Current through Register Vol. 50, No. 3, March 20, 2024
A. The IEP team
discusses all pertinent criterion/criteria that the student may qualify for
ESYP. The team identifies at least one of criterion as a possible area under
which the student may need ESYP. Below are some guidelines to guide this
decision.
1. Regression-Recoupment Criterion
should be considered for any student expected to have a problem with recoupment
of skills. A regression-recoupment problem exists if following breaks in
instruction there is a pattern of regression without timely recoupment in the
performance of objectives most essential to the student's overall functioning.
The Regression Recoupment Criterion may be used for any student receiving
special education services but must be used for students classified with
moderately mentally disabled, severely mentally disabled, profoundly mentally
disabled, deaf blind, autism, multi-disabled, traumatic brain injury, and
preschool students with disabilities.
2. Critical Point of Instruction (CPI) 1
criterion should be considered for students for which there is reason to
suspect that there will be a loss of general education class(es)/time or
increase in special education service time because of a lack of academic or
social skill development.
3.
Critical Point of Instruction (CPI) 2 criterion should be considered for
students for which there is reason to suspect that there will be a loss of
significant progress made toward the acquisition and/or maintenance of a
critical self-help, community access, or social/behavioral skill.
NOTE: CPI (1 and/or 2) is typically selected by default if
the team does not suspect a need for ESYP along any of the other criterion. The
teacher/instructional team is not prohibited from reviewing student performance
(i.e., screening) for CPI or other criterion that were not originally
targeted.
4. Self-Injurious
behavior criterion should be considered for students who exhibit self-injurious
behavior that is persistent, regular, and continuous.
5. Employment criterion should be considered
for students who are 16-21 years old and who are engaged in or expected to have
paid employment prior to the ESYP screening date.
6. Transition criterion should be considered
for students who have a transition services plan and who are expected to exit
the local education agency at the end of the school year.
7. Excessive absences criterion should be
applied to students expected to have documented absences in excess of 25 days
without the provision of hospital/homebound services because of a diagnosed
health condition and as a result is expected to fail to make projected
progress. It may not be possible to anticipate these conditions but this
criterion should be considered during screening for students with 25 or more
absences.
8. Late entry criterion
should be applied to students who enter special education after January 1st
(but prior to the ESYP screening date)
9. All applicable criterion/criteria must be
checked in the ESY block on the IEP.
B. If regression-recoupment, critical point
of instruction (1 and 2) and/or self-injurious behavior criteria are selected:
1. the IEP team decides which objectives to
target (i.e., the "Determination of Essential Skills" checklist assists the
team in determining the most important objectives for the student);
2. the IEP team discusses ways of collecting
data and strategies for team functioning. The method of data collection will
depend on the individual objective(s). Data may take the form of task analyses,
checklists, grades in teacher gradebook, teacher/parent observation logs,
etc.
C. In addition to
these criterion specific action steps, the following actions must also be
performed at every IEP.
1. The parent(s) is
given a copy of the ESYP Fact Sheet and indicates receipt of this sheet by
checking the "Parent Decisions" box on the placement/least restrictive
environment page of the IEP.
2. The
ESYP screening date is checked in the ESY block on the program/services page of
the IEP. If the student's initial IEP date is after January 1 but prior to the
screening date, he or she has two screening dates (i.e., the current and
subsequent school years).1
1 For children transitioning from
ChildNet to Part B Services who have spring birthdays, the
teacher/instructional staff must consider all applicable criteria including
regression/recoupment, critical point of instruction, late entry into school,
and extenuating circumstances. The need for information to determine ESYP
eligibility should be addressed on or before the mandated transition meeting,
which must be held 90 days before the child's third birthday.
AUTHORITY NOTE:
Promulgated in accordance with
R.S.
17:1941 et
seq.
