components. Scheduling of this meeting should be done through communication with the case manager, speech and language pathologist and BMP Team Reevaluation must indicate one or more of the following criteria is met: The student has reached the maximum age (day before 22nd birthday). The student has met requirements for graduation. A reintegration plan has been developed and implemented. The speech/language disorder no longer has an adverse impact on educational performance including social, emotional, academic or vocational functioning. The student is not motivated to attend and/or participate in speech/language services. This must be documented. The disability no longer exists or skill level is within age-appropriate/developmental levels. Given current medical neurological, physical, emotional or developmental factors, the student’s speech/language performance is within the expected language performance range.

Copies of all referral, evaluation and IEP Reports are to be sent to the BMP immediately after the conference along with a Student Tracking/FACTS Form.

Appendix A SPEECH/LANGUAGE IMPAIRMENT (S/L) ELIGIBILITY DEFINITION A. Speech or language impairment means an impairment of speech or sound production, voice, fluency, or language that significantly affects educational performance or social, emotional or vocational development. B. The IEP team may identify a child as having a speech and/or language impairment if child meets the definition under paragraph A and meets any of the following criteria: Speech or Sound Production: 1. There is documentation that the child’s conversational intelligibility is significantly affected and the child displays at least one of the following: a. The child performs on a norm referenced assessment of articulation or phonology at or below 1.75 standard deviations below the mean for his or her chronological age. b. Demonstrates consistent errors in speech sound production beyond the time when 90% of typically developing children have acquired the sound. c. One or more of the child’s phonological patterns of sound are at least 40% disordered. d. Scoring is in the moderate to profound range of phonological process use in formal assessment. 2. The delay in speech or sound production significantly affects the intelligibility of the child’s speech. Language: 1. There is documentation that the child’s language scores are at or below 1.75 standard deviations below the mean for his or her age on at least 2 formal assessment measures. 2. There is documentation that this delay impairs oral communication in the child’s natural environment: (method to document) a. Language sample b. Checklist c. Interview d. Observation e. Report 3. The language delay significantly affects the child’s educational performance or social, emotional or vocational development 4. When technically adequate norm referenced language measures are not appropriate as determined by the IEP team to provide evidence of a deficit, then 2 measurement procedures shall be used to document a significant difference from what would be expected given consideration to chronological age, developmental level, and method of communication such as oral, manual, and augmentative. These procedures may include:

5.

a. Additional language samples b. Criterion referenced instruments c. Observations in natural environments d. Parent reports The delay in language significantly impacts the child’s educational performance or social, emotional or vocational development.

Voice: 1. 2. 3. Fluency: 1. 2.

The child’s voice is impaired in the absence of an acute, respiratory virus or infection and not due to temporary physical factors such as allergies, short term vocal abuse, or puberty. The child exhibits atypical loudness, pitch, quality or resonance for his or her age and gender. The vocal impairment significantly affects the child’s educational performance or social, emotional or vocational development. The child exhibits behaviors characteristic of a fluency disorder. The fluency disorder significantly affects the child’s educational performance or social, emotional or vocational development.

The IEP team may not identify an impairment in speech and language if any of the following are present: 1. Speech and/or language skills are mild, transitory or developmentally appropriate. 2. Speech and/or language performance that is consistent with developmental levels as documented by formal and informal assessment data unless the child requires speech and/or language services to benefit from their educational program(s) in school, home and community environments. 3. Speech and/or language difficulties resulting from dialectal differences or from learning English as a second language, unless the child has a language impairment in his or her native language. 4. Difficulty with auditory processing unless the IEP team can document that the child has an impairment in oral speech or language skills. 5. A tongue thrust unless the IEP team can document that the child has an impairment in speech or sound production. 6. A child with elective or selective mutism or school phobia must also have documentation of a delay in oral speech or language skills.

Appendix B SPEECH AND LANGUAGE ELIGIBILITY CHECKLIST The IEP team must document an impairment in at least one of the following four areas: 1. Language (All three in either situation must be checked): o The child scores at or below 1.75 SD on formal assessment measures. o

There is documentation that this delay impairs oral communication in the child’s natural environment: (method of documentation) o o o o o o

o

Language sample Checklist Interview Observation Report Other:

AND This language delay significantly affects the child’s educational performance or social, emotional or vocational development.

o

-OR- (ALTERNATE METHOD) Formal assessment is not appropriate. List reason(s):

o

AND There are two informal measures used to document the communication delay. List two types of measures:

o

AND This delay significantly impacts the child’s educational performance or social, emotional or vocational development.

2. Speech or Sound Production (All three must be checked): o There is documentation of delayed speech or sound production One of the following must be checked: o Scores at or below 1.75 SD on assessment of articulation or phonology. o Has consistent speech sound errors when 90% or typically developing children produce sound correctly. o Presence of one or more disordered phonological processes occurring at least 40%. o Scoring in the moderate to profound range on an assessment of phonological process use. AND o The delay in speech or sound production significantly affects the intelligibility of the child’s speech. Document methods:

o

3.

AND The delayed speech or sound production significantly affects the child’s educational performance or social, emotional or vocational development.

Voice (Both must be checked): o There is documentation of a vocal impairment without short-term physical factors or respiratory virus or infection. AND

o

4.

The vocal impairment significantly affects the child’s educational performance or social, emotional or vocational development.

Fluency (Both must be checked): o The child has speaking behaviors characteristic of a fluency disorder. o

AND The fluency disorder significantly affects the child’s educational performance or social, emotional or vocational development.

The IEP may not identify an impairment in speech and language if any of the following are present. Please check if present: o Speech and/or language skills that are mild, transitory, or developmentally appropriate. o Speech and/or language performance that is consistent with developmental levels unless the child requires speech or language services to benefit from their educational program(s). o Speech and/or language skills that are the result of a dialectal difference or learning English as a second language. o Auditory processing unless the IEP team is able to document that the auditory processing results in an impairment of oral communication skills. o A tongue thrust unless the IEP team can document that the child has an impairment in speech or sound production. o A child with elective or selective mutism or school phobia must also have documentation of a delay in oral communication skills.

Appendix C Entry/Exit Criteria for Caseload Selection

Student Name:

Date:

SLP:

Section I. The student HAS/DOES NOT HAVE a communication disorder. The disorder is in articulation/_ language/_ voice/_ Factors preventing designation of a communication disorder are:

fluency

(Circle and indicate severity).

Section II. The communication disorder DOES/DOES NOT impact educational performance and IS/IS NOT an educational disability. The problem affects social/emotional development or adjustment in the school setting. Communication problem interferes with ability to be understood by adults and/or peers. Student has difficulty maintaining and terminating verbal interactions. Peers tease student about communication problem. Student demonstrates embarrassment and/or frustration regarding communication problem. The problem affects participation in the school program. The problem affects academic achievement. Academic areas affected by communication problems Reading Math Language Arts Other:_ Impact documented by: Academics below grade level. Difficulty with language-based activities. Difficulty comprehending information presented orally. Difficulty conveying information orally. Other:_ The problem interferes with effective communication (opinions from others who interact with the student must be sought). Section III. The student SHOULD/SHOULD NOT be considered for speech/language intervention. Entry/continuation: Recommendation is based on Exit/dismissal: Recommendation is based on Existence of all of the following as determined by existence of one or more of the following as the speech-language pathologist: determined by the speech-language pathologist: Student has a communication disorder that is Student has met terminal goals and objectives amenable to intervention. in deficit areas. OR Student’s cognitive/developmental level appears Student’s communication disorder is related to a sufficient to acquire targeted skill(s) based on medical/physical or emotional problem and is not information available at this time. considered amenable to intervention at this time. Student’s deficit areas require the intervention Student’s deficit areas can be managed through (direct or indirect) of a speech-language classroom modifications or by another service pathologist. provider.

Student does not demonstrate adequate compensatory skills for deficit areas.

Student’s cognitive/developmental level does not appear to be sufficient to acquire targeted skill(s) at this time. Student has developed compensatory skills that are functional in the deficit area. Student does not have regular school and/or therapy attendance pattern. Student does not demonstrate motivation to participate. Student does not have the attentional and behavioral skills appropriate for intervention (adaptations and other models of intervention have been tried). Student has made little or no measurable progress in months or years of consistent intervention.

Form 8-F BMP TRI-COUNTY SPECIAL EDUCATION COOPERATIVE 526 BUREAU VALLEY PARKWAY, SUITE D, PRINCETON, ILLINOIS 61356 (815) 875-2645 FAX (815) 879-9008

Dear Parent, Your child_______________________ has been referred for a Speech-Language Evaluation by _______________________ because of concerns with his/her communication skills. Written permission, as well as the other enclosed forms, is required to conduct this evaluation to determine the need for speech/language services. The following forms are enclosed: -Consent for Initial Evaluation or Reevaluation -Speech-Language Developmental History -Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities Please complete, sign and return the forms to me at ______________________________ by ____________________. You may keep the Notice of Procedural Safeguards. If you have any questions, you can reach me at ___________________. Thank you.

Sincerely,

___________________________________ Speech-Language Pathologist