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This is a good start but is still vague as far as what adaptive curriculum means. Also, school-based folks will need training and examples. I strongly feel that school-based people also need a better understanding of what options are available to all students so proper placements can be made by school-based teams, not outside administrative staff. For example, what should separate setting-general, or max resource look like, especially when a teacher has to juggle 32 other students throughout the day. 

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This is a good start but is still vague as far as what adaptive curriculum means. Also, school-based folks will need training and examples. I strongly feel that school-based people also need a better understanding of what options are available to all students so proper placements can be made by school-based teams, not outside administrative staff. For example, what should separate setting-general, or max resource look like, especially when a teacher has to juggle 32 other students throughout the day. 

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Placement decisions seem to be made by downtown or outside of the IEP Team. It seems part of this is due to a lack of service delivery options. Providing more service delivery options and allowing the IEP Team to make the decision about the student they know best would go a long way in relationships and communication with school staff.

# data[].attributes.subject
Placement decisions seem to be made by downtown or outside of the IEP Team. It seems part of this is due to a lack of service delivery options. Providing more service delivery options and allowing the IEP Team to make the decision about the student they know best would go a long way in relationships and communication with school staff.

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These decisions are extremely difficult and seem so "crucial" because of the lack of continuum of services available to students on the general curriculum.

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These decisions are extremely difficult and seem so "crucial" because of the lack of continuum of services available to students on the general curriculum.

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Helpful to have all information and truly look at the whole child.  I think the tool will be helpful for teachers because it gives them a bit of a guide to help the team converse about the needs of the student.

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Helpful to have all information and truly look at the whole child.  I think the tool will be helpful for teachers because it gives them a bit of a guide to help the team converse about the needs of the student.

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Need to emphasize to school teams that these decisions should be reviewed regularly so that a student on adapted curriculum may change to general curriculum later in school career...We need to make decisions about the needs of the child at the time, not thinking about the diploma that the student will eventually earn or not

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Need to emphasize to school teams that these decisions should be reviewed regularly so that a student on adapted curriculum may change to general curriculum later in school career...We need to make decisions about the needs of the child at the time, not thinking about the diploma that the student will eventually earn or not

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Need more examples and questions that prompt adaptive skill deficits observed in older students

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Need more examples and questions that prompt adaptive skill deficits observed in older students

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very helpful, would love to see more of this type of discussion at the school level when planning for our students.

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very helpful, would love to see more of this type of discussion at the school level when planning for our students.

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School-based teams will definitely need examples of completed forms to help them understand how to use the forms

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School-based teams will definitely need examples of completed forms to help them understand how to use the forms

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This was an excellent activity! It'd be great to introduce it to EC teachers and LEAs so the setting decision can be responsibly made by the IEP Team.

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I think it is very important for teams to consider ALL info and there were pieces missing in what we had.  I also think that teachers may need more training on strategies for working with children - alternative methods etc. Teams may need more guidance about where to find the info to answer those guiding questions?!

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I think it is very important for teams to consider ALL info and there were pieces missing in what we had.  I also think that teachers may need more training on strategies for working with children - alternative methods etc. Teams may need more guidance about where to find the info to answer those guiding questions?!

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And if you are wondering....the CENTRAL region ROCKS!!

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I enjoyed having time to collaborate with others.  We all have our strengths and being able to utilize those strengths was very beneficial in determining next steps.

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I enjoyed having time to collaborate with others.  We all have our strengths and being able to utilize those strengths was very beneficial in determining next steps.

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This was very insightful and brought about intense conversation in my group.  I think it is going to be beneficial for the team to have all updated and accurate information to make the right decision.

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This was very insightful and brought about intense conversation in my group.  I think it is going to be beneficial for the team to have all updated and accurate information to make the right decision.

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What format should these conversations occur in? How important is it to include the building administrator in these conversations prior to  the actual IEP meeting?

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Very helpful! Teams may need support with defining the first question.... esp. significant adjustments

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The tool is useful. As far as the activity, it was very good. It may be beneficial to have just one or two cases that are borderline *(adaptive/general) and then have the groups share out their decisions and the data used to arrive at the decision.

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Appreciated the opportunity to share and discuss, including opportunity to discuss paperwork matching (or not). 

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Appreciated the opportunity to share and discuss, including opportunity to discuss paperwork matching (or not). 

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It often feels like this is a downtown decision, when it should be an IEP team. Good to have team discussion regarding children's needs.  Rather than someone come in to observe once and decide.

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It often feels like this is a downtown decision, when it should be an IEP team. Good to have team discussion regarding children's needs.  Rather than someone come in to observe once and decide.

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Hope we can all repeat in modeling for school-based teams.

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Excellent tool for teachers and principals. helps understand the difference between AC and GC. 

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Excellent tool for teachers and principals. helps understand the difference between AC and GC. 

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Very helpful, this should help school teams as we work together to plan for our students. 

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Very helpful, this should help school teams as we work together to plan for our students. 

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The tool is really helpful in organizing all the info. Thank you! Based on our group's case and many cases in the schools, I''m still wondering how/if we're adequately serving our kids who have max resource. Still wondering - how can we give these students a sense of community and can we have designated max resource teachers (separate but general)?

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Still concerned about programming and resources available for students who meet one or two of the needs outlined in the three questions but maybe not all three

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Still concerned about programming and resources available for students who meet one or two of the needs outlined in the three questions but maybe not all three

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Great discussion. I feel that people are making their decisions for kids based on supports in schools. If there were more service delivery options then I feel that it would be easier to make these determinations

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I think this exercise helps teams to look at all information provided, not just evaluations. It is important to realize the importance of curriculum based measures to assess progress.

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The document that was created was very helpful and will be a great guide for IEP teams

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The document that was created was very helpful and will be a great guide for IEP teams

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To be very impactful, it will require deep conversations. I feel like our schools miss some of that sometimes though. I like the idea of it driving talk though

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To be very impactful, it will require deep conversations. I feel like our schools miss some of that sometimes though. I like the idea of it driving talk though

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This is a great place to start, but especially for young children with splinter skills, adapted may not be appropriate even when all three ending questions are answered yes. Teams do not understand long term implications/consequences of placing kids in adapted. Decisions are often made based on convenience of staff and desire for "small" setting because the full continuum of services is not available. The guiding document is a great start, but it won't solve these bigger issues. 

# data[].attributes.subject
This is a great place to start, but especially for young children with splinter skills, adapted may not be appropriate even when all three ending questions are answered yes. Teams do not understand long term implications/consequences of placing kids in adapted. Decisions are often made based on convenience of staff and desire for "small" setting because the full continuum of services is not available. The guiding document is a great start, but it won't solve these bigger issues. 

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it works
it is really benificial for psychologist, teachers, and program coordinators to discuss and work together on the data.

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It is my hope that the school-based teams will also have the same shared pool of meaning!

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It is my hope that the school-based teams will also have the same shared pool of meaning!

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Very helpful to have a documented process.  I have had discussions with Facilitators regarding this topic

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Very helpful to have a documented process.  I have had discussions with Facilitators regarding this topic

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Appreciate that the tool guides teams to consider the whole child and does not just focus on test scores or single skills

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Appreciate that the tool guides teams to consider the whole child and does not just focus on test scores or single skills

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Document will help school teams look at whole child/ all areas when making decisions.

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Document will help school teams look at whole child/ all areas when making decisions.

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Good guidance document

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I think this was a fine way to facilitate organizing some of the information.  However, many times the information available for the IEP team (as presented in this activity) is not accurate nor timely.  Furthermore, this activity did not provide additional clarification for Adaptive Vs. General that would be helpful to my schools.  There continues to be a lack of specific guidance from EC in regard to our supports and options for students who are not functioning or progressing within max resource or separate time support within GCS.  

# data[].attributes.subject
I think this was a fine way to facilitate organizing some of the information.  However, many times the information available for the IEP team (as presented in this activity) is not accurate nor timely.  Furthermore, this activity did not provide additional clarification for Adaptive Vs. General that would be helpful to my schools.  There continues to be a lack of specific guidance from EC in regard to our supports and options for students who are not functioning or progressing within max resource or separate time support within GCS.  

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Helping teams to define significant adjustments in the first question may assist them with deciding if the

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Welcome to our session! We look forward to your feedback!