2015-2016Fnesc/Fnsa Special Education Program

School Information Handout

2015-2016FNESC/FNSA SPECIAL EDUCATION PROGRAM

Second Level Services Applications

FNESC/FNSASpecial Education Program (SEP) services are led by a multidisciplinary team whose mandate is to provide educational support services to students with special needs in BCFirst Nations schools.

What educational support services are available?

SEP staff are available to travel to schools, given time and resource availability,to provide on-site support to help meet the needs of students. Supports include:

Assessment
Consultation
Intervention
Assistive Technology
Inclusion
Transition planning
In-service

Who Provides SEP Services in Schools?

The SEP Team consists of SEP Managers Holly Smith (Northern BC) and Madeline Price (Southern BC), SEP Coaches, Speech Language Pathologists, Psychologists, and a SET-BC Assistive Technology Consultant.

What resources areavailable on the SEP Website?

Additional information is available at and including the SEP forms required for accessing services and funding.

Who are the FNESC Office SEP contacts?

Barb O’Neill, Senior Administrative Assistant

Tel (604) 925-6087Fax (604) 925-6097

Holly Smith SEP or Toll Free 1-855-250-5083

Due date for Application Forms – May 29, 2015

Accessing FNESC Special Education Services

OVERVIEW

School Request Form for FNESC/FNSA SEP Services

If you require FNESC/FNSA SEP services, please complete the School Request Form, ensuring you check off all of the services you are requesting and the service forms you will be submitting. Once this School Request Form and the relevant service referral forms are completed, please forward to FNESC office prior to May 29, 2015.

Speech Language Pathology (SLP) Services

The SLP service delivery model isas follows.

Schools can submit applications for SLP services.
Applications will be reviewed based upon the students’ speech language needs.
For applications that are accepted, support will be provided in one of two ways:
A FNESC employed SLP will visit schools that cannot access an SLP on their own;or
For schools that can access a SLP locally, SEP funding will be provided to reimburse schools for the SLP services, using the established FNESC SLP payment rate.

To request this support, applicants mustcomplete theSLP referral checklist for each relevant student, along with a signedparental authorization for release of information form. The parental authorization for release of information forms MUST be signed in order for any student to be considered for service/funding.

Psycho-Educational Assessments

If you wish to refer a student for a psycho-educational assessment, please review the Guidelines for Psycho-Educational Assessment Referrals prior to applying. If a student is eligible, fill out the Psycho-educational Assessment form, along with the Parent/Guardian Authorization for Release of Information for each student you are referring.Also include any relevantsupporting documentation (i.e. psychological/psychometric, speech-language, vision, hearing, achievement/academic, Occupational Therapy assessments, SMART Goals, etc.). Current students who have been approved for the High Cost Additional Funding and who require re-assessment will be considered first priority.

SET-BC Assistive Technology

Please note there are significant changes in SET BC service delivery model for the 2015-16 school year. No students will be carried forward on the services list from 2014-15. Only very few students with complex needs will be considered for individual solutions at the Tier 3 level. Please attend a webinar on May 13th at 10:00 am on the new service delivery model. Topics will include; determining if students meet individual criteria and opportunities for classroom based projects. If a student meets the new criteria for SET-BC services, please fill out the SET-BC forms.

School Special Education Support Services

If you require further information, or if you need to schedule special education support services such intervention planning, Individual Education Plan (IEP) development, DIBELS training, etc., please contact the SEP Manager in your area.

When all forms are complete, please scan and return them to

Barb O’Neill at or mail them to the FNESC office.

Guidelines for Psycho-Educational Assessment Referrals

This document is meant to provide some guidelines to help the schools decide which children should be referred for Psycho-Educational assessments.

What is a psycho-educational assessment?

There are different types of psychological assessments that employ a variety of techniques aimed at better understandingeach particular individual’s needs. The assessments are designed to respond to the referral question, so the types of assessment procedures chosen by the psychologist are determined by the perceived problem.

Most psycho-educational assessments are conducted with school-aged children, in response to referrals about problems that the child is experiencing.

Most psycho-educationalassessments explore multiple domains, including:
Cognitive and academic functioning
Language and communication
Long term and working memory
Attention and activity level
Executive functioning/self-regulation
Adaptive functioning/life skills
Social development and emotional functioning
Visual-perceptual/motor/sensory functioning

In order to explore all of these domains, the psychologist normally gathers information from multiple sources, such as direct testing (cognitive, academic, memory, language, etc.), observations (in class, during testing, on the playground), interviews (parents, teachers), rating scales (adaptive skills, executive functioning, behaviour), work samples, report cards, anecdotal reports, etc.

Once psychologists have collected sufficient information about the child, they will hold a debrief meeting with parents, teachers, administrators, educational assistants, and other professionals who work with the child (e.g., pediatrician, speech-language pathologist, occupational therapist, counsellor). These meetings will result in a productive sharing of ideas, further information sharing with the psychologist, as well as discussion of applicable diagnoses and recommendations for supporting the student at school and at home.

The psychologist completes the assessment with a written report, copies of which are sent to the people who need them, including the school, parents, and outside agencies if consent is provided by the legal guardian. These reports are confidential and are to be kept safely in locked cabinets at school, with access provided only to individuals who need the information to support the student.

The psycho-educational assessment report is meant to be helpful for the child. The recommendations are generally geared toward supporting students at school, and should be in keeping with the guidelines for special education support established byeach school.

The psychologist will make diagnostic statementsthat either confirm or rule out whether the child meets the criteria for various types of support. This includes the Ministry of Education criteria for a special education category, the Diagnostic and Statistical Manual of Mental Disorders (DSM) criteria for a disorder, and/or the FNESC/FNSA/AANDC guidelines for support. They may include statements about other types of support that could be available to the student, either immediately or in the future, such as Ministry of Children and Family Development’s(MCFD) Children and Youth with Special Needs, Community Living BC, Fetal Alcohol Spectrum Disorder (FASD) Keyworker, Provincial Outreach Program for Autism and Related Disorders (POPARD) support for Autism Spectrum, etc.

What are potential benefits of an assessment?

Better understanding: The main goal of the assessment is always to provide the child’s team with ways to support them in school. The assessment should reveal information that was previously not known about the child, so that everyone has a better understanding of the child as a learner, and to help the team to make adjustments to better suit the child’s differences. A diagnosis of a disorder or special need may be made.

Extra supports: If a child is found to meet the criteria for any special needs classifications, the student may have access to additional support, including potential additional funding. For students who transition to a public school, access to services may depend upon meeting the criteria for Ministry of Education classification. This is one reason why psychologists attempt to determine if the student would meet those criteria.

Outside Services: Similarly, there are services provided by outside agencies that are only available to individuals who carry diagnoses. Students who are eligible for extra services, for which a psychology assessment is a significant part of the classification process, include those who have:

Intellectual Disabilities (IQ and Adaptive Functioning below 70),
Learning Disabilities (IQ is average or higher, academic skills significant delayed)
Gifted (high IQ, or other evidence of exceptionally high potential)
Autism Spectrum Disorder (must be diagnosed by ICAAN assessment team, but can include the information provided by our psychologists)
Chronic Health Impairment (includes FetalAlcohol Spectrum Disorder, which must be diagnosed by a team including a psychologist)
Students requiring Moderate or Intensive Behaviour Support and/or Mental Illness (psychology assessments form part of the designation criteria)

Which students should be assessed, and timing of assessment?

Students of any age can receive a psycho-educational assessment, although FNESC will only fund the assessments forstudents up to 21 years of age, and usually after the child has received significant levels of intervention in the early grades.

Primary: Assessments for children in the early grades can be appropriate, if the student appears to be meeting one of the following key categories.

If a child seems to have intellectual disability, they could be referred for psycho-educational assessment early (grade one or two).

If the child presents autistic-like characteristics, he/she should be referred to a family doctor and/or paediatrician to begin the process of the BC Autism Assessment Network (BCAAN) multidisciplinary assessment, which can often take a minimum of one to two years. A psycho-educational assessment could be helpful in supporting the referral for the BCAAN team, and sometimes reduces the wait time, but it is not necessary for a diagnosis.

Intermediate: Students in grades 3 to 8 are the most frequently referred and assessed.

If the child presents with delays in reading, writing and/or math, but seems to have sufficient intelligence to understand everyday materials, he or shemayhave a learning disability (LD). Such children usually should be referred only after they have been provided with sufficient intensive interventions.
Students with persistent “behaviour” problemsshould have assessments to rule out learning problems as a cause of theirchallenging behaviour.

Secondary:

Students who present with LD(either previously diagnosed or suspected) should be referred for an updated assessment prior to the provincial exams beginning in grade 10 to ensure that they qualify for adjudication adaptations, including a reader, scribe, technology, or extra time.
The assessment in the secondary school years can also support an LD student’s application for similar adaptations and support in post-secondary institutions for five years after the assessment is completed.
Students diagnosed with Intellectual Disability can be eligible for services from Children and Youth with Special Needs, a branch of MCFD, until they reach 19 years of age, and then from Community Living BC. The Ministry responsible for CLBC is now requiring the schools to confirm a diagnosis meeting the DSM-IV-TR criteria for “Mental Retardation” and/or DSM-5 criteria for “Intellectual Disability” by the time the student is 16 years of age. This “confirmation” may require an updated psycho-educational assessment, depending upon the time since the previous assessment, and/or the confidence with which the previous diagnosis was made.

Adults:

Assessments for adults can be appropriate if they have never been previously assessed and may be entitled to support if they were to receive a diagnosis. The main areas of support available to adults includes Community Living BC,which provides considerable funding and support for adults with Intellectual Disabilities. FASD Keyworkers and CLBC supports are also available to students carrying a diagnosis of FASD.

FNESC/FNSASEPServicesRequest Form

School: ______

Principal: ______Email: ______

SEP Contact ______Email: ______

Address: ______Town: ______

Postal Code: ______

Phone: ______FAX: ______

Request for Service

 Psycho Educational Assessments (Psych Ed)

 SET-BC Assistive Technology

For Speech Language Service RequestPlease check ONLY one box:

 FNESC Speech Language Service (SLP) OR

 Speech Language Funding Assistance, SLP Name: ______

Number of students referred last year______

Number of new referrals ______

Please complete an application form for new referrals only.

This form, along with the following documents, completes the request package (please ONLY include and check offforms for the services you are applying for)

 Speech Language Pathology (SLP) Service School Request Form

 Speech Language Pathology (SLP) Student Information Form

 SLP Parent/Guardian Authorization for Release of Information

 Psycho-educational Assessment Request Form

 Parent Authorization for Psychological Assessment

 SET-BC Referral Form

 SET-BC Parent/Guardian Authorization for Release of Information

Name of person filling out the Form: (please print) ______

Principal (or designate) Signature:______Date: ______

Return to: Barb O’Neill, Special Education Program

FNESC/FNSA INFORMATION ONLY – DO NOTComplete

DATE RECEIVED: ______DATE LETTER SENT: ______

FNESC/FNSA SPEECH-LANGUAGE PATHOLOGY REFERRAL FORM

SCHOOL: ……………………………………………………..Date of Referral: ……………………

STUDENT’S NAME: …………………………………………Date of birth: …………………….….

Date of IEP: …………………………………………..………Current Grade: …..………………..

Previous assessments completed /date:

☐Vision: …………………..☐Hearing: ……………………..

☐Psychology: …………………..…..…☐Speech-Language Pathology: ……..…….………..…

☐Occupational Therapy: ..……..….…☐Academic Achievement: ………………...…..…..……

What concerns do you have about this student’s speech, language and communication skills?

______’

What information do you hope a SLP assessment will provide?

______

Person completing form: ______Title: ______

Signature: ______Date: ______

FNESC/FNSA

Parent/Guardian Authorization for Release of Information

Student Name: ______

Date of Birth: ______

Authorization

I understand that an application is being made to the First Nations Education Steering Committee (FNESC) and First Nations Schools Association (FNSA) for Speech Language Pathology services for my child. As part of that application, I understand that the School, ______, must provide information about my child to FNESC and FNSA for evaluation. That information may include information about my child’s special needs, medical and educational history, Individual Education Plan, testing and assessment results and similar information. I understand that the information will be used by FNESC and the FNSA for the purposes of making a decision about providing additional funding for services for my child. I understand why I have been asked to release information and am aware of the risks or benefits of consenting or refusing to consent to release this information. I understand that all information will be treated as confidential by FNESC and FNSA, but that it will be disclosed within FNESC and FNSA to those individuals who are considering the funding application. I also understand that I may revoke this consent at any time by submitting a written revocation document to FNESC. I understand that if I do not consent to the release of this information my child may not receive the support services that would be funded by this application.

□Yes □No I authorize release of school records to FNESC and the FNSA, including the records described above, concerning my child for the purpose of my child’s school applying for Speech Language PathologyServices/resources for the above. The records should be directed to:

Special Education Program,

First Nation Education Steering Committee &

First Nations Schools Association

#113 – 100 Park Royal South

West Vancouver, BC, V7T 1A2

Tel (604) 925-6087

Fax (604) 925-6097

Signature of Parent/Guardian: ______

Name of Parent/Guardian (please print): ______

Date: ______

FNESC/FNSA SEP REFERRAL FORM

for Psycho-Educational Assessments

SCHOOL:…………………………………………….. Date of referral: ……………………

STUDENT’S NAME: …………………………………Date of birth: …….………………...

Parents/Guardians: ………….……………………… Telephone: …………………………

Classroom Teacher: ………………………………… Current Grade:…………..………..

Attach previous assessments that have been completed, with date:

☐Psychology: ………………….……☐Speech-Language Pathology: …………..……

☐Occupational Therapy:..…………☐Academic Achievement: …..………………….

☐Vision:…………..……..☐Hearing:………..………...☐Other: ……………..……..

Reason for Referral: What are the major concerns, questions about this child?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

How long/often has this student been having these difficulties?

………………………………………………………………………………………………………

Describe the types and frequency ofinterventions/supports that you are using to support the child (e.g. small group, visual schedules, pre-teaching before the lesson, double dosing core programs, school counsellor, social stories, etc.)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Child's learning style: (activity level, attention, organization, impulsiveness)

Student’s personal characteristics, health or home background:

Child’s behaviour:

Child’s attendance over the past few years (approx.%):

………………………………………………………………………………………………………

Describe the child’s academic development/performance:

Child's fine and gross motor skills compared to age expectations:

………………………………………………………………………………………………………

Child's speech and language skills compared to age expectations:

………………………………………………………………………………………………………

Child’s special interests or talents:

………………………………………………………………………………………………………………………………………………………………………………………………………………

Describe his/her social interaction with other children and with adults:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Parent/school relationship: (Are parents involved, concerned, aware of difficulties?)

Any Medical conditions/Medications:

………………………………………………………………………………………………………

Additional Comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

***Note: Please submit any SMART goals developed for child along with this form***

Thank you for your caring support for this student!

PARENTAL AUTHORIZATION FOR PSYCHO-EDUCATIONAL ASSESSMENT & DISCLOSURE OF INFORMATION

After consideration by the school team and in consultation with you, it has been determined that a psycho-educational assessment would be beneficial in supporting your child;

______at ______School.

Purpose of Assessment

The main purpose of assessments is to help teachers and parents best support the student in school.