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To bring up Arie again, if our school psych uses the 20 point discrepancy model, how would we approach this? Would you verify SLI?

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So if a student is qualified with ASD, do we still do language testing? What if our language scores show below average scores and they ask why they're not qualified in language too

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So if a student is qualified with ASD, do we still do language testing? What if our language scores show below average scores and they ask why they're not qualified in language too

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AIMSWEB: I am new to Nebraska as well as the AIMS information.  Could you speak a bit more about that site

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AIMSWEB: I am new to Nebraska as well as the AIMS information.  Could you speak a bit more about that site

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Thanks

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Would you share story retells for elementary students that you have already created?

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MS/HS: You mentioned you use different sources to collect data in the high school instead of story sampling, can you give a specific example of data collection in the high school?

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MS/HS: You mentioned you use different sources to collect data in the high school instead of story sampling, can you give a specific example of data collection in the high school?

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Would you share the MS/HS rubric with us?

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Would you share the MS/HS rubric with us?

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Is there ever a time when there's only a secondary verification

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Is there ever a time when there's only a secondary verification

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With Autism/ID etc., verification, I would hesitate to say that we would NEVER be secondary--if a child with autism has difficulty with grammatical usage, but has otherwise adequate vocabulary, expression etc., he would/could meet criteria for both secondary since it could be that the grammar errors are not directly a result of the autism, and the autism could have SLI as related services for social language etc....same with ID

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With Autism/ID etc., verification, I would hesitate to say that we would NEVER be secondary--if a child with autism has difficulty with grammatical usage, but has otherwise adequate vocabulary, expression etc., he would/could meet criteria for both secondary since it could be that the grammar errors are not directly a result of the autism, and the autism could have SLI as related services for social language etc....same with ID

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Can you share the MDT template you use? 

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Can you share the MDT template you use? 

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Case study #1: Can you explain the basis for qualifying Arie SLD? My school psych utilizes the 20-point discrepancy model for SLD. I couldn't hear your response very well...

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Case study #1: Can you explain the basis for qualifying Arie SLD? My school psych utilizes the 20-point discrepancy model for SLD. I couldn't hear your response very well...

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This makes sense for K-5, what about secondary level?  There are different considerations as students get older and progress through the system.

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This makes sense for K-5, what about secondary level?  There are different considerations as students get older and progress through the system.

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I see the matrix says school age. Do you use anything similar for Prek?

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Where do you add considerations regarding limited English Proficiency and it's impact (difference vs disorder)

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What do consider a “sustained” amount of time for intervention? (At what point would you transition from RtI to an IEP?

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Sorry about the zoom errors! If this happens again, we are recording as well as getting a live stream up and running just in case.  Thank you... Jason - ESU 10

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Since we wanted improve We have severity scales we developed in language, speech, and fluency for school age and preschool. Our language severity scale is very similar to the matrix. Should we continue to use these?

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what resources do you have for progress monitoring?

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What RTI programs do you use for language students?

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What RTI programs do you use for language students?

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When completing the matrix, do you highlight during the MDT meeting, come to the meeting with quadrants already highlighted or both?

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Are the checklist and matrix available for use?  I teach at UNK and would love to share these with my students.  They do get instruction on all of these components  but I think these documents would be helpful for them to see.  I think the organization of this would be super helpful for beginning SLPs.

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When is your plan for implementing this?  How do you get all districts on board? 

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When is your plan for implementing this?  How do you get all districts on board? 

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Would you be able to guide me to or email the teacher input survey, oral narrative retell probes, the verification checklist, and matrix to me?

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You spoke about the story retell for each grade.  My question is about high school students; at that level, retelling a story isn't what is being asked of them anymore but to summarize, analyze and explain information or material and apply it to either previous information or future information. Do you do story retell when working with high school students or do you do something else?

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You spoke about the story retell for each grade.  My question is about high school students; at that level, retelling a story isn't what is being asked of them anymore but to summarize, analyze and explain information or material and apply it to either previous information or future information. Do you do story retell when working with high school students or do you do something else?