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how to do WIAT and other academic tests 

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how to do WIAT and other academic tests 

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seems that protocols should be upgraded to electronic - paper seems terribly redundant when the eval is being done online

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Do we still use the school environment for access if evaluations are done virtually since return to school is the ultimate goal but not the current learning environment?

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Since standard Cognitive/Achievement tests are no longer appropriate (norms; circumstances; virtual dynamic), are there reference documents for the problem solving process, some example evaluation data sources we would use (multiple sources/methods that do not include cog/ach test scores), and talking points for families and/or school staff who are used to the more traditional model? 

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Since standard Cognitive/Achievement tests are no longer appropriate (norms; circumstances; virtual dynamic), are there reference documents for the problem solving process, some example evaluation data sources we would use (multiple sources/methods that do not include cog/ach test scores), and talking points for families and/or school staff who are used to the more traditional model? 

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Will the T part be required or can we use RIO data more than T data?  Is there a possibility to have provisional entitlement when you strongly suspect and there isn't quite enough data to support entitlement but we decide to serve until such time as we can make a more "permanent" entitlement decision

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how do we ensure a student in question truly has a disability when all are behind.

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If schools shut down but teachers/administrators are allowed in, will we be able to go into schools to access records and work with teachers?

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In thinking about interventions, how will that work across hybrid/virtual learning?  Doing Tier 2 interventions virtually or perhaps intervention with family and check-in?

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How will assessments like the WIAT and WJ be conducted virtually?

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How do we know what a FERPA compliant application is?

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Is there going to be more guidance around recorded videos for students? How are they sent/stored? Do parents and students know they are being recorded? How can recorded videos be used for evaluations?

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What is the expectation and process to obtain parent signatures for consent?

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How do we accurately observe behaviors such as aggression and elopement in the home setting?  Do we use video taping? Do we need to  redefine the behavior(s) of concerns which are occurring in the home environment??

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How do we accurately observe behaviors such as aggression and elopement in the home setting?  Do we use video taping? Do we need to  redefine the behavior(s) of concerns which are occurring in the home environment??

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Develop fidelity checklist for interventions

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Develop fidelity checklist for interventions

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In my group Tracy Loreng SLP discussed how they used blue tooth mic which can be on the ipad or on an iPhone that the parent could use to catch the child in a moment that they would like us to see. Ask Tracy about this as I am not doing this justice

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Just wondering about addressing social skills while at home-if they aren't around peers. How would we address/evaluate/treat?

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How do we handle behaviors at home? Typically if a child only displayed certain behaviors at home we would say there isn't an educational impact, but if home is their educational setting that would now have an educational impact, correct?

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Is there or could there be an option to still do testing in person (if family and SER are comfortable) in a 1:1 setting either at the school or a library setting with all mitigation strategies in place (i.e. masks, physical distancing, face shield, plexiglass etc) to still conduct the assessment with validity??

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Attendance is an exclusionary factor in traditional setting/evaluations.  If the district goes virtual required, do we report attendance for virtual instruction and if the student is not attending does that impact our decision for eligibility as it would in a traditional setting?

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What about students who are doing remote learning and are literally doing a self-paced instructional process?

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What about students who are doing remote learning and are literally doing a self-paced instructional process?

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How can we verify that remote learners are actually watching or participating in the self-paced instructional process?

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How can we verify that remote learners are actually watching or participating in the self-paced instructional process?

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What happens if a team determines they need more information to determine need? Is the eval extended? Is it paused until back to brick and mortar? Does a team say the student is eligible in virtual and should be reevaluated when returns to brick and mortar? 

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What happens if a team determines they need more information to determine need? Is the eval extended? Is it paused until back to brick and mortar? Does a team say the student is eligible in virtual and should be reevaluated when returns to brick and mortar? 

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Many parents are only available in the evening hours.  How does that impact our regular "work day"?

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Many parents are only available in the evening hours.  How does that impact our regular "work day"?

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Can utilize spreadsheets and docs in Google so team can all access real-time data collection without sending multiple e-mails

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Just wondering about addressing social skills while at home-if they aren't around peers

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Just wondering about addressing social skills while at home-if they aren't around peers