Audio Transcript Auto-generated
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Hello, my name is julissa Simon and I am currently
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a provisionally registered psychologist and I am going to walk
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you through how to make a referral to psychology or
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to special education today.
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So we will begin.
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So you have a child, you may want to refer
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to special education.
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So there's lots of questions, what do I do and
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where do I start?
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I'm going to talk about using the RT model which
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is called the response to intervention.
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If you are familiar with it or not familiar with
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it, this is a photo of the R.
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T. I model, it's a pyramid.
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So there's three levels.
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The first is green, the second is yellow and the
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third is red.
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This explains the tears.
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So Tier one is all encompassing, It is for everyone,
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everybody should be a part of tier one and that
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is in the classroom.
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So even if a child has any form of disability,
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whether it's physical or mental, They are included in Tier
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one which is in the classroom.
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Research has shown and proven time and time again that
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inclusive education actually makes leaps and bounds for kids um
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instead of segregation or separation, which means pulling them out
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of the classroom um and isolating them and having, you
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know, extensive one on one time with the S um
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but anyways, so Tier two, as you can see from
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the diagram, it's the students like well behind their peers
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demonstrate week progress on screening measures and require some form
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of intervention.
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So this would be kids who do receive one on
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one time in the classroom, they might have some type
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of pull out, you know, And then we have tier
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three and then this is kids that as you can
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see behind their peers by one or more years demonstrate
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very weak progress on screening measures and they require intensive
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intervention. So, um it isn't shown on this diagram, but
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about 80% of student population should fall into tier 1
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15% should fall into tier two and only 5% should
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be in tier three.
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Okay, So Tier one went to begin to hear one,
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like I said to your witness for everyone, basic rule
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of inclusion, regardless of designation.
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Okay. and Tier one actions.
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So If you want a kid to go up to
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tier two, you have to make a plan.
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So, you know, you're seeing that you have a kid
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in the classroom with their peers and they're not quite
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fitting in their lagging behind.
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So you need to make a plan.
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How long will you give them to catch up if
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they don't catch up by that time period, what should
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you do then or what will you do?
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And so this is where as a teacher and if
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you have an idea in the classroom, you need to
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keep some data.
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So observations, their academic work.
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Is there a certain time in the day when they're
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acting out or not completing their work?
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Are there repetitive behaviors?
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Do they have some strengths?
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And then what are their weaknesses?
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So make sure there's detail in it um versus general
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and prime example that I can give for great details
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is I had a teacher make a referral and a
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little girl in the elementary end was crashing um and
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having outbursts every time um shortly after lunch.
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And so we looked at her data and to make
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a very long story short because it was the same
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time every day and after it was lunch, we found
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out that she was diabetic and so just from taking
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some actions and some data very soon we were able
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to solve the problem.
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Whereas you know, if you would just jump to Tier
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three actions and label a kid is a tier three
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and get psych intervention, we could have gone down a
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completely wrong road when it was just getting this little
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kid some diabetic medication.
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So there's my real keep data on the student forever.
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Seems drastic.
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But if you are going to start tracking a kid
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and making them a referral, you're going to have to
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take data on them as a teacher.
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So Tier two Here too, okay, we are taking data
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as a, as a teacher and the kid is not
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quite hitting the markers that we want them to be
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hitting by the time that we have outlined.
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So let's let's move up to tier two and get
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some tear to intervention.
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This is where you would get a learning resource teacher
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involved. Um and you know, maybe alert your admit that
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something's going on.
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You're going to come up with a school based team.
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If you have a literacy consultant, numeracy consultants to an
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engagement consultant you might get them to also take a
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look at the Kiddo.
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And together based off of this team you're going to
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develop some further assessments are interventions that you might do
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for for the Kiddo.
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So you can't dump the kid.
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Okay? So if you're wanting the LRT to get involved
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or get an additionally a you cannot dump them.
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You still have to stay involved as a teacher.
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This is where you might create what is called an
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I. P.
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Which is an individual education plan.
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Um So who has created one who has been a
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part of one I'm assuming by now almost all of
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the teachers um here have been a part of creating
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an I.
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P. But it is a regular classroom teacher who implements
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I. P.
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Not the LRT.
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And this is because as a regular classroom teacher you're
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the one who is going to have the child the
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majority of the day and you're going to be having
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to hit the academic markers outlined in the I.
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P. So when you are referring the student to Tier
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two you need to bring that data that you've been
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collecting to the LRT and collaborate.
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So you might determine who else may be brought in
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on the I.
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P. Team you might have it men uh I.
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P. Yeah meaning you might have admit you might have
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ideas and this is where you're going to invite parents
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as well because parents will collaborate and get on the
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same page.
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Okay? And then once an I.
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P. Is created and a parent signs off on it.
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That becomes the new curriculum for the child or the
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student. So if you have a child who is for
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example really behind in the reading levels we want to
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see if they can have an intensive intervention and ketchup.
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Okay so that means that we are going to solely
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work on reading for say four weeks and we're going
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to track the progress and see if they can catch
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up to their peers.
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This means that this is what is exclusively worked on
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and all the other curriculum is going to be set
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to the side.
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This can be allowed if administrators and the parents sign
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off on it for the well being of the child.
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And if you think about it it makes a lot
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of sense because if your kid is not able to
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read their most likely not going to be able to
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perform other classroom activities.
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So it's really important that everybody all the adults in
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this child's life get on the same page and make
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a solid effort to get this child caught up.
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Okay so here's me being a bit of a joker.
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Again once you're on the I.
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P. Team, you're on the I.
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P. Team forever as a teacher.
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Okay or any individual on the I.
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P. Team you have signed on to be held accountable
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for that student success.
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Okay so here to implementation it's really good to get
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a form of an academic assessment if the child is
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in need academically.
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Okay so stuff like the Woodcock johnson um re numeracy
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assessments if the child is showing some behavioral or social
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emotional needs um you can have screeners for that um
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and tracking you know when certain behaviors take place during
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the day.
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Okay So then there's different types of interventions that you
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can use which are environmental, you know pull out introduction
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to breaks alternative work location, classroom modifications like a different
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desk or sitting in a different place.
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Um Then their strategies like small group sessions, uh individual
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tutoring, visual or graphic organizations, tech aid and then support
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you know E.
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A. T.
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A peer mentors, elder cultural etcetera.
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You guys get the idea and then the I.
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P. T.
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Meets with the parent and guardian um regularly to let
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them know um you know say we're going to try
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for a month to have these environmental um pull out
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we're going to have some small group sessions and we're
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going to get the support of an elder.
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Okay and then after a month if the child hasn't
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caught up or if they have you're going to meet
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again with the parent guardians to update inform them and
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then maybe take the next step.
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So this is where obviously it's super important to obtain
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parent and guardian consent in order to do all of
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the following anything that goes outside of regular academic programming
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for the child.
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The parent or guardian should rightfully be informed again.
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We're gonna scoop back to rule number one.
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After we've obtained parent and guardian consent we're going to
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continue to keep data on that student how they're progressing
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right Now two or 3.
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So like I said if if we've tried all of
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these things and we've taken data for a full month
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And it hasn't worked out the student is still not
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progressing. Maybe things are getting worse.
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We're going to up them to a tier three.
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All right.
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Um And then you want to think of tier three
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a seeking expertise outside of the teaching realm.
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This is where somebody like a psychologist may come into
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play a speech and language therapist, occupational therapist.
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You know you want other things other advice outside of
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education. So all of that data that you have kept
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as a teacher and with your I.
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P. Team is going to be used to demonstrate that
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Tier one and tier two strategies are not working.
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This is this data as um as a psychologist or
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even special education can uh consultant is super helpful to
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have can narrow down the problem very easily.
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Um It can inform the psychologist about what type of
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assessment to utilize if there needs to be a few
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more assessments.
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Um Same with this speech and language therapist or really
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any type of secondary service provider is going to really
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love that data.
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So as as being a part of the I.
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P. Team you're going to identify the area that you
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want to investigate, investigate and request support from outside the
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school. Again like I said there's a list of secondary
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service providers um forms for intervention for secondary services need
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to be signed by a parent or guardian.
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So if you are wanting a psych assessment or a
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consult from a psychologist um there is a form for
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that. Um I have one as a special education consultant
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that is kind of what you're gonna want to do
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first. Um And then assessment at this level may take
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several months.
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Um It can take anywhere from three weeks to again
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you know it can be a year based off of
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um the child's needs.
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Okay And then once the assessment is done that professional
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should meet with your I.
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P. Team to go over the findings.
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And again parent guardian consent is needed for each individual
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assessment that gets distributed to the child So that is
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a wrap and if you are anyone you know within
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the school is wanting to do a psychological assessment of
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a child please follow the steps and then if the
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child is tier three please email me um I'm on
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teams and let me know that you would like a
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psychological referral form.
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Okay? Um, if there's any questions, also feel free to
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reach out to me via email or on teams, thank
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you so much for your time.