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10_11_17 SDI and Eligibility

Page history last edited by Karlie Parker 6 years, 8 months ago

Developing Leaders Notes

Date: 10/11/17

Session Title: SDI / Eligibility

Focus Area:SDI

MAASE Focus Areas:

We will align and organize the strategic priorities and work of MAASE to focus on the following elements:

High Quality Student Evaluations

Specially Designed  Instruction

Skilled Staff

Program Evaluation

Through the platforms of:

Association Partnerships

Legislative Action and Advocacy

Professional Learning

Membership Services

 

EdCamp is an open format where group members share thoughts to help one another in implementation of "real life" practice. These notes reflect the thinking of someone in the group but do not represent an official position on behalf of MAASE. Anyone using this as a resource is encouraged to use their best judgement in interpreting the suggestions.

 

MAASE EdCamp Format:

 

  1. Clarify the Problem of Practice to Solve

  2. Collaborate around the Problem of Practice by offering suggestions and resources

  3. Give feedback to the committee on how to improve next time

 

Notes:

 

  • What is the problem of practice?

  • How does the psychologist balance data collection / vs; delaying evaluation?

  • What is TIER 1 data indicates a “curriculum impairment?”

  • Discussion up front with parents about data and what may lead to eligibility / ineligible

  • Make sure not to predetermine…..determining lack of appropriate instruction is part of the evaluation, not separate from.

  • If you have a homeschool student you may not have much information if the parent has not used standardized curriculum. You can make part of your evaluation collection information on specific interventions that are implemented during the evaluation window. The 30 day evaluation window does not typically give enough time for thorough data collection if none exists.

  • Concern around disconnect between eligibility and the specialized instruction that the team believes a student needs.

  • Make sure that all areas are addressed in the REED, so that all area of underachievement are captured and reviewed. The value in this review is to ensure you are doing a FULL evaluation, not just the area that was a “trigger” for moving forward with an evaluation.

  • Remember that suspecting is not knowing and that is the purpose of a full evaluation

  • This may take modification of evaluation plan if another area of concern arises during the evaluation process

  • This could also happen if the child has had a rapid response to interventions and the team no longer suspects that the child has a disability

  • SLI and specially designed instruction...people often use SLI as a “backdoor” when a child does not meet SLD eligibility criteria

  • Some have begun to require that a psychologist be involved in reevaluations for SLI students that have been placed in resource room for academic instruction

  • PLAAFP statement MUST be clear on the educational impact in order to clearly build SDI. Do not forget to utilize this area for the HOW.

  • We often want to move children to a resource setting without truly determining what SDI is necessary for the child. Just discussing a PLACE.

  • Many places do not have multiple TIERS of support for speech concerns.

  • Many resource room teachers do not have enough training in remediating language delays

  • You must be careful with funding if a speech path is fully funded via special education

  • Suggest that ED Benefit is done before each annual review IEP

  • Best scenario for Ed Benefit review is that all staff are trained and that not only the IEP “author” be part of the review.

  • At minimum review the goal progress and trend data. This is what guides the specially designed instruction

 

 

 

  • Memo from OSEP- You may not delay, deny, defer an evaluation due to RTI

  • ED Benefit review was found to be very beneficial in determining what pieces we are missing

  • ASHA has good webinars on MTSS and they were found to assist SLPs in facilitating conversations around MTSS and SLI.

  • Split funding for some SLPs so that they can legitimately provided language supports via MTSS. This is building great capacity with staff to support language needs.

  • Training the ancillary staff to “coach”

  • Providing curriculum supports to SLPs in order assist them in supporting

  • Add Ed Benefit to topics for December and consider adding it as a PD option

 

 

Feedback:

  • What made this time worth your while?

  • What specifically can we do to make this better?