Guest Info = Rachel Brown, MAEd, Certified Psych Examiner and Clinical Team Lead at Come Play, STL 

https://www.comeplaystl.com

Kentucky Department of Education 

Consent to Evaluate =

https://www.education.ky.gov/specialed/excep/forms/Documents/Consent%20to%20Evaluate%20ReEvaluate%20rev1.pdf

CVC words = words that follow the consonant, vowel, consonant pattern

Procedural Safeguards/Parents Rights = https://www.education.ky.gov/specialed/excep/GuidanceResources/Documents/Procedural_Safeguards_Notice.pdf

Find out more about KY IEP Advocate by visiting our website here - www.KYIEPAdvocate.org

Takeaways:

Academic Performance section on the Consent to Evaluate Form (top right corner)

What do skill deficits look like that would trigger evaluation? 

• Basic Reading: skills you need to become a fluent reader that can comprehend what you're reading. Word recognition vs. decoding slower. What strategies are they using to figure out an unknown word? Do they transpose letters? Where are they struggling and what is that specific skill deficit? 
• Reading Comprehension: Can they take all of the words they just read and make sense of them? This is often viewed in other subjects beyond English Language Arts. Ex: a child struggling in math might actually have a deficit in reading comprehension.
• Reading Fluency: timed reading; accuracy while reading; are they paying attention to punctuation? Does it sound conversational?

Coping mechanisms that kids can develop to adapt are important

• Ex: deflection with questions or answering with what they do know instead of the question asked

It's important to look for patterns and collect a lot of data. Note that there is a lot of overlap in the boxes. 

Be mindful of native language and cultural differences that may impact reading skills

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