Guest Info = Rachel Brown, MAEd, Certified Psych Examiner and Clinical Team Lead at Come Play, STL
Come Play, STL = https://www.comeplaystl.com
Consent to Evaluate Form = https://www.education.ky.gov/specialed/excep/forms/Documents/Consent%20to%20Evaluate%20ReEvaluate%20rev1.pdf
Takeaways
Academic Performance Section of the Consent to Evaluate
\tMath Calculation = understanding and application of mathematical identification and operations; the objective way numbers go together
\tMath Reasoning = interpreting numbers and how numbers are applicable in the real world (ex: sequencing, graphs, telling time, word problems, and distinguishing relevant information from irrelevant information)
\tOral Expression = vocabulary, definitions, categorization, repetition and language memory
\tListening Comprehension = links the auditory component to understanding (ex: matching verbal words to pictures)
\tWritten Expression = sentence construction and grammar (ex:
\tPerformance Based Tests, Criterion Referenced Tests, and Curriculum Based Tests = the ways in which the above performance indicators are showing up in the classroom
\tBehavior Observations = how you connect all of these academic-based skills to what is happening in the classroom; are expectations matching the observations listed in the above criterion and will include narrative data
Remember, in Kentucky, the boxes with items to be evaluated will have an \"X\" instead of a \"√.\"
The purpose of the evaluation is to objectively gather data to establish a baseline, discontinue ineffective processes, and try a different approach.
Some of the goals of an IEP are closing the gap between the student's performance and a mastered skill-set, post-secondary skills including independent living and vocation, and building on basic skills in the future.
Intervention can be a tool to assist students that may be behind their peers catch up so that future interventions may no longer be needed.