special education eligibility requirements

Portland Public Schools Special Education Procedures Manual

Section 4

Special Education Eligibility Requirements I. General Information about Eligibility

A. Disability Categories--The Oregon Administrative Rules (OARs) specify minimum eligibility criteria for eleven disabilities: autism, communication disorder, deafblindness, hearing impairment, specific learning disability, mental retardation, orthopedic impairment, other health impairment, serious emotional disturbance, traumatic brain injury, and vision impairment. For each disability, the OARs specify the definition of the disability, who may make the eligibility decision, what information must be considered, and what criteria must be met.

B. Eligibility Determination-- Eligibility decisions

must be made by a special education team with the membership of an IEP team. The special education team must always include someone who is knowledgeable of and experienced in the education of students with the suspected disability. The team must include the student’s regular teacher, or if the student does not have a regular teacher, a regular classroom teacher qualified to teach a student of his or her age.

C. Primary/Secondary Disabilities--A student

must be evaluated in all areas related to the suspected disability, and the IEP must address all of the student’s special education needs. If the special education team determines that a student is eligible in more than one category, the team must decide which disability is the primary disability. The primary disability should be the one that most adversely affects educational performance. A secondary disability should not be the result of another disability. Oregon rules do not require more than one eligibility for a student.

II. Eligibility Procedures

A. Schedule a Special Education Eligibility Meeting-- An evaluation team member is responsible for scheduling the eligibility meeting. The eligibility meeting must be scheduled within sixty (60) school days of the date that parents gave written consent for the evaluation. Parents are invited to this meeting. Use Notice of Team Meeting. If staff anticipate that the eligibility meeting will also include writing an IEP, check the box on the meeting notice for developing an IEP/placement as well as considering eligibility.

Eligibility Codes List 10 Intellectual Disability 20 Hearing Impairment 40 Vision Impairment 43 Deafblindness 50 Communication Disorder 60 Emotional Disturbance 70 Orthopedic Impairment 74 Traumatic Brain Injury 80 Other Health Impairment 82 Autism Spectrum Disorder 90 Specific Learning Disability

Sec. 4 Special Education Eligibility Requirements – Updated 8/2014


B. Hold Eligibility Meeting:

1. Meeting facilitator--The special education team determines who will facilitate this meeting and who will take meeting minutes.

2. Review Evaluation Results-- Each evaluator contributes to a comprehensive written Evaluation Report. Using this report, each evaluator presents a brief overview of test results using standard test scores as well as curriculum based measures, emphasizing strengths and weaknesses, reviewing the implications of the evaluation for the student in the classroom, and responding to questions or concerns.

3. Consider and document parent input into evaluation and eligibility—Be sure

evaluation reports and meeting minutes include parent observations about the student’s developmental and educational abilities and needs.

4. Determine eligibility and complete eligibility forms-- Those present at the meeting

must determine whether all of the eligibility requirements for each suspected disability have been met. The eligibility forms for each disability include the required components. This can be done by referring to the numbered items of the eligibility checklist for the specific disability. The team should look at the student’s total performance considering teacher reports, observation data, inspection of student work, achievement and ability test scores, speech and language test scores, the parent interview, and behavior and personality testing. The eligibility forms are completed and signed by all team members present.

5. Notice of Special Education Action – If this is an initial eligibility, a change in

eligibility, or a termination of eligibility, give parents Notice of Special Education Action.

6. Parent copies of eligibility documents—Give parents a copy of the evaluation

reports, eligibility statements and meeting minutes. 7. Continue to IEP or Schedule IEP Meeting— The IEP meeting can be held right after

eligibility determination. If the IEP is not developed at the eligibility meeting, then the IEP meeting should be scheduled. The IEP meeting must be held within 30 calendar days of determining eligibility. Since staff must give parents every opportunity to participate in the IEP meeting, schedule the IEP meeting as soon as possible after the eligibility to allow time for rescheduling if necessary.

III. Columbia Regional Program Referral Process

A. Low-incidence Disabilities: Students with low-incidence disabilities are eligible for supports through Columbia Regional Program. Low incidence disabilities include: autism



spectrum disorder; deafblindness; hearing impairment; traumatic brain injury; vision impairment.

B. To access Regional Services, complete the following steps:

1. Complete online referral form and print out.

2. Get referral form signed by the special education program administrator.

3. Fax referral and supporting information to the Columbia Regional Program. Fax: (503) 916-5576

Questions & Answers

1. Who determines eligibility? The determination of eligibility must be made by a team including persons knowledgeable about the student, the meaning of the evaluation data, the special education and related services options, and the parents. All special education staff who evaluated the student and the student’s classroom teacher must be present. If the occupational therapist or physical therapist evaluated the student, they must be invited to the meeting. In PPS, the IEP team functions as the eligibility team for the student. (See Sec. 7 IEP)

2. What happens if the team does not agree about the student’s eligibility? The meeting facilitator should try to reach consensus among team members. If consensus is not possible, then the staff person acting as district representative must decide and individual team members may indicate their agreement or disagreement when they sign the eligibility form. Individuals who disagree may attach a written statement explaining why they disagree. If the parent disagrees with the outcome, and the Special Education Program Administrator (PA) is not at the meeting, the PA must be informed. If the PA is not present and the team does not reach consensus, the team may agree to hold a second meeting with the PA present to facilitate this discussion.

3. May an eligibility meeting proceed without the parent in attendance? Yes. Parents must be invited and be given an opportunity to attend an eligibility meeting, but if parents refuse to attend or do not respond, the meeting may proceed without the parents. However, for initial eligibility, parents still must give written consent before special education services may begin. If parents do not attend the eligibility meeting, it is better to schedule a separate meeting to develop the IEP to give parents another opportunity to attend and participate in development of the student’s IEP.


http://www.crporegon.org/resources/files/student-referral-information


4. What if the student is not eligible? The Statement of Eligibility is completed and signed. The parent may disagree with the eligibility decision and may put this in writing. The parents will be informed of the decision if they were not present, and be invited to a meeting to review evaluation results. The parent must be informed of his/her right to an independent evaluation. This should be done by reviewing the Procedural Safeguards booklet with the parents. If the student has a mental or physical impairment but does not need specially designed instruction to access their education, the student should be referred for consideration of a Section 504 plan. If so, this should be listed under “other factors” on the Notice of Special Education Action.

5. What is the district’s responsibility if a student who is eligible for special education moves into PPS?

From another state: The school must provide comparable services while the special education team determines Oregon eligibility. See Sec. 23 Move in Students. From another Oregon school district: Current eligibility is valid, unless the special education team has reason to disagree with eligibility. Student must be served until team reevaluates and determines student is not eligible. See Sec. 23 Move in Students.

6. Must every evaluator be present and share results at the eligibility meeting? While it is best practice for the evaluator to be present and share results, another member of the team who is knowledgeable about the content area may share this information if the evaluator is unable to be present.

Specific Information about Eligibility Categories The next section provides information specific to each eligibility category. The categories are presented in alphabetical order as follows:

Autism Spectrum Disorder (82) Communication Disorder (50) Deafblindness (43) Emotional Disturbance (60) Hearing Impairment (20) Intellectual Disability (10) Orthopedic Impairment (70) Other Health Impairment (80) Specific Learning Disability (90) Traumatic Brain Injury (74) Vision Impairment (40)


Portland Public Schools Special Education Procedures Manual For each eligibility category, the following information is provided:

Definition Criteria for Eligibility Information specific to that disability Evaluation Requirements Useful Links Eligibility Checklist (link provided for ASD)

Several eligibility categories have Question & Answer sections specific to that disability.



Autism Spectrum Disorder (82)

Definition Autism Spectrum Disorder (ASD) means a developmental disability significantly affecting verbal and nonverbal communication and social interaction that adversely affects a child’s educational performance. Other characteristics that may be associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Essential features are typically but not necessarily manifested before age three. Autism may include autism spectrum disorders such as autistic disorder, pervasive developmental disorder (not otherwise specified), and Asperger’s syndrome. (While Asperger’s is no longer included in the DSM-V, students may present with prior diagnoses of Asperger’s and meet the educational eligibility criteria for Autism Spectrum Disorder.) Criteria for Eligibility To be eligible as a student with ASD, the team must have documented evidence that the student has all four of the following characteristics of autism spectrum disorder, documented over time and intensity, and inconsistent or discrepant with the student’s development in other areas:

(1) Impairments in communication; (2) Impairments in social interaction; (3) Patterns of behavior, interests or activities that are restricted, repetitive, or stereotypic;

and (4) Unusual responses to sensory experiences.

The condition must have an adverse impact on the student’s educational performance, and the student must need special education services as a result of the disability. Columbia Regional Program Referral Process

A. Columbia Regional Program works in collaboration with PPS IEP teams to provide specialized instruction, coaching, training and/or equipment for students with low incidence disabilities. Low incidence disabilities include: autism spectrum disorder; deaf-blindness; deaf/hard of hearing; traumatic brain injury; blind/visually impaired or severe orthopedically impaired. When a student is referred without an existing qualifying eligibility, CRP staff will assist the IEP team with eligibility planning and assessment to determine eligibility. If eligibility is established, CRP will collaborate with the IEP team to determine appropriate services and service delivery.

B. To access Columbia Regional Services, complete the following steps:



1. Complete online referral form and print out. Referral form is located at www.crporegon.org under Educators tab. Please use the most recent referral form on the website to understand needed documentation.

2. Have referral form signed by the special education program administrator.

3. Fax referral and supporting information to Columbia Regional Program. It is essential to include supporting documentation as indicated for referrals to be processed in a timely manner. Fax: (503) 916-5576

Autism Spectrum Disorder and Other Disability Categories

(1) Emotional Disturbance: ASD may not be identified as an eligibility for a student if the student’s educational performance is adversely affected primarily because the child has an emotional disturbance. Emotional disturbance may be a secondary eligibility category.

(2) Communication Disorder (CD): Impaired communication will always be present for

students identified as ASD. The only time CD would be identified along with ASD would be for students with an unrelated speech disorder - articulation, voice or fluency.

Evaluation Requirements The special education team must include at least one professional who is knowledgeable and experienced in the evaluation and education of students with ASD. The evaluation must include the following: Medical Professional

A medical report or a health assessment statement indicating whether there are any physical or sensory factors that may be affecting the student’s educational performance (a medical diagnosis of ASD is not required).

Special Education Team

File review Teacher/staff interview (optional) Developmental History (Parent Interview and/or portions of the

ASD Rating Scale) that describes the student’s historical and current characteristics associated with ASD.

At least three 20-minute observations of the child’s behavior in multiple environments by an educator knowledgeable in ASD. One of these observations must take place during direct interaction with the Observer.

ASD Rating Scale Assessments to determine the impact of the suspected disability. Additional evaluations or assessments that are necessary to

identify the child’s educational needs.



http://www.crporegon.org/

http://www.pps.k12.or.us/files/special-education/PPS_ASD_Teacher_Interview.pdf

http://www.pps.k12.or.us/files/special-education/PPS_ASD_Parent_Interview_.pdf

Portland Public Schools Special Education Procedures Manual SLP Assessment of communication addressing communication

characteristics of ASD (includes but not limited to measures of language, semantics and pragmatics)

Questions & Answers 1. Which team members are responsible for which components of the autism evaluation?

Other than the communication assessment, which must be completed by the SLP, the school team must allocate responsibilities for completion of each assessment component. A planning worksheet is available to assist the team. For initial eligibilities, see ASD Eligibility Roles and Responsibilities. For re-evaluations, see ASD Re-Evaluation and Re-Eligibility Checklist.

2. How may building special education teams access support for a complex ASD evaluation?

School staff may request assistance from the Autism Team for “complex” ASD evaluations. An evaluation is considered complex if:

• The team completed all of the evaluation components and is still having difficulty making the eligibility determination.

• The student to be evaluated a safety risk to himself/ herself or others. • The team needs support differentiating between eligibility categories.

For information regarding complex evaluations for Autism Eligibility, teams should contact their Special Education Program Administrator or Autism Consultant for the building. A referral form for complex evaluations is posted on the PPS Special Education Autism webpage.

3. Will students with a medical diagnosis of Autism (or related conditions) be eligible for special education as ASD?

Often but not always. While the Oregon Commission on Autism Spectrum Disorders has recommended a move toward using the medical model (the DSM criteria) for autism identification across all settings, the Oregon Department of Education (ODE) has not adopted DSM criteria for autism eligibility. That means that there are children/young adults who may be found eligible as having autism spectrum disorder or related conditions under a medical framework (using DSM criteria) that may not be found eligible under an educational framework (ODE model) and vice versa.

ASD Useful Links

Autism Services (PPS) ASD Evaluation and Eligibility Checklist


http://www.pps.k12.or.us/files/special-education/Eligibility_Check_list.pdf


http://www.pps.k12.or.us/files/special-education/Re-Eligibility_Check_list.pdf


http://www.pps.k12.or.us/departments/special-education/7141.htm






Portland Public Schools Special Education Procedures Manual ASD Re-evaluation and Re-eligibility Checklist

ASD Parent Interview Form ASD Teacher Interview Form Columbia Regional Program Referral Form Psychoeducational Test Descriptors (includes assessments for ASD) www.pps.k12.or.us/files/special-education/Psycho-EdEvalTests.pdf www.pps.k12.or.us/files/special-education/Psycho-EdEvalTests_edited_easy.pdf (writable)





http://www.pps.k12.or.us/files/special-education/PPS_ASD_Teacher_Interview.pdf

http://www.pps.k12.or.us/files/special-education/Referral_for_Services.pdf

http://www.pps.k12.or.us/files/special-education/Psycho-EdEvalTests.pdf

http://www.pps.k12.or.us/files/special-education/Psycho-EdEvalTests_edited_easy.pdf


Communication Disorder (50)

Definition “Communication Disorder” means the impairment of speech articulation, voice, fluency, or the impairment of development of language comprehension and/or expression, or the impairment of the use of a spoken or other symbol system that adversely affects educational performance. The language impairment may be manifested by one or more of the following components of language: morphology, syntax, semantics, phonology, and pragmatics. Criteria for Eligibility To be eligible as a student with CD, the student must meet the criteria for one of these communication disorders:

(1) Voice disorder; (2) Phonology or articulation disorder; (3) Fluency disorder; or (4) Syntax, morphology, pragmatic or semantic disorder.

The condition must have an adverse impact on the student’s educational performance, and the student must need special education services as a result of the disability. For specific criteria related to each of these types of disorders and how the “adverse impact” criteria applies, see the PPS Communication Manual, posted on the SLP Connect site. Communication Disorder and Other Disability Categories

(1) Autism Spectrum Disorder: Students with ASD by definition have a language pragmatics disorder that is one component of their ASD eligibility. Students with ASD should only be identified as CD if they have a speech, voice or fluency disorder that is unrelated to ASD. Students with ASD may receive SLP services in accordance with their individual needs, whether they have a CD eligibility or not.

(2) Intellectual Disability: Students with an intellectual disability may have delayed or disordered language that is commensurate with their developmental status in other areas. Students with ID should only be identified as CD if they have a speech, voice or fluency disorder that is unrelated to ID or other identified disabilities. Students with ID may receive SLP services in accordance with their individual needs whether they have a CD eligibility or not.

(3) Specific Learning Disability: Research indicates that students with SLD often have a coexisting Communication Disorder. Students with SLD may have a primary or



secondary eligibility of CD. A student with CD who is experiencing academic difficulties suggesting the need for specially designed instruction in one or more academic areas needs to go through a full evaluation before academic services are added to the student’s IEP. This ensures full consideration of intervention and progress monitoring data, determination of needs, and clear baseline data for developing goals and objectives.

For more information about the inter-relationship between CD and other disability categories, see the PPS Communication Manual, posted on the SLP Connect site. Considerations In PPS, students who are English Language Learners have been disproportionately represented in the CD eligibility category. For English Language Learners referred for an initial CD evaluation, the evaluation team (including the Early Childhood Evaluation Team) must consult with the SPED/ESL TOSA. In addition, the evaluation team for K-12 ELL students referred for an initial communication evaluation must invite the participation of the ESL teacher, unless the concern is only in the area of voice, articulation or fluency. (If the school does not have a full time ESL teacher, the team should request participation of the ESL assistant director.) Assessment must be conducted consistent with the provisions in Sec. 25 LEP Parents and ELL Students. Evaluation Requirements The special education team must include at least one professional knowledgeable and experienced in the evaluation of students with communication disorders (a speech and language pathologist licensed by a State Board of Examiners in Speech Pathology and Audiology or the Teacher Standards and Practices Commission). The evaluation must include the following: SLP A standardized assessment of articulation and/or phonological processes

and a speech sample. An evaluation or screening of the child’s hearing acuity and, if indicated, a

measure of middle ear functioning. For a suspected voice disorder, a voice assessment scale. For a suspected disorder in syntax, morphology, semantics, or

pragmatics, a representative language sample and standardized test(s) assessing language comprehension and expression.

For a suspected fluency disorder, an observation in at least two settings and a standardized measurement by a speech and language pathologist.

An evaluation of the student’s oral mechanism, if indicated. Medical For a suspected voice disorder, a medical statement by an by a

Professional otolaryngologist licensed by a State Board of Medical Examiners; for other suspected communication disorders, a medical statement or health assessment statement describing relevant medical



issues, if necessary. Other team members

Any other assessments needed to determine the impact of the suspected disability or student’s educational needs.

Questions & Answers

1. May students who do not qualify as CD receive language services from the SLP?

Yes. Students with language disorders that are the result of another disability are not eligible as CD. These students may receive services from the SLP even if not CD eligible if the evaluation data demonstrate a need for language services.

2. May “CD only” eligible students receive specially designed instruction in academics?

Sometimes. Although a student only needs one area of eligibility, the IEP must address all of a student’s disability-related needs. A student with a primary eligibility or only eligibility of CD in the area of language may struggle with academics due to the impacts of the language disability in that area. If so, an academic evaluation must be conducted to determine if the student is eligible as SLD, if the student needs specially designed instruction in academic areas, and, if so, to determine baseline data for development of an IEP. Academic services and supports may still be available if the student does not meet SLD criteria but demonstrates a need for specially designed instruction in academic areas. Students with CD eligibility based on voice, articulation or fluency are not likely to need academic services based on the impact of those impairments.

3. May students be found eligible as CD based solely on the area of “pragmatics”?

Most often, pragmatic language deficits are the result of another disability such as Autism Spectrum Disorder. If the team suspects ASD is contributing to a pragmatic language deficit, the team must evaluate all areas of the suspected disability to comply with Child Find requirements. (If the parent does not consent to a more thorough evaluation, this should be documented in the meeting minutes and on a Prior notice about evaluation/Consent for evaluation form). A student with a pragmatic language deficit who is found eligible under ASD or another eligibility category may still receive SLP services.

CD Useful Links

PPS Communication Manual – the 2012 version is posted on the SLP Connect site (accessible from PPS Inside, under Libraries – Shared Documents). The Manual is under revision – a link will be provided when the updated Manual is revised. Communication Test Descriptors




Communication Disorders Evaluation and Eligibility Checklist

Student:_____________________________ ID #:___________________ Date:_______

What Who Completion Notice of Procedural Safeguards to Parents (for Initial Evaluations)

Meeting Notice for Evaluation Planning

Consent for Evaluation with Test Descriptors

Evaluation Planning Meeting Minutes

Student Record Review Speech-language assessment

Medical statement (for suspected voice disorder or if needed)

Hearing Screening Oral Mechanism (if indicated)

Language Sample (expression & comprehension)

Voice assessment Scale (for suspected voice disorder)

Fluency – observations in two settings

1. 2.

1. 2.

Assessment to determine impact

Additional assessment if necessary

Meeting notice for Eligibility Meeting

Eligibility Meeting Minutes Eligibility statement Prior written notice Paperwork to records clerk All documents to parents



Deafblindness (43) Definition “Deafblindness” means having both hearing and vision impairments, the combination of which causes such severe communication and other developmental and educational problems that the student cannot be accommodated in special education programs designed solely for students having hearing or vision impairments. Criteria for Eligibility The special education team may determine a student is eligible in the category of Deafblindness if the student meets one of the three conditions below:

(1) The student meets the eligibility criteria for both vision impairment and hearing impairment; or

(2) The student meets the eligibility criteria for either vision impairment or hearing impairment and demonstrates “inconsistent or inconclusive responses” in an assessment of the other sensory area; or

(3) The student meets the eligibility criteria for either vision impairment or hearing impairment and has a degenerative condition that affects the acuity of the other sensory area.




1. Complete online referral form and print out. Referral form is located at

www.crporegon.org under Educators tab. Please use the most recent referral form on the website to understand needed documentation.







Evaluation Requirements The special education team must include at least one professional knowledgeable and experienced in the evaluation and education of students with deafblindness. The evaluation must include the following: Medical Professional/ Audiologist

If conductive loss, a medical report or health assessment statement indicating whether the hearing loss is treatable and whether the use of amplification is contra-indicated.

An eye report by an ophthalmologist or optometrist licensed by a Professional State Board of Examiners indicating that the student has a vision impairment.

An audiological assessment by a licensed audiologist using standard procedures to confirm hearing levels and determine amplification needs.

Columbia Regional Program

Functional Vision Assessment completed by a Teacher of the Visually Impaired

Learning Media Assessment1

Other team members; Columbia Regional Program

Assessments to determine the impact of the suspected disability on the student’s educational performance.

Any additional evaluations necessary to identify the student’s educational needs.

DB Useful Links Referral Columbia Regional Program Student Referral Information Hearing Columbia Regional Program D/HH Program Information Columbia Regional Program D/HH Resources for Educators Vision

1 While not required for eligibility, the Learning Media Assessment is necessary for addressing the special factors in the IEP.



http://www.crporegon.org/services/deafhard-hearing

http://crporegon.org/services/resources/8/2

Portland Public Schools Special Education Procedures Manual Columbia Regional Program Vision Program Information Columbia Regional Program Vision Program Resources for Educators Other Resources National Technical Assistance (TA) Center on Deafblindness TA Literacy Site


http://www.crporegon.org/services/blindvisually-impaired

http://www.crporegon.org/services/resources/7/2

https://nationaldb.org/

http://literacy.nationaldb.org/


Deafblindness Evaluation and Eligibility Checklist

Student:_____________________________ ID #:___________________ Date:_______





Student Record Review Audiological assessment Medical statement: if conductive loss; ophthalmologist or optometrist

Functional vision assessment








Emotional Disturbance (60) Definition “Emotional disturbance” is a condition exhibiting one or more of the following over a long period of time and to a marked degree that adversely affects a child’s educational performance: (1) an inability to learn that cannot be explained by intellectual, sensory, or health factors; (2) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (3) inappropriate types of behavior or feelings under normal circumstances; (4) a general pervasive mood of unhappiness or depression, or (5) a tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. Criteria for Eligibility To be eligible as emotionally disturbed, the team must find that the student meets at least one of the above characteristics over a long period of time and to a marked degree. These characteristics and terms are defined in more detail below. The condition must have an adverse impact on the student’s educational performance, and the student must need special education services as a result of the disability. Considerations For traditionally overrepresented populations (Black, Native American and Hispanic students), the team must consider the impact of the student’s culture on instruction, interventions and assessment. Evaluation Requirements The special education team must include at least one professional knowledgeable and experienced in the evaluation of students with emotional disturbance. Typically, this would be the school psychologist. The evaluation must include the following: School psychologist

Evaluation of emotional/behavioral status. Developmental and social history The completion of at least two behavior rating scales (one

of which must be standardized) by at least two adults Medical Professional

A medical report or health assessment statement indicating whether there are any physical factors that may affecting the student’s educational performance


Portland Public Schools Special Education Procedures Manual Special Education Team

An observation in the classroom and in at least one other setting by someone other than the student’s regular teacher

Assessments to determine the impact of suspected disability (i.e. academic, executive functioning, etc.)

A file review and any additional assessments that are necessary to identify the student’s educational needs.

Questions and Answers

1. What does “extended period of time” mean? The purpose of the “extended period of time” requirement is to rule out temporary adjustment reactions to developmental changes, such as puberty, or psychosocial stressors such as divorce or change in family circumstances. This also provides an opportunity for implementation of a multi-tiered system of supports and to complete a functional behavior assessment and behavior support plan (FBA/BSP). An extended period of time typically means for at least three to four months, during which time behavioral interventions are implemented.

2. What does “to a marked degree” mean? A “marked degree” addresses the

pervasiveness and intensity of the emotional problem. One of the characteristics of students with emotional disturbance is the continuity of the behaviors across settings (school, home, community), and across raters. The intensity is such that there are acute and observable markers of distress that are impacting the student in the educational environment. In determining that one or more of the five characteristics of emotional disturbance is present, the characteristic must be persistent, generalized, and extended over time and situations.

3. What does “adversely affecting educational performance” mean? This component

means that the student’s emotional distress is interfering with the student’s ability to benefit from the general educational environment. Educational performance is broader than just academics and includes social, emotional, and communication domains as well.

4. What does “an inability to learn that cannot be explained by intellectual, sensory, or health factors” mean? This characteristic refers specifically to the student having significantly lower academic achievement than peers that is not explained by another disability, such as a specific learning disability, intellectual disability, communication disorder, motor impairment, or sensory impairment, and that appears to be the result of the student’s emotional disturbance. (An inability to learn that is due to truancy and/or substance abuse is more likely an indicator of social maladjustment rather than an emotional disturbance. Likewise, lack of instruction would not be a basis for marking this indicator “yes”.)



Often indicated by clinically significant scores across raters on behavior rating scales in Learning Problems when considered with other academic achievement measures.

5. What does “an inability to build or maintain satisfactory interpersonal relationships

with peers and teachers” mean? This characteristic is met when the student demonstrates significant impairment in initiation and satisfactory maintenance of interpersonal relationships due to anxiety, depressed mood, avoidance, withdrawal, isolation, etc. This characteristic does not refer to a student who has conflict only with certain students or teachers. This characteristic also does not refer to a student who has impairments in social relationships due to autism spectrum disorder. It is a pervasive inability to develop relationships with others across settings and situations. The student’s interpersonal relationships with peers and teachers must deviate significantly from expectations for the student’s age, gender and culture across different environments. Examples include:

• Physical or verbal aggression when others approach the student; • Lack of affect or disorganized/distorted emotions toward others; • Demands for constant attention from others; and • Withdrawal from social interaction.

Often indicated by clinically significant scores on behavior rating scales across raters in these areas: Social Skills, Aggression, Withdrawal, Adaptability.

6. What does “inappropriate types of behavior or feelings under normal circumstances”

mean? This characteristic is indicated when the student demonstrates significantly inappropriate behavior or emotional response, particularly when not triggered by a specific circumstance or as an overreaction to a specific circumstance. These behaviors/emotional responses must deviate significantly from expectations for the student’s age, gender and culture across different environments. Examples may include:

• Limited or excessive self-control; • Low frustration tolerance, emotional overreactions and impulsivity; • Rapid changes in behavior or mood; • Limited premeditation or planning; • Limited ability to predict consequences of behavior; • Impaired affective modulation (overreacts to perceived transgression with rage,

withdrawal or crying spell); Often indicated by clinically significant scores on behavior rating scales across raters in these areas: Atypicality, Withdrawal, Social Skills.

7. What does “a general pervasive mood of unhappiness or depression” mean? This characteristic is indicated when the student consistently and significantly expresses sadness, depressed mood, feelings of worthlessness, irritability, morbid preoccupation, inability to establish or execute simple goals, or absence of interest in previously valued activities. This characteristic requires evidence that the student’s unhappiness or depression is occurring across settings. The student’s mood must deviate significantly



from expectations for the student’s age, gender and culture across different environments. Often indicated by clinically significant scores across raters on behavior rating scales in these areas: Depression.

8. What does “a tendency to develop physical symptoms or fears associated with

personal or school problems” mean? This characteristic is indicated when the student exhibits physical symptoms in response to emotional triggers, such as headaches, gastrointestinal problems, incapacitating feelings of anxiety (i.e. trembling, hyperventilating, dizziness), panic attacks with physical symptoms. These symptoms are only indicative of an emotional disturbance if they are: (a) not supported by underlying medical conditions; (b) linked to psychological factors, (c) there is no evidence of intentionality behind the symptoms, and (d) the symptoms are not a culturally appropriate or culturally sanctioned response pattern. Often indicated by clinically significant scores across raters on behavior rating scales in these areas: Somatization.

9. What does “socially maladjusted” mean? Social maladjustment is typically regarded as

a choice to engage in rule-breaking behavior. Indicators that are often associated with social maladjustment (without emotional disturbance) may include: • Signs of depression may be present but are not pervasive. • General social conventions and behavioral standards are understood but not

accepted. • Problem behaviors are frequently exhibited by and encouraged by peer group. • Problem behaviors are intentional with an understanding of the consequences. • Student often has co-existent substance abuse. • Student and student’s peer group may engage in rule-breaking or law-breaking

behavior. • Student engages in risk-taking behavior to a greater extent than typical peers. Often indicated by clinically significant scores on behavior rating scales in Conduct Problems and/or Aggression and no other areas.

ED Useful Links

FBA/BSP in PPS – website with technical assistance and forms for completion of functional behavior assessments and behavior support plans. Psychoeducational Test Descriptors (includes assessments for ED)

www.pps.k12.or.us/files/special-education/Psycho-EdEvalTests.pdf www.pps.k12.or.us/files/special-education/Psycho-EdEvalTests_edited_easy.pdf


http://ppsfba.weebly.com/




Emotional Disturbance Evaluation and Eligibility Checklist

Student:_____________________________ ID #:___________________ Date:_______





Student Record Review Emotional/Behavioral Status

Developmental History (if needed)

Medical statement Behavior Rating Scales (2) 1.

2. 1. 2.

Observations (two settings) 1. 2.

1. 2.







Hearing Impairment (20) Definition Hearing Impairment means a hearing condition, whether permanent or fluctuating, that adversely affects educational performance. Hearing impairment includes both “hard of hearing” and “deaf.” “Hard of Hearing” typically means a hearing condition which is functional with or without amplified sound and adversely affects the student’s educational performance. “Deaf” means a hearing impairment that is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification. Criteria for Eligibility The special education team may determine a student is eligible in the category of hearing impairment when either of the first two plus the third criteria are met:

(1) The student has a pure tone average loss of 25 dbHL or greater in the better ear for frequencies of 500 Hz, 1000 Hz and 2000 Hz, or a pure tone average loss of 35 dbHL or greater in the better ear for frequencies of 3000 Hz, 4000 Hz, and 6000 Hz; or

(2) The student has a unilateral hearing impairment with a pure tone average loss of 50

dbHL or greater in the affected ear for the frequencies 500 Hz to 4000 Hz;

AND

(3) The hearing loss is either sensorineural or conductive, if the conductive loss has been determined to be currently untreatable by a physician.









3. Fax referral and supporting information to Columbia Regional Program. It is

essential to include supporting documentation as indicated for referrals to be processed in a timely manner. Fax: (503) 916-5576

Evaluation Requirements The special education team must include at least one professional knowledgeable and experienced in the evaluation and education of students with hearing impairments. The evaluation must include the following: Medical Professional/ Audiologist

If conductive loss, a medical report or health assessment statement indicating whether the hearing loss is treatable and whether the use of amplification is contra-indicated.

An audiological assessment by a licensed audiologist using standard procedures to confirm hearing levels and determine amplification needs.




HI Useful Links

Columbia Regional Program D/HH Program Information Columbia Regional Program Student Referral Information Columbia Regional Program Resources for Educators




http://www.crporegon.org/services/deafhard-hearing


http://crporegon.org/services/resources/8/2


Hearing Impairment Evaluation and Eligibility Checklist

Student:_____________________________ ID #:___________________ Date:_______





Student Record Review Audiological assessment Medical statement Assessment to determine impact







Intellectual Disability (10) Definition Intellectual Disability means significantly subaverage general intellectual functioning (two or more standand deviations below the mean on a standardized individual intelligence test) with coexisting deficits in adaptive behavior that is manifested during the developmental period. Criteria for Eligibility The special education team may find a student eligible in the category of Intellectual Disability if the following criteria are met:

(1) Performance on an intelligence test is 2 or more standard deviations below the mean; (2) The student has deficits in adaptive behavior coexistent with the impairment in

intellectual functioning; (3) The student’s developmental or educational achievement is significantly below age or

grade norms; and (4) The student’s developmental or educational problems are not primarily the result of

sensory disabilities or other physical factors. The condition must have an adverse impact on the student’s educational performance, and the student must need special education services as a result of the disability. Considerations To be eligible for special education on the basis of intellectual disability (ID), the student must have a cognitive score that is two or more standard deviations below the mean, and “deficits in adaptive behavior coexistant with the student’s impairment in intellectual functioning.” If these scores are not aligned, the team must consult with the PA and the School Psychologist TA before finding the student eligible as ID. For traditionally overrepresented populations (Black, Native American and Hispanic students), the team must consider the impact of the student’s culture on instruction, interventions and assessment. Evaluation Requirements The special education team must include at least one professional knowledgeable and experienced in the evaluation of students with intellectual disability. The evaluation must include the following assessments. The team may agree to reassign roles as appropriate (i.e. learning center teacher or school psychologist may review cum file).


Portland Public Schools Special Education Procedures Manual Teacher Review cum file School psychologist

An individually administered standardized intelligence test A standardized adaptive behavior scale

Medical Professional

A medical report or health assessment statement indicating whether there are any sensory or physical factors that may affecting the student’s educational performance

LC Teacher A developmental history of the student Academic Assessment


Assessments to determine the impact of the suspected disability Additional evaluations that are necessary to determine the

student’s educational needs (i.e. Communication, Motor)

ID Useful Links FBA/BSP in PPS – website with technical assistance and forms for completion of functional behavior assessments and behavior support plans. Psychoeducational Test Descriptors (includes assessments for ID)







Intellectual Disability Evaluation and Eligibility Checklist

Student:_____________________________ ID #:___________________ Date:_______





Student Record Review Standardized Intelligence Test

Adaptive Behavior Scale Developmental History Medical statement Assessment to determine impact






Orthopedic Impairment (70)

Definition “Orthopedic Impairment” means a motor disability caused by an anomaly, disease or impairment (e.g., cerebral palsy, spina bifida, muscular dystrophy or traumatic injury). Criteria for Eligibility The special education team may determine a student is eligible in the category of Orthopedic Impairment if the student has a motor impairment that results in deficits in the quality, speed or accuracy in fine motor skills, gross motor skills, or self-help skills:

(1) That is at least 2 standard deviations below the mean in one of these areas; or (2) Demonstrates functional deficits in at least two of these areas.












Portland Public Schools Special Education Procedures Manual Evaluation Requirements The special education team must include at least one professional knowledgeable and experienced in the evaluation of students with orthopedic impairments. The evaluation should include the following: SPED Teacher

• Review cum file

Motor • A standardized motor assessment, including the areas of the fine motor, gross motor and self-help, when appropriate, administered by a specialist knowledgeable about orthopedic or neuromotor development.


• A medical report or health assessment statement indicating a diagnosis of orthopedic or neuromotor impairment or a description of the motor impairment.


• Assessments to determine the impact of suspected disability • Any additional assessments that are necessary to identify the

student’s educational needs.

OI Useful Links

Columbia Regional Program Columbia Regional Program – OI Services Columbia Regional Program – Referral Form PPS Assistive Technology PPS Motor Team Information



http://www.crporegon.org/services/orthopedically-impaired





Orthopedic Impairment Evaluation and Eligibility Checklist

Student:_____________________________ ID #:___________________ Date:_______





Student Record Review Standardized Motor Assessment

Medical statement Assessment to determine impact






Other Health Impairment (80)

Definition “Other Health Impairment” means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, due to chronic or acute health problems. Such health problems could include, but are not limited to: a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, diabetes, Tourette’s syndrome, or attention deficit/hyperactivity disorder. Criteria for Eligibility The special education team may determine a student is eligible in the category of Other Health Impairment if the student meets the above definition. The condition must be permanent or expected to last more than 60 days. The condition must have an adverse impact on the student’s educational performance, and the student must need special education services as a result of the disability. Evaluation Requirements The special education team must include at least one professional knowledgeable and experienced in the evaluation of students with the suspected disability, the student’s regular teacher (if unavailable a general education teacher qualified to teach a student at his or her age) and a person qualified to conduct individual diagnostic assessment such as; a school psychologist, speech language pathologist, special education teacher or other qualified individual. The evaluation must include the following: Special Education Teacher

• Review cum file and other student records

School psychologist

• Evaluation of emotional/behavioral status. • Developmental and social history • The completion of at least two behavior rating scales (one of

which must be standardized) by at least two adults Medical Professional

• A medical statement or health assessment statement indicating a diagnosis of a health impairment or a description of the health impairment, its expected duration, needs for medical attention, and any recommendations for restriction from activity or for health management in school.


• Assessment of the health impairment’s impact on the student’s educational performance.



Questions and Answers

1. May “sensory integration disorder” be considered an Other Health Impairment? Yes, OHI is not limited to a specific list of disorders. However, the student would need to meet the criteria of having “limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, due to chronic or acute health problems”. In addition, the student would need to meet the criteria of needing specially designed instruction.

2. Where is it appropriate to document the underlying condition that is the basis of the OHI? Currently, the eligibility form does not provide space for documenting the underlying condition that is the basis of the OHI. This should be documented on the Prior Notice of Special Education Action in the description of the action (top box) or reason for the action (second box from the top).

OHI Useful Links FBA/BSP in PPS – website with technical assistance and forms for completion of functional behavior assessments and behavior support plans. Psychoeducational Test Descriptors







Other Health Impaired Evaluation and Eligibility Checklist

Student:_____________________________ ID #:___________________ Date:_______





Student Record Review Medical statement Assessment to determine impact

Additional evaluations as needed


Eligibility Meeting Minutes Eligibility statement Prior written notice (Document basis of OHI on prior written notice)

Paperwork to records clerk All documents to parents



Specific Learning Disability (90)

Definition A specific learning disability (SLD) means a disorder in one or more of the basic psychological processes which results in academic achievement that does not meet Oregon grade level standards in one or more of the following areas, when provided with appropriate instruction: basic reading skills; reading fluency skills; reading comprehension; mathematics calculation; mathematics problem-solving; written expression; oral expression and listening comprehension. (Oral expression and listening comprehension are more typically addressed under Communication Disorder.) Criteria for Eligibility – Pattern of Strengths and Weaknesses PPS has adopted the “pattern of strengths and weaknesses” model for determining SLD eligibility. For PSW evaluations, teams must complete standardized, norm-referenced achievement tests, tests of basic psychological processes, and other assessment of basic psychological processes. A pattern of strengths and weaknesses relevant to the identification of a specific learning disability means that assessment and other data shows that the student has at least one area of academic weakness that is aligned with at least one area of related cognitive weakness in an otherwise normal cognitive profile. See PPS Guidance for the Identification of Specific Learning Disabilities for more detailed information. Considerations For traditionally overrepresented populations (Black, Native American and Hispanic students), the team must consider the impact of the student’s culture on instruction, interventions and assessment. Evaluation Requirements The special education team must include at least one professional qualified as a specialist knowledgeable and experienced in the evaluation and education of students with SLD. The evaluation must include the following: General Education Teacher

Progress monitoring data (see form, directions & Questions and Answers)

Special Academic achievement testing



Portland Public Schools Special Education Procedures Manual Education Teacher School psychologist

Review cum file Assessment of pattern of strengths and weaknesses See PPS

Guidance for the Identification of Specific Learning Disabilities Special Education Team

Observation and documentation of relationship of behavior to academic functioning

Other assessments as needed

Questions and Answers - Progress Monitoring Data:

1. What is progress monitoring? Progress monitoring is the documentation of a student’s achievement on a regular basis. It involves the formal assessment of the student’s progress during instruction in reading and/or math. Progress monitoring documents how a student responds to appropriate instruction, and it may be collected for a single student or for an entire class.

2. Is the District required to collect progress monitoring data? Yes. The documentation

of progress monitoring data is required by federal and state special education law when determining eligibility under the category of Specific Learning Disability.

3. Is progress monitoring a new practice in teaching? No. Teachers have been

systematically collecting data and analyzing students’ progress as a means of determining the effectiveness of their instruction. The legal requirement of progress monitoring merely documents what teachers have been doing as an aspect of good teaching.

4. Who is responsible for collecting progress monitoring data? This data is collected by a

student’s general education teacher(s) in the content area(s) of concern based upon a student’s suspected weakness. Best practice is for the data to be part of the teacher’s instructional/assessment process. For students in nontraditional settings or circumstances, the team may need to collect progress monitoring data as part of the evaluation process. (When this is the case, the Written Agreement between Parents and the District may be used to extend the evaluation timelines to allow sufficient time for the progress monitoring to be completed.) Learning center teachers need to be knowledgeable about progress monitoring practices and collaborate with general education teachers when support is needed.

5. What are examples of progress monitoring tools general education teachers may use? Examples of progress monitoring tools include: DIBELS, DRAs, easyCBMs, informal reading inventories, curriculum based unit test/measures, formal group or individual assessments, writing samples, etc. (See Links section for more resources.) In PPS, the following tools are most frequently used:





A. Reading K-3: DIBELS 4-8: easyCBM 9-12: use 8th grade easyCBM (or reading maze assessment*)

B. Math K-8: easyCBM 9-12: use 8th grade easyCBM

C. Written language 1-12: 3 minute writing sample or classroom work sample

6. How is progress monitoring documented? The District has a form on which the data are

documented. (If the progress monitoring data is entered electronically and can be printed out in a student-specific report, the electronic print out may be used instead of the progress monitoring form.)

7. In what content area(s) must progress monitoring data be collected? Progress

monitoring data must be collected in reading and/or math in the content area(s) in which the student has a suspected weakness. If the only area of concern is written language, then progress monitoring must be completed in written language. The following are content areas in which progress monitoring data might be collected depending upon the student’s suspected weakness: Basic Reading Skills (phonemic awareness, phonics); Reading Fluency; Reading Comprehension; Math Calculations; Math Problem Solving; Written Language. NOTE: This is a change in practice. Previously, PPS did not require progress monitoring for “written language only” SLD evaluation. NOW, progress monitoring IS required for these students.

8. How often must progress monitoring data be collected? Progress monitoring must include a minimum of four data points. These data are typically collected once every two weeks.

9. Must progress monitoring data be collected as part of a reevaluation for SLD? While

the team does not need to collect NEW progress monitoring data, the original progress monitoring data must be included as part of the consideration of whether the student still meets eligibility criteria for SLD. The original progress monitoring “report date” should be listed on the NEW eligibility form along with the review dates of the NEW eligibility determination. (If there is no evidence of original progress monitoring data, then new progress monitoring data must be collected.)

Questions and Answers - Evaluation Reports

1. What needs to be included in the Academic assessment report?

The Academic Assessment report needs to include:



• Student’s access to core instruction in reading and math; • Student’s academic performance as reflected in grades and OAKS; • Classroom observation and relationship of behavior to academic functioning (unless

school psychologist completes classroom observation); • Results of progress monitoring data (with progress monitoring form attached); • Observations during testing; and • Results of standardized testing (Woodcock-Johnson Academic).

2. What needs to be included in the Psychoeducational assessment report?

The Psychoeducational Assessment report needs to include: • Developmental/school history; • Observations during testing; • Classroom observation and relationship of behavior to academic functioning; • Results of cognitive, social/emotional and behavioral assessments; • Input from outside providers, if any; • Analysis of pattern of strengths and weaknesses based on assessment results.

3. May the Academic and Psychoeducational evaluation reports be combined into a

single evaluation report? Yes, it is best practice for the cognitive and academic results to be written into a single evaluation report. This allows for analysis of the pattern of strengths and weaknesses across cognitive and academic performance.

Questions and Answers - SLD Eligibility Form

1. How does a team determine whether a student has had “appropriate instruction in regular education settings by qualified personnel in reading and math”? As a general rule, if a student has been receiving reading and math instruction from certified teachers using a district approved curriculum, the answer will be “yes”. For students who have been home schooled or in other nontraditional settings, an inquiry will need to be made into the curriculum and instruction provided.

SLD Useful Links

Pattern of Strengths and Weaknesses (PPS) PPS Guidance for the Identification of Specific Learning Disabilities Progress Monitoring (PPS) Decision Rules (scroll down to easyCBM Benchmark Cut Scores and Progress Monitoring Decision Rules k-8



http://www.pps.k12.or.us/departments/curriculum/8404.htm

Portland Public Schools Special Education Procedures Manual Tiered Reading Framework (scroll down to K-12 Reading Assessment Framework) Progress Monitoring Form and Directions (scroll down to Specific Learning Disability Eligibility Form) Progress Monitoring (Other Resources)

University of Southern Maine Progress Monitoring Resource - “Maze” reading samples at 4-6 grade reading level with directions. Interventions Central Maze Passage Generator(Reading) Interventions Central Writing Probe Generator (Written Language) CBM: Reading and Writing Measures in Secondary Education (Research Institute on Progress Monitoring) (scroll down to “Handout”)

I


http://www.pps.k12.or.us/departments/curriculum/8408.htm


http://usm.maine.edu/assessment-center/curriculum-based-measurements

http://www.interventioncentral.org/teacher-resources/test-of-reading-comprehension

http://www.interventioncentral.org/teacher-resources/curriculum-based-measurement-probes-writing

http://www.progressmonitoring.org/RIPMProducts2.html%23cbm_secondary


Student Progress Monitoring Student:_____________________Grade: ID#: ____________DOB: _____________ School:______________Teacher Completing Form: ______ Check the area of suspected weakness that is addressed on this form. Use a separate form for each of suspected weakness.

Basic Reading Skills (phonemic awareness, phonics)

Reading Fluency

Reading Comprehension

Math Calculation

Math Problem Solving

Written expression

Teachers must document at least 4 data points within a four to eight week period. The same measurement tool must be used to assess all data points (1-4).

Progress Monitoring Tool:

Date Result Comparison to Classroom Peers (if known)

This form (or alternative computer printout of data) must be attached to the student’s Academic Assessment Report, and a copy be provided to the parent(s) at or before the eligibility meeting. Use of this form is required for determining eligibility under the disability category of SLD. However, this form may be used for collecting data for other purposes. The use of this form does not mean school staff have or should have referred the student for a special education SLD evaluation.



Specific Learning Disability (SLD) Eligibility Instructions for Completing the Progress Monitoring Form

1. Purpose of form: The purpose of this form is to document a student’s progress in

response to appropriate instruction. 2. Completion of the form: a. Complete the demographic data required at the top of the form.

b. Check the box of the content area that will be documented on the form.

c. Identify the data collection tool (i.e. DIEBELS, easy CBM, math probes, work samples, writing samples). Collect data on a minimum of four different dates using the same data collection tool. Each assessment is considered a “data point.” For every data point, provide the date the assessment was given and the assessment results. When documenting the assessment results for each data point, write the score or level the student earned, and describe how the student’s results compare to his/her classroom peers.

Use additional forms if necessary. An assessment must be conducted at least once every two weeks. Use the same measurement tool for all data points.

3. When the form is completed, the data on the form will be reviewed by the eligibility

team. A copy of the form must be attached to the student’s academic report. A copy of the form must be given to the parents before or at the eligibility meeting.



Specific Learning Disability Evaluation and Eligibility Checklist

Student:_____________________________ ID #:___________________ Date:_______

What Who Completion Notice of Procedural Safeguards to Parents

Progress Monitoring Form Meeting Notice for Evaluation Planning


Evaluation Planning Meeting Notes

Record review Developmental history (if needed)

Medical statement (if needed)

Academic assessment Cognitive assessment Classroom observation Other assessments:


Eligibility Meeting Notes Eligibility statement Prior written notice Paperwork to records clerk All documents to parents



Traumatic Brain Injury (74)

Definition “Traumatic brain injury” (TBI) means an acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a student’s educational performance. The term includes open or closed head injury resulting in impairments in one or more areas, including cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not include brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma. Criteria for Eligibility The special education team may determine a student is eligible in the category of Traumatic Brain Injury if the student meets the above definition. The condition must be permanent or expected to last more than 60 days. The student must have an impairment in one or more of these areas:

(1) Communication; (2) Behavior; (3) Cognition (memory, attention, abstract thinking, judgment, problem-solving, reasoning,

information processing); or (4) Sensory, perceptual, motor or physical abilities.






1. Complete online referral form and print out. Referral form is located at www.crporegon.org under Educators tab. Please use the most recent referral form on the website to understand needed documentation.




Evaluation Requirements The special education team must include at least one professional knowledgeable and experienced in the evaluation and education of students with traumatic brain injury. The evaluation must include the following: School psychologist

• Administer or review of a comprehensive psychological assessment using a battery of instruments intended to identify deficits associated with traumatic/acquired brain injury.


• A medical report or health assessment statement indicating that an event may have resulted in traumatic brain injury, its expected duration, needs for medical attention, and any recommendations for restriction of activity or for health management in school.

Motor Team

• Motor evaluation if the student exhibits motor impairments,

SLP • Communication evaluation if the student exhibits communication deficits, a


• A file review and any additional assessments that are necessary to identify the student’s educational needs.

• Other educational information related to the impact of the suspected disability, including pre-injury performance and current adaptive abilities.

• An observation in the classroom and in at least one other setting. • Assessments to determine the impact of the suspected disability

TBI Useful Links

Columbia Regional Program Columbia Regional Program – Referral Form






Portland Public Schools Special Education Procedures Manual Columbia Regional Program TBI Information and Resources PPS TBI Information and Resources


http://www.crporegon.org/services/traumatic-brain-injury



Traumatic Brain Injury Evaluation and Eligibility Checklist

Student:_____________________________ ID #:___________________ Date:_______





Student Record Review & review of pre-injury performance

Comprehensive Psychological Assessment

Motor assessment (if needed)

Psychosocial assessment (if needed)

Communication assessment (if needed)

Adaptive assessment Medical statement Observation (classroom and one other setting)

1. 2.

1. 2.


Additional evaluations as needed





Vision Impairment (40)

Definition “Vision Impairment” means a visual impairment which, even with correction, adversely affects a student’s educational performance. This term includes those students who are partially sighted or blind. Criteria for Eligibility The special education team may determine a student is eligible in the category of Vision Impairment if the student meets one or more of the following criteria:

(1) Student’s residual acuity is 20/70 or less in the better eye with correction; (2) Student’s visual field is restricted to 20 degrees or less in the better eye; (3) Student has an eye pathology or progressive eye disease which, in the opinion of an

ophthalmologist, is expected to reduce either residual acuity or visual field to the extent identified in (1) or (2), above; or

(4) The assessment results of a licensed ophthalmologist or optometrist are inconclusive, and the student demonstrates inadequate use of residual vision (as indicated by a functional vision assessment).












Evaluation Requirements The special education team must include at least one Teacher of the Visually Impaired. The evaluation must include the following: Columbia Regional Program

Functional Vision Assessment completed by a Teacher of the Visually Impaired

Learning Media Assessment2 Medical Professional

A eye report by an ophthalmologist or optometrist licensed by a Professional State Board of Examiners indicating that the student has a vision impairment.




VI Useful Links

Columbia Regional Program Vision Program Information Columbia Regional Program Student Referral Information Columbia Regional Program Resources for Educators

2 While not required for eligibility, the Learning Media Assessment is necessary for addressing the special factors in the IEP.


http://www.crporegon.org/services/blindvisually-impaired


http://www.crporegon.org/services/resources/7/2


Vision Impairment Evaluation and Eligibility Checklist

Student:_____________________________ ID #:___________________ Date:_______





Student Record Review Medical statement Functional vision assessment




