RESOURCES
I. WHERE TO FIND FORMS IN THE EXCENT SOFTWARE
When you
first enter Excent, you will be presented with a screen containing nine large
graphical menu buttons. Five of the buttons represent areas of the program which
contain district special education forms. These forms can be accessed by selecting
the appropriate menu button. Within each area there are two or more files in
which the forms are located.
| Button | Files | Things to Look for |
| Student/Personnel | Student Information | Not
really a form, but this must be filled out on all students.
Forms for each student may only be accessed after this information has been completed. |
| Process | Parent
Conference Request Referral Review Consent to Evaluate Prior Written Notice Non Placement Statement Release & Exchange of Info. |
To be completed by Referral Review Team for both initial and re-evaluations |
| Evaluation | Evaluation Conference Summary | Statement of Eligibility is included in this summary |
| IEP | General
Information Goals and Objectives Services ESY/Interagency LRE IEP Addendum Progress Report |
Regarding IEP |
| Supplemental | Transportation
Parent Contact/Meeting Minutes Behavior Intervention Plan Forms Generator
|
May
be used for Functional Behavioral Plans, too Misc.#3:
|
II. ELIGIBILITY CODES FOR DISABLITIES
ED Emotional Disability
EDP Emotional Disability (Separate Facility, Private School)
MIMR Mild Mental Retardation
MOMR Moderate Mental Retardation
SMR Severe Mental Retardation
SLD Specific Learning Disability
SLI Speech/Language Impairment
PSL Preschool-Speech/Language Delay
PMD Preschool-Moderate Delay
PSD Preschool-Severe Delay
MD Multiple Disabilities
MDSSI Multiple Disabilities/Severe Sensory Impairment
A Autism
HI Hearing Impairment
VI Visual Impairment
TBI Traumatic Brain Injury
OI Orthopedic Impairment
OHI Other Health Impaired
III. COMMONLY USED ACRONYMS
AAC Augmentative and Alternative Communication
ADE Arizona Department of Education
AE Age Equivalent
APE Adaptive Physical Education
CA Chronological Age
CRT Criterion Referenced Test
CST Child Study Team
DA Developmental Age
DDD Division of Developmental Disabilities
DO District Office
ESL English As A Second Language
ESY Extended School Year
GE Grade Equivalent
IEP Individual Education Plan
LA Language Age
LEP Limited English Proficient
LRE Least Restrictive Environment
MDC Multidisciplinary Conference
MET Multidisciplinary Evaluation Team
OT Occupational Therapy/Therapist
PHLOTE Primary Home Language Other Than English (“float”)
PT Physical Therapy/Therapist
RTC Residential Treatment Center
SD Standard Deviation
SLP Speech Language Pathologist
SPED Special Education
SPL Speech/Language
SS Standard Score
IV. SIGNIFICANT TIMELINES ASSOCIATED WITH THE SPECIAL EDUCATION PROCESS
Within one week-Normally, a transfer student from another district with special education needs should have an IEP meeting within one week of enrollment.
7 calendar days-If school district staff refer a student for possible evaluation for special education services, the student’s parents must be notified within 7 days of the referral
15 calendar days-Once a district determines, through the referral process, that a student needs to be evaluated for possible special education needs, it needs to obtain signed written parental permission to conduct an initial comprehensive evaluation within 15 calendar days of the determination of need
15 school days-If a parent requests an IEP review, the district must schedule a meeting for that purpose within 15 days of receipt of the parental request.
15 school days-Once permission for placement is received the district shall provide the program and services within 15 school days of consent.
30 calendar days-When a parent refers a student for possible special education needs the district must notify the parent within 30 calendar days of the referral concerning the disposition of the referral.
45 calendar days-A district must screen all students entering their district for possible special education needs within 45 calendar days within their enrollment.
60 calendar days-A district is required to do a comprehensive evaluation, generate a written report of the findings, and hold a meeting with the student’s parents to discuss the results within 60 calendar days of obtaining the signed parental permission to conduct the initial comprehensive evaluation.
60 calendar days-A meeting to develop an IEP for a child must be held within 60 calendar days of a determination that the child needs special education and related services.
60 calendar days-If a comprehensive evaluation is delayed over 60 calendar days, the
district mudt notify ADE.At least as often as parents are informed of their non-disabled children’s progress, progress will be reported to the child’s parents.
1 time each year-A student’s IEP must be reviewed by the IEP Team a minimum of once each year.
1 time every 3 years-A student who is receiving special education services must be re-evaluated within 3 years of the date of his/her previous comprehensive evaluation to determine continued eligibility and needs.
Beginning at age 14, and updated annually, a statement regarding the transition needs of the child under the applicable components of the child’s IEP that focuses on the child’s courses of study (such as participation in advanced-placement courses or a vocational educational program.
Beginning at age 16 (or younger, if determined appropriate by the IEP team), a statement in the IEP of needed transition services for the child, including, when appropriate, a statement of the inter-agency responsibilities or any needed linkages.
Beginning at least one year before the child reaches the age of majority under state law, include in the IEP a statement that the child has been informed of his/her rights under their title, if any, that will transfer to the child on reaching the age of majority.
Reasonable time-Districts are required to provide parents with prior written notice if they decide to initiate, change, or refuse to provide special education services a reasonable time before the action is taken. Although neither state or federal laws/regulations define what reasonable means, caselaw typically uses 10 calendar days as the standard.
Procedures to Ensure Proper Hearing Aid Functioning
An assigned staff member (general education teacher, special education teacher, instructional aid) will check the hearing aid batteries no less than three times per week, and whenever the hearing device does not appear to be functioning properly. A running record of the battery checks and battery replacements will be kept by the assigned staff member.
A sound test will be completed on a daily basis, following the steps listed below:
Have the student face away from the speaker.
Say the following sounds: oo, ee, aw, ss, sh, and zee.
Direct the student to raise his/her hand whenever those sounds are heard.
A running record of the sound test will be kept by the assigned staff member.
If the hearing device is not functioning properly refer to the “Troubleshooting for Hearing Aids" section, or if necessary, consult with the hearing device manufacturer either through the “troubleshooting” section of the device instructions, or by phone contact. Take the necessary steps to return the device to proper working order.
TROUBLESHOOTING FOR HEARING AIDS
Is the hearing aid weak?Check the battery for:
Wrong type
Incorrectly insertion
Leakage occurring
A loss of charge/power
Check the earmold or tubing for:
Near or complete blockage of the passage with wax or moisture
Twisted tubing which cuts off sound
Check the amplifier for:
The sensitivity switch on “low” position
A wrong power setting
A wrong tone setting
A clogged microphone hole
A plugged sound output nozzle
Is the hearing aid intermittent?
Check the battery for:
Corrosion at battery contacts
Weak charge
Check earmold and tubing for:
Collapsed tubing or bends which occurs when the head turns
A hole or crack in the tubing
Tubing that is not glued firmly in place
Is the hearing aid dead?
Check the battery for:
Wrong type of battery
Complete lack of charge
Incorrect insertion
Corrosion at the battery contacts
Check the earmold or tubing:
Wax clogging tubing
Collapsed or clogged tubing
Moisture blocking tubing
Check the amplifier for:
“On/Tel/Mic” switch in the wrong position
A clogged sound output nozzle
Is there a feedback or whistle?
Check the earmold or tubing for:
An incorrectly seated earmold
Excessive wax in the canal
A hole in the tubing or earhook
Tubing walls that are too thin
Check the amplifier for:
A volume control that is too high
An amplifier that is too close to the earphone (in body aids)
Is the hearing aid noisy?
Check the earmold or tubing for:
A clogged canal
A collapsed or clogged tubing
Check the amplifier for:
A clogged microphone opening
Moisture from preparation