.png?width=2240&height=1260&name=Copy%20of%20Copy%20of%20Examiners%20Toolkit%20(1).png)
This session will focus on getting the most from your parent information form, as we conduct an interview to add to or clarify information from the parent form. The parent information form is often our first point of contact with our students’ parents. This session will highlight how to find time to schedule an interview with a parent (initial contact, in person, by phone), how to build rapport with the parent & to stress the importance & the value of the information they share. Make them see that their information is part of the foundation of their child’s assessment. No one knows the student better…..
Learn how to use free resources available to enhance your assessments as well as your IEPs. This data can help you build the foundations of your report as you look at data gathering documents as well as on-line programs that are available to provide you with recommendations and the data to support them. Resources will be shared that you may or may not be familiar with and a “tour” of programs available for use in our work will be highlights as well. You will even have an opportunity to share other tips & resources you use through the chat. So come prepared!
Join us to learn about the WJ IV Tests of Early Cognitive and Academic Development (ECAD). These tests are specifically designed for all students ages 2:6 to 7:11, and for students suspected of having cognitive developmental delays through age 9:11. This 10-test battery measures general intellectual ability, early academic skills, and expressive language skills. We will highlight the features and discuss possible uses as we are testing younger and younger students.
This session will feature the WJ IV Tests of Early Cognitive and Academic Development (ECAD) and will highlight the features specific to building an FIE to include a Dyslexia assessment. As younger and younger students are being referred for Dyslexia, we can explore using these tests which are specially designed to meet the needs of these younger students.
As of August 2024, the Texas Administrative Code introduced the eligibility category of Developmental Delay to include ages 3-9. School districts are not required to use the new Developmental Delay disability designation but may, beginning with the 2024-2025 school year. Noncategorical Early Childhood (NCEC) must no longer be used beginning with the 2025-2026 school year.
This webinar will provide an overview of IDEA Policy on Developmental Delay as an eligibility category for special education services as well as an overview of the new Texas Policy on Developmental Delay. Participants will gain an understanding of policy in other states that have been using this disability category before Texas and how some of this guidance may help evaluators as they begin to implement this disability category in their districts. Practices for determining eligibility will be discussed, including selecting appropriate norm-referenced measures and collecting additional evidence that supports the eligibility determination.
What do you do when you leave school? Go to the gym, take a bubble bath, share the details of your day with a friend, finish that report? If you opted for the last choice you are not alone! This session is a refresher/reminder about the importance of stress management in our lives. Working all day and coming home to more work or other types of stress can lead to burnout and even to stepping away from the profession. Take time out of your busy schedule today and spend some time eating your lunch without interruptions while you gain some new insight or are just reminded of ways to destress. Also, be prepared to share any tips you may have for managing stress in your day.
This session will focus on how and when to talk to parents, teachers and other stakeholders about test results, as well as what to stress when reviewing our assessments. Too often there is not time to talk to a parent and to sit with faculty in a “pre-ARD” setting. No one at the table likes surprises; everyone wants to hear the results they expected to hear; and parents and teachers want to know what their child/student can do….. not what they can’t. Building on a child’s abilities and strengths is what they come to hear and we will show you how to find and stress the “strengths” and not the “negatives” as you share FIE results.
Not everyone qualifies for Special Education services and often these are the students that appear to need the most help. In this session, you will have a quick review of how and when to schedule time to share results of your FIE. As you focus on the sources of data you used as your foundation, you may need to have a serious discussion about such things as attendance, frequent school changes, language and cultural differences, and the possibility that the child needs more time in RTI to develop needed skills that are age and grade appropriate. We will look at recommendations and accommodations that have not been implemented as the student returns to Tier/Level 3 for continued monitoring.
You’ve gathered all your data, asked for more data, observed your student in two classes, interviewed parent(s), teacher(s), student, and assessed. Now what? Most of us use district report writing programs that may or may not be what we would like to have. In this session, you will learn/review how to organize and use all the data to write a comprehensive integrated report that tells the “story” of the student.
