Hot Topic Series: Related Services

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 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 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?

Tips for Analyzing Your Data

Discipline is an important topic in every school and LEA across the nation. Excessive disciplinary actions, particularly those that remove children from their classrooms, can hinder learning. Such removals can cause children to miss instruction and opportunities to learn content and build skills. These children may have lower academic performance, they may be more likely to drop out of school, and they may be less likely to pursue higher education. Understanding your school’s or LEA’s discipline data can be critical in helping you support these students. By analyzing your discipline data, you can identify patterns and trends to inform your school and LEA discipline-related policies.

The following are some simple tips for analyzing discipline data and practices:

  • Pull all discipline records, including out-of-school suspensions and in-school suspensions (both less than or equal to 10 days and greater than 10 days), placements in alternative settings, and expulsions.
    • To do this, student information system administrators can pull data through system reports or queries.
  • Disaggregate discipline data to capture different student subgroups, such as:
    • schools in which students are disciplined (are there one or two schools that discipline students more than other schools do?);
    • ages of students being disciplined (are more middle school students being disciplined than high school students?);
    • disability of students being disciplined (are students with particular disabilities being disciplined more than other students?); and
    • race/ethnicity of students being disciplined (are students within a particular racial/ethnic group being disciplined more than students in other racial/ethnic groups?).
  • Frame the data meaningfully for students. When analyzing data, think less about the number of days students missed and more about the hours of instruction they lost. For example, a student suspended out of school for 2 school days missed out on 16 hours of instruction. Framing the data around student learning can be extremely powerful.
  • Review LEA policies for discipline. This may reveal that there are no uniform policies in your school or LEA. Thus, discipline decisions are based on the thoughts and judgments of the individuals making the decisions rather than on a school or LEA policy.

For more information, visit https://ideadata.org/resources and search for “discipline.”

Hot Topic Series: Related Services

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-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?

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.