1. Determining Adverse Impact for Students with Communication Disorders

2. Break down statement and discuss important parts/phrases

3. Why is it important to prove academic impact?
Missed content
Conservation of resources
Children labeled as “disabled”

4. How do you prove academic impact?
Classroom observations
What types of behaviors would you see for a student who is negatively impacted by artic, fluency, pragmatics, expressive or receptive language, voice?

5. How do you prove academic impact?
Parent/teacher interview
(from KEG)

6. How do you prove academic impact?
Grades

9. How do you prove academic impact?
Grades
Assessments (KPREP, MAP, etc.)

10. Or you can check with the teacher to see if they have any other, or more recent assessment data

12. How do you prove academic impact?
Grades
Assessments (KPREP, MAP, etc.)
Teacher report ( s, documented verbal conversation, etc)

13. How do you prove academic impact?
Grades
Assessments (KPREP, MAP, etc.)
Teacher report
Student interview

14. How do you prove academic impact?
Grades
Assessments (KPREP, MAP, etc.)
Teacher report
Student interview
Ability to master common core standards

15. How might you disprove academic impact?
In addition to the previously discussed information, you may want to consider the following if you suspect that there is no academic impact

16. Enrollments
This could actually go either way, but is sometimes good information to have when you have proof one way or the other.

17. Enrollments
This could actually go either way, but is sometimes good information to have when you have proof one way or the other.

18. Attendance

19. Attendance
Sometimes grades are low in specific areas because they are consistently tardy or leaving early and missing the same classes on a regular basis. You can also look to see if the class time they are missing for speech services corresponds with poor grades which may indicate the need to be in the classroom full time.

20. Examples