REFERRAL, EVALUATION, AND ELIGIBILITY PROCESS
Children are usually referred to the Early Childhood Special Education District Program by parents who suspect their child may have a disability or through The Learning Center (TLC is an early intervention program that serves children ages 0-3 with developmental delays).
Parents typically call the ECSE Program and express the desire to have their child evaluated based on developmental concerns which may include social/emotional development, communication, learning, vision, hearing, motor, and self help skills. ECSE Staff gathers information from the family regarding their concerns and fills out a Referral Document. Based on the information documented in the Referral, ECSE Staff are able to make recommendations for areas to evaluate.
An appointment is scheduled for the parents to bring their child in for an evaluation. At the first scheduled appointment, ECSE Staff provide each family with a copy of the Parent Procedural Safeguards for Special Education in Utah. After the parents sign consent for evalutation, the assessment may begin. After all areas of concern have been evaluated, an Eligibilty Meeting is held to review assessment results and to help determine if the child qualifies for services.
The Eligibility Meeting consists of s team of individuals that includes the Parents, a Teacher, an administrator, and any involved Related Service Providers (speech, motor, USDB, nurse, transportation, autism specialist, etc.). This team helps to determine eligibility. If the child qualifies for services, an Individualized Education Program (IEP) is developed which includes documentation of present levels of academic achievement and functional performance, goals to be addressed by program staff, and service delivery patterns (what services and how often).
Referrals: Call 435-673-1557
PHILOSOPHY AND MODEL
PHILOSOPHY: The ECSE District Program is based on the premise that early intervention is effective in the remediation of developmental delays and/or identifying strategies to offset the impact of educational disabilities on young children. Developmental skills such as communication, learning, movement, self care, and socialization are important for all children. Many children with disabilites need specialized intervention to gain the skills necessary for Kindergarten. The ECSE Program uses a model in which all staff members working with a child share techniques to address individual goals. These are integrated into the learning environment (usually a classroom) and also shared in activities for the child's home. In some cases, staff members develop "co-treatment" plans in which staff from different disciplines work simultaneously with a child.
MODEL: If you visit an ECSE Classroom, you might see a variety of adults in the room depending on the type of classroom. The Child Development Associate designs the daily program which is based on ECSE selected and developed curriculum. The Special Education teacher helps the teacher implement these plans in which each child's goals are addressed. On different days, there may be a specialist (speech, motor, vision, or hearing) in the room working with small groups or individual children. Depending on the child's goals, a specialist may work outside the classroom with a child individually or within the classroom environment. The specialist is responsible for integrating their activities into the classroom curriculum, while the teacher is responsible for integrating the specialists goals and techniques into the the child's activities.
Classroom: Classroom services are adjusted for the individual needs of the students. Progress towards student goals is carefully monitored such as attention, participation, behavior, and receptive communication (understanding language). The goal is for students to show more independence in learing.
Speech and Language Services: Services for children with delays in Receptive Language (understanding of language) and/or Expressive Language (child's ability to produce speech). Children are assessed using standardized assessments by a Speech and Language Pathologist to help the IEP team determine eligibility. Communication services may be delivered by the Speech and Language Pathologist, by the Classroom Teacher or Para-Educators, or by the Speech and Language Para-Educator.
Motor Services: Fine Motor: Children who have delays in their small muscle movements. Children are assessed using standardized assessments by an Occupational Therapist to help the IEP team determine eligibility. Motor services may be delivered by the Classroom Teacher or Para-Educators, or by the Motor Service Technicians under the direction of the Occupational Therapist.
Gross Motor: Children with delays in their large muscle movements. Children are assessed using standardized assessments by the district Physical Therapist to help the IEP team determine eligibility. Motor services may be delivered by the Classroom Teacher or Para-Educators, or by the Motor Service Technicians under the direction of the Physical Therapist.
Behavioral Services: Behavior Services are provided for children with delays in Social and/or Emotional Development. Children are assessed using standardized assessments and behavioral observations by a Special Education Teacher to help the IEP team determine eligibility. Behavioral services are provided within the classroom environment by the Special Education Teacher and Para-Educators.
Vision and/or Hearing Services: Services for children with Vision and/or Hearing impairments. Children are assessed by USDB (Utah Schools for the Deaf and Blind) Staff, help the IEP team determine eligibility. Services are provided by USDB Staff or under their direction.
Transportation: As per your child's IEP, transportation may be provided to students attending the classroom sessions if parents are unable to transport the child to and from schoo