MN Low Incidence Quick Reference Docs

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Regional Directors “Need to Know” Quick Reference Documents about Low Incidence Disabilities

• Assistive Technology

• Autism Spectrum Disorder

• Blind Visually Impaired

• Deafblind

• Deaf/Hard-of-Hearing

• Developmental Adapted Physical Education

• Developmental Cognitive Disabilities MM & SP

• Other Health Disabilities

• Physical Health Disability

• Traumatic Brain Injury

This resource is made possible (in whole or in part) with a grant from the Minnesota Department of Education using federal funding, CFDA 84.027A, Special Education – Grant

Autism (ASD): Talking Points Identification ● Early Identification and access to services is critical ● Autism Navigator ● ASD Resource Guide for Assessment ● First Words Project ● Medical vs. Educational Classifications ● Help Me Grow ● ASD is a categorical area applicable to Part C and Part B ● LOCAL IEIC teams: Referrals intake forms

Evaluation ● ASD Resource Guide for Assessment ● Required team members (ECSE Teacher or Licensed ASD Teacher or ABS Teacher, depending on the specific situation) ● Gold Standard Evaluation Tools and other evaluation tools ● Comprehensive evaluations ● Multi-disciplinary practices in Evaluation ● Building capacity to evaluate the whole child including tools that lead to comprehensive programing ● Developmental Histories

Program Planning ● Evidence Based Practices ○ National Professional Development Center on Autism Spectrum Disorders (NPDC) ○ Autism Internet Modules (AIM) 6/21/18 3:15 PM

Autism (ASD): Talking Points Program Planning continued ● Evidence Based Practices ● Examples of EBP Interventions ● Quality Indicators for ASD Program Planning

Additional Resources ● Minnesota Educational Resource Guide (brochure) ● ASD Communities of Practice (State & Regional) ● National Early Childhood Technical Assistance Center ● Minnesota Department of Health - ASD

Advocacy Agencies ● Autism Society of Minnesota: AUSM ● Autism Society of America ● Autism Speaks

Administrators "Need to Know" for Autism Spectrum Disorder ● ASD License (K-12) ● ECSE licensed teacher is the licensed teacher for ASD prior to Kindergarten ● ABS Teacher (for students with mild to moderate needs related to ASD) ● Ensure teachers/staff using EBPs ● Paras need to be trained with specific ASD strategies ● Quality indicators for teacher evaluation (Appendices) ● 3 areas of impairment in educational criteria ● DSM-V Criteria ● The Minnesota Mentor Program ● High Comorbidity with other disabilities ● Support Early Identification of students with ASD 6/21/18 3:15 PM

Autism (ASD): Talking Points “RLIF / LIS Need to Know” ● Evidence Based Practices ● Direct Teaching, Pivotal Response Training, and Functional Routines ● Coaching infrastructure for ASD / STAR ● Jim Knight webinars recorded fall 2016

MN Autism Spectrum Disorder Child Count Trend for ASD Autism Spectr um Disorder

Childcount 19,486 21,000 18,483 17,067 17,647 19,000 15,967 16,603 15,378 17,000 14,646 15,000 13,000 11,000 9,000 7,000 5,000 3,000 1,000 2010 2011 2012 2013 2014 2015 2016 2017

Reference Websites: ● MN Low Incidence Project ASD ● MN Department of Education ASD

Statewide Specialist: Tami Childs, Statewide ASD Specialist MN Low Incidence Projects, Metro ECSU 2 Pine Tree Drive, Suite 101 Arden Hills, MN 55112 612.638.1519 [email protected] 6/21/18 3:15 PM

Assistive Technology: Talking Points

Identification & Definition

 IDEA Part B o Assistive Technology Device https://bit.ly/2qz0Irn (34 C.F.R. § 300.05) o Assistive Technology Service https://bit.ly/2H34UXp (34 C.F.R. § 300.06) o Consideration of Assistive Technology https://bit.ly/2JLR0KY for every IEP (34 C.F.R. § 300.324)  IDEA Part C o Assistive Technology for Early Childhood https://bit.ly/2HAZjsu (34 C.F.R. § 303.13 (b)) o Early Childhood AT OSEP (Office of Specail Education Programs) Clarification Letter https://bit.ly/2IZL0gr

Evaluation (Consideration)

 Student, Environment, Task & Tools Framework (SETT) https://bit.ly/2H6KWze

Program Planning

 Special Education Assistive Technology Legislative Report https://bit.ly/2GVWcdf  Third Party Billing for Assistive Technology https://bit.ly/2qAtmbp

Resources

 AbleData: Tools and Technologies to Enhance Life https://bit.ly/2H30zaJ  Assistive Technology Internet Modules https://bit.ly/1p7rLlP

6/21/18 3:40 PM

Assistive Technology: Talking Points

 Baby Power: A Guide for Families Using Assistive Technology with Their Infants and Toddlers https://bit.ly/2qzL2E8  IRIS Center Assistive Technology Modules https://bit.ly/2IXl1pP  Minnesota Assistive Technology Listserv https://bit.ly/2vj8v23  Minnesota Star (System of Technology to Achieve Results) Program https://bit.ly/2qAx7P2  Tools for Your Future https://bit.ly/2IZelI0  Quality Indicators for Assistive Technology https://www.qiat.org/

Advocacy Agencies

 ARC Minnesota https://arcminnesota.org  PACER (Parent Advocacy Center for Educational Rights) Center https://bit.ly/1p7rLlP  Partners in Policy Making® http://www.partnersinpolicymaking.com/  United Ceberal Palsy (UCP) http://www.ucp.org/

MDE Specialist:

Kursten Dubbels ([email protected])

Assistive Technology (AT) and Universal Design for Learning (UDL) Specialist NIMAC (National Instructional Materials Access Center) State Coordinator Minnesota Department of Education 1500 Highway 36 West Roseville, Minnesota 55113 (651) 582-8562

Reference Websites:

Assistive Technology Minnesota Department of Education https://bit.ly/2H6iQQt

Blind / Visually Impaired: Talking Points Identification ● MN Eligibility Requirements: Visually Impaired: https://bitly.im/P5JJN ● Ex planation of Blind/Visually Impaired Eligibility: https://bitly.im/PCiwq ● MN Teacher of Special Education: Blind or Visually Impaired License Requirements https://www.revisor.mn.gov/rules?id=8710.5100&keyword_type=all&keyword=blind+eligibilit y+education Evaluation ● Steps in a Functional Vision Evaluation: https://bitly.im/PCiwq ● Learning Media Assessment (L MA): http://www.pathstoliteracy.org/learning-media- eassessm nt ● Or ientation & Mobility Overview: https://bitly.im/CyXgv Pr ogram Planning ● nStude ts who are Blind/Visually Impaired Le gislative Report: https://bitly.im/PCiwq ● Expanded Core Curriculum (ECC): http://www.tsbvi.edu/seehear/winter01/core.htm ● State Services for the Blind (SSB) Higher Education T ransition Resources:https://bitly.im/it0KQ ● MDE Orientation and Mobility Q & A: https://bitly.im/QgLUG  TBVI & COMS “Welcome Packet” : Unified English Braille (UEB) Resources, MN Specific Procedures posted on the BVI electronic list for all MN TBVI: https://bitly.im/PCiwq OtA her ctivities ● Tuition Support for Licensure in BVI through the low incidence grant $200 per credit for core courses and practicum Link to BVI Tuition Support Application ● Statewide Vision Community of Practice meets 4 times a year (3 are accessible via long distance connection) ● MN Teachers of the Blind/Visually Impaired Electronic Mailing List: http://mailmanlists.us/mailman/listinfo/mn.bvi ● MN Orientation & Mobility Specialists (MOMS) Electronic Mailing List: http://mailmanlists.us/mailman/listinfo/mn.moms ● MN Braillists Electronic Mailing List: http://mailmanlists.us/mailman/listinfo/mn.braillists  MDE Recruitment and Retention : http://education.state.mn.us/MDE/dse/sped/recr/index.htm ● Minnesota Mentorship Program: http://www.mnlowincidenceprojects.org/pm.html Additional Resources ● MN State Academy for the Blind: http://msab.msa.state.mn.us/ ● MN Resource Libraries: http://bit.ly/2j8PLcr Advo cacy Agencies ● Minnesota Division on Vision Impairments MDVI Newsletters: https://sites.google.com/site/tbviupdates/mdvi-newsletters ● American Council of the Blind of MN: http://www.acb.org/minnesota/ 6/20/18 8:00 PM

Blind / Visually Impaired: Talking Points ● National Federation of the Blind of MN: http://members.tcq.net/nfbmn/ ● PACER Center: http://www.pacer.org/ Administrators "Need to Know" for BVI ● BVI Program Planning Resources included in the addendum of the Students who are Blind/Visually Impaired Legislative Report: http://bit.ly/2jHMDrM ● There are currently no MN Institutes of Higher Education offering licensure programs in Blind/Visually Impaired or Orientation & Mobility. Out of State Licensing Resources: http://education.state.mn.us/MDE/lic/out/ ● MDE “BVI Welcome Packet” for TBVI and COMS in Minnesota: http://education.state.mn.us/MDE/dse/sped/cat/bvi/057428  Districts are responsible for providing accessible educational materials (AEM) to all students in a timely manner: http://education.state.mn.us/MDE/dse/sped/mat/  Participating districts can request audio and braille transcription services through the State Services for the Blind (SSB) Communications Center as indicated in the annual SPED assurances. The MDE Interagency Agreement for transcription does not cover non- published material (all requests for braille transcription must have an ISBN number.)  Districts should follow the “Guidance for Purchases of Learning Materials” for all new material procurements: http://education.state.mn.us/MDE/dse/sped/mat/004148  Texas School for the Blind / Visually Impaired Administrators Toolbox: http://www.tsbvi.edu/tb “RLIF / LIS Need to Know” for 16-17 ● BVI Child Count Trends: http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=MDE070636& RevisionSelectionMethod=latestReleased&Rendition=primary

Blind / Visually Impaired Childcount

600 489 503 435 442 460 460 467 500 415 400 300

200 100 2010 2011 2012 2013 2014 2015 2016 2017 ● MDE “BVI Welcome Packet” for TBVI and COMS in Minnesota: http://education.state.mn.us/MDE/dse/sped/cat/bvi/057428 MDE Specialist: Kristin Oien, Specialist for the Blind / Visually Impaired: [email protected] MDE, 1500 Hwy 36 West Roseville, MN 55113 (651) 582-8843 Reference Websites: MN Dept. of Education BVI: http://education.state.mn.us/MDE/dse/sped/cat/bvi/ 6/20/18 8:00 PM

Developmental Adapted Physical Education (DAPE): Talking Points Identification  MN Rule Eligibility Criteria for DAPE Service: https://www.revisor.mn.gov/rules/?id=3525.1352 Evaluation  MN DAPE website: http://www.mndape.org/home.html  MN Rule 3525.1352: https://www.revisor.mn.gov/rules/?id=3525.1352  MN Rule 3525.1351, Early Intervention Services ages 3-5: https://www.revisor.mn.gov/rules/?id=3525.1351 Program Planning  MN DAPE Operational Guide: http://www.mndape.org/operational-guide.html Administrators "Need to Know" for DAPE  Two pre-referral interventions are required before a student may be evaluated for DAPE Service.  A DAPE evaluation must be part of a comprehensive evaluation.  Every categorical disability area except Speech only can qualify for DAPE Service, Early Childhood ages 3-5 (ECSE) can qualify for DAPE service.  If a student qualifies for DAPE Service, the DAPE teacher and Building team including the parent will determine the level of service (direct or indirect) that meets LRE for the student.  A licensed DAPE teacher is required to be part of any student evaluation that a team has concerns for the student’s independent participation in general education PE due to deficits in Physical, Cognitive, Behavioral, Communication areas.  Minnesota Colleges and Universities that offer a DAPE Licensure program are: Minnesota State - Mankato; Winona State University, Minnesota State University Moorhead (MSUM); Southwest State University - Marshall; Bethel University - Twin Cities.  The job of a DAPE teacher is varied from district to district: Many DAPE teachers are itinerant and can be full or part time, some are shared positions as the DAPE teacher also fills the role as a general education PE teacher in the building(s) they teach in. Child Count Trends: No Data available - because DAPE although a Special Education Service is not a categorical disability. Reference Websites: ● www.mndape.org Contact Information: Rich Burke, Statewide DAPE Specialist, MN Low Incidence Projects 2408 County Rd. 10 Mounds View, MN 55112 651-621-6182 (office) [email protected] (preferred contact)

6/20/18 8:02 PM

DeafBlind: Talking Points Identification ● MN Rule Eligibility For DeafBlind https://www.revisor.leg.state.mn.us/rules?id=3525.1327 ● Must meet criteria in both Deaf/Hard of Hearing and Blind/Visually Impaired ● Medically documented vision and hearing loss required OR ● Must meet requirements in “pupils at risk” (See MN Rule) Evaluation ● Evaluations as stated for D/HH and B/VI with appropriate accommodations for combined hearing and vision loss ● Communication Matrix https://www.communicationmatrix.org ● Dimensions of Communications http://documents.nationaldb.org/products/dimensions-of- communication.pdf ● Callier-Azuza https://utdallas.edu/calliercenter/evaluation-and-treatment/azusa- scale/documents/AzusaScaleOrderForm.pdf ● Home Talk for Parents http://documents.nationaldb.org//HomeTalk.pdf Program Planning The Minnesota DeafBlind Project is a federally funded program through OSEP to provide free technical assistance to families, teachers and other school staff. The DB Project provides information and resources around strategies and techniques to serve children and youth who are deafblind. The DeafBlind Community of Practice, which is supported through the Minnesota Low Incidence Project grant, is composed of teachers in each region of the state who have been trained in a variety of areas related to deafblindness. Each region has two DeafBlind Toolkits consisting of a multitude of best practice manuals, evaluation tools and videos to support teachers who have students who are deafblind in their classroom or on their caseload. For more information about the Minnesota DeafBlind Project or the DeafBlind Community of Practice contact: Cathy Lyle [email protected] 612-638-1526 Other Activities ● “Understanding DeafBlindness and the Role of the Intervener” workshop for parents, administrators and school staff who are interested in an introduction to deafblindness. This is a one day, free workshop offered annually during the third week of August. It is co-sponsored by the Minnesota DeafBlind Project and Northeast Metro School District 916. To register follow this link: http://www.metroecsu.org/Registration/Events ● Six weekend Intervener training Series for paraprofessionals. The Minnesota Low Incidence Project and the MN DB Project sponsor a six weekend training series for paraprofessionals and teams working with students who are deafblind. For more information or to register for this training series, contact Cathy Lyle [email protected]

6/20/18 10:46 PM

● Open Hands Open Access (OHOA) online learning modules in deafblindness. This is a series of 27 online learning modules intended for interveners, parents and teachers who are seeking in depth information about deafblindness. Each module takes 4-6 hours to complete and is hosted by two facilitators. Participants can earn CEUs and ACVREP credits are available. Administrators "Need to Know" for DeafBlind ● A licensed teacher in both Deaf/Hard of Hearing and Blind/Visually Impaired is required to participate in the evaluation and IEP of a student being considered for or served under the category of DeafBlind. There is no licensure in the area of deafblindness. ● Since deafblindness is an access disability; access to environment, people, things and to the general education curriculum, the services of an intervener are often needed as determined by the special education team. ● Accommodations and modifications for students who are Deaf/Hard of Hearing or Blind/Visually Impaired are often not enough for a student who is deafblind. Deafblindness is a unique disability requiring specific accommodations and modifications to meet the needs of a combined vision and hearing loss.

Child Count Trends:

Deafblind

Childcount 103 94 110 83 90 70 67 63 70 69 70 50 30 10 2010 2011 2012 2013 2014 2015 2016 2017

Statewide Specialist: Cathy Lyle, Statewide Deafblind Specialist MN Low Incidence Projects, Metro ECSU 2 Pine Tree Drive, Suite 101 Arden Hills, MN 55112 612.638.1526 [email protected]

6/20/18 10:46 PM

Developmental Cognitive Disabiities (DCD M-M & S-P): Talking Points

Identification ● Promising Practices DCD Assessment & Identification Guidelines: http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName =004336&RevisionSelectionMethod=latestReleased&Rendition=primary

Student Evaluation & Formative Assessments ● 4 Blocks Assessment Tool: http://www.med.unc.edu/ahs/clds

Program Evaluation ● DCD Program Quality Indicators: http://www.njpacoop.org/index.php/download_file/view/13373/199

Program Planning with MN PD Infrastructure or National Center TA ● 4 Blocks Literacy Framework ● Person-Centered Practices ○ Person-Centered Thinking: https://www.sdaus.com/tool-kit-templates- examples ○ Picture of a Life: https://www.sdaus.com/copy-of-one-page-profile ● Dynamic Learning Maps (DLM) PD modules: http://dlmpd.com ● National Center and State Collaborative (NCSC) wiki: https://wiki.ncscpartners.org

Resources ● MN DCD Mailing List: https://mailmanlists.us/mailman/listinfo/mn.dcd ● Statewide wiki: http://mndcdstatewide.pbworks.com ● Charting the Cs: https://sites.google.com/a/lcsc.org/charting-the-cs-information- center

6/20/18 6:23 pm

Developmental Cognitive Disabiities (DCD M-M & S-P): Talking Points

Resources ● Calendar for DCD CoP Activities: Google Calendar download ● State/regional CoPs: http://mndcdstatewide.pbworks.com ● MN Low Incidence Projects website: http://mnlowincidenceprojects.org

Administrators "Need to Know" for each low incidence area (i.e., Title II, SSB, Brailling, OCALI Modules, Paraprofessionals) ● There is only one rule that distinguishes between mild to moderate and severe and profound range. It is 3525.1333 Developmental Cognitive Disability; see Subpart 2. Criteria. B. (1) and (2). ● “Developmental Disabilities K-12” is the current Minnesota license that can be acquired to teach K-21 students with the entire range of DCD: https://mn.gov/board-of- teaching/assets/Special%20Education.Developmental%20Disabilities_tcm25- 251378.pdf ● 3525.2340 CASE LOADS provides guidance on the maximum number of school- age pupils that may be assigned to a teacher: see Subpart 4. Criteria. A. ○ Developmental cognitive disability: severe-profound range, three pupils; ○ Developmental cognitive disability: severe-profound range, or severely multiply impaired with one paraprofessional, six pupils; ○ Developmental cognitive disability: mild-moderate, 12 pupils; ○ Developmental cognitive disability: mild-moderate range with one paraprofessional, 15 pupils

6/20/18 6:23 pm

Developmental Cognitive Disabiities (DCD M-M & S-P): Talking Points

Child Count Trends DCD Mild to Moderate:

DCD Mild to Moderate

Childcount

6,435 6,240 7,000 5,993 5,796 5,629 5,580 5,582 5,494

5,000

3,000

1,000

2010 2011 2012 2013 2014 2015 2016 2017 Child Count Trends DCD Severe to Profound:

DCD Severe to Profound Childcount

2,129 2,129 2,064 2,250 2,016 2,004 1,996 2,012 1,960 2,000 1,750 1,500 1,250

1,000

2010 2011 2012 2013 2014 2015 2016 2017 MDE Specialist: Garrett Petrie, Specialist for the Developmental Cognitive Disabiities (DCD): [email protected] MDE, 1500 Hwy 36 West Roseville, MN 55113 (651) 582-8729

Reference Websites:

MN Department of Education DCD https://education.mn.gov/MDE/dse/sped/cat/dcd/ 6/20/18 6:23 pm

Deaf / Hard-of-Hearing: Talking Points Identification:  Eligibility Criteria: https://www.revisor.leg.state.mn.us/rules?id=3525.1331  Need an Audiogram. Must have sensory loss to receive special education services in Deaf and Hard of Hearing.  Pre-intervention strategies are not required for students who are Deaf or Hard of Hearing. Evaluation:  Legislative Report on Deaf and Hard of Hearing Students in MN: http://bit.ly/2vBLwuO  Assessment Manual: http://education.state.mn.us/MDE/dse/sped/cat/dhh/  Transition Checklist: http://www.cehd.umn.edu/DHH-Resources/default.html  Social Emotional Checklist: http://education.state.mn.us/MDE/dse/sped/cat/dhh/  Compensatory Checklist: http://education.state.mn.us/MDE/dse/sped/cat/dhh/  Progress Monitoring: http://www.cehd.umn.edu/DHH-Resources/default.html  Early Hearing and Detection Intervention (EHDI) “Assessment/Outcomes Reporting”: http://www.mnlowincidenceprojects.org/ehdiAssessment.html Program Planning: Early Hearing Detection and Intervention (EHDI) Teams are in place regionally to assist with Birth to Three Deaf and Hard of Hearing Infants and toddlers. For more information on how to connect to these teams, contact: Kathy Anderson [email protected] RLIF and EHDI teams list http://bit.ly/2gplR2d EHDI page http://www.mnlowincidenceprojects.org/ehdi.html ● Teachers of the D/HH are trained to evaluate and provide appropriate services to DHH students. ● Communication options: http://bit.ly/2vHjFIQ ● Placement options- see the PARC documents on the right side of the MDE DHH website. http://education.state.mn.us/MDE/dse/sped/cat/dhh/ ● Strategic Instruction Model (SIM) http://kucrl.org/sim/ ● Reading Research http://bit.ly/2wfsmh0 ● Mentorship is available for Teachers of the DHH thru MDE. Contact: Rebecca Jackson [email protected] ● Making a Plan for Your Child; IFSP Considerations for Children who are Deaf and Hard of Hearing https://www.cdc.gov/ncbddd/hearingloss/freematerials/planforyourchild.pdf ● “Supplement to the JCIH 2007 Position Statement: Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing” http://bit.ly/2wfVV1T Resources:  Language and Communication Focused IEP’s for Deaf and Hard of Hearing Learners-A Discussion Guide. http://bit.ly/2xvegGZ  Building Skills for Success in the Fast-Paced Classroom: Optimizing Achievement for Students with Hearing Loss- Karen Anderson and Kathy Arnoldi  30 Million Words: Building a Child’s Brain- Dana Suskind  The Mentors Companion – Patty Gordon and Mari Magler  Interpreter Guides http://bit.ly/2wQi3la

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Special Considerations: 1. Interpreters for the Deaf may be needed. Minnesota has school requirements for interpreters. https://www.revisor.mn.gov/statutes/?id=122A.31 2. Speech is a related service. There is no requirement for an evaluation but best practices deems it. 3. Educational Audiologist should evaluate the environment and hearing in school. 4. Placement/Access is critical – important to provide full access to the curriculum language, captioning, FM Systems… Administrators "Need to Know" for Deaf and Hard of Hearing: 1. There are 2 licenses for teachers of the DHH. One license serves all DHH students and the other license allows the TDHH only to work with oral students. o Teacher of the Deaf and Hard of Hearing http://bit.ly/2vpG6Hk o Teacher of Oral/Aural https://www.revisor.mn.gov/statutes/?id=122A.28 o Child Count Trends:

Deaf Hard of Hearing Childcount

2,600 2,531 2,553 2,498 2,473 2,480 2,464 2,500 2,450 2,392 2,400

2,300 2,200

2,100

2,000 2010 2011 2012 2013 2014 2015 2016 2017

2. The paperwork for the Interpreter processes (2 year provisional and extension) are found on the MDE website. http://education.state.mn.us/MDE/dse/sped/cat/dhh/ 3. There is a State Deaf and Hard of Hearing Community of Practice that meets 4X year. Regions have meetings for DHH teachers too. A low incidence plan for DHH is developed yearly 4. There is a website for all interested in DHH. Contact Mary to apply. Reference Websites: ● http://education.state.mn.us/MDE/dse/sped/cat/dhh/ Contact: Mary Cashman-Bakken B.A., M.A., J.D. Minnesota Department of Education Minnesota State Specialist: Deaf and Hard of Hearing 1500 Highway 36 West Roseville, Minnesota 55113-4266 Video Phone: (507)-412-5214 Email: [email protected]

6/20/18 6:23 PM

Other Health Disabilities (OHD): Talking Points Identification ● MN Rule Eligibility for Other Health Disabilities ● MN Other Health Disabilities Manual (Updated 2013) ● Developmental Delays vs Categorical Disability Comparison: Birth to Age 7 DD, P/HD, OHD, TBI, SMI ● Definition of Expanded Spectrum of Health Care Providers for Students with OHD, including AD/HD ● Documenting the Health Condition ● DSM Documentation Requirements for AD/HD

Evaluation ● Required Components of a Student Evaluation ● Sources for Evaluation Data

Program Planning ● OHD Disabilities Information Sheets ● The Medically Fragile Child: Caring for Children with Special Healthcare Needs in the School Setting (AFT Publication, 2009) ● Students with ADHD and Section 504: A Resource Guide (U.S. Dept. of Education, Office for Civil Rights; 2016)

Additional Resources ● Statewide OHD Mailing List ● Statewide P/HD Wiki

Administrators "Need to Know" for Other Health Disabilities ● Other Health Disabilities currently has the highest child count of all traditionally identified low incidence areas, including ASD. 14% of the total special education child count for December 2016 is designated under the OHD category.

● There is no specific teacher licensure in the area of OHD. However, there are specific identified competencies for school OHD specialists, and it is strongly recommended that these specialists be involved in student evaluations and serve as an IEP team member for students who qualify under the OHD category. Physical/Health Disabilities (P/HD) teachers occasionally serve in this capacity for students with low incidence chronic or acute health conditions. Students with

Administrators "Need to Know" for Other Health Disabilities, continued…

● AD/HD who qualify under the OHD category are often be served by a wide array of special educators, often determined by a student’s other co-existing educational needs or disabilities.

● Hamline University has the only stand-alone OHD certificate program in Minnesota , and has built this 12 credit online graduate program upon statewide nationally identified CEC professional competencies for school OHD specialists, assisting educators with gaining the knowledge and skills required to meet the needs of these complex students.

● Change in spectrum of health care providers who can provide medical documentation for OHD eligibility purposes: Minn. Stat. § 125A.08 was amended in 2016 to expand the spectrum of health care providers beyond physicians, and whose scope of practice allows them to diagnose patients and provide written and signed documentation of a student’s ‘medically diagnosed chronic or acute health condition’ required for eligibility under the OHD category. Two examples include advanced practice registered nurses (APRNs), and physician assistants (PAs).

● Acceptable diagnosticians for AD/HD documentation have historically included physicians, advanced practice registered nurses (APRNs), and licensed psychologists (MN Rule 3525.1335). Within this recently broadened scope, a physician assistant (PA) under the supervision of a licensed physician now has authority to diagnose a chronic or acute health condition, including AD/HD. When considering other types of health care providers, districts should determine whether the provider’s professional scope of practice includes the ability to provide documentation of a medically diagnosed chronic or acute health condition.

● Pre-referral interventions for students suspected of having a chronic or acute health condition should first be considered, unless the symptoms and related educational needs are so pronounced that an immediate evaluation is required.

Other Health Disabilities (OHD): Talking Points

● OHD is not a default category. OHD Eligibility should be directly related to a chronic or acute health condition. Often, students with AD/HD may have one or more co-existing conditions that require specialized instruction and supports. Some students may have a mental health or neurodevelopmental condition, and present with complex and intertwined educational needs. In such situations, the team must make eligibility decisions that meet legal requirements and are in the best interests of the student, and provide the services of special educators who have expertise and knowledge in the specific disability or health condition.

“RLIF / LIS Need to Know” for 17-18 ● OHD Manual to be updated Summer 2017 ● Introductory OHD Module to be developed Spring 2018

Child Count Trends:

Other Health Disability Childcount 19,413 19,781 17,693 18,152 18,786 20,000 16,114 16,607 17,171 15,000 10,000 5,000 0 2010 2011 2012 2013 2014 2015 2016 2017

Statewide Specialist: Deb Williamson, Statewide OHD Specialist MN Low Incidence Projects, Metro ECSU 2 Pine Tree Drive, Suite 101 Arden Hills, MN 55112 612.638.1532 [email protected]

Reference Websites: MN Low Incidence Projects OHD Webpage MN Dept. of Education OHD Webpage

Physically Impaired (PI): Talking Points

Identification  MN Rule Eligibility for Physically Impaired https://www.revisor.mn.gov/rules/?id=3525.1337  Meeting the Needs of Students with Physical Impairments: A Resource Manual for MN Educators (2011) http://bit.ly/2A05YIP  Meeting the Needs of Students with Physical Impairments: http://bit.ly/2gvuI6e  Meeting the Needs of Children with Physical Impairments in Early Childhood/Special Education Settings http://bit.ly/2gpKpIh  Developmental Delays vs Categorical Disability Comparison: Birth to Age 7 DD, P/HD, OHD, TBI, SMI http://bit.ly/2wpxkI8

Evaluation  Guidelines for Identifying Students under Severely Multiply Impaired (DCD/Severe-Profound & PI) http://bit.ly/2evoFxU  MN Rule 3525.2350 Multi-Disciplinary Team Teaching Models: Requires P/HD teacher to participate in student evaluation and IEP if the student is being considered for eligibility or currently receives services under PI category  Critical Components of an Evaluation for Students with Physical Impairments http://bit.ly/2wtXk3x  Tools for Evaluating Students with Physical Impairments: http://www.mnlowincidenceprojects.org/piStudentEvaluation.html

Program Planning  History and Overview of Physically Impaired Services in MN Schools http://bit.ly/2eLEu05  Student Emergency Evacuation Resources: http://bit.ly/2gxdgxW  Disability Information Documents: http://bit.ly/2evJvgr  Transition Planning for Students with Physical Impairments http://bit.ly/2vy56fm

Other Activities  Tuition Support for P/HD Teachers: http://www.mnlowincidenceprojects.org/ts.html#forms  Statewide P/HD Community of Practice meets 3 times a year and is accessible via remote technology; 1-2 Greater MN representatives per region: http://bit.ly/2gvDv83  Statewide P/HD Mailing List is open to practitioners or administrators: http://bit.ly/2B7stvF  Statewide P/HD Wiki: An online interactive site for sharing professional resources: http://bit.ly/2iAabLE  Minnesota Mentorship Program: http://www.mnlowincidenceprojects.org/pm.html

Additional Resources  Information and Links for P/HD Teachers: http://bit.ly/2eMfEgS  Information & Links for New P/HD Teachers: http://bit.ly/2vyMV9B  PI Module for Paraprofessional Training (in collaboration with Infinitec) http://bit.ly/2vyMV9B 6/21/18 12:32 AM

Physically Impaired (PI): Talking Points

Administrators "Need to Know" for Physically Impaired  Pre-intervention strategies are not required for students with physical impairments  A licensed P/HD teacher is required to participate in the evaluation and IEP of a student being considered for or served under the category of Physically Impaired  In addition to physicians, documentation of a medically diagnosed physical impairment can also be provided by licensed health care providers such as advanced practice registered nurses (APRNs) and physician assistants, whose scope of practice includes diagnosing patients  Moorhead State University Minnesota (MSUM) is the only MN Institution of Higher Education (IHE) that offers coursework for P/HD licensure  The role of a P/HD teacher is typically itinerant, and generally includes consultation to the school team and indirect services to the student  P/HD teachers may be the best local district or regional resource for students identified as having a TBI or chronic/acute health conditions

Child Count Trends:

Physically Impaired (PI)

Childcount 1,690 1,697 1,700 1,668 1,669 1,641 1,650 1,613 1606 1,580 1,600 1,550 1,500 2010 2011 2012 2013 2014 2015 2016 2017

Reference Websites:  MN Low Incidence Projects, Physically Impaired http://www.mnlowincidenceprojects.org/pi.html  MN Dept. of Education, Physically Impaired http://education.state.mn.us/MDE/dse/sped/cat/phy/

Statewide Specialist: Kelly Bredeken, Statewide PI Specialist MN Low Incidence Projects, Metro ECSU 2 Pine Tree Drive, Suite 101 Arden Hills, MN 55112 612.638.1506 [email protected]

6/21/18 12:32 AM

Traumatic Brain Injury (TBI): Talking Points

Identification  Meeting the Needs of Students with TBI: A Resource Manual for MN Educators (Rev. 2013) http://www.mnlowincidenceprojects.org/tbi_manual_2013.html  TBI Brochure: http://www.mnlowincidenceprojects.org/documents/tbi_brochure.pdf  Developmental Delay v. Categorical Disability Comparison Chart: http://bit.ly/2zkZJT1  Section 504 & TBI FAQ: http://www.mnlowincidenceprojects.org/documents/tbi_FAQ_Section504_Eligibility_Dec_2011. pdf Evaluation  Form- Return to School Following a moderate/severe TBI: http://bit.ly/2zWGRbI  Checklists, observation forms and assessment tools for students with TBI: http://bit.ly/2hFKbOf Program Planning  TBI information sheets by age: http://www.mnlowincidenceprojects.org/tbi_manual_2013.html  Guidelines, Considerations & Forms- Return to School Following TBI: http://bit.ly/2mL8Xln  Instructional Strategies and Environmental Supports for students with TBI: http://bit.ly/2hPIlOy  Section 504 Guidelines and Resources: http://education.state.mn.us/MDE/dse/504/ Concussion (Identification, Return to Learn, Resources)  Concussion Resources for Educators: http://www.mnlowincidenceprojects.org/tbiConcussion.html  CDC Report: Pediatric Mild TBI guideline Workgroup Recommendations(2016): http://bit.ly/2AYdfIx  Brain Injury in Youth: Supports for School Success- Applying evidence-based practices: https://youthbraininjury.obaverse.net/welcome/  The Center on Brain Injury Research and Training: www.cbirt.org Advocacy Agency: MN Brain Injury Alliance www.braininjurymn.org Additional Resources  Statewide TBI Professional Development Opportunities: http://bit.ly/2jGVpX7  Statewide TBI Mailing List: http://mailmanlists.us/mailman/listinfo/mn.tbi  Statewide TBI Wiki: http://mntbicop.pbworks.com/  TBI Modules for Educators & Paraprofessionals (developed in collaboration with Infinitec): http://www.mnlowincidenceprojects.org/tbiTechnicalTrainingMaterials.html  Webinar for School Nurses: Concussion 101: http://bit.ly/2hFswpQ Administrators "Need to Know" for Traumatic Brain Injury  There is no specific teacher licensure in the area of TBI. However, there are specific identified competencies for school TBI specialists, and it is strongly recommended that these specialists be involved in student evaluations and serve as an IEP team member for students who qualify under the TBI category. Physical/Health Disabilities (P/HD) teachers occasionally serve in this capacity, and may serve as a point of first contact in a district. Regional representatives on the Statewide Educational TBI Community of Practice or your regional low incidence facilitator (RLIF) may also serve as a useful contact. http://www.mnlowincidenceprojects.org/tbiRegionalStatewideSupport.html 6/20/18 7:46 PM

Traumatic Brain Injury (TBI): Talking Points

 Hamline University has the only stand-alone TBI certificate program in the U.S., and has built this 12 credit online graduate program upon nationally identified professional competencies for school TBI specialists, assisting educators with gaining the knowledge and skills required to meet the needs of these complex students. http://www.hamline.edu/education/certificates/tbi/  Medical documentation from a physician is required as part of the eligibility process when considering the category of TBI, as outlined in MN State TBI Criteria. https://www.revisor.mn.gov/rules/?id=3525.1348  An acquired non-traumatic brain injury (stroke, tumors, near drowning, encephalitis, etc.) does not meet the state and federal definition for the TBI category; a school team should consider eligibility under another category that best reflects the student’s educational needs. For more information, refer to the TBI Manual, pp.119-122. http://www.mnlowincidenceprojects.org/tbi_manual_2013.html  Very few nationally normed/standardized assessment tools are designed specifically for children/youth with TBI, which has resulted in collaborative and innovative evidence-based methods to identify educational needs and measure student progress. For more information, refer to the TBI Manual, pp. 78-110. (See link above.)  Recognition of concussion and the associated risks with chronic impairment in learning and overall functioning for some children and teens continues to be a growing concern, particularly for those in youth sports. http://www.mnlowincidenceprojects.org/tbiConcussion.html  Sh aken Baby Syndrome is now included in the broader category of Abusive Head Trauma, and continues to be recognized as a TBI (nationwide incidence of 1,000-1,500 per year). https://www.shakenbaby.org/ Child Count Trends:

Taumatic Brain Injury (TBI) Childcount 458 500 431 439 454 452 449 449 455

400

300

200 100 2010 2011 2012 2013 2014 2015 2016 2017

Reference Websites:  MN Low Incidence Projects TBI webpage: http://www.mnlowincidenceprojects.org/tbi.html  MN Dept. of Education TBI webpage: http://education.state.mn.us/MDE/dse/sped/cat/tbi/

Statewide Specialist: Kelly Bredeken, Statewide TBI Specialist MN Low Incidence Projects, Metro ECSU 2 Pine Tree Drive, Suite 101 Arden Hills, MN 55112 612.638.1506 [email protected] 6/20/18 7:46 PM