Procedural Manual
Introduction
The development of ESU 10's SPED Manual is an ongoing process. We know
there are changes which will enhance the usefulness of this manual. The
best way to determine changes that need to be made is through using the
manual. ESU 10's SPED Department welcomes all input concerning
corrections, deletions and technical problems.
Throughout this manual, the term case manager is used. The case manager
is the special education staff member that is designated as the person
responsible for ensuring that the forms, procedures, etc. are in
compliance for the named student who is receiving special education
services. In general, for students who are verified as
speech-language impaired and br hearing impaired, the designated case
manager is the
speech-language pathologist. For all other disabilities, the
resource specialist is generally designated as case manager. For
students who are receiving services such as OT and PT, etc., a
SPED staff member assigned to the district must be the case manager to
ensure compliance.
Procedures A: Referral
Procedures A-1 Below School Age
Ages Birth to 3
For infants and toddlers under the age of three, a referral must be
made by the school district, to the agency responsible for
providing Service Coordination to Planning Region 10 (Good
Samaritan Hospital), within two working days of the district becoming
aware of an infant or toddler who may be eligible for services. The
Service Coordination Agency may also receive a referral from a
physician, parent, etc. Upon receipt of a referral, the Service
Coordinator makes a personal contact with the family and
completes an Early Intervention Intake Form. This serves as the
referral form for infants and toddlers birth to three. The
Service Coordinator is responsible for completing this form, so
there is not a copy of this form in this ESU 10 Procedural
Manual. At this time, the Service Coordinator also acquires the
Early Intervention Program Authorization of Release/Request for
Information. The Service Coordinator sends both forms to the
School District or ESU 10 SPED staff. Toddlers who reach
age three during the school year shall remain eligible for Early
Intervention Services (including Service Coordination) throughout that
school year. Transition planning is an ongoing, interagency
process.
Rule 51: 006.01; 009.02B
Ages 3-5
For preschool children (ages 3 to 5) a referral may be made by the
parents, a preschool teacher, a physician, etc. When a
referral is made, the school district administrator should be
immediately informed by the person who receives the referral. At
this time, the case manager should be designated to ensure the
completion of the referral and evaluation process. There is
no need for SAT problem solving for children in this age
group. Below age five shall mean those children who have not
reached their fifth birthday on or before October 15 of the
current school year.
Procedures A-2 SAT
PREFACE: The SAT is a problem solving team of regular education personnel that provides:
a. consultation and support for the regular classroom teacher
b. recommendations for the classroom
c. data collection/documentation of strategies and results.
The Student Assistance Team (or Comparable Problem Solving Team) is a
function of regular education. However, the use of an SAT is
required prior to a referral for multidisciplinary evaluation. It
is the vehicle through which school-age children are referred for
Special Education Services. The forms and information collected by the
SAT are required documentation for the MDT. Even though the SAT
is the responsibility of regular education, SAT forms are
included in this procedural manual to be used as resources for
schools. These forms may be color coded to organize and monitor their
completion. The person responsible for ensuring that these forms
are completed is the chairperson of the SAT. The forms and
information acquired through their use are designed to be used as part
of the MDT process.
Rule 51: 006.01
The following forms are to be used in the SAT process:
SAT Information Checklist
Student Assistance Team (SAT) Form
Cumulative Record Review
Additional Personnel Form
Parent/Guardian Survey
Medical Data Report
SAT Information Checklist
is an overview of all the forms and provides a listing of what needs to
be completed. It describes who is responsible for completing each
of the SAT forms. Reminders to include student work samples and
the behavioral checklists (if appropriate) are also a part of
this checklist.
Student Assistance Team (SAT) Form
provides information to the team about the student and documents team
recommendations and actions. This process is initiated and the
form is filled out through item 6 by the referring teacher (s).
The SAT members complete items 7 through 9. Best practice
suggests that intervention strategies be implemented for a reasonable
amount of time to allow for evaluation and documentation of their
effectiveness. All resources available to assist the student in
the regular education setting must be exhausted before a
Multidisciplinary Team Evaluation can be recommended by SAT.
Cumulative Record Review
serves as an overview of the student's cumulative history. The referring teacher completes this review.
Additional Personnel Form
provides information from teachers, other than the referring teacher,
who have contact with the student. This may also include
paraprofessionals and other support staff.
Parent/Guardian Survey
is used to obtain required parent/guardian input for both SAT and MDT
purposes. For an initial evaluation, a second option would be to
have the parent/guardian complete a comprehensive developmental
questionnaire such as the Conners-March Developmental
Questionnaire. The survey is to be completed upon each
reevaluation. A copy of the Parent /Guardian Survey is
included in two sections of this Procedural Manual. One
copy is in the SAT section and the other copy is in the MDT section.
Medical Data Report
documents medical conditions that may influence the student's
achievement or behavior and that vision and hearing have been
screened. This form is to be completed by the school nurse or the
referring teacher if a school nurse is not available.
Procedures B: MDT
TEACHER INFORMATION - This form could be used to document input
from the classroom teacher when further evaluation of a student
is needed, for example, when a student receiving speech-language
services requires further testing to determine eligiblity for
additional services. If further testing is to be completed,
parent consent must be obtained. It is also used to obtain
current information from the classroom teacher at the time of
reevaluation. This form provides the teacher's perspective
concerning the student's strengths, weaknesses and interventions
attempted. It assures that pertinent information from the
classroom is being considered in the MDT process. The case manager is
responsible for ensuring that this form is completed.
Rule 51: 006.02C
MDT INTRODUCTORY LETTER - This letter is an explanation to parents
concerning their child's referral for an evaluation. Although not
required, this letter is helpful when parents cannot be contacted
personally at the time they are given
the Notice and Consent for
Special Education Multidisciplinary Evaluation form and a copy of
Parental Rights and Procedural Safeguards in Special Education.
EARLY INTERVENTION PROGRAM--NOTICE AND CONSENT FOR SPECIAL EDUCATION
MULTIDISCIPLINARY EVALUATION - This form is used to obtain
permission for an initial evaluation for children from birth to
three years of age. Each section, where a line is provided, must be
addressed with a written summary to fulfill Rule 51. The name of
each evaluation instrument to be used must be written out in its
entirety for each area that is to be evaluated. A parent's
signature is required. In addition, for schools being served by ESU
10, it is suggested that the Services Coordinator inform the
School District administrator of the referral prior to the
evaluation. This form needs to be sent as soon as possible
because the MDT process must be completed within 45 days of referral.
The case manager is responsible for ensuring that this form is
completed. The case manager also serves as the contact person when
parents have questions. Thus, the case manager's name and phone
number will be listed on the form.
Rule 51: 009.02B
NOTICE AND CONSENT FOR SPECIAL EDUCATION MULTIDISCIPLINARY EVALUATION
(+3) - This form is used to obtain permission for an initial evaluation
for children 3 to 21 years of age. It is also used to obtain
permission for reevaluation. Each section, where a line is
provided, must be addressed with a written summary to fulfill
Rule 51. The name of each evaluation instrument to be used must
be written out in its entirety for each area that is to be
evaluated. A parent's signature is required. In addition, for
schools being served by ESU 10, the signature of a school official must
be obtained. The purpose is to ensure school district administrative
awareness of student needs and expenses that the evaluation might
incur (testing and services). This form needs to be sent as soon
as possible because the MDT process must be completed within 45
days of referral. The case manager is responsible for ensuring that
this form is completed; therefore, he/she should be listed on the
back page of this form as the contact person. A phone number must
be listed.
Rule 51: 009.03 through 009.06
PRESCHOOL PARENT/GUARDIAN SURVEY - This survey provides required
parent/guardian input (development, family history, medical
information and behavior in other settings) for MDT purposes for
children that are not school age. The information requested on
this survey should be obtained from a parent/guardian as soon as
the child has been referred.
Rule 51: 006.03C; 006.03A
PARENT/GUARDIAN SURVEY - This survey provides required parent/guardian
input (development, family history, medical information and
behavior in other settings) for both SAT and MDT purposes. It is
to be used with parents/guardians of school age children. The
information requested on this survey should be obtained from a
parent/guardian as soon as the student has been referred. An
alternative would be asking the parent/guardian to complete a
comprehensive developmental questionnaire such as the Conners-March
Developmental Questionnaire. The survey is also completed for
reevaluations. This survey provides parental input to the MDT
when parents have not attended the MDT meeting. The case manager
is responsible for ensuring that parent input is obtained.
Rule 51: 006.03C; 006.03A
CLASSROOM OBSERVATION SUMMARY - This form documents the observation of
a student in one or more school settings by special education
personnel. It is used for both initial evaluations and
reevaluations. Parents must have signed a Notice and Consent for
MDT Evaluation before an observation can take place. For school-age
children, this form must be completed within 45 days of referral.
Rule 51: 006.04I4a
PHYSICIAN NOTIFICATION OF REFERRAL - This optional form letter is an
explanation to the physician as to why information is being
requested. This accompanies the Physician Report of Medical Status to
MDT form. The case manager is responsible for determining when the use
of this letter is appropriate.
PHYSICIAN REPORT OF MEDICAL STATUS TO MDT - This report is used to
obtain information from a physician concerning a referred
student. A physician's signature is necessary when verifying a
student under either the category "Other Health Impairment." or
"Orthopedic Impairment" . This report documents the child's current
health status, medical implications of the impairment which
adversely affect development or educational performance. This
input helps ensure that appropriate services and equipment are
provided. The case manager is responsible for ensuring that this form
is mailed. It is suggested that a self-addressed stamped envelope
be included.
Rule 51: 006.04H; 006.04G
NOTIFICATION OF MULTIDISCIPLINARY (MDT) CONFERENCE AND/OR NOTIFICATION
OF INDIVIDUALIZED FAMILY SERVICES PLAN (IFSP) CONFERENCE (Below
age 3) - This form is used to notify parents of the purpose of the MDT
meeting. It documents that parents were invited to attend the MDT
meeting. It must include the date, time and location of the MDT
meeting and a list of all who plan to attend. Before the meeting
begins, parents must be informed of and agree to any changes in
participants by writing their initials next to the noted changes
on the form. Parents do not have to attend, nor do they have to
sign the MDT; however, they must be invited. This meeting should be
scheduled early enough to ensure that parents will have an opportunity
to attend.When the IFSP meeting immediately follows the MDT
meeting, this form documents notification of both meetings. The
case manager is responsible for ensuring that this notification is sent
and that copy is placed in the student's SPED file.
Rule 51: 009.02A1; 006.04(B1e-L1d); 009.02A1
NOTIFICATION OF MULTIDISCIPLINARY (MDT) CONFERENCE AND/OR NOTIFICATION
OF INDIVIDUAL EDUCATION PROGRAM (IEP) CONFERENCE (+3) - This form
is used to notify parents of the purpose of the MDT meeting. It
documents that parents were invited to attend the MDT meeting. It
must include the date, time and location of the MDT meeting and a
list of all who plan to attend. Before the meeting begins,
parents must be informed of and agree to any changes in participants by
writing their initials next to the noted changes on the form.
Parents do not have to attend, nor do they have to sign the MDT;
however, they must be invited. This meeting should be scheduled early
enough to ensure that parents will have an opportunity to
attend.When the IEP meeting immediately follows the MDT meeting,
this form documents notification of both meetings. The case
manager is responsible for ensuring that this notification is sent and
that copy is placed in the student's SPED file.
Rule 51: 006.05D; 007.04A1; 006.04(B1eL1d); 009.02A1
NOTICE THAT NO ADDITIONAL INFORMATION IS NEEDED TO DETERMINE CONTINUED
ELIGIBILITY - This form is used to indicate that no new
information is needed for continued eligibility for special
education services as determined by the IEP team. This form gives
parents the option of agreeing with the decision or requesting
further evaluation. It is the consensus of ESU 10's SPED department
that this form should be used with an extremely limited number of
students. This form cannot be used to determine that a student is
no longer a child with a disability.
Rule 51: 006.05E1-2
MULTIDISCIPLINARY TEAM (MDT) EVALUATION REPORT -This is a written
summary of evaluation results prepared by the MDT. The report
includes a statement of whether the child qualifies as a child
with a disability based on the criteria in Rule 51; the basis for
making the determination; and a listing of the team members. The
report format presented in ESU 10's procedural manual includes
the additional items required for verifying a child with a suspected
specific learning disability. These additional items are listed
in section 006.03G of Rule 51. Each team member must sign the MDT
report and indicate in writing if the report reflects his or her
conclusion. Any team members who do not agree with the conclusion must
submit separate written statements presenting their conclusions.
A reevaluation of each child with a previously verified disability
shall be conducted at least every three years or more frequently
if conditions warrant or if the child's parent(s) or teacher
requests a reevaluation. As part of this reevaluation, an MDT form must
again be completed. The report will be completed as soon as
possible following the meeting. The case manager will be
responsible for ensuring that this form is completed and
distributed to appropriate individuals. A copy of the evaluation report
and the documentation of determination of eligibility shall be given to
the parent.
If a student does not qualify for special education services, a problem
solving team (for example SAT, Section 504, etc.) shall document
a plan to assist the teacher(s) in the provision of regular
education.
Rule 51: 006.04
Procedures C: IEP/IFSP
Procedures C-1 IFSP
NOTIFICATION OF MULTIDISCIPLINARY (MDT) CONFERENCE AND/OR NOTIFICATION
OF INDIVIDUALIZED FAMILY SERVICES PLAN (IFSP) CONFERENCE (Below
age 3) - This form documents notification of the IFSP meeting. The
Service Coordinator, with the family, is responsible for
arranging the team meeting and developing the IFSP team. When the
IFSP meeting is scheduled to immediately follow the MDT meeting,
this form documents notification of both meetings. The Service
Coordinator is responsible for ensuring that this notification is
sent. The case manager ensures that a copy is placed in the
student's SPED file.
Rule 51: 006.05D; 007.04A1; 006.04(B1eL1d); 009.02A1
EARLY INTERVENTION PROGRAM NEBRASKA INDIVIDUALIZED FAMILY SERVICE PLAN
(IFSP) - The Service Coordinator, with the family, is responsible for
facilitating the development of the IFSP consistent with Health
and Human Services' Early Intervention regulations. In the event
that the family declines service coordination, the school district,
along with the family, is responsible for the development of the IFSP
consistent with the Department of Health and Human Services'
Early Intervention regulations. For an infant or toddler
who has been evaluated for the first time, and determined to be
eligible, a meeting to develop the initial IFSP must be conducted
within 45 calendar days of the referral. Parents shall receive a
copy of the IFSP within 7 calendar days of the IFSP meeting. A
review of the IFSP must be conducted at least every six months.
This review may be a formal meeting of the entire team or service
providers, or a discussion between the family, the services
coordinator, and selected team members. The case manager is
responsible for placing a copy of the IFSP in the child's school
district SPED file.
Procedures C-2 IEP
NOTIFICATION OF MULTIDISCIPLINARY (MDT) CONFERENCE AND/OR NOTIFICATION
OF INDIVIDUAL EDUCATION PROGRAM (IEP) CONFERENCE (+3) - This form
documents that a parent was invited to the IEP meeting. It notifies
parents of the purpose of the meeting and its date, time and
location. This meeting should be scheduled early enough to ensure
that parents will have an opportunity to make arrangements to
attend the IEP meeting. The meeting can be held without a
parent/guardian in attendance; however, a parent/guardian must be
invited. The notification must include a list of all who plan to
attend. Before the meeting begins, parents must be informed of
and agree to any changes in participants. One way of documenting the
parent's acknowledgment of changes in participants might be
having them initialize the noted changes. When the IEP meeting is
scheduled to immediately follow the MDT meeting, this form
documents notification of both meetings. The case manager is
responsible for ensuring that this notification is sent and that
a copy is placed in the student's SPED file.
Rule 51: 006.05D; 007.04A1; 006.04(B1eL1d); 009.02A1
INDIVIDUAL EDUCATION PROGRAM (IEP) - This written document must be in
effect before SPED and/or related services can be provided. It
includes the student's present level of performance, annual goals,
and measurable short-term instructional objectives or benchmarks.
An IEP must be in place within 30 calendar days of the date of
verification for any child, ages 3-21, who has a verified
disability.Transition goals and interagency responsibilities or
linkages should be included for students who are 14 or over. A
conference must be held annually to develop, review and revise
the IEP. As required by IDEA, the revised IEP form (8/98)
addresses program modifications and/or supports for school personnel to
allow SPED students to: advance toward attaining annual goals,
maximize their potential in the general curriculum, and succeed
in transitioning to the community. The revised IEP also addresses
the child's participation in district-wide assessments.
A lined form of the IEP Cover Page is included for handwritten IEP's.
An unlined form of the IEP Cover Page is available, on computer
disk or from the ESU 10 Home Page on the Internet, for word
processing.
Each additional page of the IEP is available as a separate document on
computer disk and on the ESU 10 Home Page on the Internet,
allowing for typing on the forms and saving individual student
IEP's for updating the demographic data, objective pages, etc.
The following individuals are required at all IEP meetings: a
representative of the Local Educational Agency (L.E.A.), a
regular education teacher, a special education teacher, and the
parent(s) of the child. For the initial IEP, one of those
attending must have been a member of the MDT. Students who are 14
years or older must be invited to their IEP. Other individuals
who have knowledge or special expertise regarding the child, (i.
e., occupational therapist, physical therapist, counselor,
psychologist, vocational counselor, additional teachers, etc.)
may be invited at the discretion of the parents or the school.
A meeting may be conducted without a parent in attendance, if the
resident district is unable to convince the parent(s) that they
should attend. In this case, the district must document attempts
to arrange a mutually agreed upon time and place. Although a
parent is not required to sign the IEP, there must be documentation
that a copy was received. For a student that is receiving
services from a district other than the home district on a
contract basis, an L.E.A. representative from the child's home
district must be in attendance to authorize payment for services. Best
practice suggests that both districts be represented at the
meeting. For students attending nonpublic schools, a
representative of the nonpublic school must be invited. If they are
not able to attend, their participation should be procured via
individual or conference telephone calls.
Any goals included in the IEP must be addressed in the present level of
performance of the IEP. A statement must be included telling how
the child's progress will be measured, and how the parents will
be regularly informed (by such means as periodic report cards),
at least as often as parents are informed of their nondisabled
children's progress.
A working draft of sample goals and objectives can be accessed through
the Special Education section of ESU 10's Home Page on the
Internet or by contacting the SPED department at ESU 10. The case
manager is responsible for ensuring that the original IEP form is
placed in the student's SPED file and that the parent(s)/guardian
receive a copy. It is the policy of the SPED Department at ESU 10
that the parents are to receive a copy of the IEP within 7 days.
Rule 51: 007.02 - 007.07
PARENT LETTER REGARDING NON-ATTENDANCE AT IEP MEETING - This letter
provides documentation that parents who did not attend the IEP
meeting have been provided a copy of the IEP. Attempts to notify
and invite the parent should have been documented on the MDT/IEP
Meeting Notification form. This letter should be sent to the
parent by Registered Mail - Return Receipt Requested. Copies of the
certified mail receipt and the letter should be placed in the
child's file by the case manager.
Rule 51: 007.04D, 007.02A
Procedures D: Placement
NOTICE AND CONSENT FOR PLACEMENT IN SPECIAL EDUCATION SERVICES - A
request for parental consent for initial placement is required within
five school days of the IEP conference. Special education
placement shall be completed within 5 school days of receipt of
parental consent. This form ensures that placement in the least
restrictive educational setting for that child has been considered. The
array of settings considered might include, but are not limited
to, the following: instruction in regular classes; supplemental
services such as resource room; itinerant instruction or
consultative services to be provided in conjunction with regular class
placement; special classes; special schools; home instruction and
instruction in hospitals and institutions. This form lists
proposed program placements and rationale. It documents that
parents: have received a copy of Parental Rights in Special Education;
give or deny consent for placement; understand and have received
a copy of the form being completed (Notice and Consent for
Placement in Special Education Services). A child's placement is
reviewed annually, however a new form does not need to be completed
unless there is a change in placement. The form described below
is used to document a change of placement or discontinuation of
SPED services. When a child with evidence of previous SPED placement
transfers into a district , the child can, with written approval
of the parent, receive temporary services. Within 45 days the IEP must
be reviewed and a new placement form must be completed.
The case manager is responsible for ensuring that the placement form is
completed and placed in the student's SPED file. ESU 10 policy
requires that, for schools being served by ESU 10, the signature
of a school district official must be obtained for initial
placement. The purpose for requiring a school official's signature is
to ensure administrative awareness of services being provided.
Rule 51: 008.01-02; 009.02A2; 009.02A3
NOTICE FOR CHANGE OF PLACEMENT/DISCONTINUATION OF SPECIAL EDUCATION
SERVICES - This form documents a change in the child's educational
placement, or a discontinuation of services. This form shall be
used when the IEP team collectively decides that the child's
program(s) need to be changed or terminated, or if there is a
significant change in the amount of time the child is served in
SPED programs. This change may include a substantial increase or
decease in the amount of time the child is served, if the child
returns to the full time regular education classroom, graduates or
reaches age 21, is withdrawn from the program by the parents, or
drops out of school. In an instance where the case manager is
unable to get a parent's signature (as when a student transfers)
or the school district determines it is not appropriate (as when
a child dies) the case manager will sign the form and include an
explanation as to why the parent did not sign. The case manager
is responsible for acquiring the parent's signature.
Rule 51: 008.01F1a
Procedures E: Supplementary
Appointment of Surrogate Parent - Each school district shall insure
that the rights of a child with a disability are protected by the
appointment of a surrogate when:
the parents of the child are not known; the school district, after
reasonable efforts, cannot locate the parents; or, the child is a
ward of the state or court AND the child's parents have relinquished
educational rights. When the parents of a ward of the state
or court continue to possess educational rights, the appointment
of a surrogate is not required, and the natural parents signature
should be acquired. The specific guidelines are listed on the
form. A surrogate parent may represent a child in all matters
relating to identification, evaluation, educational placement,
and provision of a free appropriate public education.
Rule 51: 009.07
Notice of District Decision Regarding Requested Special Education
Services - This form documents that a school district has given prior
written notice to parents of a child with a disability a
reasonable time before the school district proposes to initiate
or refuse to initiate or change the identification, evaluation
verification or educational placement of a child or the provision
of a free and appropriate public education.
Rule 51: 009.03
Parent Refusal of SPED Services - This form documents that parents
understand that their child meets the verification requirements
as a child with a disability according to Rule 51, but do not
choose have their child included in services at the present
time. Parental consent for evaluation shall not be
construed as consent for placement.
Rule 51: 009.045
Record of File Reviews -This form provides documentation as to who
accesses a student's file (other than the parents, school
personnel, and authorized employees of the participating service
agency.) The purpose of the review is also included.
This form will be signed by a Nebraska Department of Education
(NDE) representative when files are monitored for compliance. The case
manager is responsible for ensuring that a copy of this form is
in the front of each student's SPED file. All SPED files are to
be maintained in locked file cabinets or rooms to ensure that
confidentiality is maintained.
Rule 51: 009.01D1
Communication Log - This is an optional record form which serves to
document any verbal communication regarding the student between
appropriate SPED personnel and parents. Although not required by
Rule 51, communication documentation is a professionally sound
practice for protection of all individuals and districts involved
in providing SPED services.
Release/Request of Student Records - This form authorizes a school
district to release or request written and/or verbal information
about a student.This form is used when a student moves from one
district to another, or when a parent requests that school
records, physician reports, confidential information, etc. be sent.
Parents must sign the Release/Request of Student Records
form.This protects the student's confidentiality and ensures continuous
special education services.
Rule 51: 009.01K
Special Education Student Information System (SESIS) - This form is to
be completed at the time of initial placement for any verified
student receiving SPED services. The SESIS system is designed to
collect and maintain student information in accordance with
federal and state reporting requirements. Every child who is verified
as a child with a disability according to 92 NAC 51 (Rule 51) and
is receiving special education services according to an IEP/IFSP
should be reported to SESIS. Once each year (on December 1) all
school districts and agencies are requested to certify a list of the
children being served . There is a supplemental form to be sent
in for children with visual and/or hearing impairments.
This form is sent to the Nebraska Department of Education (NDE) and the
original is returned. Any changes are made on this original
form and are resubmitted to NDE. For Class I Schools, the
completed SESIS is sent to ESU 10 for submission to the
Nebraska Department of Education(NDE). Originals are kept at ESU
10 so changes may be made and submitted as needed. The case
manager is responsible for submitting the initial SESIS
information and ensuring that significant changes (in services and/or
time) are submitted to the ESU 10 SPED secretary as they
occur. For K-12 Districts, please check with the local
district as to how they manage SESIS.
Rule 51: 004.06
Medicaid in the Public Schools (MIPS) - This form documents the amount
of time a speech therapist, occupational therapist, and/or
physical therapist works with a child who receives Medicaid benefits.
The amount of service is documented in 30 minute increments (0-30
minutes = 1 unit, 31-60 minutes = 2 units etc.). This
documentation allows the school to be reimbursed for these
services through Medicaid. The name of a referring physician must be on
file in the Special Education office at Educational Service Unit
10 in order for the information to be processed. The form
must be completed and filed monthly. The SLP, O.T., and/or P.T.
serving the child are each responsible for completing a form. This
reimbursement to the school is funded through Health and Human
Services. This agency assumes part of the financial burden of the
school district's provision of these services.
Rule 55 - This document is the Nebraska Department of Education's
regulations for Special Education appeals. It ensures due
process and provides the guidelines for the filing of an
appeal. A copy of Rule 55 is given to parents at the time
of referral for inital multidisciplinary evaluation and at the
time of reevaluation.
Rule 51: 009.04
Parental Rights in Special Education - This document outlines the
rights of parents of a child with a suspected disability.
The parents have protection under the procedural safeguards of the
Individuals with Disabilities Education Act. A copy of
Parental Rights in Special Education is given to the parents by
the case manager, at a minimum, the following times:
a. Upon initial referral for multidisciplinary evaluation;
b. Upon each notification of an individualized education program meeting;
c. Upon reevaluation; and
d. Upon filing of a due process appeal under 92 NAC 55.
Rule 51: 009.04
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