6A-6.03013: Exceptional Student Educational Eligibility for Students Who Are Deaf or Hard-of-Hearing
6A-6.030151: Exceptional Student Education Eligibility for Students Who Are Physically Impaired with Orthopedic Impairment
6A-6.030152: Exceptional Student Education Eligibility for Students Who Are Physically Impaired with Other Health Impairment
6A-6.030153: Exceptional Student Education Eligibility for Students Who Are Physically Impaired with Traumatic Brain Injury
6A-6.03016: Exceptional Student Education Eligibility for Students with Emotional/Behavioral Disabilities
6A-6.03022: Special Programs for Students who are Dual-Sensory Impaired
6A-6.03023: Exceptional Student Education Eligibility for Students With Autism Spectrum Disorder
6A-6.03027: Special Programs for Children Three Through Five Years Old who are Developmentally Delayed
6A-6.03028: Provision of Free Appropriate Public Education (FAPE) and Development of Individual Educational Plans for Students with Disabilities
6A-6.0331: General Education Intervention Procedures, Identification, Evaluation, Reevaluation and the Initial Provision of Exceptional Education Services
PURPOSE AND EFFECT: The purpose of the rule amendments for Rules 6A-6.03013, 6A-6.030151, 6A-6.030152, 6A-6.030153, 6A-6.03016, 6A-6.03023, F.A.C., is to conform cross references to rules that have been recently revised and to include content related to evaluation procedures that are currently included in the ESE Policies and Procedures document in accordance with Rule 6A-6.03411, F.A.C. The effect will be rules that include applicable cross references, and improved access to information on the required content of evaluations for school district personnel and families. Rules 6A-6.030151, 6A-6.030152, 6A-6.030153, F.A.C., also include an amendment permitting a school district, at the discretion of the ESE administrator, to utilize an evaluation report from a physician licensed in another state for the purpose of evaluation and eligibility determination. The effect will be to reduce hardships to school districts and families for those districts where it is commonplace that students receive their medical care in an adjacent state. In addition, to align with statutory changes made to Section 1003.01(3), Florida Statutes, the titles of these three rules have been changed to remove reference to the term “physically impaired.” The effect will be alignment with current statutory language. The purpose of the rule amendment for Rule 6A-6.03022, F.A.C., is to conform cross references to a rule that has recently been revised and to delete a section of rule related to a funding methodology that is now obsolete. The effect will be a rule that includes applicable cross references and accurate content. The purpose of the rule amendment for Rule 6A-6.03027, F.A.C., is to align requirements for general education interventions and activities prior to evaluation with Rule 6A-6.0331, F.A.C., which was recently revised. The effect will be the consistent alignment of requirements across these two rules. The purpose of the rule amendment for Rule 6A-6.03028, F.A.C., is to change the requirement related to when an individual educational plan (IEP) team must give consideration to a student’s need for information and instruction in the area of self determination from age 16 to age 14. The effect will be earlier consideration of the student’s needs for skills that will support active participation in the development of the student’s IEP. The purpose of the rule amendment for Rule 6A-6.0331, F.A.C., is to allow a school district, at the discretion of the ESE administrator, to utilize an evaluation report from a physician licensed in another state for the purpose of evaluation and eligibility determination. The effect will be to reduce hardships to school districts and families for those districts where it is commonplace that students receive their medical care in an adjacent state. In addition, the amendment to Rule 6A-6.0331, F.A.C., includes a recent change in the Individuals with Disabilities Education Act (IDEA) with regard to revocation of parent consent. The effect will be policies and procedures that align with the requirements of IDEA.
SUMMARY: These rule amendments incorporate specific evaluation procedures for students being considered as eligible students with disabilities who are deaf or hard-of-hearing, orthopedically impaired, other health impaired, traumatic brain injured, emotionally/behaviorally disabled, or having an autism spectrum disorder. The rule amendment incorporated in Rule 6A-6.03027, F.A.C., aligns general education interventions and procedures prior to evaluation for children three through five years of age who are suspected of being developmentally delayed with procedures included in Rule 6A-6.0331, F.A.C. Reevaluation procedures are included for students with dual-sensory impairment and rule language related to an obsolete funding methodology has been deleted from Rule 6A-6.03022. Rule 6A-6.03028, F.A.C., is amended to include requirements for consideration of instruction in self determination by IEP teams no later than age fourteen. Rule 6A-6.0331, F.A.C, is amended to incorporate recent IDEA requirements related to the revocation of parental consent. Additionally, language has been added to permit use of reports from physicians licensed in other states for the purpose of evaluation and eligibility determination.
SUMMARY OF STATEMENT OF ESTIMATED REGULATORY COSTS: No Statement of Estimated Regulatory Cost was prepared.
Any person who wishes to provide information regarding a statement of estimated regulatory costs, or provide a proposal for a lower cost regulatory alternative must do so in writing within 21 days of this notice.
SPECIFIC AUTHORITY: 1003.01, 1003.57, 1003.571 FS.
LAW IMPLEMENTED: 1003.01, 1003.57, 1003.571 FS.
A HEARING WILL BE HELD AT THE DATE, TIME AND PLACE SHOWN BELOW:
DATE AND TIME: November 11, 2009, 1:00 p.m.
PLACE: Palm Beach Community College, Lake Worth Campus, 4200 Congress Ave., Lake Worth, FL 33461
THE PERSON TO BE CONTACTED REGARDING THE PROPOSED RULE IS: Mary Jane Tappen, Deputy Chancellor for Curriculum, Instruction, and Student Services, 325 West Gaines Street, Suite 614, Tallahassee, FL 32399
THE FULL TEXT OF THE PROPOSED RULE IS:
6A-6.03013 Exceptional Student Educational Eligibility for Students Who Are Deaf or Hard-of-Hearing.
(1) Definition. Students who are deaf or hard-of-hearing. A student who is deaf or hard-of-hearing has a hearing loss aided or unaided, that impacts the processing of linguistic information and which adversely affects performance in the educational environment. The degree of loss may range from mild to profound.
(2) General education interventions and activities Activities prior to referral. Prior to referral for evaluation, the requirements in subsection subsections 6A-6.0331(1)-(3), F.A.C., must be met.
(3) Evaluation. In addition to the provisions of subsection 6A-6.0331(5)(4), F.A.C., the evaluation for determining eligibility shall include the following: a student must also include the procedures identified in the district’s Policy and Procedures for the Provision of Specially Designed Instruction and Related Services for Exceptional Students as required by Rule 6A-6.03411, F.A.C.
(a) Audiological evaluation;
(b) Evaluation of developmental skills or academic achievement, including information on the student’s academic strengths and weaknesses;
(c) Evaluation of social development;
(d) Evaluation of receptive and expressive communication; and,
(e) A comprehensive nonverbal assessment of intellectual functioning or developmental scales, if more appropriate, for children under age seven.
(4) Criteria for eligibility. A student who is deaf or hard-of-hearing is eligible for exceptional student education if the following criteria are met:
(a) An audiological evaluation documents a permanent or fluctuating hearing threshold level that interferes with progress in any one (1) of the following areas: developmental skills or academic performance, social-emotional development, or linguistic and communicative skills as evidenced by:
1. 25 decibel (db) + ± 5 dB or greater based on pure tone average or average of 500, 1000, and 2000 Hz unaided in the better ear; or
2. A high frequency hearing threshold level of 25 dB ± 5 dB or greater based on pure tone average of 1000, 2000, and 3000 Hz unaided in the better ear; or
3. A unilateral hearing threshold level of 50 dB ± 5 dB or greater based on pure tone average of 500, 1000, and 2000 Hz unaided; or
4. Auditory Evoked Potential responses evidencing permanent hearing loss at multiple frequencies equivalent to or in excess of the decibel hearing loss threshold criteria for pure tone audiometric testing specified in subparagraphs (4)(a)1., 2., and 3., above; and
(b) The student needs special education as defined in paragraph 6A-6.03411(1)(kk)(c), F.A.C.
(5) Reevaluation shall occur at least every three (3) years and shall include at a minimum an audiological evaluation, and, if appropriate, any other formal evaluations addressed in the initial evaluation in accordance with subsection (3) of this rule.
(6)(5) A screening for Usher’s Syndrome shall be administered to each student who is deaf or hard-of-hearing at least once during grades 6-12.
Rulemaking Specific Authority 1003.01 1000.01, 1001.42(4)(1), 1003.57, 1003.571 FS. Law Implemented 1003.01 1000.01, 1001.42(4)(1), 1003.21, 1003.57(5), 1003.571 1011.62(1)(c) FS. History–New 7-1-77, Amended 9-11-84, Formerly 6A-6.3013, Amended 7-1-94, 7-1-07,________.
6A-6.030151 Exceptional Student Education Eligibility for Students Who are Physically Impaired with Orthopedic Impairment.
(1) Definition. Orthopedic impairment means a severe skeletal, muscular, or neuromuscular impairment. The term includes impairments resulting from congenital anomalies (e.g. including but not limited to skeletal deformity or spina bifida), and impairments resulting from other causes (e.g., including but not limited to cerebral palsy or amputations).
(2) General education interventions and activities Activities prior to referral. Prior to referral for evaluation, the requirements in subsection subsections 6A-6.0331(1)-(3), F.A.C., must be met.
(3) Evaluation. In addition to the provisions in subsection 6A-6.0331(5)(4), F.A.C., the evaluation for determining eligibility shall include the following: a student must also include the procedures identified in the district’s Policies and Procedures for the Provision of Specially Designed Instruction and Related Services as required by Rule 6A-6.03411, F.A.C.
(a) A report of a medical examination, within the previous twelve-month (12) period, from a physician(s) licensed in Florida in accordance with Chapter 458 or 459, Florida Statutes, unless a report of medical examination from a physician licensed in another state is permitted in accordance with paragraph 6A-6.0331(3)(c), F.A.C. The physician’s report must provide a description of the impairment and any medical implications for instruction; and,
(b) An educational evaluation that identifies educational and environmental needs of the student.
(4) Criteria for eligibility. A student with an orthopedic impairment is eligible for exceptional student education, if the following criteria are met:
(a) Evidence of an orthopedic impairment that adversely affects the student’s performance in the educational environment in any of the following: ambulation, hand movement, coordination, or daily living skills, and
(b) The student needs special education as defined in paragraph 6A-6.03411(1)(kk)(c), F.A.C.
Rulemaking Specific Authority 1003.01 1001.02(1), 1003.57(1)(e), 1003.571 FS. Law Implemented 1001.03, 1003.01(3), 1003.21(1), 1003.57(1)(e), 1003.571 1011.62 FS. History–New 7-1-07, Amended________.
6A-6.030152 Exceptional Student Education Eligibility for Students Who are Physically Impaired with Other Health Impairment.
(1) Definition. Other health impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems. This includes, but is not limited to, asthma, attention deficit disorder or attention deficit hyperactivity disorder, Tourette syndrome, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and acquired brain injury.
(2) General education interventions and activities Activities prior to referral. Prior to referral for evaluation, the requirements in subsection subsections 6A-6.0331(1)-(3), F.A.C., must be met.
(3) Evaluation. In addition to the provisions in subsection 6A-6.0331(5)(4), F.A.C., the evaluation for determining eligibility shall include the following: a student must also include the procedures identified in the district’s Policies and Procedures for the Provision of Specially Designed Instruction and Related Services as required by Rule 6A-6.03411, F.A.C.
(a) A report of a medical examination, within the previous twelve-month (12) period, from a physician(s) licensed in Florida in accordance with Chapter 458 or 459, Florida Statutes, unless a report of medical examination from a physician licensed in another state is permitted in accordance with paragraph 6A-6.0331(3)(c), F.A.C. The physician’s report must provide a description of the impairment and any medical implications for instruction; and,
(b) An educational evaluation that identifies educational and environmental needs of the student.
(4) Criteria for eligibility. A student with other another health impairment is eligible for exceptional student education if the following criteria are met:
(a) Evidence of other another health impairment that results in reduced efficiency in schoolwork and adversely affects the student’s performance in the educational environment, and
(b) The student needs special education as defined in paragraph 6A-6.03411(1)(kk)(c), F.A.C.
Rulemaking Specific Authority 1003.01 1001.02(1), 1003.57(1)(e), 1003.571 FS. Law Implemented 1001.03, 1003.01(3), 1003.21(1), 1003.57(1)(e), 1003.571, 1011.62 FS. History–New 7-1-07, Amended________.
6A-6.030153 Exceptional Student Education Eligibility for Students Who Are Physically Impaired With Traumatic Brain Injury.
(1) Definition. A traumatic brain injury means an acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects educational performance. The term applies to mild, moderate, or severe, open or closed head injuries resulting in impairments in one (1) or more areas such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, or speech. The term includes anoxia due to trauma. The term does not include brain injuries that are congenital, degenerative, or induced by birth trauma.
(2) General education interventions and activities Activities prior to referral. Prior to referral for evaluation, the requirements in subsection subsections 6A-6.0331(1)-(3), F.A.C., must be met.
(3) Evaluation. In addition to the provisions in subsection 6A-6.0331(5)(4), F.A.C., the evaluation for determining eligibility shall include the following: a student must also include the procedures identified in the district’s Policies and Procedures for the Provision of Specially Designed Instruction and Related Services as required by Rule 6A-6.03411, F.A.C.
(a) A report of medical examination, within the previous twelve-month (12) period from a physician(s) licensed in Florida in accordance with Chapter 458 or 459, Florida Statutes, unless a report of medical examination from a physician licensed in another state is permitted in accordance with paragraph 6A-6.0331(3)(c), F.A.C. The physician’s report must provide a description of the traumatic brain injury and any medical implications for instruction;
(b) Documented evidence by more than one person, including the parent, guardian, or primary caregiver, in more than one situation. The documentation shall include evidence of a marked contrast of pre and post-injury capabilities in one of more of the following areas: cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem solving; sensory, perceptual, and motor abilities, psychosocial behavior; physical functions; information processing or speech; and,
(c) An educational evaluation that identifies educational and environmental needs of the student.
(4) The evaluation may also include a neuropsychological evaluation when requested by the exceptional student education administrator or designee.
(5)(4) Criteria for eligibility. A student with a traumatic brain injury is eligible for exceptional student education, if the following criteria are met:
(a) Evidence of a traumatic brain injury that impacts one or more of the areas identified in subsection (1) of this rule.
(b) The student needs special education as defined in paragraph 6A-6.03411(1)(kk)(c), F.A.C.
Rulemaking Specific Authority 1003.01 1001.02(1), 1003.57(1)(e), 1003.571 FS. Law Implemented 1001.03, 1003.01(3), 1003.21(1), 1003.57(1)(e), 1003.571 1011.62 FS. History–New 7-1-07, Amended________.
6A-6.03016 Exceptional Student Education Eligibility for Students with Emotional/Behavioral Disabilities.
(1) Definition. Students with an emotional/behavioral disability (E/BD). A student with an emotional/behavioral disability has persistent (is not sufficiently responsive to implemented evidence based interventions) and consistent emotional or behavioral responses that adversely affect performance in the educational environment that cannot be attributed to age, culture, gender, or ethnicity.
(2) General education interventions and activities Activities prior to referral. Prior to referral for evaluation, the requirements in subsection subsections 6A-6.0331(1)-(3), F.A.C., must be met.
(3) Evaluation. In addition to the provisions in subsection 6A-6.0331(5)(4), F.A.C., the evaluation for determining eligibility shall include the following: a student must also include the procedures identified in the district’s Policies and Procedures for the Provision of Specially Designed Instruction and Related Services for Exceptional Students as required by Rule 6A-6.03411, F.A.C.
(a) A functional behavioral assessment (FBA) must be conducted. The FBA must identify the specific behavior(s) of concern, conditions under which the behavior is most and least likely to occur, and function or purpose of the behavior. A review, and if necessary, a revision of an FBA completed as part of general education interventions may meet this requirement if it meets the conditions described in this section. If an FBA was not completed to assist in the development of general education interventions, one must be completed and a well-delivered scientific, research-based behavioral intervention plan of reasonable intensity and duration must be implemented with fidelity prior to determining eligibility. Implementation of the behavioral intervention plan is not required in extraordinary circumstances described in paragraph (4)(e) of this rule;
(b) The evaluation must include documentation of the student’s response to general education interventions implemented to target the function of the behavior as identified in the FBA;
(c) A social/developmental history compiled from a structured interview with the parent or guardian that addresses developmental, familial, medical/health, and environmental factors impacting learning and behavior, and which identifies the relationship between social/developmental and socio-cultural factors, and the presence or non-presence of emotional/behavioral responses beyond the school environment;
(d) A psychological evaluation conducted in accordance with Rule 6A-6.0331, F.A.C. The psychological evaluation should include assessment procedures necessary to identify the factors contributing to the development of an emotional/behavioral disability, which include behavioral observations and interview data relative to the referral concerns, and assessment of emotional and behavioral functioning, and may also include information on developmental functioning and skills. The psychological evaluation shall include a review of general education interventions that have already been implemented and the criteria used to evaluate their success;
(e) A review of educational data which includes information on the student’s academic levels of performance, and the relationship between the student’s academic performance and the emotional/behavioral disability; additional academic evaluation may be completed if needed; and
(f) A medical evaluation must be conducted when it is determined by the administrator of the exceptional student program or the designee that the emotional/behavioral responses may be precipitated by a physical problem.
(4) Criteria for eligibility. A student with an emotional/behavioral disability must demonstrate an inability to maintain adequate performance in the educational environment that cannot be explained by physical, sensory, socio-cultural, developmental, medical, or health (with the exception of mental health) factors; and must demonstrate one or more of the following characteristics described in paragraph (4)(a) or (4)(b) of this rule and meet the requirements of paragraphs (4)(c) and (4)(d) of this rule:
(a) Internal factors characterized by:
1. Feelings of sadness, or frequent crying, or restlessness, or loss of interest in friends and/or school work, or mood swings, or erratic behavior; or
2. The presence of symptoms such as fears, phobias, or excessive worrying and anxiety regarding personal or school problems; or
3. Behaviors that result from thoughts and feelings that are inconsistent with actual events or circumstances, or difficulty maintaining normal thought processes, or excessive levels of withdrawal from persons or events; or
(b) External factors characterized by:
1. An inability to build or maintain satisfactory interpersonal relationships with peers, teachers, and other adults in the school setting; or
2. Behaviors that are chronic and disruptive such as noncompliance, verbal and/or physical aggression, and/or poorly developed social skills that are manifestations of feelings, symptoms, or behaviors as specified in subparagraphs subparagraph (4)(a)1.-3. of this rule.
(c) The characteristics described in paragraph (4)(a) or (b) of this rule must be present for a minimum of six (6) months duration and in two (2) or more settings, including but not limited to, school, educational environment, transition to and/or from school, or home/community settings. At least one (1) setting must include school.
(d) The student needs special education as defined in paragraph 6A-6.03411(1)(kk)(c), F.A.C.
(e) In extraordinary circumstances, general education interventions and activities prior to referral for evaluation as described in subsection (2) of this rule and criteria for eligibility described in paragraph (4)(c) of this rule may be waived when immediate intervention is required to address an acute onset of an internal emotional/behavioral characteristic as listed in paragraph (4)(a) of this rule.
(5) Characteristics not indicative of a student with an emotional/behavioral disability:
(a) Normal, temporary (less than six (6) months) reactions to life event(s) or crisis, or
(b) Emotional/behavioral difficulties that improve significantly from the presence of evidence based implemented interventions, or
(c) Social maladjustment unless also found to have an emotional/behavioral disability.
Rulemaking Specific Authority 1003.01 1000.01, 1001.42(4)(1), 1003.57, 1003.571 FS. Law Implemented 1003.01 1000.01, 1001.42(4)(1), 1003.57(5), 1003.571 1011.62(1)(c) FS. History–New 7-1-77, Amended 10-23-79, 11-25-80, 1-6-83, 9-27-84, 3-10-85, Formerly 6A-6.3016, Amended 7-1-07,________.
6A-6.03022 Special Programs for Students who are Dual-Sensory Impaired.
(1) through (3) No change.
(4) Re-evaluation. Re-evaluation shall occur at least every three (3) years and shall include a minimum of the evaluations required in paragraph (3)(b) of this rule, and any other evaluations specified by an evaluation specialist and an exceptional student teacher after examination of available information in all areas addressed in the initial evaluation or in subsequent re-evaluations of the student in accordance with subsections (7) and (8) of Rule 6A-6.0331 subparagraph 6A-6.03411(2)(i)1., F.A.C. The medical aspect of re-evaluation for students with bilateralanophthalmia may be waived by a written recommendation of a physician.
(5) Instructional Program. Each individual student who is dual-sensory impaired shall be served in any program or combination of programs for handicapped or non-handicapped students with or without disabilities where the student can receive appropriate services. The district shall establish procedures to ensure that each student’s program is adequately met.
(6) No change.
(7) Funding. Students eligible for programs for students with dual-sensory impairments may be reported for FTE generation purposes at the weight for profoundly handicapped students any time they are served in classes with other handicapped students.
Rulemaking Specific Authority 1003.01, 1003.57, 1003.571 1000.01, 1001.42(4)(1), 1011.62(1)(c) FS. Law Implemented 1003.01 1000.01, 1001.42(4)(1), 1003.21, 1003.57(5), 1003.571 1011.62(1)(c) FS. History–New 7-2-79, Formerly 6A-6.3022, Amended 10-3-91,________.
6A-6.03023 Exceptional Student Education Eligibility for Students With Autism Spectrum Disorder.
(1) Definition. Students with Autism Spectrum Disorder. Autism Spectrum Disorder is defined to be a range of pervasive developmental disorders that adversely affects a student’s functioning and results in the need for specially designed instruction and related services. Autism Spectrum Disorder is characterized by an uneven developmental profile and a pattern of qualitative impairments in social interaction, communication, and the presence of restricted repetitive, and/or stereotyped patterns of behavior, interests, or activities. These characteristics may manifest in a variety of combinations and range from mild to severe. Autism Spectrum Disorder may include Autistic Disorder, Pervasive Developmental Disorder Not Otherwise Specified, Asperger’s Disorder Aspergers Syndrome, or other related pervasive developmental disorders.
(2) General education interventions and activities Activities prior to referral. Prior to referral for evaluation the requirements in subsection subsections 6A-6.0331(1)-(3), F.A.C., must be met.
(3) Evaluation. In addition to the procedures identified in subsection 6A-6.0331(5)(4), F.A.C., the evaluation for determining eligibility shall include the following: must also include the procedures identified in the district’s Policies and Procedures for the Provision of Specially Designed Instruction and Related Services for Exceptional Students as required by Rule 6A-6.03411, F.A.C.
(a) Documented and dated behavioral observations conducted by members of the evaluation team targeting social interaction, communication skills, and stereotyped patterns of behavior, interests, or activities, across settings. General education interventions and activities conducted prior to referral may be used to meet this criterion, if the activities address the elements identified in this paragraph;
(b) A comprehensive social/developmental history compiled with the parents(s) or guardian(s) that addresses the core features of autism spectrum disorder;
(c) A comprehensive psychological evaluation to identify present levels of performance and uneven patterns of development in language, social interaction, adaptive behavior, and cognitive skills; and,
(d) A comprehensive speech/language evaluation.
(e) Medical information provided shall be considered.
(4) Criteria for eligibility. A student with Autism Spectrum Disorder is eligible for exceptional student education if all of the following criteria are met:
(a) Evidence of all of the following:
1. Uneven developmental profile as evidenced by inconsistencies across or within the domains of language, social interaction, adaptive behavior, and/or cognitive skills; and
2. Impairment in social interaction as evidenced by delayed, absent, or atypical ability to relate to people or the environment; and
3. Impairment in verbal and/or nonverbal language or social communication skills, and
4. Restricted repetitive, and/or stereotyped patterns of behavior, interests, or activities; and
(b) The student needs special education as defined in paragraph 6A-6.03411(1)(kk)(c), F.A.C.
Rulemaking Specific Authority 1003.01 1000.01, 1001.42(4)(1), 1003.57, 1003.571 1011.62(1)(c) FS. Law Implemented 1003.01 1000.01, 1001.42(4)(1), 1003.21, 1003.57(5), 1003.571 1011.62(1)(c) FS. History–New 7-2-79, Formerly 6A-6.3023, Amended 7-1-07,________.
6A-6.03027 Special Programs for Children Three Through Five Years Old who are Developmentally Delayed.
(1) Definition. A child who is developmentally delayed is three (3) through five (5) years of age and is delayed in one (1) or more of the following areas:
(a) Adaptive or self-help development,
(b) Cognitive development,
(c) Communication development,
(d) Social or emotional development,
(e) Physical development including fine, or gross, or perceptual motor.
(2) Criteria for eligibility. A child is eligible for the special program for children who are developmentally delayed when the following criteria are met:
(a) The child is three (3) through five (5) years of age.
(b) Documentation of one of the following:
1. A score of two (2) standard deviations (SD) below the mean or a twenty-five (25) percent delay on measures yielding scores in months in at least one (1) area of development; or
2. A score of 1.5 standard deviations (SD) below the mean or a twenty (20) percent delay on measures yielding scores in months in at least two (2) areas of development; or
3. Based on informed clinical opinion, the eligibility staffing committee makes a recommendation that a developmental delay exists and exceptional student education services are needed.
(c) The eligibility staffing committee in accordance with subsection paragraph 6A-6.0331(6)(2)(b), F.A.C., has made a determination concerning the effects of the environment, cultural differences, or economic disadvantage.
(3) Procedures prior to initial evaluation for prekindergarten children shall be in accordance with subsection (2) of Rule 6A-6.0331, F.A.C. General education interventions and activities for students in kindergarten shall be in accordance with subsection (1) of Rule 6A-6.0331, F.A.C. for referral. Before a child is referred for evaluation, the following activities shall occur:
(a) A review of existing social, psychological, and medical data with referral for a health screening when need is indicated; and
(b) A screening for vision, hearing, and communication functioning with referral for complete evaluations when need is indicated.
(4) Procedures for evaluation.
(a) Delay is documented by a multidisciplinary team in accordance with paragraph 6A-6.0331(2)(c), F.A.C., utilizing multiple measures of assessment which include:
1. Standardized instruments, judgement based assessments, criterion referenced instruments, systematic observation, functional skills assessments, or other procedures selected in consultation with the parent(s); or
2. Informed clinical opinion utilizing qualitative and quantitative information to determine the need for early intervention services; and
3. Parent report which can confirm or modify information obtained and describe behavior in environments that the district may not be able to access.
(b) When a developmental delay cannot be verified by the use of standardized instruments, the delay(s) may be established through observation of atypical a typical functioning in any one (1) or more of the developmental areas. A report shall be written documenting the evaluation procedures used, the results obtained, the reasons for overriding those results from standardized instruments, and the basis for recommending eligibility.
(5) Instructional program.
(a) As appropriate, tThe family support plan or individual educational plan (IEP) shall be developed through interagency collaboration with the family and other providers of services to the child and family and in accordance with Rules 6A-6.03026, 6A-6.03028, and 6A-6.03029, F.A.C.
(b) Because of the rapid development of young children, on-going observations and assessments shall be conducted as needed to plan for family support plans or IEP modifications.
(6) Continued eligibility. Continued eligibility for special programs shall be determined before the child is six (6) years old.
Rulemaking Specific Authority 1003.01(3), 1003.57, 1003.571 229.053(1), (2)(i), 230.23(4)(m), 232.01(1)(e), 236.081(1)(c) FS. Law Implemented 1003.01(3), 1003.57, 1003.571 228.041(18), (19), 232.01(1)(e), 229.053(2)(i), 230.23(4)(m), 236.081(1)(c) FS. History– New 7-13-93, Amended________.
6A-6.03028 Provision of Free Appropriate Public Education (FAPE) and Development of Individual Educational Plans for Students with Disabilities.
(1) through (3)(g) No change.
(h) Contents of the IEP. The IEP for each student with a disability must include:
1. through 8. No change.
9. In order to ensure quality transition planning and services, IEP Teams shall begin the process of identifying transition services needs of students with disabilities, to include consideration of the student’s need for instruction or the provision of information in the area of self-determination to assist the student to be able to actively and effectively participate in IEP meetings and self-advocate, beginning no later than age fourteen (14), so that needed postsecondary goals may be identified and in place by age sixteen (16).
10. Beginning not later than the first IEP to be in effect when the student turns sixteen (16), or younger, if determined appropriate by the IEP Team and updated annually:
a. A statement of appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills and the transition services (including courses of study) needed to assist the student in reaching those goals.
b. Consideration of instruction or the provision of information in the area of self-determination to assist the student to be able to actively and effectively participate in IEP meetings and self-advocate, if appropriate.
b.c. If a participating agency responsible for transition services, other than the school district, fails to provide the transition services described in the IEP, the school district shall reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the student set out in the IEP. However, this does not relieve any participating agency, including Division of Vocational Rehabilitation Services, of the responsibility to provide or pay for any transition service that the agency would otherwise provide to students with disabilities who meet the eligibility criteria of that agency.
11.10. Beginning at least one (1) year before the student’s eighteenth (18th) birthday, a statement that the student has been informed of his or her rights under Part B of the IDEA, if any, that will transfer from the parent to the student on reaching the age of majority, which is eighteen (18) years of age.
(i) through (t) No change.
Rulemaking Specific Authority 1001.02(1), (2)(n), 1003.01(3)(a), (b), 1003.57, 1003.571 FS. Law Implemented 1001.42(4)(l), 1003.01(3)(a), (b), 1003.57, 1003.571 1011.62(1)(c), (e), 1001.03(8) FS. History–New 7-13-93, Amended 10-17-04, 12-22-08,________.
6A-6.0331 General Education Intervention Procedures, Identification, Evaluation, Reevaluation and the Initial Provision of Exceptional Education Services.
The state’s goal is to provide full educational opportunity and a free appropriate public education (FAPE) to all students with disabilities ages three (3) through twenty-one (21) and to school age students who are gifted. School districts have the responsibility to ensure that students suspected of having a disability are subject to general education intervention procedures. They must ensure that all students with disabilities or who are gifted and who are in need of specially designed instruction and related services are identified, located, and evaluated, and appropriate exceptional student education is made available to them if it is determined that the student meets the eligibility criteria specified in Rules 6A-6.03011 through 6A-6.0361, F.A.C. These requirements apply to all students, including those who are homeless or are wards of the state or who attend private schools, regardless of the severity of their disability. Additionally, school districts may elect to serve children with disabilities below the age of three (3) years in collaboration with the Part C Early Steps Program. The procedures and criteria for general education interventions, identification, evaluation, and determination of eligibility of students with disabilities and gifted students by school districts shall be set forth in the school district’s Exceptional Student Education (ESE) Policies and Procedures document consistent with the following requirements.
(1) through (2) No change.
(3) Initial evaluation. Each school district must conduct a full and individual initial evaluation before the initial provision of ESE. Either a parent of a student or a school district may initiate a request for initial evaluation to determine if the student is a student with a disability or is gifted.
(a) Prior to a school district request for initial evaluation, school personnel must make one (1) of the following determinations and include appropriate documentation in the student’s educational record to the effect that:
1. For a student suspected of being a student with a disability, the general education intervention procedures have been implemented as required under this rule and indicate that the student should be considered for eligibility for ESE; or
2. The nature or severity of the student’s areas of concern make the general education intervention procedures inappropriate in addressing the immediate needs of the student.
(b) If the parent of the child receiving general education interventions requests, prior to the completion of these interventions, that the school conduct an evaluation to determine the student’s eligibility for specially designed instruction and related services as a student with a disability, the school district:
1. Must obtain consent for and conduct the evaluation; and
2. Complete the activities described in subsection (1) of this rule concurrently with the evaluation but prior to the determination of the student’s eligibility for specially designed instruction; or
3. Must provide the parent with written notice of its refusal to conduct the evaluation that meets the requirements of Rule 6A-6.03311, F.A.C.
(c) The school district shall be responsible for conducting all initial evaluations necessary to determine if the student is eligible for ESE and to determine the educational needs of the student. Such evaluations must be conducted by examiners, including physicians, school psychologists, psychologists, speech-language pathologists, teachers, audiologists, and social workers who are qualified in the professional’s field as evidenced by a valid license or certificate to practice such a profession in Florida. In circumstances where the student’s medical care is provided by a physician licensed in another state, at the discretion of the district administrator for exceptional student education, a report of a physician licensed in another state may be accepted for the purpose of evaluation and consideration of eligibility as a student with a disability. Educational evaluators not otherwise covered by a license or certificate to practice a profession in Florida shall either hold a valid Florida teacher’s certificate or be employed under the provisions of Rule 6A-1.0502, F.A.C.
1. Tests of intellectual functioning shall be administered and interpreted by a professional person qualified in accordance with Rule 6A-4.0311, F.A.C., or licensed under Chapter 490, F.S.
2. Standardized assessment of adaptive behavior shall include parental input regarding their student’s adaptive behavior.
(d) The school district shall ensure that initial evaluations of students suspected of having a disability are completed within sixty (60) school days (cumulative) that the student is in attendance after the school district’s receipt of parental consent for the evaluation. For prekindergarten children, initial evaluations must be completed within sixty (60) school days after the school district’s receipt of parental consent for evaluation.
(e) The sixty (60)-day timeframe for evaluation does not apply to a school district if:
1. The parent of the student repeatedly fails or refuses to produce the student for the evaluation; or
2. A student enrolls in a school served by the school district after the timeframe has begun, and prior to a determination by the student’s previous school district as to whether the student is a student with a disability. This exception applies only if the subsequent school district is making sufficient progress to ensure a prompt completion of the evaluation, and the parent and subsequent school district agree to a specific time when the evaluation will be completed. Assessments of students with disabilities who transfer from one school district to another school district in the same school year must be coordinated with those students’ prior and subsequent schools, as necessary and as expeditiously as possible, to ensure prompt completion of full evaluations.
(f) The school district shall ensure that students suspected of being gifted are evaluated within a reasonable period of time.
(4) through (8) No change.
(9) Parental Consent for Services.
(a) A school district responsible for making FAPE available to an exceptional student must obtain informed consent from the parent of the student before the initial provision of special education and related services to the student.
(b) The school district must make reasonable efforts to obtain informed consent from the parent for the initial provision of ESE services to the student.
(c) If the parent of a student fails to respond or refuses to consent to the initial provision of services, the school district may not use mediation or due process hearing procedures in order to obtain agreement or a ruling that the services may be provided to the student.
(d) If the parent of the student refuses consent to the initial provision of special education and related services, or the parent fails to respond to a request to provide consent for the initial provision of special education and related services, the school district will not be considered to be in violation of the requirement to make FAPE available to the student for the failure to provide the student with the special education and related services for which the school district requests consent. In addition, the school district is not required to convene an IEP Team meeting or develop an IEP for the student for the special education and related services for which the school district requests such consent.
(e) If, at any time subsequent to the initial provision of special education and related services, the parent of a student revokes consent in writing for the continued provision of special education and related services, the school district may not continue to provide special education and related services to the student, but must provide prior written notice before ceasing the provision of special education and related services. The school district may not use mediation or due process hearing procedures in order to obtain agreement or a ruling that the services may be provided to the student.
(f) If a parent of a student revokes consent in writing for the continued provision of special education and related services, the school district:
1. Will not be considered to be in violation of the requirement to make FAPE available to the student for its failure to provide the student with further special education and related services; and
2. Is not required to convene an IEP Team meeting or develop an IEP for the student for further provision of special education and related services.
(g) If a parent of a student with a disability revokes consent in writing for their child’s receipt of special education services after the initial provision of special education and related services to the student, the school district is not required to amend the student’s education records to remove any references to the student’s receipt of special education and related services because of the revocation of consent.
Rulemaking Specific Authority 1001.02(1)(2), (n), 1003.01(3)(a), (b), 1003.57, 1003.571 FS. Law Implemented 1001.42(4)(l), 1003.01(3)(a), (b), 1001.02(2)(n), 1003.57, 1003.571 FS. History New 6-17-74, Repromulgated 12-5-74, Amended 7-1-77, 3-28-78, 7-12-78, 8-31-78, 11-29-78, 10-7-81, 7-13-83, 6-2-85, Formerly 6A-6.331, Amended 7-13-93, 1-2-95, 9-20-04, 12-22-08,________.