1 Lock in Your Team: The Role of the School Nurse in Special Education 2009 National Alliance for Medicaid in Education Thursday, October 15, 10:45 AM 12:15 PM Derby Janet Lowe, LSN, CPN, MA
2 Lock In : To Occupy the Optimum Position on the Wave; To Maximize a Ride.
3 Lock In To Occupy the positions on the IEP Team with a School Nurse; ; to Maximize Student Outcomes for children in special education
4 Objectives Define school nursing role Outline the federal regulations and rules that apply to nursing in special education Provide guidelines for the school nurse to surf your way through the special education process List two strategies to promote the nursing role in the special education process
5 Definition of School Nursing "School nursing is a specialized practice of professional nursing that advances the well being, academic success, and life- long achievement of students. (National Association of School Nurses)
6 School Nurses Role Intervene with actual and potential health problems Provide case management services for children with chronic health conditions Collaborate with others to promote the health and well being of students Provide a safety net for fragile children Assist with eliminating health related barriers to learning
7 Personnel Qualifications for Special Education and Related Service Providers (34C.F.R ) Maintain qualifications to ensure that personnel are appropriately and adequately prepared and trained Personnel must have the content knowledge and skills to serve children with disabilities
8 Personnel Qualifications for Special Education and Related Service Providers (34C.F.R ) Qualifications are consistent with any State approved or State recognized certification, licensing, registration or other comparable requirements that apply to the professional discipline State must adopt a policy that includes a requirement that measurable steps are taken to recruit, hire, train and retain highly qualified personnel to provide special education and related services
9 Minnesota Licensed School Nurse MinnRule Rules of MN Board of Teaching Baccalaureate Degree in Nursing Currently Registered in Minnesota to Practice as a Registered Nurse MN Board of Nursing Currently Registered as a Public Health Nurse MN Board of Nursing
10 School Nursing Services definition under Special Education School nursing services means health services that are designed to enable a child with a disability to receive Free Appropriate Public Education (FAPE).(34C.F.R )(FAPE).(34C.F.R ) A child who needs school nursing services in order to receive FAPE must be provided such services, as indicated in the child s IEP. Education (August 14, 2006, Federal Register/Vol. 71, No. 156).
11 Definition of Individualized Education Program (IEP) 34C.F.R Means a written statement for a child with a disability that is developed, reviewed, and revised in accordance with Individuals Disability Education Act.
12 Individualized Education Program (IEP) Team (34C.F.R ) Means a group if individuals That is responsible for developing, reviewing, or revising an IEP/IFSP for a child with a disability. Members of the team include:
13 IEP Team Members (34 C.F.R ) Parents Regular education teacher* Special education teacher of the child* Representative of the public agency*
14 IEP Team Members (34 C.F.R ) Individual who can interpret the instructional implication of evaluation results* Other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate Child with a disability Transition services participants
15 IEP Team Attendance (34C.F.R ) Regular education teacher* Special education teacher of the child* Representative of the public agency* Individual who can interpret the instructional implication of evaluation results*
16 Excusal of IEP Team Attendance (34C.F.R ) The IEP team members on the previous slide are not required to attend an IEP Team meeting, in whole or in part, if the parent of a child with a disability and the public agency agree, in writing, that the attendance of the member is not necessary because the member s area of curriculum or related services is not being modified or discussed in the meeting. Must agree in writing
17 Excusal of IEP Team Attendance (34C.F.R ) If the IEP Team Meeting does involve a modification to or discussion of the member s are of the curriculum or related services If the parent, in writing, and the public agency consent to the excusal; and The member submits, in writing to the parent and the IEP Team, input into the development of the IEP prior to the meeting. Must agree in writing Must have input into the IEP
18 School Nursing Implication If there is an educationally relevant medical finding, or health condition, that is impacting the student in the educational setting, the school nurse, or other health care professionals, should have input into the IEP Team Meeting.
19 How Does the Nurse Get on the IEP Team Marketing strategies Talk to your principal Talk to your IEP Team Special Education Parent Groups Schedule yourself to be at IEP Team Meetings Change your schedule to prioritize these meeting times Obtain all meeting agendas
20 Education For All Handicapped Act of 1975 P.L All handicapped children must receive: 3R s (reading, writing, arithmetic) & self help skills Least restrictive environment Individualized Education Program meet child s unique needs Procedural Protections (Due Process) Federal financial support to states Provided Free Appropriate Public Education (FAPE)
21 Legal Mandates in Special Education Education for All Handicapped Act of 1975 P.L Public Law includes Preschool Population from birth to five IDEA Individuals with Disability Education Act 20 U.S.C. Chapter 33 34C.F.R.300 IDEIA - Individuals With Disabilities Education Improvement Act. Of 2004, P.L State statutes and rules
22 Definition of a Child With a Disability 34C.F.R (a)(1) Child with a disability means a child who has been evaluated in accordance with the Individuals with Disability Act (IDEA) as having: Mental retardation Hearing impairment Speech or language impairment Visual impairment Serious emotional disturbance Orthopedic impairment Autism Traumatic brain injury Other health impairment Specific learning disability Deaf-blindness Multiple disabilities and who, by reason thereof, needs special education and related services.
23 Child With a Disability (34C.F.R ) If it is determined, through an appropriate evaluation that a child has one of the disabilities identified on the previous slide, but only needs a related service and not special education, the child is not a child with a disability
24 School Nursing Implication School Nurse related service is not a stand alone special education service A child has to first qualify for special education under one of the disability areas.
25 Definition of Special Education (34C.F.R ) Any specialized designed instruction at no cost to the parents, to meet the unique needs of a child with a disability Instruction in the classroom, home, or in hospitals, or institutions Instruction in physical education Speech and language pathology services Travel training Vocational education
26 Specially Designed Instruction (34C.F.R ) Means adapting, as appropriate to the needs of an eligible child from the child s disability To ensure access of the child to the general curriculum
27 Where Does School Nursing Fit into This Process?
28 Definition of Related Service 34C.F.R Means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education.
29 Related Services include: (34C.F.R ) Speech-language, and audiology Interpreting services Psychological services Physical and occupational therapy Recreation Counseling Orientation and mobility services Medical services (for diagnostic or evaluation purposes) School health services School nurse services Social work Parent counseling and training
30 School Health Services and School Nurse Services means : (34C.F.R ) Health services that are designed to enable a child with a disability to receive Free Appropriate Public Education (FAPE) as described in the child s IEP.
31 School Nurse Services (34C.F.R ) Services provided by a qualified school nurse School Health Services Services provided by a qualified school nurse or other qualified person
32 School Nursing Implication The school nurse needs to know the IEP Process and how to document the services in the IEP Generally, school nurses are familiar with documenting services in the pupil health record.
33 Nursing Nursing Process Assessment/evaluation Identify health conditions and needs Develop care plan Provide nursing interventions Evaluations Monitor progress Special Education Process Assessment/evaluation Identify health conditions and needs Develop IEP, and may develop Individual Health Plan (IHP) Provide nursing interventions Evaluations Monitor progress
34 How is Nursing Involvement Different in the Special Education Process as Compared to the Nursing Process The special education process must adhere to the special education regulations Educational jargon Team Effort IEP Team Assist the team in interpreting the medical/health information and the educational impact The evaluation/assessment done assists the team in determining eligibility for special education, type of instruction and related service needed Evaluation Report is a collective report
35 Special Education Process Districts have processes in place for special education referrals. Referred to the IEP Team Parent Regular Education Teacher Special Education Teacher Administrative designee Interpreter Other members knowledgeable or special expertise regarding the pupil
36 Evaluations (34C.F.R ) Team determines if the child needs an Evaluation Must be provided by trained and knowledgeable personnel Not be discriminatory on a racial or cultural basis Must be provided in the child s native language or other mode of communication
37 Evaluations The child is evaluated in all areas related to the suspected disability, including, if appropriate: (34C.F.R ) Health Vision Hearing Social and emotional status General intelligence Academic performance Communicative status Motor ability
38 When Does the School Nurse Provide an Evaluation in the Area of Health? Student has: A chronic health condition physical/mental Care coordination and chronic disease management Medications, home or school Requires medication management Specialized treatments Sensory deficit A complex health/medical history
39 Consent Need Consent from the parent/legal guardian for evaluations(34c.f.r ) evaluations Need consent to proceed with providing special education and related services (34C.F.R )
40 Timelines for Completing Evaluation (34C.F.R ) Evaluation must be conducted within 60 days of receiving parental consent for the evaluation
41 Notice ( ) The school district must provide Notice to the parent/legal guardian regarding any tests or evaluation procedures that are going to be used
42 Prior Notice (34C.F.R ) Notice must be given to the parents before the school district: Proposes to initiate or change the identification, evaluation, or o educational placement of the child or the provision of FAPE; Refuses to initiate or change the identification, evaluation, or educational placement of the child or the provision of FAPE; A description of each evaluation procedure, assessment, record, or report the agency used as a basis for the proposed or refused action
43 Prior Notice (34C.F.R ) Notice must be given to the parents before the school district: Procedural safeguards Sources for parents to contact to obtain assistance in understanding Description of other options the IEP Team considered and the reasons why those options were rejected Other factors
44 Form Prior Written Notice Describe each evaluation procedure, test, record, or report the district used 34C.F.R Example: The school nurse will complete a health assessment to determine the impact on the student in their academic environment and will include: Completion of the Assessment of Health and Physical Status, a review and interpretation of medical records, hearing and vision assessment, a review of school health records, parent or guardian interview, classroom observation, and attendance patterns.
47 Evaluations (34C.F.R ) Are administered by trained and knowledgeable personnel Are provided in the child s native language or other mode of communication Can review existing data
48 Administered by Trained and Knowledgeable Personnel Each state needs to make a determination In Minnesota, the special education evaluation tool that is provided by the School Nurse is entitled the Assessment of Health/Physical Status The Department of Education determined, based on the federal regulations, that the evaluation by a school nurse must be completed by a Licensed School Nurse or a Certified Public Health Nurse. (CFL Memo, April 8, 2003)
49 In Minnesota Standardized Tool for Evaluation of Health: Assessment of Health/Physical Status
51 Licensed School Nurse Assessment of Health/Physical Status Summarized and described in the Evaluation Report
52 Evaluation Report Written by the multidisciplinary team Collectively summarizes all evaluations Determination of Eligibility. Determines, with parent, if student meets eligibility for a disability category in special education
54 Eligibility Determination and Evaluation Report (34C.F.R ) Statement of educationally relevant medical findings The determination of the IEP Team concerning the effects of a visual, hearing, or motor disability; mental retardation; emotional disturbance; cultural factors; environmental or economic disadvantage; or limited English proficiency on the child s achievement level
55 Eligibility Determination and Evaluation Report (34C.F.R ) Strengths and weaknesses Each group member must certify in writing whether the report reflects the member s conclusion. If it odes not reflect the member s conclusion, the group member must submit a separate statement presenting the member s conclusions.
56 Evaluation Report: Disability Categories of Special Education (34C.F.R300.8) Autism Deaf-blindness Deafness Emotional disturbance Hearing impairment Mental retardation Multiple disabilities Orthopedic impairment Other health impairment Specific learning disability Speech or language impairment Traumatic brain injury Visual Impairment
57 Evaluation Report: Examples of Educationally Medically Relevant Finds Link between the impact of the Health Condition on the child in the educational environment Writing this language on the Evaluation Report
58 Development of the Individualized Education Program (IEP) Plan (34C.F.R ) Individualized education program means a written statement for each student that is developed, reviewed, and revised
59 Development of the Individualized Education Program (IEP) (34C.F.R ) Statements of: The child s present levels of academic achievement and functional performance Measurable annual goals, including academic and functional goals A description of how the child s progress toward meeting the annual goals will be measured; when periodic reports will be provided - For preschool children, as appropriate, how the disability affects the child s participating in appropriate activities
60 Development of the Individualized Education Program (IEP) (34C.F.R ) A statement of: Special education services Related services Supplementary aids and services Individual appropriate accommodations Least Restrictive Environment a statement of how the child will be educated and participate with other non-disabled children
61 Development of the Individualized Education Program (IEP) (34C.F.R ) Definition of Supplementary aids and services Means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.
62 Development of the Individualized Education Program (IEP) (34C.F.R ) A projected date for the beginning of the services
63 Development of the Individualized Education Program (IEP) (34C.F.R ) Transition Services Beginning not later than the first IEP to be in effect when the child turns 16, or younger A statement of post secondary measurable goals based on age appropriate transition assessments related to training, education, employment and where appropriate, independent living skills Courses of study needed to assist the child in reaching those goals
64 Development of the Individualized Education Program (IEP) Plan Health Assessment for Transition Services Is the Student Able to: Describe disability or chronic illness Describe managing disability/illness in various settings Name providers and insurance Make appointments and arrange transportation Be responsible for medications and treatments Understand health habits, risk behaviors, pubertal changes
65 School Nursing Implication for Transition Area Related to Health Care and Independent Living Skills Understand health status Be aware of existence of medical records, diagnosis information, etc. Prepare questions for doctors, nurses, therapists Respond to questions from doctors, nurses, therapists Know medications and what they re for
66 School Nursing Implication for Transition Area Related to Health Care and Independent Living Skills Get a prescription refilled Keep a calendar of doctor, dentist appointments Know height, weight, birth date Learn how to read a thermometer
67 School Nursing Implication for Transition Area Related to Health Care and Independent Living Skills Know health emergency telephone numbers Know medical coverage numbers Obtain sex education materials/birth control if indicated Discuss role in health maintenance Have genetic counseling if appropriate Discuss drugs and alcohol with family
68 School Nursing Implication for Transition Area Related to Health Care and Independent Living Skills Make contact with appropriate community advocacy organization Take care of own menstrual needs and keep a record of monthly periods This Health Care Skills checklist is used with permission from the Washington State Children with Special Health Care Needs Program. The complete Adolescent Autonomy Checklist was developed by the Washing State CSHCN
69 Development of the Individualized Education Program (IEP) Plan School Nursing Document on the IEP Form Service Grid: Amount of Nursing Services Required, Frequency, Length of Service Description of School Nursing Related Service needed
70 Development of the Individualized Education Program (IEP) Plan School Nursing Services For example: School Nursing service is a necessary related service for medication administration and management to maintain his neurobehavioral control status and assist the student to benefit from his educational plan
71 Development of the Individualized Education Program (IEP) Plan School Nursing Related Services Examples: School nursing service is a necessary related service for asthma control management and medication administration to maintain attendance patterns and attain his/her IEP goals. School nursing service is a necessary related service for gastrostomy tube feedings to maintain nutritional status and attendance patterns to attain his/her IEP goals. School nursing service is a necessary related service for medication management and administration to maintain health status and attendance patterns to attain his/her IEP goals.
72 Development of the Individualized Education Program (IEP) School nursing service is a necessary related service for medication management to maintain health status and attendance patterns to attain his/her IEP goals. School nursing service is a necessary related service to assess and monitor the student's health condition/status, communicate with parents and health care providers, provide health care planning, medications and treatments as needed to minimize the impact of health condition on the attainment of his/her IEP goals. School nursing is a necessary related service for hearing management: the nurse will perform puretone hearing thresholds, otoscopic exam and tymps (if tympanometer is available) at least 2 times per year; provide information to parent/guardian and his/her teachers about ways to create a good listening environment; teach/reinforce self advocacy skills, and act as a liaison between student, teacher, parent and health care provider.
73 Development of the Individualized Education Program (IEP) Plan IEP Goals and Objectives Educationally based
74 School Nurse Individualized HealthCare Plans (IHPs) Emergency Care Plans (ECP) Emergency Evacuation Plan for Student with Health Conditions
75 Development of the Individualized Education Program (IEP) Plan Document any supervision, or delegation, of PCA/Paraprofessional Services Activities of Daily Living Redirection and Intervention for Behavior Including Monitoring and Observation Health Related Tasks, or Procedures delegated
76 Development of the Individualized Education Program (IEP) Plan Provide Progress Reports Periodically, same as for students without disabilities
77 Development of the Individualized Education Program (IEP) Plan (34C.F.R ) Strengths of the child Concerns of the parents Results of the most recent evaluation Academic, developmental and functional needs of the child
78 Development of the Individualized Education Program (IEP) Plan Consideration of special factors (34C.F.R ) Behavior-positive behavioral interventions and supports Limited English proficiency Communication needs, Braille Assistive technology
79 Development of the Individualized Education Program (IEP) Plan Review periodically, but not less than annually (34C.F.R ) At least annually, to address Progress towards goals Results of re-evaluations evaluations Student needs
80 Development of the Individualized Education Program (IEP) Plan (34C.F.R ) Changes to the IEP after the annual IEP Team Meeting The parent and the public agency may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the child s current IEP. Amendments Changes to the IEP may be made either by the entire IEP Team at an IEP Team meeting, or by amending the IEP rather than by redrafting the entire IEP. Upon request, a parent must be provided with a revised copy of the IEP with the amendments. Check with State Guidelines
81 Summary of School Nurse role in Special Education Process Member of IEP Team Evaluation: School Nurse Assessment of Health/Physical Status Interprets medical/health information that impact the student in their educational environment Assists IEP Team in determining special education eligibility Assists IEP Team in completing Evaluation Report
82 Summary of School Nurse role in Special Education Process Assists IEP Team in the Development of the IEP Determines if School Nursing Services are needed on the IEP Documents need for school nursing services, including description of service, frequency and length of service May also develop IHP, ECP, and assist in Evacuation Plans Annual Updates and Reviews Updates health concerns and needs
83 Lock In To Occupy the Optimum Position on the Wave; To Maximize a Ride Nurse on Surf Board
84 Benefits of Locking in the School Nurse on the IEP Team Ensures that children and youth receive necessary healthcare services that contribute to their education success according to FAPE Support to families State and federal funding Time Studies Third Party Reimbursement Time on IEPs may be used as indicators for staffing
85 Resources GPO Access School Nurse Organization of Minnesota National Association of School Nurses
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LOCATOR: 3.01 TITLE: School Psychologist QUALIFICATIONS: 1. Valid Connecticut certification with endorsement as psychologist. 2. Such alternatives to the above qualifications as the Board may find appropriate
s for Special Education Michigan Department of Education Office of Special Education October 2013 State Board of Education John C. Austin, President Casandra E. Ulbrich, Vice President Daniel Varner, Secretary
20 U.S.C. 1414 EVALUATIONS AND IEPS Introduction On November 17, 2004, a House-Senate Conference Committee agreed on changes to reauthorize the Individuals with Disabilities Education Act (IDEA). On Friday,
NJ The Right to Special Education in New Jersey A G U I D E F O R A D V O C A T E S Education Law Center Sponsored by New Jersey State Bar Foundation Acknowledgments This manual was written by Ellen Boylan,
Individualized Education Program The Curriculum & Instruction Department-Special Education Programs of Newport News Public Schools has the responsibility for ensuring that an IEP is developed and implemented
PROGRAMS FOR STUDENTS WITH DISABILITIES UNDER IDEA AND NEW YORK S EDUCATION LAW ARTICLE 89 The Board of Education shall make available a free appropriate public education to all students with disabilities
CHAPTER He-M 1300 SPECIALIZED SERVICES PART He-M 1301 MEDICAL ASSISTANCE SERVICES PROVIDED BY EDUCATION AGENCIES Statutory Authority: RSA 186-C:27; I-II He-M 1301.01 Purpose. The purpose of these rules
2. RELATED SERVICES AND SUPPORTS RECEIVED BY YOUTH WITH DISABILITIES As noted in Chapter 1, students with disabilities can receive a variety of related services or supports when they are deemed necessary
Reevaluation Procedures for Students with Disabilities BACKGROUND This is one of a series of technical assistance materials related to the final regulations implementing the 1997 Amendments to Part B and
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West Virginia Department of Education Policy 2419 (http://wvde.state.wv.us/policies/) The first section covers the specific policy requirements directly associated with the completion of the IEP. Following
A GUIDEG TO PRESCHOOL SPECIAL EDUCATION FOR CHILDREN TRANSITIONING FROM EARLY INTERVENTION 2010 Early Childhood Direction Center c/o Women & Children s Hospital of Buffalo 219 Bryant Street Buffalo, New
beyond early childhood intervention eci Planning Moving on from the Texas Early Childhood Intervention (ECI) Program! This booklet will help your family make the transition from ECI. Transition conference
ROLE OF THE SCHOOL NURSE IN IMPLEMENTING SECTION 504 AND INDIVIDUALIZED EDUCATION PROGRAM SERVICES MARYLAND STATE SCHOOL HEALTH GUIDELINE DECEMBER 2007 Maryland State Department of Education Maryland Department
ALTERNATIVE SCHOOLS COMMONLY ASKED QUESTIONS AND ANSWERS SOUTH CAROLINA DEPARTMENT OF EDUCATION OFFICE OF EXCEPTIONAL CHILDREN Can an alternative school or a local educational agency (LEA) take the position
THE RIGHT TO SPECIAL EDUCATION IN PENNSYLVANIA: A GUIDE FOR PARENTS EDUCATION LAW CENTER 1315 Walnut Street, 4th Floor, Philadelphia, PA 19107 Phone: 215-238-6970 Fax: 215-772-3125 TTY: 215-789-2498 1901
228 Implementing Special Education: Students With Special Needs Introduction. The number of children and adolescents with special health care needs in Virginia schools has increased over the last 20 years
SPECIAL EDUCATION STANDARD OPERATING PROCEDURES MANUAL BRIDGEPORT PUBLIC SCHOOLS 2014 The District understands and acknowledges that the laws and interpretations of the laws may change over time. Readers
Connecticut Birth to Three System A Family Handbook Guide 3: Transition to Early Childhood Special Education July 2013 Connecticut Birth to Three System A Family Handbook This handbook and others are available
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