Idaho SESTA

The Referral Guidance When Specific Learning Disability is Suspected document provides Problem-Solving Teams guidance when Specific Learning Disability is suspected. The Idaho Special Education Manual states that: The district shall establish a problem-solving team and a process to plan accommodations and interventions in general education and to ensure that referrals to consider a special education evaluation are appropriate.

Find it and many other guides in the Idaho SESTA Quick Guide Library, IdahoTC.com/Guides.

IdahoTC.com/SESTA (link in bio)

Students with or without disabilities often have one or more factors that may
contribute to their academic and learning difficulties. The evaluation team must rule out all of
these factors as the primary cause of a student’s academic and learning difficulties as part of
determining initial or continuing eligibility for special education services. Learn about these exclusionary factors and more in the Consideration of Exclusionary Factors When Considering
Specific Learning Disability Quick Guide.

Find it and many other guides in the Idaho SESTA Quick Guide Library, IdahoTC.com/Guides.

IdahoTC.com/SESTA (link in bio)

📢Call all new teachers!
The school year is fast approaching, and SESTA is here to support you!
Check out our New Teacher Resource Kit for all the resources to have a successful start of the school year!

🖥️ idahotc.com/C/N/NT

IdahoTC.com/SESTA (link in bio)

The Independent Education Evaluation Quick Guide shows the process of when one or more assessment(s) conducted by a qualified examiner(s) who is not employed or contracted by the public agency or district responsible for the education of the student in question.

🖥️ Idahotc.com/Guides

IdahoTC.com/SESTA (link in bio)

A student’s IEP must “meet the student’s unique needs that result from the student’s disability, to enable the student to be involved in and make progress in the general education curriculum and to meet each of the student’s other educational needs that result from the student’s disability.” -Idaho Special Education Manual.

This includes addressing the behavioral needs of each student. This may include addressing Positive
Behavior Supports in the IEP, adding behavior goal(s), and/or including a formal Behavior Intervention Plan (BIP).

The Behavior in the IEP Process Quick Guide covers key questions and responses to consider.

Find it and many other guides in the Idaho SESTA Quick Guide Library, IdahoTC.com/Guides.

IdahoTC.com/SESTA (link in bio)

Welcome Brooke!
Brooke now has a new role at the Idaho SESTA team.
She will be serving as low-incidence coordinator for SESTA as well as the statewide coordinator for the Idaho Project for Children with DeafBlindness, at the Center on Disabilities and Human Development.

To learn more about how SESTA can help you check out:
🖥️ idahotc.com/SESTA

Once an IEP goal is developed, the team needs to determine the procedure and frequency with which
progress on that goal will be monitored.

The Progress Monitoring Quick Guide includes considerations, examples and Q and A.

IdahoTC.com/Guides

IdahoTC.com/SESTA (link in bio)

When determining if a student is eligible under IDEA under Specific Learning Disability (SLD), the
eligibility team must document:
• Information from an existing, current, relevant observation in routine classroom instruction
of the student's performance that was conducted before the student was referred for an
evaluation,
AND/OR
• An observation conducted by one (1) member of the evaluation team after the student was
referred for an evaluation and written consent has been obtained.

Use the Academic Observation for SLD Quick Guide as you complete documentation.

IdahoTC.com/Guides

IdahoTC.com/SESTA (link in bio)