Hot Topic Series: Related Services (Session 1: Jan 30)

Session One – Defining types of services SLP, OT and PT’s provide-Click to register

Direct
Related
SAS
SSP/Consultation
Professional Development:

  • For Related Service providers
  • Related Service providers to teachers/paras

Session Two – Caseloads and What to Know about Eligibility-Click to register

How are decisions being made as to who is being qualified for services?
Is it consistent across buildings and programs?
Has your department discussed/agreed upon some guidelines for qualifying students?
Do your service providers consider the three prongs?
Does the support require the expertise of a related service provider – are they the only one that can provide the support?
How do you embed Related Services into general education and special education?

Session Three – Accountability-Click to register

How are you monitoring caseloads?
SLPs – evals, case manager, re-evals
Progress Reporting?

Hot Topic Series: Related Services (Session 1: Jan 30)

Session One – Defining types of services SLP, OT and PT’s provide

Direct
Related
SAS
SSP/Consultation
Professional Development:

  • For Related Service providers
  • Related Service providers to teachers/paras

Session Two – Caseloads and What to Know about Eligibility

How are decisions being made as to who is being qualified for services?
Is it consistent across buildings and programs?
Has your department discussed/agreed upon some guidelines for qualifying students?
Do your service providers consider the three prongs?
Does the support require the expertise of a related service provider – are they the only one that can provide the support?
How do you embed Related Services into general education and special education?

Session Three – Accountability

How are you monitoring caseloads?
SLPs – evals, case manager, re-evals
Progress Reporting?

Hot Topic Series: Speech/Language Services (Session 1: Jan 30)

Session One – Defining types of services SLP, OT and PT’s provide

Direct
Related
SAS
SSP/Consultation
Professional Development:

  • For Related Service providers
  • Related Service providers to teachers/paras

Session Two – Caseloads and What to Know about Eligibility

How are decisions being made as to who is being qualified for services?
Is it consistent across buildings and programs?
Has your department discussed/agreed upon some guidelines for qualifying students?
Do your service providers consider the three prongs?
Does the support require the expertise of a related service provider – are they the only one that can provide the support?
How do you embed Related Services into general education and special education?

Session Three – Accountability

How are you monitoring caseloads?
SLPs – evals, case manager, re-evals
Progress Reporting?

Public Comment Opportunity

The Office of Superintendent of Public Instruction (OSPI) plans to submit an amendment to Washington’s Every Student Succeeds Act (ESSA) Consolidated Plan on February 3, 2020. Prior to submitting, they are seeking public comment on the proposed amendment.

The public comment period opens January 7 and will close at 5 pm on January 15. You may review the proposed amendment and submit your comments through their public comment survey.

The survey is available in:

English
Spanish
Somali
Marshallese
Arabic
Korean
Vietnamese
Ukrainian
Traditional Chinese
Simplified Chinese
Tagalog
Russian

The proposed changes are related to the measure of progress in achieving English language proficiency for English learners (“English learner progress” or “EL progress”). The proposed changes are not associated with student eligibility for bilingual services; the changes are only related to overall program accountability.

It may be helpful to open a copy of the ESSA Consolidated Plan to refer to while you provide feedback, specifically pages 33–35.

If you have questions, please contact Dr. Deb Came, Assistant Superintendent of Assessment and Student Information, at deb.came@k12.wa.us.

Ensuring Equitable Opportunities: Providing a High-Quality Education for Students with Disabilities

The primary mechanism for ensuring students with disabilities receive the right educational content and rigor at the right moment in their education is the individualized education program. This new CCSSO resource, Ensuring an Equitable Opportunity: Providing a High-Quality Education for Students with Disabilities, details policy and practice considerations around individualized education programs chiefs and state education leaders can reflect upon and implement in ensuring all students, especially students with disabilities, have access to a high-quality education.