Beau Scott

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? 

To ensure robust, evidence-based screening practices for dyslexia in the district, I would collaborate with the superintendent to adopt a universal screener that is norm-referenced and provides reliable, data-backed insights into student performance. Specifically, I would advocate for using the state's formative assessment grant to benchmark students from kindergarten through third grade using reliable tools like Amplify’s DIBELS 8 or NWEA’s dyslexia screener. These screeners are on the state-approved list and have a track record of success in identifying students at risk for dyslexia.

By using these tools, we can ensure that the assessment is thorough, covering students across a spectrum of need, from those struggling with early signs of dyslexia to those needing additional support but not necessarily falling into special education. Importantly, this approach casts a wider net, helping us catch students in tiers 2 and 3, not just those at the most extreme ends of the spectrum."

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

To further improve screening practices for other disabilities, I believe there are several areas where enhancements could be made to ensure early identification and appropriate interventions for all students in need of support. Here are a few key areas of focus:

Behavioral and Emotional Disabilities: While some schools utilize behavior rating scales and teacher observations, more robust, consistent, and norm-referenced behavioral screening tools could be employed district-wide. For example, tools like the BASC-3 Behavioral and Emotional Screening System (BESS) offer a systematic way to identify students struggling with social-emotional issues, anxiety, or behavior concerns. Early identification allows for the implementation of appropriate supports, such as social-emotional learning (SEL) interventions or counseling services

Speech and Language Impairments: While schools do screen for speech and language impairments, the process could be streamlined and made more proactive. Universal speech screenings in the early grades—such as in kindergarten—could catch speech or language delays that might otherwise go unnoticed until a later stage. Incorporating regular, district-wide screenings with tools like the Clinical Evaluation of Language Fundamentals (CELF) would ensure that children receive early and appropriate intervention, minimizing future academic challenges.

Autism Spectrum Disorder (ASD): Screening for autism could be expanded, especially at the preschool and kindergarten levels, where early identification is critical. Using tools like the Modified Checklist for Autism in Toddlers (M-CHAT) or the Social Responsiveness Scale (SRS) can improve the early detection of ASD, allowing schools to intervene sooner with targeted support, such as social skills groups, sensory interventions, or communication-focused therapies."

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?

Based on many of the conversations I have had with members of the community, this is one of the main concerns of parents within our district. This is however is not simply isolated to West Lafayette as I have discussed these issues with countless teachers, administrators, and parents across the state. From my personal experience however in reaching out to have one of my children evaluated for challenges in speech and language development, we did have an overall positive and timely experience. The experience my family has had however, does not reflect that of all families in our district and that is something I would like to see made better. 

In order to inform the community of the evaluations available to them and their children, I think it's important for our district to highlight this information on an individual page within the district website that would be exclusive to options and opportunities available for families and children needing additional support. I would also encourage the development of a parent network within our district that could be spearheaded by our special education teachers that would function as a face-to-face opportunity for parents to network, support, and inform others on what resources and opportunities they have leveraged to support their children both in school and outside of school. "

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?

Each school in our district has a seclusion room. While I have not been to view the seclusion rooms in the West Lafayette Community Schools, as a former classroom teacher in Tippecanoe School Corporation, I have seen these rooms in action. The school I am referencing has in fact found themselves at the end of a lawsuit for the manner in which they carried out their seclusionary practices. 

My stance on these rooms, though they may be the last effort in protecting a child from themselves and others physically, the mental strain of placing a child in an environment such as this could be detrimental. "

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

In talking with a parent yesterday, they were quite favorable in allocating funds for this. While I would be interested in exploring what the greater public feels about this, I don't feel as though I have a stance on this question at the current time. But this will definitely be something I would like to converse with more individuals about in the future in order to ensure that we are doing our best to provide our students with the safest learning environment possible. 

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

In order to be fiscally responsible, as these would be mainly case-by-case issues, I would first develop a resource bank of professional training options for teachers in a variety of less common disabilities. This training menu could then be used to select, budget for, and assign teacher training as needed to support students presenting with these disabilities as they enter each teachers' classroom.