Maria Koliantz

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? 

As I do not currently know what systems WLCSC has in place, I would simply ask. WLCSC is beginning a strategic planning process, so I would encourage the team to evaluate services such as these to determine if current practices are effective in meeting early detection and intervention goals.  

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

I am not currently qualified to answer this question. However, I look forward to learning and growing in this area to be informed and ready to advocate for policies that support all students at every level of ability. 

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?

I do not currently know the answer to these questions. But I can tell you that I was a part of PTAs in Detroit that provided informative workshops to parents around IEPs and how to navigate the process. It did not involve any board policy but was handled between parents and school-based administration. 

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 currently know the answer to this question.

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

I support a budget that meets the needs of all students. If this was an item requested by parents, something legally allowable, and reasonably affordable, I would support it. I have not yet researched this particular topic to know the cost or legal impacts. 

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

I support continued and professional development for teachers and I support teachers getting paid for their time. I don’t believe it’s up to the board to decide what training is needed as that would fall under the purview of the administration. I believe the board sets the mission and vision and I am supportive of policies and budgets that help to ensure that students of all abilities are provided with excellent educational opportunities.