Assessment

Facilitator
Meeting
6/19/18
 1. Welcome

Agenda 2.
3.
Honor Past work and Input
Norms
4. Guiding Change Framework
5. Visual Child Find Process
6. Work Time
Welcome
Honor the Past
Norms 1. Solution focused
2. Focus on what we can control
and influence
 Guiding
Change
Framework
What is it?
 -
Generic Guiding Change Adapted from Cheesebrow, Dennis.
Partnership: Redefined. Bogman Publishing, 2012.
 Guiding
Change
Framework
Evaluation Process in
ISD110
 Focus Question
- Relevant & - What changes should be made to the evaluation
Manageable process and report to best assist IEP teams in
- Higher-order (not
educational planning?
yes/no)
-
- How can we use classroom and district information
Narrow & focused;
prompts to show instructional need for special education
productivity but services?
allows for - What steps can we take to use existing data to
creativity improve the usability of evaluation documents?
 - MDE’s less restrictive re-eval guidelines
Why? - Cost of assessment materials
- Observation that evaluations are not
What consistently read/applied to IEPs
- Helping CM/staff use report
evidence - Response to interest in psychologists
supports taking on additional roles
- Will direct service assist assessment
the needs team in creating ‘reasonable’ and
for change? relevant document?
- More effective communication with
SpEd staff & visability
- More receptive of outside reports?
Discussion
 - Limitations including finances, ethics, available
Unacceptable resources

Means:
- Not hiring new staff
- Have to follow law/MDE requirements
What -
-
restrictions are -

there in making
changes?
Discussion
-Rather than not placing a student in a group, shift mindset into finding ways to
meet the group

- Resources are limited

 - Usable evaluation to assist in IEP development and
Results: services to individual student
- What are indicators of success?
- Not pulling kids out as much for testing.
- Focus on how the disability impacts the student in the
What is our general education setting by using curriculum based
measures.
desired - Consistency across all buildings for families
- Family friendly reporting
outcome? - Meaningful, systematic observations that have a
consistent format and based on student need.
Discussion
- Baseline data from interventions
- Does student make progress? If not, how can we adjust intervention/instruction
- What has previously been done (SAT) - how to prevent duplicating instruction
- Knowing how to use district data - FASTBridge and Viewpoint
- Awareness of what others are doing; using results (Impact goal) and sharing
resources
- Consistency
- Create standard for each type of evaluation
- Consistent framework, not reports
Child Find Process
- Review process
- Inconsistent representation on SAT involvement
- SAT referral form/papers
- Parochial
- DESIRED: Common referral form (SAT, parent, parochial)
- Identify common assumptions
- Identify holes, gaps, or inadequacies in the system
- Identify solutions - Go to Work!
Desired Information from SAT
- Prior to SpEd referral, SV typically has at least 1 face-to-face
meeting with parents
- Before eval - phone call or meeting
- Documentations - rule out areas that are not concerns
- Health profile: vision/hearing covered during SAT; history of medical
conditions
- Diversity and language needs
Child Study/Evaluation
What is purpose of meeting?
- Department team meeting?
- Evaluations?
- Discuss current students?
- Is IEP meeting need for student or are other needs arisen?

At Child Study, results and possible case manager identified

- Also talking to CM about re-evals and concerns

Post meeting: Potential CM, classroom teacher, assessment team to

review eval highlights
- Typically have evaluation written and meeting held by 30-day
due date
DNQ Evaluations
- Do we make recommendations?
- What happens when we write it into the evaluation?
- How can we word information to be helpful to SAT team and/or
parents?
- Separate DNQ form
- Strengths
- Areas/opportunities for growth
- Potential ideas for support
Evaluation Share Process
- Inconsistent process
- Some read whole evaluation; others skip report and focus on IEP
- Parent needs vary
- Time constraints
- Young kids
- Understanding of document
- Emotions/behaviors of self (anxious, ADHD, etc)
- Would an outline assist in running meeting?
- Guiding questions to start all meetings
- Also review report for GenEd teacher & principal
- Place to report strengths and also discuss strengths in report
Notes:
What do we already have?

How can we make this consistent across the district?

What don’t we have that we need?

Work Time
Split into groups and work on areas identified
Close out work and plan for
next time