00:09:28	Bailey Gibson:	https://drive.google.com/file/d/1u-SDtvLA4jqePbn_yCZ3QdPgSYQiIgWS/view?usp=sharing
00:16:30	Titina Brown:	I love consultation!!
00:16:38	Kevin Donley:	I work at an APS for students with emotional/behavioral disorders, so I problem solve and conduct FBAs quite frequently when it comes to behavioral consultation
00:17:06	Daniel Cane:	I used to have a distinct assignment for Consultation built into my day with autism 
00:18:03	Daniel Cane:	COMPASS MODEL 
00:19:15	Daniel Cane:	http://autismservicesresearchgroup.weebly.com/uploads/1/3/9/2/13923263/compass.pdf
00:25:41	Holly DeLeo:	In NJ we had Intervention and Referral Services Teams which provided this service to Teachers and also provided Pre-referral Intervention Data if there was a need to access Tier 3 services.
00:31:52	Danielle Taylor:	Can you tack the candle to the wall? (Hopefully the wall wouldn’t catch on fire)
00:31:56	Titina Brown:	Ask my son to hold it:)
00:32:11	Kevin Donley:	create a circle of tacks 5’ on the wall and put the candle in?
00:32:15	Anne Webb (BEASD):	tack the box of matches to the wall and set the candle in it?
00:32:20	Megan Hetrick:	Tack the match box to the wall and put the candle on it?
00:32:22	krislyn_rousseau:	put in on your head
00:32:23	Deb Springer:	Use the tacks to attach the box to the wall and then melt wax to hold was on the box
00:32:26	Holly DeLeo:	Tack the tack box to the wall 
00:32:44	Anne Webb (BEASD):	no :)
00:32:47	Holly DeLeo:	no
00:32:59	Holly DeLeo:	Macguyvered it
00:36:20	jennifer.zdaniewicz:	8?
00:36:20	krislyn_rousseau:	4th
00:36:24	Megan Hetrick:	4-5
00:36:25	Cheryl Banull:	8
00:36:26	Megan Hutchinson:	6th
00:36:28	Anne Webb (BEASD):	8
00:36:28	Kevin Donley:	1st one = 9th/10th?, 2nd one 4th or 5th
00:36:32	jennifer.zdaniewicz:	3
00:36:39	Cheryl Banull:	4
00:36:39	Kati Oakes Pusey:	6th for the first, but 3rd for the second
00:36:40	Holly DeLeo:	2nd
00:36:44	Dr. Jason Pedersen - School Psychologist:	8 for both
00:36:48	Jen Skirtich:	3rd
00:37:47	Kevin Donley:	the grammar structure seems much more complex than 4th grade level for the first one. can’t remember if that is factored in beyond vocabulary when determining grade level
00:41:27	jennifer.zdaniewicz:	The blimbat of course
00:41:41	Holly DeLeo:	Being in line at the store
00:41:49	Kevin Donley:	roller coaster?
00:42:10	jennifer.zdaniewicz:	Limited by background knowledge and vocabulary used
00:43:00	Kevin Donley:	bathroom?
00:43:00	Holly DeLeo:	buy tix
00:43:22	Kati Oakes Pusey:	75
00:43:23	jennifer.zdaniewicz:	90
00:43:24	Kevin Donley:	90%?
00:43:25	Rachel Eisenberg:	80
00:43:25	Kelly Lawrence:	80?
00:44:55	Kevin Donley:	could post-test teaching akin to testing of limits help determine true comprehension abilities if vocabulary knowledge could be the main factor in observed data?
00:45:50	Kevin Donley:	off task behavior reduced at instructional level
00:45:53	Kati Oakes Pusey:	disengagement if too easy
01:14:12	Lauren Kaiser (she/her):	Great example of shared expertise and non-hierarchical problem-solving!
01:17:12	Kevin Donley:	it is amazing to see how much progress can be made with specific, data-based assessment and intervention. Starting to question the validity of SLD designations I have made in the past. Would intervention data have suggested otherwise?
01:18:24	Lauren Kaiser (she/her):	Great ah-ha moment, Kevin. I agree. It really does make us rethink our practices.
01:18:44	Holly DeLeo:	Kevin, I agree.  Also useful in Dyslexia cases.  In presenting effective programming and strategies.
01:24:03	Kevin Donley:	So much focus on evals in my setting (and I presume most others). Using the IA techniques in an RTI model seems much more cost/time efficient. I have a feeling that the traditional testing/evaluation role that SPs have taken is the main barrier when proposing RTI model SLD identification to administrative teams who view SPs solely in that role.
01:25:24	Holly DeLeo:	I like that this model emphasizes the skills that the student has, as opposed to our traditional emphasis on the skills that they don't have!
01:36:12	Jen Skirtich:	Do recommend a training to participate I?
01:38:05	Kati Oakes Pusey:	Great job, presenters!  Very well done - both your interventions and this presentation :)
01:38:06	Bailey Gibson:	my email is wrong on there
01:38:09	Deb Springer:	Thank you for this presentation.  It was very informative.  As a seasoned school psych, this served to remind me of my early training and, sadly, made me question my efficacy as I had tried in the past to implement Rosenfield's model.  In the current climate, I am going to try again! 
01:38:09	Bailey Gibson:	bagibson@millersville.edu
01:38:15	Dr. Jason Pedersen - School Psychologist:	Great work!
01:38:16	Kevin Donley:	Thanks!
01:38:17	Toni Badura:	Thank you! :)
01:38:20	Christina Marco-Fies:	Thank you!
01:38:24	Gabby Vaxmonsky:	thank you!!
01:38:31	Charishma Aviles:	Thank you!
01:38:34	Daniel Cane:	 Thanks