Rocky Hession

1. Instead of setting evidence-based standards for dyslexia screening, Indiana currently allows individual school districts to determine the criteria used to help identify students at-risk for dyslexia. How would you work with your superintendent to ensure your district uses robust, evidence-based screening practices? 

I do not know at this time since I am nut sure what that is.  I have worked with people who are dyslexic and taken care of children who have other issues, ADHD for example.  No matter what, all testing, decisions on what type of care and support is needed is based on an individual understanding of the child’s individual needs and issues.  This is the true approach that is required for every student.  It’s based on their weaknesses and strengths. 

I do not know what kind of screening is used at this time.  That would be the first thing that needs to be determined.  

2. What screening practices for other disabilities could be improved in your district?

I do not know at this time.  I would hope that improvement, no matter what is being done know, is always a goal because there is always something new to be learned in this field.  Assuming that one idea is the best answer is an assumption that must not be followed.

3. The Individuals with Disabilities Education Act (IDEA) states the following according to Wrightslaw:

Schools are required to locate, identify and evaluate all children with disabilities from birth through age 21...This includes all children who are suspected of having a disability, including children who receive passing grades and are "advancing from grade to grade." (34 CFR 300.111(c)) The law does not require children to be "labeled" or classified by their disability. (20 U.S.C. 1412(a)(3)(B); 34 CFR 300.111(d)).

a) How well does your district inform caregivers and the community of your district's obligation to evaluate a student for IEP eligibility, even when a student is merely suspected of having a disability, and even if the student is advancing academically?

b) What would you do to better inform caregivers and the community that evaluation and more help is available?

A) I know that the ability to aid a child, whether they carry a diagnosis or not is aided or hindered by the importance that the parents place on it and the focus that is followed through by the educational system

B) What I could.  The actual execution of the system is entirely inside the responsibilities of the Superintendent and school administrators.

4. How many schools in your district have seclusion rooms? Have you viewed these rooms, and if so, do you feel students have been and will be safe in these seclusion rooms?

I do not know.  

5. Do you plan to propose your district budget funds to install cameras inside your district’s special education classrooms?

I they are not already there, yes.

6. How would you allocate district funds to tailor training for educators to cover less common disabilities (e.g., Tourette Syndrome) when needed?

This is a hypothetical question.  All answers would be determined by what is available and information that I am not privy to.  No matter way, confidentiality must be observed.