Dyslexia and Reading Difficulties: A Manual for Parents, Educators, and Students by author Dr. David Hurford by Rachel Rubio

The categories of disability recognized by IDEA - KS also recognizes gifted under Special Education - not typical of states or included in IDEA under federal definition

rachel1531 — 2024-07-30 16:30:13 UTC

Formal Evals require formalized testing or standardized tests - the chosen tests depend on the nature of the suspected disability AND the School Psych (some are more "comprehensive" then others)- standardized just means that every student who is evaluated is given the test in the exact same way

rachel1531 — 2024-07-30 16:52:08 UTC

Reliability = how consistent the test measures the same thing; validity = the test measures what it claims to measure

rachel1531 — 2024-07-30 16:53:55 UTC

Common intelligence tests - in KS school districts, the WISC-V and WJ-IV are most commonly utilized

rachel1531 — 2024-07-30 17:02:19 UTC

The difference between the brief form of the KTEA-3 and a comprehensive evaluation

rachel1531 — 2024-08-05 20:20:28 UTC

The Normal Curve or normal distribution, often referred to as a Bell Curve by district personnel

rachel1531 — 2024-08-05 20:29:28 UTC

"...The total number of correctly answers questions on a subtest or test is referred to as the "raw score". ... Raw scores must be translated into standard scores so that we can understand the nature of the child's performance." (Hurford, p.2)

rachel1531 — 2024-08-05 20:33:49 UTC

"The standard score helps us interpret the meaning of a child's performance by comparing it to how the child's peers performed on that subtest. The most common peer comparison involves other children of the examinee's age..." (Hurford, p. 2)

rachel1531 — 2024-08-05 20:35:02 UTC

Common descriptors used in evaluatation reports

rachel1531 — 2024-08-05 20:39:32 UTC

Skills & Subskills - most tests used in evaluations will have an overall score (often referred to as a composite score) and a subtest score

rachel1531 — 2024-08-05 20:41:35 UTC

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KSDE Special Education Handbook, chapter 3 Initial Evaluations

rachel1531 — 2024-08-05 20:55:21 UTC

KSDE Evaluation/Eligibility Report Checklist

rachel1531 — 2024-08-05 20:59:53 UTC

KSDE Eligibility Indicators

rachel1531 — 2024-08-05 21:00:40 UTC

How Does My Child Qualify for An IEP? from the Disability Rights Center of Kansas

rachel1531 — 2024-08-05 22:01:12 UTC

Parent's Guide to Special Education in Kansas from Families Together, Inc.

rachel1531 — 2024-08-05 22:03:25 UTC

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Special Education Initial Eval Timeline - 60 days in Kansas

rachel1531 — 2024-08-05 22:08:54 UTC

The request for evaluation can come from school staff members or parents. It is the responsibility of the LEA (Local Educational Agency) or school district to identify, locate, and evaluate any child with a suspected disability.

rachel1531 — 2024-08-05 22:12:02 UTC

All requests for eval should be made in writing. Consider keeping copies for your records and time stamp all communication.

rachel1531 — 2024-08-05 22:13:14 UTC

Parents must give consent for the school to evaluate a child by signing specific documentation. In Kansas, parents can deny consent and the evaluation will not take place. Denying consent for eval could allow the school district to file for due process (highly unlikely). Consent for evaluation is not consent for services.

rachel1531 — 2024-08-05 22:18:31 UTC

KSDE Special Education Procedural Support Handbook (required to be given to families when initial evaluation request is made and annually if a student is found eligible for services)

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To be informed and be able to actively participate in the eligibility meeting, it is suggested that parents request a copy of the evaluation report (summary of testing).

rachel1531 — 2024-08-05 22:27:51 UTC

Just because the child performs Below Average on the standardized testing completed does not automatically mean they qualify as a student with a disability; the eligibility team must then determine if the nature of the disability has an adverse impact on his/her academic performance that requires specially designed instruction

rachel1531 — 2024-08-05 22:31:36 UTC

What is Specially Designed Instruction? w/ Anne Bennehoff

rachel1531 — 2024-08-05 22:34:12 UTC

What is FAPE?

rachel1531 — 2024-08-05 22:39:17 UTC

Independent Educational Evaluation (IEE) is a private evaluation done by a qualified private practitioner outside the school district. Parents can pay to have this done at any time (although not always necessary), or, if in disagreement with the findings of the school's evaluation, parents can request an IEE from the school district. The school district has the right to deny this request.

rachel1531 — 2024-08-05 22:45:54 UTC

rachel1531 — 2024-08-06 01:46:02 UTC

What is phonological processing?

rachel1531 — 2024-08-06 01:50:35 UTC

The Hidden Message in Student Orthography and What You Can Learn Through Spelling from PaTTAN 2024 Literacy Symposium

rachel1531 — 2024-08-06 01:55:59 UTC

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Be prepared by creating an IEP binder to keep track of all your child's documents. Be sure to take it with you to all meetings.

rachel1531 — 2024-08-06 02:04:14 UTC

Who is on the IEP team from Parents Helping Parents

rachel1531 — 2024-08-06 02:10:57 UTC

Considerations for steps to take as a parent leading up to an IEP meeting:

rachel1531 — 2024-08-06 02:17:55 UTC

-ask for a draft at least 3 days prior to the meeting so that you can be prepared

-write out a list of your child's strengths

-determine if it would be of value to bring anyone else with you to the meeting

-determine if you require the use of audio recording

-bring materials to take notes

-write out questions ahead of time

-seek clarity, information, or resources from outside sources such as parent support organizations

IEP Meeting Checklist for Parents from Statewide Parent Advocacy Network

rachel1531 — 2024-08-06 02:19:57 UTC

rachel1531 — 2024-08-06 02:25:51 UTC

The areas of need identified in the initial evaluation create the foundation for the IEP. The IEP identifies the areas of need (based off that evaluation), goals are written based on those areas of need, goals drive the identification of required services, and the services drive placement (LRE).

rachel1531 — 2024-08-06 02:31:48 UTC

Least Restrictive Environment (LRE) by the IRIS Center

rachel1531 — 2024-08-06 02:34:56 UTC

Example of a KTEA-3 score report

rachel1531 — 2024-08-06 02:41:01 UTC

This most likely would not be provided to parents, however, it demonstrates the types of scores and information that can be extracted from these types of assessments.

Present Level of Academic and Functional Performance (PLAAFP)

rachel1531 — 2024-08-06 02:44:31 UTC

This section of the IEP is critical. It will outlined your child's current functioning. It should be filled with numbers that represent data. For example, the PLAAFP may contain scores from district, state, and classroom assessments.

Developing Challenging, Ambitious, Measurable Annual Goals by the IRIS Center

rachel1531 — 2024-08-06 02:46:23 UTC

Practical Tips for Setting Student IEP Goals by The Center for Exceptional Children

rachel1531 — 2024-08-06 02:47:15 UTC

rachel1531 — 2024-08-06 02:54:14 UTC

Fluency (Reading Rate) Assessment and Instruction w/ Jan Hasbrouck on the Melissa and Lori Love Literacy Podcast

rachel1531 — 2024-08-06 03:00:03 UTC

IEP Meeting Checklist for Educators from COSA

rachel1531 — 2024-08-07 19:45:43 UTC