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SPECIAL EDUCATION PROCESS

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Presentation on theme: "SPECIAL EDUCATION PROCESS"— Presentation transcript:

1 SPECIAL EDUCATION PROCESS
COMPLEX NEEDS LIFE SKILLS SUPPORT Office of Specialized Instructional Services This presentation will provide information about life skills support students and the program. You will know some of the characteristics of life skills students, the domains of the life skills curriculum, why transition is important, and what makes a quality program.

2 LIFE SKILLS SUPPORT A FUNCTIONAL SKILLS PROGRAM
STUDENTS LEARN LIFE SKILLS FUNCTIONAL ACADEMICS FOR STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES IDEA defines life skills support as a functional program for students who have intellectual disabilities ( formerly known as mental retardation) and who need to learn functional life skills. Life Skills Support is not a program for students who have only significant academic deficits, although students in life skills support programs are usually substantially below grade level in academic areas. This is not to imply that students in LSS programs are not taught academics. In additional to functional academics, students are instructed in reading and math using researched-based direct instruction programs.

3 LIFE SKILLS SUPPORT INTELLECTUAL DISABILITY SIGNIFICANT AND GENERAL IMPAIRED COGNITIVE FUNCTIONING AS MEASURED BY INTELLEGENCE QUOTIENT (I.Q. UNDER 70) DEFICITS IN AT LEAST TWO AREAS OF ADAPTIVE BEHAVIOR MANIFESTED DURING THE DEVELOPMENTAL YEARS (UNDER 18) Intellectual Disability is general low cognitive functioning ,as measured by an intelligence test yielding an intelligence quotient. The intelligence quotient is the quotient displayed when the child’s mental age is divided by the child’s chronological age.When the two numbers match the quotient is 100 which is average. In addition to an IQ that is under 70, the child must also display subaverage adaptive behaviors in two or more areas, and these two characteristics must present during the developmental years , regarded as being under 18. There are different degrees or levels of intellectual disability. Students functioning in the moderate range are usually considered for life skills support..

4 LIFE SKILLS SUPPORT STUDENTS MAY HAVE ADDITIONAL DISABILITIES BEHAVIOR AND/OR SPEECH AND LANGUAGE PROBLEMS ARE COMMON STUDENTS HAVE A WIDE RANGE OF ABILITIES FOCUS ON TRANSITION AND VOCATIONAL TRAINING IN HIGH SCHOOL Students in life skills support classes may also have other disabilities including speech and language, other health impairments, and behavior problems. Independence and vocational skills are emphasized, especially in the high school years. Students can remain in school until they are 21.

5 LIFE SKILLS SUPPORT PROGRAM
MOST SCHOOL DISTRICT OF PHILADELPHIA LSS PROGRAMS PROVIDE SUPPLEMENTAL SUPPORT CASELOAD OF UP TO 20 CLASSES HAVE A TEACHER AND AND A CLASSROOM ASSISTANT SOME STUDENTS RECEIVE RELATED SERVICES AS PER IEP Teachers of Supplemental Life Skills can have up to 20 students on their case load. Classes are supported by a full time classroom assistant.

6 LIFE SKILLS SUPPORT- EARLY INTERVENTION
MANY STUDENTS IN LSS PROGRAMS RECEIVED EARLY INTERVENTION SERVICES STUDENTS ARE DIAGNOSED WITH DEVELOPMENTAL DELAY UNDER AGE 5 TRANSITION TO SCHOOL AGE PROGRAM INCLUDES REEVALUATION ENTRY REEVALUATION CAN INCLUDE- Review of records, observation, interview of parent and teachers, assessment of cognitive and adaptive behavior functioning, academic achievement, screening for related services, other assessments as indicated Many students in LSS programs attended Early Intervention programs, and come to the district with an IEP and evaluation data from their EI program. The transition to school age program includes a reevaluation to minimally review the records and update the data. A full reevaluation would consist of a measures of cognitive functioning, literacy and math levels, adaptive behavior, and assessments from related service providers as needed such as speech and language assessment, need for physical therapy, need for occupation therapy, medical evaluation, functional vision, and functional hearing. Some students may need a functional behavior assessment and measures of social/emotional functioning. Observations and reports from school staff and parent interviews is also included

7 LIFE SKILLS SUPPORT- ASSESSMENT
PSYCHOLOGICAL EVALUATION MEASURES OF COGNITIVE FUNCTIONING AND ADAPTIVE BEHAVIOR ACADEMIC ACHIEVEMENT SOCIAL AND BEHAVIOR EVALUATIONS LIFE SKILLS AND TRANSITION OTHER EVALUATIONS BY RELATED SERVICE PROVIDERS This describes the battery of tests that could be given for an initial evaluation for a student with moderate disabilities.

8 LIFE SKILLS SUPPORT- ASSESSMENT
TEACHERS CAN ADMINISTER BRIGANCE INVENTORY OF EARLY DEVELOPMENT BRIGANCE INVENTORY OF BASIC SKILLS KEY MATH AND WOODCOCK READING STAGES CAREER AND TRANSITION SKILLS INVENTORY FUNCTIONAL BEHAVIOR ASSESSMENT Teachers can assess using the Brigance inventories, Key Math, Woodcock-Johnson reading assessment, and other assessments for specific skills. High School students should have the opportunity for Career and transition skills assessments. Data collection to measure progress on iep goals istaken regularly.

9 LIFE SKILLS SUPPORT-ASSESSMENT
FUNCTIONAL BEHAVIOR ASSESSMENT INTERVIEW OF PARENT, THERAPISTS, TEACHERS, AND OTHER PEOPLE WHO WORK WITH THE STUDENT OBSERVATIONS REVIEW OF DATA LOOK FOR PATTERNS SUMMARY STATEMENT- WHEN____ (antecedent to the behavior of concern),student ________ (behavior of concern),in order to (perceived function of the behavior)________. ANALYZE BEHAVIOR TO DETERMINE FUNCTION A functional behavior assessment can be found on EZ system, and on Pattan’s website. There are three levels of an FBA from informal to complete. An FBA looks for patterns of the targeted behavior, and determines the reinforcement maintaining the behavior . An FBA helps a team determine the function of the behavior. Behaviors occur to get something or to avoid or escape from something. This is the function of a behavior. The summary statement should be listed in the present levels section of the iep.

10 LIFE SKILLS SUPPORT-ASSESSMENT
POSITIVE BEHAVIOR SUPPORT PLAN-PBSP START WITH SUMMARY OF FBA LOOK FOR REINFORCER THAT IS MAINTAINING BEHAVIOR REPLACEMENT BEHAVIORS STRATEGIES- POSITIVE REINFORCERMENT, REDIRECT, AVOID TRIGGERS, BEHAVIOR SHAPING ADDRESS SKILLS DEFICITS BEHAVIOR GOALS, OBJECTIVES AND STRATEGIES (SDIs ON IEP) The positive behavior support plan begins with the summary statement of the FBA. The PBSP is a worksheet which guides the team through the process of how the student’s targeted behavior will be replaced by the desired behavior.

11 LIFE SKILLS SUPPORT- ASSESSMENT
ALL GOALS AND OBJECTIVES ARE BASED ON BASELINE DATA AND PRESENT LEVELS MUST ASSESS AND REVIEW DATA TO ESTABLISH BASELINE PERCENTAGE AND SET TARGET PERCENTAGE DATA COLLECTION TO TRACK PROGRESS

12 LIFE SKILLS SUPPORT- ASSESSMENT
TRANSITION CDM-CAREER DECISION MAKER CAREER SCOPE BRIGANCE TRANSITION INVENTORY Life skills students who are able, should be assisted through a career interest inventory, and a transition skills inventory.

13 LIFE SKILLS SUPPORT-ASSESSMENT
PASA-PENNSYLVANIA ALTERNATE SYSTEM OF ASSESSMENT FROM NCLB- ALL STUDENTS MUST BE ASSESSED ALTERNATE TO THE PSSA, GIVEN ANNUALLY GRADES 3,4,5,6,7,8,11-READING AND MATH GRADES 4,8,11- SCIENCE MUST BE DETERMINED TO BE ELIGIBLE- IEP TEAM FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES IN MODIFIED PROGRAMS PERFORMANCE ASSESSMENT- VIDEO TAPED The PASA, Pennsylvania Alternative System of Assessment , is given to students who have significant cognitive disabilities, whose education program differs in content and presentation, and who are instructed in areas that are not tested by the PSSA. There are 6 questions that must be considered by the iep team, to determine eligibility for the PASA. 2% of students scoring proficient or advanced can be counted towards AYP. Students receive the PASA individually, and can be prompted to participate. Students are video taped, and their performance is watched by tams of scorers who use a rubric to determine the score.

14 LIFE SKILLS SUPPORT- ASSESSMENT
SPEECH AND LANGUAGE/COMMUNICATION SPEECH AND LANGUAGE PATHOLOGIST ADMINISTERS LANGUAGE ASSESSMENT COMMUNICATION MATRIX USED FOR STUDENTS AT LOWER LEVELS OF FUNCTIONING ASSISTIVE TECHNOLOGY EVALUATION FOR STUDENTS NEEDING AN ALTERNATIVE COMMUNICATION SYSTEM HIGH TECH DEVICES AND LOW TECH PICTURE SYSTEMS

15 LIFE SKILLS- ASSESSMENT FOR ASSISTIVE TECHNOLOGY
AT lead therapists in each region assist with evaluations - Permission to Evaluate is necessary - School team completes student evaluation guide and SETT Framework Picture Exchange (PECS), communication boards (object or picture), electronic devices -single message to multiple messages Modeling communication, using devices, and engineering the environment to encourage communication is the JOB of everyone in the classroom.

16 LIFE SKILLS SUPPORT- ASSESSMENT
FORMATIVE ASSESSMENT QUESTION AND ANSWER INDIVIDUAL TURNS CHORAL RESPONSE THUMBS UP,THUMBS DOWN WHIP AROUND PICTURE RESPONSES SENTENCE COMPLETION REDUCED FIELD OF ANSWERS SIMPLIFIED FORMATS

17 LIFE SKILLS SUPPORT- CURRICULUM AND INTERVENTIONS
LIFE SKILLS CURRICULUM FUNCTIONAL ALTERNATIVE CURRICULUM LEADS TOWARDS INDEPENDENCE VOCATIONAL SKILLS FOCUS TRANSITION SKILLS INCLUDED EMBED FUNCTIONAL SKILLS IN CORE CURRICULUM CONTENT STANDARD ALIGNED IEPS AND INSTRUCTION AVAILABLE ON OSIS WEBSITE- ELEMENTARY AND SECONDARY The life skills curriculum was developed to provide a functional curriculum. It can be aligned to the state standards, and embedded in the standard aligned instruction. COPIES OF THE FULL LIFE SKILLS CURRICULUM FOR ELEMENTARY AND SECONDARY ,AND AN OUTLINE IS AVAILABLE ON THE SCHOOL DISTRICT OSIS WEBSITE.

18 LIFE SKILLS-CURRICULUM AND INTERVENTIONS
6 LIFE SKILLS DOMAINS PERSONAL MAINTAINANCE INTERPERSONAL COMMUNICATION VOCATIONAL FUNCTIONAL ACADEMICS DOMESTRIC MAINTAINANCE RECREATION AND LEISURE SOME STUDENTS HAVE GOALS FOR LITERACY AND MATH DEPENDING ON THEIR ABILITIES AND STRENGTHS. BEHAVIOR AND TRANSITION GOALS ARE INCLUDED WHEN INDICATED. Students who are able receive instruction in literacy and math, and have goals and objectives for literacy and math in addition to life skills goals.

19 LIFE SKILLS- CURRICULUM AND INTERVENTIONS
PERSONAL MAINTENANCE CARE OF SELF DRESSING HYGIENE BATHROOM AND TOILETING SKILLS MEALTIME SKILLS AND ETIQUETTE FITNESS SAFETY HEALTHY CHOICES Not all Life skills student need instruction in personal maintainance.

20 LIFE SKILLS- CURRICULUM
DOMESTIC MAINTENANCE CARE OF ENVIRONMENT KEEPING DESK AREA CLEAN AND NEAT CARE OF BELONGINGS SHOPPING- PLANNING, MAKE LIST COOKING AND MEAL PREPARATION DOMESTIC SKILLS-CLEANING AND ORGANIZATION SIMPLE REPAIRS- REPLACING BATTERIES LEADS TO INDEPENDENCE CAN LEAD TO VOCATION SKILL The overarching goal of life skills is to teach the student to be independent when they graduate. This domain provides skills that are needed for self-maintainence and also can lead to vocational skills.

21 LIFE SKILLS CURRICULUM
VOCATIONAL FINE MOTOR SKILLS WORK HABITS TASK COMPLETION FOLLOWING DIRECTIONS WORK RELATED SKILLS AND BEHAVIOR CAREER AWARENESS HIGH SCHOOL WORK SITE PROGRAM TRANSITION PLANNING Work related skills and behaviors are taught along with specific work skills. It is very important that students learn how to remain on task, come to work when scheduled, follow through on the job without taking unscheduled breaks, speak and dress appropriately, and are able to work at the direction of a supervisor.

22 LIFE SKILLS CURRICULUM
RECREATION AND LEISURE GAMES- FOLLOWING RULES AND TURN TAKING GAMES- COMPUTER AND VIDEO GAMES HOBBIES SPECTATOR ETTIQUETTE GOOD SPORTSMANSHIP TEAM PLAYER ENTERTAINMENT- THE ARTS SHARING Not all life skills students will work full time when they exit high school. They may have a lot of leisure time, and need to learn how to use this time. Students also need opportunities to learn how to relate to friends.

23 LIFE SKILLS CURRICULUM
INTERPERSONAL COMMUNICATION SPEAKING AND LISTENING REQUESTING AND REFUSING COMMENTING SOCIAL INTERACTIONS APPROPRIATE INTERACTIONS ALTERNATIVE COMMUNICATION SYSTEMS PICTURES, SIGNS,GESTURES, DEVICES, MOTOR BEHAVIORS, ALL DAY EVERY DAY- EVERYONE’S JOB EVERYONE MODELS COMMUNICATION EVERY CHILD COMMUNICATES For many students this is the most important domain. Everyone must be able to communicate.

24 LIFE SKILLS CURRICULUM
FUNCTIONAL ACADEMICS- LITERACY SURVIVAL SIGNS AND ICONS ENVIRONMENTAL SIGNS PERSONAL INFORMATION READING MENUS AND STORE DIRECTORIES READING NEWSPAPERS AND MAGAZINES READING STORE ADS WRITING READING DIRECTIONS AND SCHEDULES USING THE INTERNET Goals in functional academics vary according to the student’s abilities. Some students become fluent readers but have comprehension deficits. Some students do not become fluent readers. Some students do not have strong verbal skills and struggle to comprehend what they hear and see. All students are instructed in functional literacy and also receive reading interventions.

25 LIFE SKILLS CURRICULUM
FUNCTIONL ACADEMICS- MATH COUNTING, CONCEPTS, AND MATH LANGUAGE MONEY TIME MEASUREMENT FUNCTIONAL FRACTIONS WORD PROBLEMS CHECKS AND BANKING CREDIT AND EBT CARDS CALCULATOR AND COMPUTER KITCHEN MATH Learning to use and manage time and money is a very important functional math skills.

26 LIFE SKILLS-RELATED SERVICES
OCCUPATIONAL AND PHYSICAL THERAPY Related services provided to assist a child with a disability to benefit from his/her education Occupational therapy-fine motor (hand) Sensory integration Physical therapy-gross motor(mobility) Provided in environment where needed Monitor program and consult with staff

27 LIFE SKILLS-INTERVENTIONS
RESEARCH BASED, DIRECT INSTRUCTION PROGRAMS PLACEMENTS TESTS READING MASTERY LEVELS K-5 AND CORRECTIVE READING PHONEMIC AWARENESS, PHONICS AND DECODING USES ABA TECHNIQUES READING FLUENCY STRESSES MASTERY

28 LIFE SKILLS INTERVENTIONS
RESEARCH BASED MATH PROGRAMS PLACEMENT TESTS FOR ENTRY DIRECT INSTRUCTION USES ABA TECHNIQUES DISTAR ARITHMETIC COUNTING CONCEPTS, NUMERATION, PLACE VALUE OPERATIONS, WORD PROLEMS CONNECTING MATH CONCEPTS LEVELS 3,4,5 EXTENDS OPERATIONS

29 LIFE SKILLS INTERVENTIONS
RESEARCH BASED INTERVENTIONS LANGUAGE FOR LEARNING LANGUAGE FOR THINKING LANGUAGE FOR WRITING OTHER AVAILABLE INTERVENTIONS CLASSROOM SUITE LEXIA ACHIEVE 3000 LEARNING ALLY- BOOKS ON TAPE

30 LIFE SKILLS SUPPORT-TRANSITION
TRANSITION-BRIDGE TO ADULT LIFE TRANSITION PLANNING BEGINS IN ELEMENTARY SCHOOL IEP MUST ADDRESS TRANSITION AT AGE 14 THREE AREAS FOR TRANSITION POST SECONDARY EDUCATION EMPLOYMENT INDEPENDENT LIVING Transition is the bridge from school to adult life. This is the purpose of the life skills program- to prepare the student to participate independently in living and working in the community.

31 LIFE SKILLS SUPPORT-TRANSITION
One of the primary purposes of the Individuals with Disabilities Education Act (IDEA) is to: “ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living.” (34 CFR §300.1(a))

32 LIFE SKILLS SUPPORT-TRANSITION
EFFECTIVE TRANSITION PLANNING IS KEY Special Education Services are ultimately intended to prepare students with disabilities to meet the challenges and opportunities of living, working, and participating fully in community life.

33 LIFE SKILLS SUPPORT-TRANSITION
TRANSITION PLANNING MUST Identify and link students and families to needed post-school services, supports, and/or programs before students exit the school system. AGENCY PARTICIPATION AT IEP MEETINGS WILL PROMOTE PARTNERSHIPS WITH COMMUNITY SUPPORTS Transition planning, to link the student to the agencies that will provide support after graduation is key.

34 LIFE SKILLS-SUMMARY OF TRANSITION REQUIREMENTS OF IDEA
Provide instruction, related services, community experiences, adult living, employment, and daily living training to students while in high school. Assist students and families in making linkages to services needed after high school. Increase chances for students to be successful once they exit

35 LIFE SKILLS- TRANSITION
VOCATIONAL PROGRAMS CAREER AWARENESS BEGINNING IN MIDDLE YEARS STUDENTS LEARN RESPONSIBILITY HIGH SCHOOL YEAR OLDS BEGIN AWARENESS OF SPECIFIC JOBS COMMUNITY BASED INSTRUCTION FOCUSES ON CAREER AWARENESS STUDENTS HAVE SCHOOL BASED JOBS 18-21 YEAR OLD STUDENTS RECEIVE TRAINING AS APPROPRIATE FROM VOCATIONAL ITINERENT TEACHERS, MANY AT JOB SITES

36 LIFE SKILLS SUPPORT-INCLUSION
STUDENTS IN LIFE SKILLS SUPPORT PROGRAMS BENEFIT FROM PARTICIPATION IN ALL SCHOOL ACTIVITIES AND EVENTS IDEA gives all children with disabilities the right to a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) PLANNING MUST OCCUR TO PROVIDE APPROPRIATE INCLUSION OF STUDENTS IN LIFE SKILLS PROGRAMS IN REGULAR EDUCATION AS MUCH AS POSSIBLE NON-DISABLED PEERS CORE CURRICULUM

37 LIFE SKILLS-PROGRESS MONITORING
DATA COLLECTION IS REGULARLY SCHEDULED IN LIFE SKILLS CLASSROOMS GOALS AND OBJECTIVES OBSERVABLE MEASURABLE CRITERIA FOR MEETING TARGET INCLUDES CONDITION AND PROMPTS PROBES TAKEN WEEKLY OR BIWEEKLY Data collection is crucial for progress monitoring. Data collection is only possible if the goals are written in to be clearly measureable and observable. The goals should have an observable behavior with criterion for achieving the goal. Some students need cues and prompts to meet their goals.

38 LIFE SKILLS-PROGRESS MONITORING
EACH STUDENT SHALL HAVE A BINDER OR FOLDER DATA COLLECTION SHEETS IEP WORK SAMPLES TEACHER MADE TESTS INTERVENTIONS PERFORMANCE/MASTERY CHECKS FLUENCY CHECKS INTERVENTION STATION

39 LIFE SKILLS-PROGRESS MONITORING
PROGRESS REPORTING INFORMAL NOTES TO PARENTS IN COMMUNICATION BOOK ANNUAL IEP MEETING OR PARENT REQUEST REPORT CARD CONFERENCES PROGRESS REPORT FROM EasyIEP GRADEBOOK REPORT CARD, 4 TIMES A YEAR MARKS ARE GIVEN FOR GOALS IN DOMAINS A-ACHIEVED B-MADE PROGRESS C-MAINTAINED D-REGRESSED Until December 2011, life skills students received hand written report cards, that were not part of an electronic record. Starting the second reporting cycle of the school year. Life skills students received the same gradebook report card that all other students do. The report card is accompanied by the progress report from easyiep.

40 LIFE SKILLS –COMMUNITY BASED INSTRUCTION
CBI-COMMUNITY BASED INSTRUCTION Sites needed determined by IEP goals IEP goals/objectives are implemented in community settings Students generalize and practice skills learned Data is taken for every student Sites must meet special criteria- Insurance certificates- ACORD Approved by Office of Risk Management

41 LIFE SKILLS- ALTERNATIVE LEARNING ENVIRONMENTS
BUSES PROVIDED TO PRE-APPROVED ALTERNATE LEARNING ENVIRONMENTS FOR COMMUNITY BASED INSTRUCTION REQUEST FORMS SENT TO TEACHERS IN SEPTEMBER REQUESTS MUST INCLUDE JUSTIFICATION AND GOALS FOR EACH STUDENT PRINCIPAL REVIEWS AND SIGNS DATA IS TAKEN ON GOALS IN COMMUNITY SITES STUDENTS SHOULD ALSO HAVE EXPERIENCES IN AND AROUND THE SCHOOL

42 Life Skills- ESY Extended School Year
ESY must be considered for all students with disabilities. In considering whether a student is eligible, a list of questions must be considered. No single factor will be considered determinative. Students in complex support programs must have this eligibility determined prior to February 28, for the ESY year. If this determination is not part of the annual IEP, a NOREP for ESY must be issued. If the student has a severe disability such as autism, severe intellectual disability ( mental retardation),or severe multiple disabilities, this is a factor considered for eligibility.

43 Life Skills- ESY Extended School Year
Other factors to be considered for ESY eligibility Does the student have a measurable decrease in skills or behavior following a break in programming (regression)? What is the student’s capacity to recover ?(recoupment) Will problems with regression and recoupment make it unlikely that student will maintain skills and behaviors? Did the student master new skills at the point that the educational program would be interrupted? Is a skill or behavior crucial for student to meet goals of self-sufficiency and independence from caregivers? Do interruptions cause withdrawal from learning process?

44 Life Skills-ESY Extended School Year
Sources for data- Progress on goals in consecutive ieps Data of progress before and after interruptions Reports by parents of negative changes Medical reports of degenerative-type difficulties Observations by educators, parents, and others Results of tests ESY is NOT based on need for day care, respite care, summer recreation, or desire or need for programs not needed for provision of FAPE. If all goals are not met during the year, this does not mean ESY should be provided to meet the goals. This information is provided in more detail is ESY section of EasyIEP.

45 Life Skills- ESY Extended School Year
SDP currently operates a summer program 6 weeks, three days a week from 9-1 Provides setting to implement ESY goals Currently at 8 sites Receive breakfast and lunch Transportation Goals for program determined by IEP team Data taken for goals identified for ESY Related services included as determined by IEP team.

46 Life Skills-ESY Extended School Year
Eligibility lists are taken from EASY IEP after the February 28 deadline for determination Eligible students are registered Parents are informed and given the opportunity to indicate if they will decline the offer for ESY Teachers collect information and data and compile a folder of information- IEP, related service information, medical information, student profile, materials list, intervention levels Teachers must inform OSIS of all changes /additions

47 Life Skills Support- ABA
ABA - Applied Behavior Analysis Basis of instruction strategies Many positive repetitions needed to learn Positive reinforcement to correct answer increases learning and likelihood that the learner will want to repeat skill Incorrect responses followed by several correct responses Reinforcements of correct associations/responses- academics Behavior shaping-reinforcement for attempt or response close to desired response Many skills are learned as response to a stimulus

48 Life Skills Support- ABA
ABA- Applied Behavior Analysis Basis for positive behavior support plan Behavior is caused by an antecedent and maintained by the consequence Identifying/eliminating the antecedent helps to reduce the behavior Removing the consequence can reduce the occurrence of a behavior Ignoring a negative behavior can remove the consequence that is maintaining the behavior Rewarding a desired behavior will increase the occurrence of the desired behavior Data is taken to identify antecedents and consequences, and to track progress.

49 Life Skills Support- Quality Program Checklist
Developed as a guide for teachers and administrators Long form has more specific descriptions One page short form available for quick overview AD1 has developed a one page “look-for s” Additional section for Vocational Itinerant Program

50 Life Skills Support-Quality Program Checklist
QPC-General Program Overview Student folder/binder has iep,norep,data,work samples Emergency procedures posted ALL classroom staff are engaged in student activities Staff knows their assignments Decorations and materials are age appropriate Non-instructional time is limited All students are engaged in meaningful activities

51 Life Skills Support-Quality Program Checklist
QPC-Inclusive Practices Methods and materials similar to those provided in general education classrooms Content is appropriate and aligned to that of same age student in general education classrooms Specific plans in place to increase participation in general education setting for students not fully included Must include efforts to establish opportunities for LSS students not in gen ed settings to access typical peers and school activities whenever appropriate

52 Life Skills Support-Quality Program Checklist
QPC-IEPs Complete and Compliant with signatures Materials in general terms, not by specific brand name Include researched validated programs ALL goals and objectives observable and measurable Criteria for goal attainment Positively stated – what student will do IEP at a Glance shared with specialist teachers

53 Life Skills Support-Quality program Checklist
QPC-Program Practices Instruction delivered in various settings/groups Instruction promotes independence and generalization Prompts/reinforcements faded Specially designed instruction customized as needed Data collected all goals, objectives, in all settings Including community based instruction Data is kept in organized system ABA is used throughout day Communication, instruction, behavior management

54 Life Skills Support-Quality Program Checklist
QPC-Communication Primary method of communication listed on IEP and used throughout day by all staff Assistive communication systems developed for students without effective verbal communication Signs, gestures, body movements, pictures, devices Staff trained and able to use signs and devices Staff models language and encourage students Ask questions Speak in full sentences

55 Life Skills Support- Quality Program Checklist
QPC-Classroom Behavior Management Rules posted ( if appropriate for class) Consequences (positive/negative) posted or known Behavior charts/token boards accessible to students Reinforcement chosen by student preferences Praise for positive responses Staff refrains from giving verbal attention to negative or problem behavior situations Restraining of students must comply with guidelines and reported as directed. Adapted equipment used appropriately. Students have FBA and PBSP if needed Staff aware of triggers, reinforcers, and de-escalation

56 Life Skills Support- Quality Program Checklist
QPC- Personal Care Students taken to bathroom/changed regular basis Privacy Dignity Hand washing Universal precautions when body fluids present Handwashing Staff washes hands before feeding student Students wash hands after using the bathroom and before eating or cooking

57 Life Skills Support- Quality Program Checklist
QPC-Classroom Care Room not cluttered or have broken/unused equipment Equipment and materials (including mats and toys) clean and safely stored Desk and table tops wiped down before and after use If equipped- kitchen and appliances clean Food is prepared for students only as outcome of instructional activity

58 Life Skills Support-Quality Program Checklist
QPC-Community Based Instruction (CBI) Community Learning Environments determined by IEP goals and objectives Community learning sites are approved by principal Have needed ACORD insurance certificates Approved by Office of Risk Management Date is collected in all community environments For goals and objectives implemented in community

59 Life Skills Support- Master Schedule
Instructional times, domains, areas, activities, skills Staff schedule breaks, lunch assignments (including before and after school hours) Students assigned to specific staff members Rotations when used Related services Prep/specialist classes Learning environments In addition to the master schedule, students also need to have a schedule to keep them on track through the day. Schedules can be picture schedules, or for students who have reading skills, words.

60 Life Skills Support, Contacts
Office of Specialized Instructional Services (F) Coordinator for Complex Support Programs Liz Thompson, elthompson, Coordinator for Autistic Support Jane Cordero,jcordero, Director of School Health Services (PT and OT) Tracey Williams, twilliams2, Coordinator of Speech, Hearing, and Vision Support Susanne Kelly, sukelly, Transportation


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