Progress Monitoring During Covid: The Importance of Qualitative and Quantitative Information - Shared screen with speaker view
The Center School
Garfield and Ingraham
I have 3rd grade twins at West Mercer Elementary
Bellevue school district, Sammamish HS, new school to us
Islander Middle School
Aki Kurose, 6th grade, 11 years old
Question for later: how can we measure & use data for kids who don't have IEP's (have been denied)? What kind of data can we use in this situation. For us, we as parents couldn't understand some of the testing results and feel like the district was making it sound like really low scores were not a big deal. Also, how can we use progress monitoring for kids with 504 plans? What about RTI programs? I'm pretty sure the RTI program my daughter has been in for 3 years isn't providing any help, yet the district is using it to avoid even evaluating for an IEP.
Reading at what grade level?
as per what teacher assessment?
If it is measured by teacher assessments is that more subjective?
sit still, eye contact & quiet voice may not be attainable for Pepa and may not help her reach her goals
split the minutes into objectives...3 minutes, then 5 minutes, then 8 minutes, etc.??
Is sitting still necessary?
seems too broad - all environments are different.
Earlier, Heather referred to OSPI guidance on designing services in the remote environment so that they are not reliant on parents. What guidance was she referring to? (I looked in the most recent, but I guess I missed this important piece of information!)
In the Corrective Actions for our recent Citizen's Complaint, OSPI said that parents' observations during COVID ought to be considered. But it was rather vague.
What do you recommend when the parent's understanding of the student's potential (high expectations) is not the school's understanding of the student's potential (low expectations)? If there is only small progress, but the school says that is fine based on their idea of his abilities.
That's funny, our student's SPRING Progress Report had a bunch of made up #s. OSPI told them to retract, since there is no data. But, how to incorporate family/parent observation on progress and recovery services.
what were those three tools? aimsweb, Iready, and something else? can you post links?
I tend to get lost in the thicket of abbreviations. Is it possible to remind us what the different abbreviations stand for when you use them?
RTI- Response to Intervention
RTI is used for gen ed students without having an IEP I believe..
This is the message we received from our child's case manager last spring. "Because we are in the middle of a pandemic the district has instructed special education teachers that no specially designed instruction is being delivered while we are working remotely." Will we hear this again in the fall?
Do you have any information on what kind of standard assessments will be performed during virtual learning? Our son has made much more academic progress working with us at home than he made at school. We would like to get a better idea of how is doing compared to his peers.
Thank you, we need better leadership to set standards around this for sure, so that the only option is going the Cit Complaint route.
Webinar with Scott Raub is Thursday at 6:30-8:30pm. It's titled OSPI COVID 18 Guidance. Scott is the Community Liaison from the Office of Superintendent of Public Instruction (OSPI) and a special education parent.
Kathleen, we reported this SDI topic to OSPI. OSPI said that that was totally not acceptable.
Here it is again: https://www.k12.wa.us/sites/default/files/public/specialed/pubdocs/Reopening-WA-Schools-2020-SpEd-Guidance.pdf
OSPI said that there is/was every expectation that districts provide SDI. However, what they counted as "SDI" was very loose, for instance, a phone call. So you are better off saying, was there benefit from that phone call. The answer is probably no. And that is where your recovery services come in.
Heather, I think SPS is probably hoping that the topic of recovery services will go away.
I think that a lot of us have that same question. "If parents weren't there …." - I think that that is the basis of recovery services.
This is a very common discussion pre-Covid. You get more support including 1:1 support, student makes progress and district says, oh, he doesn't need the support any more. But, the reality is that if you take that support away, the progress might stop.
Do you have a resource like you who does work with IEPs focused on cognitive and physical disabilities?
The only difference during Covid is that it's the parents providing the support.
The PTSA was told that there is a large backlog of evaluations in Seattle -- something like 700 or 800.
We are switching from our local school district to online public school. The new school isn't responsible for any recovery services from the old school right?
thank you so much!
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