{"id":539,"date":"2020-01-17T20:04:40","date_gmt":"2020-01-17T20:04:40","guid":{"rendered":"http:\/\/blogs.bend.k12.or.us\/brian.kissell\/?p=539"},"modified":"2020-01-17T20:04:40","modified_gmt":"2020-01-17T20:04:40","slug":"1-17-20-weekly-update","status":"publish","type":"post","link":"https:\/\/blogs.bend.k12.or.us\/brian.kissell\/2020\/01\/17\/1-17-20-weekly-update\/","title":{"rendered":"1\/17\/20 Weekly Update"},"content":{"rendered":"\n

Update TAG List<\/strong><\/p>\n\n\n\n

Linked here is the updated 2019-2020 TAG List<\/a>.  This list shows students already identified and students who are in our \u201cpipeline\u201d or not yet identified.  \u201cIdentified\u201d means they have two pieces of evidence. I\u2019ve highlighted in green the new additions to this list based on the list Stephanie Bent sent this week.  These are the students who hit the 97th percentile cut off for SBAC last spring (we already identified the majority of the students who were at the 98th and 99th percentile so we are ahead of the game).  I\u2019ve highlighted a handful of students in orange because of teacher input (for example, if you think I should give them the Naglieri or you have a strong feeling they will hit the cut-off with SBAC.)<\/p>\n\n\n\n

If you have students highlighted in either green (or yellow from last year), then you should be working on gathering evidence for the teacher referral.  You do not need to submit all the evidence to me, you simply need to submit the referral. Below are two versions of the same tool. The teacher referral should be used as the second piece of evidence for identification.  If you are finding it difficult to \u201csee\u201d that evidence in the classwork, remember this process is primarily set up to identify those students who may not \u201clook\u201d successful with our typical classwork. If they are scoring in the 97th percentile or better they clearly have something strong going on in those brains so our tricky task is to find that next piece of evidence.  If we are not moving forward with the identification of a student who already has one piece of evidence we are required to provide an explanation.<\/strong>  <\/p>\n\n\n\n

Teacher Referral 1<\/a><\/p>\n\n\n\n

Teacher Referral 2<\/a><\/p>\n\n\n\n

Below is the PEP or Personalized Education Plan.  These are typically completed after a student is identified and has a purple folder in their cum file.  The suggested timeline is to use conferences to develop and revise, however, there might be a need to meet at different times.<\/p>\n\n\n\n

PEP<\/a><\/p>\n\n\n\n

If any of this is feeling confusing or overwhelming, please do not hesitate to talk to me.  I know sometimes my effort to communicate this material can get wordy, so it\u2019s sometimes much easier to talk it through with me.<\/p>\n\n\n\n

2020-2021 Master Schedule Input<\/strong><\/p>\n\n\n\n

Please see the following link to review the input you provided regarding the master schedule.  I\u2019ve included both the original and the slightly synthesized version based on my interpretation.  Leadership will be looking at this more closely at our next meeting, so it would be good to set aside time with your team to look at things together prior to that meeting.<\/p>\n\n\n\n

Master Schedule Input – raw<\/a><\/p>\n\n\n\n

Master Schedule Input – synthesized<\/a><\/p>\n\n\n\n

Child and Youth Resilience Survey Results – <\/strong>Linked below is the report based on the Resilience surveys conducted with our students at the end of last year.  Overall our students show a very high degree of resilience but take a look at the report yourself when you have time and see what sticks out to you.<\/p>\n\n\n\n

Child and Youth Resilience Baseline Report<\/a><\/p>\n\n\n\n

Upcoming Meetings:<\/strong><\/p>\n\n\n\n