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How do we determine which children are of concern, have the ball rolling, but would still like some follow up.

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How do we determine which children are of concern, have the ball rolling, but would still like some follow up.

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Conversation with the instructor of the intervention. (Not sure if this is the question being asked). —AT

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How do we "label" students who have already been brought up in earlier APAC meetings but have been addressed or resolved? 

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How do we "label" students who have already been brought up in earlier APAC meetings but have been addressed or resolved? 

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Label?  If Intervention records are in IO Insights, we can look these up.  See the Intervention Process Flow Chart and follow next steps.  (Challenge this Fall is there was not documentation of interventions for some kiddos.).—AT

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Where do we keep track of student data?  growth or lack there of?

In the IO Insights Intervention Record (re enter and update as per your plan). The plan should have included baseline data and a goal. AT

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Do we bring students up if it is just to be put on the "radar?" Do we need to go through the APAC protocol? 

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Do we bring students up if it is just to be put on the "radar?" Do we need to go through the APAC protocol? 

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During the protocol, say "Some concern, Reading, documenting an intervention." when zipping through the status of the class. —AT

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I think this would be very helpful for some students.

The research does not support this (generally). This would go through the building principal (me). See me early in the year if you have concerns in regard to this and I'll share with you the process. - AT

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Is there a place where we can find writing and/or math interventions? We need to document interventions, but if we have needs that are writing or math some of us are not sure what interventions should be documented.

Agree -- passing this along to Jen Burkhart and IT. For now, document in the IO Insights just typing in the boxes that it is for Writing or Math instead of Reading. Best advice I can give for now so that the history isn't lost.—AT

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With the amount of minutes allotted for each step (e.g. 2 minutes teacher overview, APAC discussion 8 minutes, etc.), is it realistic to only have time to talk about one student of concern?

The teacher gets to decide how to plan the time, the protocol is an option and if the teacher wants to talk about 2 students and use the protocol, the time can be adjusted. Ultimately, the teacher gets to plan the time and it's use. HG

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Is there a way to put math interventions in iO insights??

--How would we progress monitor this?

I'm not sure for IO Insights yet, but will pass this along to Jen Bukhart and IT. I agree. I would say the same intervention process applies, use the intervention form to plan, communicate, etc. I would, for now, just type in Math information on the reading one? Until we have something better. . . so the work isn't lost. —AT

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Do we document math interventions as well?

We should. Challenge: Not in IO Insights yet. (for now, use the reading one and just type in that it is for math?) -- passing along to Jen Burkhart and IT. - AT

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Will the whole APAC team to be in attendance at all meetings?

Yes. If they don't get the Hazeldale Plague or are not pulled out due to behavior needs in the building. - AT

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It would be nice if the file review would transfer from year to year?

*Can go in and print the last year's file review and then just update the new information in a new one? --AT (agree -- I don't believe in doing work twice if not necessary!) ;)

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Where/Who holds the E/I information? Is there someone/somewhere that I can get that info? (Specifically for incoming Kinder students who don't have an "iO" file.)

Students who are evaluated for special education prior to entering kindergarten will have a white behavioral file located behind the cum file with IEP or eligibility  information in it. EI evaluations will be completed by the end of this school year.
CU

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Do documented interventions from other buildings/districts count?

Yes. —AT