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What other resources will open up if we qualify for one of the DDDs? There was mention of consultants--how do we access??

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How long does it take for students with dyslexia to make progress? How do we know if what we're doing is working and effective? What interventions are recommended for multi-sensory input especially if kids are older?

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How does this impact our young children moving from developmental delay to another coding?

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Do we have any sample copies of write-ups for the supplemental subtests since many of us have not completed them? Also, what about recommendations for the report?

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Please clarify that if a student is already coded as multiple (included in that is SLD) or already SLD and we suspect one of the 3 Ds, as an IEP team, at the annual that we can either determine if we have enough look-fors in the current data we have or determine if we need to complete additional testing. But if we feel that we can identify one of the 3Ds, we can check it on OIEP without completing testing if it's not a testing year--correct?

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Since this can run in families can we add that on the qualitative part of the SLD eligibilty form if parent shares they have dyselxia with our other data?

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For Multiple Disabilities, the OIEP 13 does not require the team to pick a radio button for one of the "3D's." What if one of those is suspected for a student with Multiple Disabilities?

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Can you clarify my procedure going forward for closing IEPs? Do I need to get permission to test to complete WJ assessments for SLD students who are not in their triennial cycle even if I have other quantitative data to support one of the 3Ds?

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If a team does not recommend further assessments for a re-evaluation, and is using previous information paired with current classroom performance, why would an additional observation by the case manager be needed? If there is enough information, the team could qualify the student on this date vs coming back to the table in 90 to review just the observation.

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If a parent of a current special education student requests testing at this point, does this affect their reevaluation date? What tests require a permission to test form?

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If a parent is concerned with handwriting and spelling for a student, is this something that needs to be addressed by special education if that is the only concern? Can technology be put in place for that student?

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Is there a resource sheet for the curricular options that were shared with us after 10:30?

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Can the math inventory score go into an IEP? At the math intervention training we were instructed to not put this number into the IEP.

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What is the difference between "Other" and the 3D's?

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With implementing extended batteries of the WCJ-IV with the 3 D's, can we be provided another WCJ Ed template report that as the descriptions for the extended battery report?

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Do we have paper copies at our schools or do we have to print this ourselves to keep at the table during an IEP?

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Do we need to amend annual IEPs that have already happened? We have currently been clicking other and giving a statement that states we don't currently have sufficient data to determine. Do we need to go back in an amend?

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Determining testing at screening/reeval meeting

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Determining testing at screening/reeval meeting

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There are several tests that we can choose from - WJ-IV, psychological and SLP. As an IEP team, if the parent doesn't specifically request a certain evaluation, what should we prioritize as our testing source? Would it be the WJ-IV?

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Will we get a list of what the subtests scores mean? I know they show average, low average, etc----but what are the cut off scores to determine if it is dyslexia or dysgraphia.