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If the student has an IEP, meet with the team, including parent, to talk about what might need to be changed/added. Help connect to outside providers, if needed, and maybe someone from FEP to help navigate things.

If the student doesn't have an IEP, talk to the child assistance team to problem-solve what we have in place for gened supports. Again, I could assist family with outside help and link to FEP, if needed. Perhaps, consider if this triggers the need for DS.

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Help support with going through files to see if there are reports/other information in there, sitting with the teacher to review/discuss what SDI is looking like, sitting at IEP meetings and helping coach/come up with ideas to help support students struggling in the area of SEB, complete FBAs, help write BIPs, BIP fidelity checks as needed, communicate with outside providers (with signed release) to see if there are strategies that could be implemented at school.

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This is confusing when considering this information with respect to regular core team members vs. shared school social worker positions

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This is confusing when considering this information with respect to regular core team members vs. shared school social worker positions

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Can an a district-level LEA kind of "over-rule" an IEP team's decision about a student needing counseling as a related service?

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Have we considered how we could leverage remote counseling through Scanlan Center at U of I? 

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Have we considered how we could leverage remote counseling through Scanlan Center at U of I? 

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How do you decide need?

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We have similar concerns as many of the other groups. Assuming that having the same title means we have the same training sets us up for failure, furthermore, most of us wouldn't be comfortable doing counseling without additional training.

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Wondering similar things as other groups, would this be an expectation for core team staff at some point? It seems like a nice document (like the para document) to use to help guide team's decisions. Using information to guide the decision. It helps the group make a better decision for the student.

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Group 8. Notice this is a lengthy document and lots to go through. Depending on the team, there may be neither a special education teacher nor a core team member who is appropriately prepared to provide the needed service. Difficult call to determine whether there is a need at school to justify this as a related service. 

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Group 8. Notice this is a lengthy document and lots to go through. Depending on the team, there may be neither a special education teacher nor a core team member who is appropriately prepared to provide the needed service. Difficult call to determine whether there is a need at school to justify this as a related service. 

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We are thinking this needs to be expanded to include adaptive behavior and not just FBA/BIP.  

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We are thinking this needs to be expanded to include adaptive behavior and not just FBA/BIP.  

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Would this medicaid billable service?

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How do we determine if this support is a related service or listed under activities/supports.

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Criteria ... How to begin the discussion and establish the criteria? How is this being shared out with LEAs (superintendent meetings, principal meetings, etc.)?

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Great document to use proactively, but for a "right-now" concern, may need to make more immediate decision.

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Great document to use proactively, but for a "right-now" concern, may need to make more immediate decision.

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Is the expectation that certain core team (psychs, social workers) could be tasked with this? What would this look like when people are divided between buildings? Not all buildings have core people in these roles. What is a reasonable frequency? The likelihood that we would be available in cases of student crisis.

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1. Lots of considerations to if the BIP is being done with fidelity, consistently, and has the team tried all their available/known skills.
2. Are there skills the counselor could better teach/work on with the student than the sped teacher is able to do.
3. It seems like an important tool to use for IEP re-evaluations particularly for students who have not made progress. (the checklist)

4. If we're running into issues with fidelity of BIP, no matter how much training has occurred, does this completely negate the need for counseling as a related service? If the staff that the LEA has identified to provide this service is inconsistent, constantly changing, and this is the reason the team says no to counseling as a related service, is this justified?

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Is there a point where supports needed exceed the capacity of the school setting, much like there are medical/healthcare needs that exceed the capacity of the school setting?

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What happens when LEA's make this decision without AEA involvement?

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What did you notice?

How can you use this tool?

What thoughts are still lingering?

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How can you support Coordination of Care in your role?

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How can you support Coordination of Care in your role?

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What did you notice?

What should IEP teams consider when thinking about counseling as a related service?

How can you use this tool?

What thoughts are still lingering?