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Understanding that each county may have different directives for staff, what do you see as the role of OT in the MTSS process? In general and specifically screening students to determine if further evaluation may be warranted.

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It was stated that discipline specific impairment level goals could be written in the POC. Could you please give some examples of what may be written and where in the POC it may be written?

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What are some suggestions on what you do when private therapists attend IEP meetings and they want specific goals or objectives written, which are not necessarily educationally relevant? Of course the parents always think the private therapist’s ideas/input are crucial.

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In the video, you referenced that accommodations and/or services could be provided to students who have a 504 Plan. Could you please elaborate on what type of services, specifically if the student can receive direct interventions from related service providers versus just accommodations.

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I do not understand how pull-out resource classes which often are below grade level and move at a slower pace will ever meet the expectation of “accelerating progress” for children struggling in Reg Ed yet this is often used.  What is the rationale behind these classes and are there better options?

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Is it appropriate for Psych to evaluate a child to help inform the child’s education as a whole, get a better picture of the child for the team’s use even when Psych is doubtful child will qualify for Sped ?

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Are all team members expected to be invited to the IEP. Is it appropriate to not be invited if there is a budget consideration in bringing the provider to the meeting.

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Can a student not receive related service due to their not being able to leave their home during school Plan C (provider cannot see the student in her home due to COVID)? Does the team need to rewrite the IEP to reflect the interruption in service?

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A student who may not qualify for VI service due to prong 2 of adverse affect (a progressive disease that is minimally impactful at this time), may qualify for O&M based on night blindness and the need to learn non visual skills for community travel. These skills take time to develop and the provider wants to begin this service without the VI service. Can a student receive just O&M? Would this be a 504 or an IEP?

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Evaluation timeline during Plan C
If  a referral was made during the school closures and the eval requires direct in person observation, how much time is allotted for the eval once the new school year begins?
If the family is reluctant to participate with the direct in person portion how does the IEP team stop the process or postpone it.

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Can you give us any guidance or guiding questions regarding service delivery in districts who are opting for hybrid model?  Any guidance for  remote learning contingency plans?

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Given the idea that the IEP is designed to be integrated and collaborative to best meet the needs of the students across their day, are there suggestions or strategies to assist with teacher/TA/Para buy-in so that goals and skills are targeted (and supported through use of AT) throughout the educational day...not just when the therapist is in the room?

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In a scenario where a team doesn't develop goals and services collaboratively or in the described process, who is ultimately responsible for changing the process to make it allign, or to get all team members onboard with the process as it in intended to be?

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What is NCDPI's position or opinion on a situation where a parent requests a therapist (OT/PT/SLP) to provide private services outside of school hours or during the summer (not related to the IEP services, but because the child is familiar with the therapist, etc)?

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There has been mention of using the plan of care to note priorities of treatment, future goals not currently on IEP, and other aspects of care but it is not clear where/how to document that on the form in ECATS. Could you walk us through that form and discuss how to use it as a fluid document?

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If a related service team member writes an IEP goal but then does not end up directly serving that student, at what point in collaborating/developing the plan is it determined who will address/measure that goal?  What does that conversation look like?

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For embedded interventions, what happens when the parent is absolutely against it an insists on pull out therapy even when you as the professional feel it is a disservice.

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Can you talk more to clarify the relationship of IDEA requiring related services for a student to benefit from their "special education program" but then evaluation questions diving deeper to include extracurricular activities and life skills needed after school? And is this wider focus supposed to be driven by related services?