Centralized Evaluation Team (C.E.T.) Agenda

Centralized Evaluation Team Process

for Determining Whether a Student Meets the Eligibility Criteria of Autism

Spectrum Disorder

Centralized Evaluation Team (C.E.T.) Agenda

• History of the Centralized Evaluation Process• C.E.T. Process• Observation Forms• C.E.T. Report• Michigan Definition

Team

History of Centralized Evaluation Process

• Late 80’s & Early 90’s increase in Referrals (A bump)

• Medical Community Started to Evaluate

• Educational Eligibility Lead to Center Programs

• Intermediate School District Dilemma

History Cont’d• Real Explosion of Autism hit in 97, 98

• C.E.T. Process Replicated in Oakland districts

• C.E.T. Team Independent of the Referring Team

• Primary and Only Responsibility of the C.E.T. is to find whether the student meets eligibility criteria of ASD.

Evaluation Challenges

• Old M.E.T. Form

• Reliance on standards scores

• Rating Scales?

• History Success – Generational Challenge

Determining Eligibility

• Start with the child not the characteristics

• Integrate quantitative and qualitative information

• Within qualitative assessment discover whether student has Autism Spectrum Disorder

The Centralized Evaluation Team A Multidisciplinary Team

• Team members include: school psychologist, school social worker and a provider of speech and language

• Various Disabilities

• Others team members

C.E.T. Roles

• School Social Worker – Consent for Evaluation, Home Visit, Observations

• Provider of Speech and Language – Home Visit, Assessments, Observations

• School Psychologist – Home Visit, Observations and a Variety of Tasks

Evolution of the CET Process Last 15 Years

• Three Separate Evaluations to One

• Allows for Collective Opinion

• Provides Documentation of Eligibility Status

– (Yes/No)

The Centralized Evaluation Process

– Form to Focus: Assessment Activities

– Open to Discover the child within the process.

Initial Referral

• Special Education Building Team (Referring Team)

• Pertinent information must be provided by the Special Education Referring Team

A Copy of the Initial Referral Form

ANY COMMUNITY SCHOOLS

Request for Centralized Evaluation Team

Person Requesting C.E.T. evaluation: ____________________________________ Reason for referral: _____________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Previous Evaluation Information: ________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Student’s current placement: ______________________________________ Contact person within current placement: ___________________________ Contact person’s Phone: __________ Staff Assigned to C.E.T. SSW _______________________ Psych_______________________ TSLI _______________________

Student’s Name: ________________________ Birth Date: _______________________ Date of Referral: _______________________

Considerations of C.E.T. Team

• At minimum one experienced support staff on each C.E.T.

• Strength areas are recognized

• Developmental considerations

• Team combinations

Memo To: Student Support Services Staff From: Support Staff Administration Date: 11/16 Re: C.E.T. Evaluation ____________________________________________________ You have been selected to serve on a Centralized Evaluation Team for a student referred for suspicion of Autism Spectrum Disorder. On the attached form, you will find previous evaluation information, referring team contact person, telephone number and e-mail. Also listed on the form are other staff members serving on the team. Please select a chairperson for your team and give the name to me. Please coordinate your efforts with your team members and the referring team. If you have questions after you have met your team, please call student support services. Thank you

Student Support Services

Letter and Packet

to Support Staff assignedto the C.E.T.

Matrix of Psychologist, Social Workers and Providers of Speech and Language Internal Centralized Evaluation Team Assignments

Staff Student Date Student Date Student Date

Psychologists Allard, Mark Colin 9/3 Matthew 10/1

Brooke, Mindy Connor 9/12 Zachary 11/16 Smith, Robert Abbey 9/16 Drew 11/19 Wood, Sally Justin 9/11 Courtney 12/1 Vassa, Keith Michael 9/19 Emily 12/7

Social Workers Dorin, Dave Zachary 11/16 Elgert, Lynn Michael 9/19 Drew 11/19 Face, Mark Matthew 10/1 Courtney 12/1 Kane, Amy Connor 9/12 Emily 12/7

Leiter, Melissa Justin 9/11 Matthews, Ty Colin 9/3 New, Jason Abbey 9/16

Speech Abbot, Dave Matthew 10/1 Colin 9/3 Groves, Mike Drew 11/19 Maine, Lisa Justin 9/11 Courtney 12/1

Martin, Kelly Michael 9/19 Newbeck, Tim Zachary 11/16 Olander, Kim Connor 9/12 Waters, Kathy Abbey 9/16 Wyjack, Don Emily 12/7

C.E.T. Steps and Sequence

• Social Worker schedules home visit: Psychologist and Provider of Speech & Language

participate.

• Obtain permission for evaluation at the home visit

• Complete social history and observations of child

in home setting

Consent for

Evaluation

CLARKSTON COMMUNITY SCHOOLS

CONSENT FOR MULTIDISCIPLINARY EVALUATION Clarkston Community Schools – Student Support Services

Date CONSENT is requested:

Date CONSENT is received by Student Support Services: Name: Birth Date: Street Address: City: Zip Code: Home Phone: Work Phone: School: Teacher: Grade: Parent(s)

Your child has been referred for diagnostic evaluation. This evaluation will be for educational purposes. The information gained will be used to determine if he/she is eligible for special education and, if so, to plan appropriate programs and services. Parents and school personnel are involved in the evaluation process. R340.1721(1)(a). EVALUATION TEAM (the evaluation may be conducted by the following qualified personnel) R340.1721a(3):

Psychologist Teacher Consultant School Social Worker

Speech/Language Teacher General Education Teacher Other

Descriptions of evaluation services and types of tests that may be used are listed on the back of this form. Staff services or information regarding the tests will be explained in more detail at your request. If it is necessary, tests and other evaluation material shall be provided in the student’s native language, which is English unless other noted here:

Your “Procedural Safeguards Available to Parents of Children with Disabilities”, a description of the types of special education programs and services, and a list of organizations available to you are attached. As part of the MET process, you are encouraged to provide current information concerning your child. I have received information regarding the evaluation procedures, tests, records, or reports the district proposes to use. I understand the content of this notice. I have been informed of parental rights and due process procedures, and have received a list of special education programs, services and organizations available to me. I consent to the personality testing. I consent to the above evaluation for my child. I refuse permission for the above evaluation for my child. ______________________________ ___________________________________________ Date Signature of Parent/Guardian R340.1721c, R341.1723a

REED Review Existing

EvaluationData

C.E.T. Interview Steps with the Referring Team

• Meet in a room with a dry erase or chalkboard

• Assign a facilitator

• Write four MET Categories on board

• Meeting Dynamics

• Facilitator interpretation of autism spectrum disorder characteristics

C.E.T. Documentation Form

—Referring TeamSocial1

Student’s Name:_______________________________ Date:__________ Observers Name:______________________________________________ Observation Location:__________________________________________

Social Behavior

Communication Sensory (may include)

C.E.T. Documentation Form—Referring Team

C.E.T. Steps & SequenceObservations

• Classroom Observations

• Unstructured Areas Observation – Recess

• Interaction with Other Students

• Observations of Others in Response to the Student

• Transition Observations

C.E.T. Documentation Form—Student

Observation

Student’s Name:_______________________________ Date:__________ Observers Name:______________________________________________ Observation Location:__________________________________________

Social Behavior

Communication Sensory (may include)

C.E.T. Documentation Form—Student Observation

C.E.T. Decision Making

• C.E.T. members share all relevant information

• Utilize all relevant checklist, characteristics, materials to organize information complete relevant rating scales

• Determine if additional information is needed before completing MET

Decision Making Process

Utilize Meeting Mechanics to reveal all relevant documentation related to ASD.

Incorporate Individual Perspectives of Relevant Documentation obtained from all Sources

C.E.T. Decision Making

Centralized Evaluation Team Evaluation Form Student’s Name:_______DREW__________________ Date:__________ CET: Pam, Kathy, Kelly

Social home/parent report staff observation:

Brother / tolerates but on own terms school recess / tolerates-proximity-

lone acts integrated with peers at recess unifix—peers approached wiggles—by himself compartmentalizes people and need unifix cubes no response to other students

verbally greeting others?? Just naming??

Behavior unifix—interacting with Mr.

Wiggles? – followed a routine (unique to doll-scripted)

Plays out script when dressing up (not imaginary)

Certain people for certain needs Thomas the tank throughout the

house Intrusive: all over the house Noticed when change occurred with

location of items Movies with plots / plays out plot

with figures—very elaborate Uses unifix cubes Wiggles not available / imaginative

play? Recess interrupted –putting clothes

in order Lined up food / stabbed food number

of times before taking a bite Work tasks—required prompting Completes highly preferred activities Plays out plot from movies with

figures Unifix cubes

Communication Parent reports—request action Single words “no”-respond to

demand Limited verbal interaction Physically directs others to

communicate No response to other students

verbally Echolalia—repeats last word

someone says Mumbles songs / cartoons

Sensory Clothes – orderly, summer (long

pants) winter (shorts) Takes off clothes at home and wraps

self in blankets

C.E.T. Steps and Sequence Continued

• Write C.E.T. report, share report with parents

• Contact referring team and share report prior to MET Meeting

• Referring team schedules MET and I.E.P. at Least One C.E.T. Member Must Be Present

Multidisciplinary Evaluation

Team Form - ASD

MULTIDISCIPLINARY EVALUATION TEAM (MET) SUMMARY

Autism Spectrum Disorder Clarkston Community Schools

Student Name MET Report Date Birthdate Grade School Building Parent/Guardian

PURPOSE This form will be used by the Multidisciplinary Evaluation Team (MET) to recommend: (Choose one) Initial eligibility for special education. (Behind this page attach a copy of all referenced documents.)

Redetermination of eligibility for special education. (Behind this page attach a copy of all referenced documents.)

EVALUATION FINDINGS AND DOCUMENTATION The following information and documentation is required to determine eligibility for special education as a student with autism: Required Information Name and Date of Attached Report/Document Date Report Given to Parents

Ability/achievement level Communication functioning Relevant behavior observations Educationally relevant medical information (if none, write “None”)

Date:

Information from parents, including developmental history Parent Input with Written Documentation attached Parent Input without Written Documentation attached:

Person acquiring information:

Date:

DIAGNOSTIC ASSURANCE STATEMENTS The Multidisciplinary Evaluation Team must consider the following assurance statements before making a recommendation regarding this student’s eligibility:

Yes

No 1. There is evidence of a lifelong developmental disability that adversely affects a student’s educational performance in one or more of the following performance areas:

Yes No a. Academic b. Behavioral c. Social

3. The suspected disability is characterized by qualitative impairments in reciprocal social interactions, qualitative impairments in communication, and restricted range of interests/repetitive behavior and shall include ALL of the following:

a. Qualitative impairments in reciprocal social interactions including at least 2 of the following areas:

Yes No (i) Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body

postures, and gestures to regulate social interaction. (ii) Failure to develop peer relationships appropriate to developmental level. (iii)Marked impairment in spontaneous seeking to share enjoyment, interests, or achievements with other people, for

example, by a lack of showing, bringing, or pointing out objects of interest. (iv)Marked impairment in the areas of social or emotional reciprocity.

b. Qualitative impairments in communication including at least 1 of the following: (i) Delay in, or total lack of, the development of spoken language not accompanied by an attempt to compensate through

alternative modes of communication such as gesture or mime. (ii) Marked impairment in pragmatics or in the ability to initiate, sustain, or engage in reciprocal conversation with others. (iii)Stereotyped and repetitive use of language or idiosyncratic language. (iv)Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level.

Organization of C.E.T. Report

• Write Report from the ASD M.E.T. Form

• Details are important – Define characteristics that either support the eligibility of autism or do not support the eligibility of ASD

• Consistency of MET Form Answers either For or Against the Eligibility of ASD

CET Report

• CET Report - NO.doc

Emotional Impairment Eligibility

• EI Eligibility

C.E.T. Report

BROWNSBURG COMMUNITY SCHOOLS

CENTRALIZED EVALUATION TEAM REPORT

Name: Joe Smith Current Placement: SSS-Basic classroom D.O.B.: 8-27-93 Grade: 6th Age: 11 Date of Report: 5-24-05

Centralized Evaluation Team Members: Dave , Ed.S., School Psychologist Jane , M.A., Speech Pathologist Kim M.S.W.,C.S.W. School Social Worker Reason for Referral: Joe was referred by the SSS team due to struggles with social interactions. He has a current diagnosis of ADHD. Methods of Assessment: Observation: Joe was observed by the Centralized Evaluation Team in a variety of settings including school and home on multiple occasions. School Record Review: Teacher Interview: In general teachers reported concerns with Joe’s ability to appropriately interact with his peers. Joe often sleeps or reads in class, avoiding classwork. Additionally, they stated difficulty with group work as he has difficulty seeing another’s point of view. Parent Interview: See social history below Childhood Autism Rating Scale (CARS): Mom completed the ASDS rating scale. Scores were elevated on the social, maladaptive and cognitive subscales. Definition of Autism Spectrum Disorder: According to the Autism Society of America, autism is a complex developmental disability that typically appears during the first three years of life. The result of a neurological disorder that affects the function of the brain, autism impacts normal development of the brain in the areas of social interaction and communication skills. Children and adults with autism typically have difficulty in verbal and non-verbal communication, social interaction and leisure and play activities. Throughout the body of this report we have assessed behaviors and reviewed information as they relate to autism spectrum disorder.

C.E.T. Report Con’t

Background and Social History:

Mom reported having gestational diabetes during her pregnancy. Joe was born following a C-Section delivery due to stress on Joe. Labor was induced on the due date and the delivery occurred three days later. Once Joe was delivered, weighing 8.5 lbs. he was reportedly healthy. Joe is an only child. Mom recalls that Joe met all developmental milestones within average timeframes. She remembers that his vocabulary was always above the norm. It was at age four when the first problems were noticed. Joe had some challenges at daycare. He would get up and walk around the room during story time. He reportedly did not do well with chaos and would go off and sit by himself. In first grade he was diagnosed with ADHD. He was also administered an IQ test. Mom stated he tested close to the genius level. He began taking medication at this age. Around age seven or eight, Joe was taken to therapy due to some “melancholy”. Mom reports the therapist said nothing was wrong. At that time Zoloft was prescribed for him. At one time, Strattera was tried as an Adderall replacement due to Joe’s loss of appetite. Joe only remained on the Strattera for 4 days due to aggressiveness. He continues to eat very little. In the summer, he is taken off meds to give him time to gain some weight. In fourth grade, he became sensitive to loud sounds and a lot of chaos. He would hit other children when they got into his space. Mom states that now he is a little to passive and will run away if confronted. When they go to the car race track, however, the noise continues to bother him and he wears ear plugs. In general, mom states he is very tuned in to all noises going on around him. Mom states that Joe has a tendency to be abrupt and rude. He will correct people, not realizing it may hurt their feelings. Mom reports he cannot differentiate between humor and disrespect. He can also be sarcastic with adults and does not realize he should not be doing that. Mom says he has difficulty with transitions. He does not like having to go from one teacher to the next. He also had difficulty this year with the locker. Joe likes predictability. Mom gives warnings 30 minutes prior to give him time to adjust. He has difficulty leaving if he is in the midst of something like a TV show. Joe is reportedly very trusting and has difficulty comprehending the danger of strangers. Mom states he is in his own world some times. He does not like to wear jeans. Mom states he has no fashion sense and usually wears sweats. Mom reports Joe has an obsession with books, video games and his bunny. He loves science fiction and fantasy books. He reads in class when he should be working. He can be reading multiple books at a time. He reread Harry Potter books 1-4 when number five came out. Joe stated he would be rereading books one through five when book six comes out. Joe would rather be reading than be outside. Mom states she has to force him to go out and play with friends. His one friend in the neighborhood is TJ, an eight year old boy. He does not call TJ but will go out and play when TJ calls with prompting from mom. He tends to choose younger children with which to play. Mom says he is shy. He loves to play with his action figures. He sets them up and goes through scenarios with them. Although the action figures do not talk to each other, there are a lot of sound effects. He will also let mom know if she has moved one of his figures. Joe reportedly interacts with his cousins. They engage in role play games. Mom says Joe has a great imagination and is not locked into one role when he plays but notes that he does have difficulty understanding social norms and cues. Mom states he does have set routines. He has particular morning and bedtime routines he follows. Mom says with negotiation they can part from the regular routine. He does not like doing things that are out of his comfort zone. He will resist initially but is reportedly okay by the time they are to where they are going. He will ask periodically “are we done”. When Joe becomes upset, he takes a while to get over it. Mom waits before trying to talk to him about it. Generally when upset he cries. Parents have put Joe in a number of social

C.E.T. Report Con’td

11/26/2006

Review of Educational Criteria for Autism Spectrum Disorder according to Rule # 340.1715:

Yes No X 1. There is evidence of a lifelong developmental disability, related to autism spectrum disorder

that adversely affects a student’s educational performance in one or more of the following performance areas: (If yes, please specify.)

Yes No X a. Academic X b. Behavioral X c. Social Yes No X 2. The suspected disability is characterized by qualitative impairments in reciprocal social

interactions, qualitative impairments in communication, and restricted range of interests/repetitive behavior related to autism spectrum disorder and shall include ALL of the following:

Yes No X a. Qualitative impairments in reciprocal social interactions related to autism

spectrum disorder (if yes, must specify at least 2). Yes. Joe was not observed to engage in any meaningful reciprocal social interactions. His interactions with peers were characterized by questioning/challenging what they were doing and/or making rude comments to them about a subject matter they were discussing. He was seemingly unaware of social boundaries and would spread his belongings out across many desks. He has difficulty reading social cues. He did not seem to hear when others were getting frustrated with him. He could not figure out what was going on based upon what others were doing. He has an odd posturing, kind of curling himself into a ball in his seat, not noticing others around him. At one time he was observed to have his retainer out of his mouth scraping food particles off of it with his finger. He was often observed with his head on the desk, sleeping at times. He would talk out at random unaware that he was interrupting the class. He struggled during small group work. At one point he had flopped his belongings on the desk causing the student’s work next to him to go flying off of her desk. When confronted he suggested that she would not have lost it had she placed it in her folder. When classes are changing and waiting to start most children were observed to be socializing. Joe sat at his desk, reading or with his head down.

X b. Qualitative impairments in communication related to autism spectrum disorder (if yes, must specify at least 1). Expressively, Joe speaks rapidly, impulsively questions others for additional information, and often blurts out irrelevant remarks.

Joe demonstrates pedantic speech, presenting himself in a formal manner Receptively, Joe often processes class information literally; therefore he oftentimes

lacks the understanding to complete his tasks independently and completely. Pragmatically, Joe exhibits difficulty initiating conversations with others. He

generally will ask a question or verbally (?)argue to include himself. He demonstrates little interest in socializing with he peers beyond the question/answer interaction. Joe appears to understand jokes/humor, yet he often delivers them at inappropriate times. Joe does not appear to understand the rules governing social behavior, has difficulty understanding the feelings of others, and displays a limited interest in what others have to say.

C.E.T Report Con’td

11/26/2006

X c. Restricted, repetitive, and stereotyped behaviors related to autism spectrum disorder (if yes, must specify at least 1). Yes, Joe has an interest in reading that is all encompassing and significantly impacts his ability to function in school. He carries alternative reading books to every class and will read throughout class and in every part of his school environment if allowed to do so. Any efforts to minimize this behavior by staff are met with noncompliance, verbal reactions and anger. Although he does not impose the content of his readings on the environment, the actual reading behavior itself represents a preoccupying and restricted pattern of behavior. A related dimension of this behavior is the function that it serves in isolating Joe from his peers (escape) and in allowing him to operate within his own routine as opposed to the routine of school (control). Although, within the freedom of the home setting this behavior may not be considered debilitating, it is evident and pervasive.

X d. Determination may include unusual or inconsistent response to sensory stimuli,

in combination with subdivisions (a), (b), and (c) above.

Yes No X 3. There is not a primary diagnosis of emotional impairment such as schizophrenia. Although autism

spectrum disorder may exist concurrently with other diagnoses or areas of disability, to be eligible under this rule, emotional impairment shall not be a primary diagnosis.)

X 4. The suspected disability is not due to the lack of instruction in reading and math, nor to

limited English proficiency. X 5. This student requires special education programs/services under the criteria of Autism

Spectrum Disorder. We recommend to the IEPT that this student is eligible for special education programs/services under the autism rule (R340.1715). X Yes No

ASD EVALUATION TEAM – RESULTS REVIEW MEETING TEMPLATE

SOCIAL: Qualitative impairments in reciprocal social interactions including at least 2 of the following 4 areas:

SOCIAL 1

Marked impairment in use of multiple nonverbal behaviors to regulate social interactions 3/4

Parent

Teacher

Evaluation Team

SOCIAL 2

Failure to develop peer relationships appropriate to developmental level.

Parent

Teacher

Evaluation Team

COMMUNICATION: Qualitative impairment including at least 1 of the following:

COMM

1 Delay or total lack of the development of spoken language not accompanied by an attempt to compensate such as gestures or mime. 3/4

Parent

Teacher

Evaluation Team

COMM 2

Marked impairment in pragmatics or in the ability to initiate, sustain, or engage in reciprocal conversations with others.

Parent

Teacher

Evaluation Team

SENSORY: Determination may include unusual or inconsistent responses

RELEVANT BACKGROUND INFORMATION

Parent Teacher

Evaluation Team

The C.E.T. Member shares the findings once again to the parents

and the school personnel

The IEPT Determines Goals and Objectives and

then finally Placement

CET Video Available Online at:

www.gvsu.edu/autismcenter

#1 under RESOURCES / audio & video

#2 under INTENSIVE TRAINING / K-12 IT / Modules / CET

http://www.gvsu.edu/autismcenter

Michigan Definition of ASD Continued

Age of Eligibility

Autism spectrum disorder is typically manifested before 36 months of age. A child who first manifests the characteristics after age 3 may also meet criteria. Autism spectrum disorder is characterized by qualitative impairments in reciprocal social interactions, qualitative impairments in communication, and restricted range of interests/repetitive behavior.

Michigan Definition Cont’d Socialization

(a) Qualitative impairments in reciprocal social interactions including at least 2 of the following areas:

(i) Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction.

(ii) Failure to develop peer relationships appropriate to developmental level.

(iii) Marked impairment in spontaneous seeking to share enjoyment, interests, or achievements with other people, for example, by a lack of showing, bringing, or pointing out objects of interest.

(iv) Marked impairment in the areas of social or emotional reciprocity.


The function of non-verbal behaviors

Michigan Definition Cont’d Socialization

(ii) Failure to develop peer relationships appropriate to developmental level.

• Social Skill Deficit vs. Reciprocal Incapacities Typical of ASD

• Theory of the Mind

• Sally Anne Experiment


• Joint Attention

• Video Tape – Human Development

• Pointing

• Sharing

• Showing

Experts on people

Experts on things

birth

Normal

ASD

Developmental Trajectories


• The Child Who Couldn’t Play

Michigan Definition Cont’d Communication

(b) Qualitative impairments in communication including at least 1 of the following:

(i) Delay in, or total lack of, the development of spoken language not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime.

(ii) Marked impairment in pragmatics or in the ability to initiate, sustain, or engage in reciprocal conversation with others.

(iii) Stereotyped and repetitive use of language or idiosyncratic language.

(iv) Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level.


• Quantitative/Qualitative - Balance

• Reciprocity

• Lorna Wing – Communication Problems


• Observations and Interactions

• XFL - Dan


• Communication is non-reciprocal… stilted, literal and egocentric

• Walk Don’t Walk – Rain Man

• Y2K Compliant

• Airport – Rain Man


• Compared to Developmental Level

• Extremely Stilted

• Embracing Play

Michigan Definition Cont’d Restrictive, Repetitive & Stereotyped Behaviors

Restricted, repetitive, and stereotyped behaviors including at least 1 of the following:

(i) Encompassing preoccupation with 1 or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus.

(ii) Apparently inflexible adherence to specific, nonfunctional routines or rituals.

(iii) Stereotyped and repetitive motor mannerisms, for example, hand or finger flapping or twisting, or complex whole-body movements.

(iv) Persistent preoccupation with parts of objects.


Chad, Mickey, and Derek


• Rain Man – Judge Wapner

• Jeremy – Must Pass 3 Red Cars to Have a Good Day at School

• Jonathan – No Left Turns


• Cautions – Prioritize Criteria

• Comprehensive Evidence of ASD


• Observations and Interactions Over Time

• Dave – Air Conditioner Parts

Michigan Definition – Sensory

(3) Determination may include unusual or inconsistent response to sensory stimuli, in combination with subdivisions (a), (b), and (c) of subrule 2 of this rule.

Michigan Definition – SensoryNot a primary area in the MI

definitionSensory issues – Not Primary

Reason for Eligibility

• Sensory Issues should be addressed through the 3 primary areas

• Not a defining characteristic – Appears in too many other disability areas

Michigan Definition Cont’dOther Considerations

(4) While autism spectrum disorder may exist concurrently with other diagnoses or areas of disability, to be eligible under this rule, there shall not be a primary diagnosis of schizophrenia or emotional impairment.

(5) A determination of impairment shall be based upon a comprehensive evaluation by a multidisciplinary evaluation team including, at a minimum, a psychologist or psychiatrist, an authorized provider of speech and language under R 340.1745(d), a school social worker.

Michigan’s Definition Includes Eligibility for

Services for Students with Asperger Syndrome

Filed with the Sec. of State on 9-7-04, and took effect on 9/15/04.

R 340.1715 Autism spectrum disorder defined; determination.

Rule 15. (1) Autism spectrum disorder is considered a lifelong developmental disability that adversely affects a student’s educational performance in 1 or more of the following performance areas:

(a) Academic (b) Behavioral (c) Social

DEPARTMENT OF ED / STATE BOARD OF ED SPECIAL EDUCATION PROGRAMS & SERVICES

Socialization

(a) Qualitative impairments in reciprocal social interactions including at least two of the following areas:


(ii). Failure to develop peer relationships appropriate to developmental level



Communication

(b) Qualitative impairments in communication including at least one of the following:





Restrictive, Repetitive & Stereotyped Behaviors

Restricted, repetitive, and stereotyped behaviors including at least one of the following:





Definition Cont’d – Other Areas

(3) Determination may include unusual or inconsistent response to sensory stimuli, in combination with subdivisions (a), (b), and (c) of subrule 2 of this rule.

(4) While autism spectrum disorder may exist concurrently with other diagnoses or areas of disability, to be eligible under this rule, there shall not be a primary diagnosis of schizophrenia or emotional impairment.

(5) A determination of impairment shall be based upon a comprehensive evaluation by a multidisciplinary evaluation team including, at a minimum, a psychologist or psychiatrist, an authorized provider of speech and language under R 340.1745(d), a school social worker.

Next Steps

• Components of CET

• Pro’s and Con’s of CET

• Implementation

Components of CET

Components of CETSole purpose for or against autism

Independent TeamOne Report

Trans-disciplinary approachConcise meeting time4 Squares (Domains)

Not Standardized Score BasedReport Shared with the parents ahead of time

Qualitative Sensory not assumed

Three person teamObjective – don’t know kids

All doing Observations in all settingsHome visits (all three go)

Showing deficit does not have to be academicReport follows MET criteria

CET Components

• Components that can be immediately implemented

• Components that can be implemented in a reasonable amount of time but that need some planning.

• Components that have major barriers for our district / ISD.

ACTION PLAN

• WHO

• Will do WHAT

• By WHEN

• To implement components of CET

• Report Out

• Evaluations

Components of CET• Sole purpose for or against autism• Independent Team• One Report• Trans-disciplinary approach• Concise meeting time• 4 Squares (Domains)• Not Standardized Score Based• Report Shared with the parents ahead of time• Qualitative • Sensory not assumed • Three person team• Objective – don’t know kids• All doing Observations in all settings• Home visits (all three go)• Showing deficit does not have to be academic• Report follows MET criteria

CET Components

• PROS and CONS

• Do it tomorrow

• Need planning

• Concerning Components

ACTION PLAN

• WHO

• Will do WHAT

• By WHEN

• To implement WHAT components of CET

Centralized Evaluation Team (C.E.T.) Agenda

Documents

Transcript of Centralized Evaluation Team (C.E.T.) Agenda