Influencer Strategy
Educational diagnosticians are essential assessment personal in diagnosing disabilities for students. However, errors in the scoring and data input process can potentially misdiagnosis or not diagnosis students for special education services. Inaccurately determining the eligibility and services required for students can negatively impact their life’s trajectory. Accurate scoring practices can ensure students receive the correct special education eligibility and services if applicable.
Desired Program Results
Novice diagnosticians will correctly determine basals and ceilings, score cognitive and achievement assessments, and input data into the provide Full Individual Evaluation Template with 95 percent accuracy in each target area aforementioned.
Vital Behaviors
Increase caution of novice diagnosticians as it relates to accurately scoring cognitive and achievement assessments.
Foster a culture of checking scoring related items at least three times prior to moving forward with analyzing evaluation results.
Encourage peer checking and asking questions when scoring evaluations to ensure scoring fidelity
Measurement
Novice diagnosticians will meet with a basal and ceiling diagnostician expert following the completion of evaluations to check for accuracy.
After basals and ceilings are deemed correct by the diagnostician expert, novice diagnosticians will meet with a scoring diagnostician expert to ensure the evaluation as scored correctly.
Following the meeting with the scoring diagnostician expert, novice diagnosticians will meet with data input expert diagnosticians.
Organizational Influencers
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Experienced Diagnosticians
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Mentor Diagnosticians
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Special Education Coordinators
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Directors of Special Education
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Executive Director of Special Education
Sources of Influence
Questions to Ask
What are the consequences of scoring an evaluation incorrectly? How can it impact the trajectory of students?
Strategies to Use
Watch https://youtu.be/Kn8CDX-h3L4
Have program participants write in their reflection journal how an appropriate diagnosis could have helped the person in the journal, with a focus on what they would have done to support the student.
Questions to Ask
Based on your journal entry, what could you have done differently to make a difference in the life of Frank?
We know doctor’s save lives, do diagnosticians save lives?
Strategies to Use
Write on a posted note how diagnosticians make a difference in the lives of students.
Place posted notes on a posterboard to create a visual display.
Facilitate a discussion based on how diagnosticians make a difference and what would happen if we were not here.
Have diagnosticians work in peer groups to create reminders about the importance of the work we do (signs, slogans, videos, etc) Share videos with one another and discuss how to ensure we are living in our purpose.
Questions to Ask
What is your goal for scoring accuracy? (Must meet or exceed program goal)
Strategies to Use
When program participants meet their goal they are eligible for one reward from the reward table (to include leave one hour early, arrive one hour late, free jeans pass, skip an IEP meeting)
Questions to Ask
What do you find most challenging, determining basals and ceilings, scoring evaluations, inputting data into the FIE template? Why?
What's the area where you feel most confident? Why?
Strategies to Use
Have novice diagnosticians rotate through stations facilitated by diagnostician mentors covering basals and ceilings, scoring, and inputting data.
Questions to Ask
How do you feel most comfortable receiving support?
What would encourage you more to seek support.
Strategies to Use
Introduce diagnostician experts and diagnostician mentors and have them provide their contact information and office hours.
Have novice diagnosticians write their name and how they prefer support (ex. Email, in person, virtual) on an index card to share with mentor and expert diagnosticians
Questions to Ask
How can we make sure expert and mentor diagnosticians have the availability to support novice diagnosticians?
Strategies to Use
Review campus caseloads and offer those diagnosticians able with the knowledge and willingness to serve as experts and mentors lighter campus caseloads so they have additional time to offer support.
Reference
Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change. New York, NY: McGraw-Hill.