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INITAL ASSESSMENT TEAM

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by

dentrice robertson

on 19 August 2014

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Transcript of INITAL ASSESSMENT TEAM

Purpose
Referral Data
2013-2014
Parent Request
Immediately
upon receipt of a written parent request; the campus is to scan/email a copy of the letter to Meyer and Lori will contact campus counselor to schedule IAT
The parent will be contacted prior to the IAT meeting
If Initial Assessment Committee recommends no testing, a notice of decision will be mailed to the parent.
Purpose

Communicate and collaborate with those that are involved in the assessment process
Review data presented by campus to determine if an FIE is warranted
Conduct assessment and write reports
Document and track data to ensure compliance of Indicator 11 & 12
Procedures
Counselor schedules IAT meeting with Lori Van Rooyen
Counselor attends the IAT meeting (Wednesday);
this year we would like Instructional Specialist to attend as well
Initial Assessment Committee will review data presented by campus to determine if data supports the need for an FIE
If IAC recommends to proceed with assessment; consent, procedural safe guards, SHARS, and medical forms, if applicable will be given to campus
Once IAT has receipt of signed consent; IAT clerk will provide the diag with the FIE and ARD date along with any related service information
Diag will schedule testing on campus
Staffing will be conducted with the campus and parent prior to ARD
Campus Diag will conduct the ARD
General Intellectual Learner
"Slow Learner"
A slow learner is someone who has an IQ of 70 to 90; slow learners are not intellectually disabled.
About 1 out 5 children are slow learners
A Slow Learner might repeat one grade level for academic or social reasons. Repeating more than one grade is a disaster for their self esteem.
They are often quiet and shy
They have trouble making friends.
They may have a poor self confidence.
They have trouble with abstract thinking such as in social studies or doing math word problems.
They often have a short attention span.
All of these problems cause them to have a poor self esteem.
Be Mindful of the following:
HAVE A GREAT YEAR!!!

INITIAL ASSESMENT TEAM



Kim Arnold
Alicia Cantu
Magdalena Guerra
Sara Eis
Marci Parsley
Dentrice Joubert-Robertson
Yesenia Rodriguez
Timeka Williams



347 Folders were Reviewed
209 Evaluations
35 Bilingual
79 Notice of Decisions
34 DNQs
Year 2012-2013, there were 350 evaluations!!!!

Initial evaluations were reduced by 40%!!!!!!!
Counselor schedules IAT meeting with Lori
The counselor attends the meeting
IAT will decide if testing is warranted; if not, IAT will complete notice of decision
If IAT proceeds with assessment-consent will be provided along with PSG
Once IAT has receipt of signed consent; the clerk will provide the diag with the FIE and ARD date along with any related service personnel
Diag will schedule testing on campus
Staffing will be conducted with the campus prior to ARD
Campus Diag will conduct the ARD
PROCEDURES
Parent Request

Immediately upon receipt of a written parent request; the campus is to scan/email a copy of the letter to M
Lori will contact campus counselor to schedule IAT
Communicate, Collaborate and Review Data
To Determine if data justifies a need for an FIE
Document and track data (Indicator 11)


Consider bringing Instructional Specialist to IAT Meeting to provide specific RtI data
RtI Data and work samples must be aligned with the student's suspected disability
Pre-K students need at least 4 weeks to acclimate into school routine before making a referral
What is an Obvious Disability? Visual Impairment, Auditory Impairment, Down Syndrome, any physical disability that impacts academic progress.
Students with behavior problems are not obviously emotionally disturbed. Consult with the campus behavior specialist.
Counselors should not keep a copy of psychological evaluations for foster children or residential treatment facility children
Struggling students should have vision/hearing screening prior to implementing academic interventions to rule out hearing loss or vision problems as a primary cause for learning difficulties.
Specific Learning Disability
Full transcript