Working with Schools
The majority of my school-based assessments for public schools occur as an Independent Educational Evaluator. This typically involves a request to conduct psychoeducational or functional behavioral assessments.
There are situation where a family wishes for me to perform a private school-based evaluation, the process is similar to those described earlier. The most important part usually involves reaching conclusions that are presented to the IEP Team or offering an opinion, based upon the test data, regarding eligibility.
Even if families and schools have been "at odds," this typically is not an adversarial process for me. Regardless of who pays for the assessment, parents or school district, I find it works best to treat the situation as though the student had retained my services.
How can you testify effectively against a district that may use you again? Great question! I don't have an axe to grind again any districts, in fact, yes, I'm a bit school-friendly and I think the vast majority of teachers work pretty hard at their jobs. Having said that, if I see a problem, I will address it, hopefully respectfully and in a solution-focused manner. I have seen and been involved in many situations where I have recommended alternative or residential placements, but that's not my first choice. Whenever possible, I want to see if some useful approaches or techniques can be effective, following the doctrine of the least restrictive settings. Since school districts know that I value my impartiality and objectivity, my experience has been that they usually are willing to consider my recommendations for change.
There are situation where a family wishes for me to perform a private school-based evaluation, the process is similar to those described earlier. The most important part usually involves reaching conclusions that are presented to the IEP Team or offering an opinion, based upon the test data, regarding eligibility.
Even if families and schools have been "at odds," this typically is not an adversarial process for me. Regardless of who pays for the assessment, parents or school district, I find it works best to treat the situation as though the student had retained my services.
How can you testify effectively against a district that may use you again? Great question! I don't have an axe to grind again any districts, in fact, yes, I'm a bit school-friendly and I think the vast majority of teachers work pretty hard at their jobs. Having said that, if I see a problem, I will address it, hopefully respectfully and in a solution-focused manner. I have seen and been involved in many situations where I have recommended alternative or residential placements, but that's not my first choice. Whenever possible, I want to see if some useful approaches or techniques can be effective, following the doctrine of the least restrictive settings. Since school districts know that I value my impartiality and objectivity, my experience has been that they usually are willing to consider my recommendations for change.
The biggest difference between conducting assessments for students in public versus private school programs is that there are no (or only minimal) special education services provided at most private school programs.
Having said that, many private programs I have been involved with are willing to "step up to the plate" to create a team-based approach or are willing to receive consultation regarding ways to accommodate students. Once results are in hand, meeting the teacher, and possibly an administrator, can serve as the beginnings for creating strategies that can help the student.
Sometimes it becomes a tough decision whether to recommend that a child remain at their private program or that the family explore public education options. It is a decision that doesn't occur lightly. But, if the necessary supports are not available or, after a period of monitoring, improvement does not occur, discussion of possible changes may be necessary. It is important to carefully weigh the pros and cons supporting all possible choices.
Having said that, many private programs I have been involved with are willing to "step up to the plate" to create a team-based approach or are willing to receive consultation regarding ways to accommodate students. Once results are in hand, meeting the teacher, and possibly an administrator, can serve as the beginnings for creating strategies that can help the student.
Sometimes it becomes a tough decision whether to recommend that a child remain at their private program or that the family explore public education options. It is a decision that doesn't occur lightly. But, if the necessary supports are not available or, after a period of monitoring, improvement does not occur, discussion of possible changes may be necessary. It is important to carefully weigh the pros and cons supporting all possible choices.
My hospital, residential facility, and state institution background come into play when such assessments or consultations arise. Some of my assessment tools, e.g., C-BATT Rapid Screener® are specifically designed for collecting comprehensive data about a situation, providing a 360˚ style view of an individual's functioning.
I have had cases where a child or teen has been placed in or is planning to return from a residential setting. I know from my hospital days at Cedars-Sinai and Boston Children's that planning for eventual transition or discharge needs to occur early on to be successful. I have consulted with families and facilities to assist in creating such plans. Typically I am not the provider who provides ongoing support services, but I have been instrumental in locating in monitoring community and public-school (NPS) services. In concert with my technology services company, BehaviorTech Solutions, Inc, I have created cost-effective data tracking and communication systems individually suited to specific situations.
Sometimes cases require that I travel out of state. I don't take on too many of these, but am well-equipped to provide remote assessments that are of the same quality and breadth as those which occur in my office.
I have had cases where a child or teen has been placed in or is planning to return from a residential setting. I know from my hospital days at Cedars-Sinai and Boston Children's that planning for eventual transition or discharge needs to occur early on to be successful. I have consulted with families and facilities to assist in creating such plans. Typically I am not the provider who provides ongoing support services, but I have been instrumental in locating in monitoring community and public-school (NPS) services. In concert with my technology services company, BehaviorTech Solutions, Inc, I have created cost-effective data tracking and communication systems individually suited to specific situations.
Sometimes cases require that I travel out of state. I don't take on too many of these, but am well-equipped to provide remote assessments that are of the same quality and breadth as those which occur in my office.