Presentation on theme: "SPECIAL EDUCATION PROCESS"— Presentation transcript:
1 SPECIAL EDUCATION PROCESS COMPLEX NEEDSLIFE SKILLS SUPPORTOffice of Specialized Instructional ServicesThis 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 SKILLSFUNCTIONAL ACADEMICSFOR STUDENTS WITH MODERATE INTELLECTUAL DISABILITIESIDEA 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 SUPPORTINTELLECTUAL 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 SUPPORTSTUDENTS 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 SCHOOLStudents 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 SUPPORTCASELOAD OF UP TO 20CLASSES HAVE A TEACHER ANDAND A CLASSROOM ASSISTANTSOME STUDENTS RECEIVERELATED SERVICES AS PER IEPTeachers 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 SERVICESSTUDENTS ARE DIAGNOSED WITH DEVELOPMENTAL DELAY UNDER AGE 5TRANSITION TO SCHOOL AGE PROGRAM INCLUDES REEVALUATIONENTRY 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 indicatedMany 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 EVALUATIONMEASURES OF COGNITIVE FUNCTIONING AND ADAPTIVE BEHAVIORACADEMIC ACHIEVEMENTSOCIAL AND BEHAVIOR EVALUATIONSLIFE SKILLS AND TRANSITIONOTHER EVALUATIONS BY RELATED SERVICE PROVIDERSThis 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 ADMINISTERBRIGANCE INVENTORY OF EARLY DEVELOPMENTBRIGANCE INVENTORY OF BASIC SKILLSKEY MATH AND WOODCOCK READINGSTAGESCAREER AND TRANSITION SKILLS INVENTORYFUNCTIONAL BEHAVIOR ASSESSMENTTeachers 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 ASSESSMENTINTERVIEW OF PARENT, THERAPISTS, TEACHERS, AND OTHER PEOPLE WHO WORK WITH THE STUDENTOBSERVATIONSREVIEW OF DATALOOK FOR PATTERNSSUMMARY STATEMENT- WHEN____ (antecedent to the behavior of concern),student ________ (behavior of concern),in order to (perceived function of the behavior)________.ANALYZE BEHAVIOR TO DETERMINE FUNCTIONA 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-PBSPSTART WITH SUMMARY OF FBALOOK FOR REINFORCER THAT IS MAINTAINING BEHAVIORREPLACEMENT BEHAVIORSSTRATEGIES- POSITIVE REINFORCERMENT, REDIRECT, AVOID TRIGGERS, BEHAVIOR SHAPINGADDRESS SKILLS DEFICITSBEHAVIOR GOALS, OBJECTIVES ANDSTRATEGIES (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 LEVELSMUST ASSESS AND REVIEW DATATO ESTABLISH BASELINE PERCENTAGEAND SET TARGET PERCENTAGEDATA COLLECTION TO TRACK PROGRESS
12 LIFE SKILLS SUPPORT- ASSESSMENT TRANSITIONCDM-CAREER DECISION MAKERCAREER SCOPEBRIGANCE TRANSITION INVENTORYLife 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 ASSESSMENTFROM NCLB- ALL STUDENTS MUST BE ASSESSEDALTERNATE TO THE PSSA, GIVEN ANNUALLYGRADES 3,4,5,6,7,8,11-READING AND MATHGRADES 4,8,11- SCIENCEMUST BE DETERMINED TO BE ELIGIBLE- IEP TEAMFOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES IN MODIFIED PROGRAMSPERFORMANCE ASSESSMENT- VIDEO TAPEDThe 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/COMMUNICATIONSPEECH AND LANGUAGE PATHOLOGIST ADMINISTERS LANGUAGE ASSESSMENTCOMMUNICATION MATRIX USED FOR STUDENTS AT LOWER LEVELS OF FUNCTIONINGASSISTIVE TECHNOLOGY EVALUATION FOR STUDENTS NEEDING AN ALTERNATIVE COMMUNICATION SYSTEMHIGH 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 ASSESSMENTQUESTION AND ANSWERINDIVIDUAL TURNSCHORAL RESPONSETHUMBS UP,THUMBS DOWNWHIP AROUNDPICTURE RESPONSESSENTENCE COMPLETIONREDUCED FIELD OF ANSWERSSIMPLIFIED FORMATS
17 LIFE SKILLS SUPPORT- CURRICULUM AND INTERVENTIONS LIFE SKILLS CURRICULUMFUNCTIONALALTERNATIVE CURRICULUMLEADS TOWARDS INDEPENDENCEVOCATIONAL SKILLS FOCUSTRANSITION SKILLS INCLUDEDEMBED FUNCTIONAL SKILLS IN CORE CURRICULUM CONTENTSTANDARD ALIGNED IEPS AND INSTRUCTIONAVAILABLE ON OSIS WEBSITE- ELEMENTARY AND SECONDARYThe 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 DOMAINSPERSONAL MAINTAINANCEINTERPERSONAL COMMUNICATIONVOCATIONALFUNCTIONAL ACADEMICSDOMESTRIC MAINTAINANCERECREATION AND LEISURESOME 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 MAINTENANCECARE OF SELFDRESSINGHYGIENEBATHROOM AND TOILETING SKILLSMEALTIME SKILLS AND ETIQUETTEFITNESSSAFETYHEALTHY CHOICESNot all Life skills student need instruction in personal maintainance.
20 LIFE SKILLS- CURRICULUM DOMESTIC MAINTENANCECARE OF ENVIRONMENTKEEPING DESK AREA CLEAN AND NEATCARE OF BELONGINGSSHOPPING- PLANNING, MAKE LISTCOOKING AND MEAL PREPARATIONDOMESTIC SKILLS-CLEANING AND ORGANIZATIONSIMPLE REPAIRS- REPLACING BATTERIESLEADS TO INDEPENDENCECAN LEAD TO VOCATION SKILLThe 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 VOCATIONALFINE MOTOR SKILLSWORK HABITSTASK COMPLETIONFOLLOWING DIRECTIONSWORK RELATED SKILLS AND BEHAVIORCAREER AWARENESSHIGH SCHOOL WORK SITE PROGRAMTRANSITION PLANNINGWork 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 LEISUREGAMES- FOLLOWING RULES AND TURN TAKINGGAMES- COMPUTER AND VIDEO GAMESHOBBIESSPECTATOR ETTIQUETTEGOOD SPORTSMANSHIPTEAM PLAYERENTERTAINMENT- THE ARTSSHARINGNot 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 COMMUNICATIONSPEAKING AND LISTENINGREQUESTING AND REFUSINGCOMMENTINGSOCIAL INTERACTIONSAPPROPRIATE INTERACTIONSALTERNATIVE COMMUNICATION SYSTEMSPICTURES, SIGNS,GESTURES, DEVICES, MOTOR BEHAVIORS,ALL DAY EVERY DAY- EVERYONE’S JOBEVERYONE MODELS COMMUNICATIONEVERY CHILD COMMUNICATESFor many students this is the most important domain. Everyone must be able to communicate.
24 LIFE SKILLS CURRICULUM FUNCTIONAL ACADEMICS- LITERACYSURVIVAL SIGNS AND ICONSENVIRONMENTAL SIGNSPERSONAL INFORMATIONREADING MENUS AND STORE DIRECTORIESREADING NEWSPAPERS AND MAGAZINESREADING STORE ADSWRITINGREADING DIRECTIONS AND SCHEDULESUSING THE INTERNETGoals 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- MATHCOUNTING, CONCEPTS, AND MATH LANGUAGEMONEYTIMEMEASUREMENTFUNCTIONAL FRACTIONSWORD PROBLEMSCHECKS AND BANKINGCREDIT AND EBT CARDSCALCULATOR AND COMPUTERKITCHEN MATHLearning to use and manage time and money is a very important functional math skills.
26 LIFE SKILLS-RELATED SERVICES OCCUPATIONAL AND PHYSICAL THERAPYRelated services provided to assist a child with a disability to benefit from his/her educationOccupational therapy-fine motor (hand)Sensory integrationPhysical therapy-gross motor(mobility)Provided in environment where neededMonitor program and consult with staff
27 LIFE SKILLS-INTERVENTIONS RESEARCH BASED, DIRECT INSTRUCTION PROGRAMSPLACEMENTS TESTSREADING MASTERY LEVELS K-5 AND CORRECTIVE READINGPHONEMIC AWARENESS,PHONICS AND DECODINGUSES ABA TECHNIQUESREADING FLUENCYSTRESSES MASTERY
28 LIFE SKILLS INTERVENTIONS RESEARCH BASED MATH PROGRAMSPLACEMENT TESTS FOR ENTRYDIRECT INSTRUCTIONUSES ABA TECHNIQUESDISTAR ARITHMETICCOUNTING CONCEPTS, NUMERATION, PLACE VALUEOPERATIONS, WORD PROLEMSCONNECTING MATH CONCEPTS LEVELS 3,4,5EXTENDS OPERATIONS
29 LIFE SKILLS INTERVENTIONS RESEARCH BASED INTERVENTIONSLANGUAGE FOR LEARNINGLANGUAGE FOR THINKINGLANGUAGE FOR WRITINGOTHER AVAILABLE INTERVENTIONSCLASSROOM SUITELEXIAACHIEVE 3000LEARNING ALLY- BOOKS ON TAPE
30 LIFE SKILLS SUPPORT-TRANSITION TRANSITION-BRIDGE TO ADULT LIFETRANSITION PLANNING BEGINS IN ELEMENTARY SCHOOLIEP MUST ADDRESS TRANSITION AT AGE 14THREE AREAS FOR TRANSITIONPOST SECONDARY EDUCATIONEMPLOYMENTINDEPENDENT LIVINGTransition 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 KEYSpecial Education Services are ultimatelyintended 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 MUSTIdentify and link students and families to needed post-school services, supports, and/or programs before students exit the school system.AGENCY PARTICIPATION AT IEP MEETINGSWILL PROMOTE PARTNERSHIPS WITH COMMUNITY SUPPORTSTransition 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 PROGRAMSCAREER AWARENESS BEGINNING IN MIDDLE YEARSSTUDENTS LEARN RESPONSIBILITYHIGH SCHOOL YEAR OLDS BEGIN AWARENESS OF SPECIFIC JOBSCOMMUNITY BASED INSTRUCTION FOCUSES ON CAREER AWARENESSSTUDENTS HAVE SCHOOL BASED JOBS18-21 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 EVENTSIDEA 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 POSSIBLENON-DISABLED PEERSCORE CURRICULUM
37 LIFE SKILLS-PROGRESS MONITORING DATA COLLECTION IS REGULARLY SCHEDULEDIN LIFE SKILLS CLASSROOMSGOALS AND OBJECTIVESOBSERVABLEMEASURABLECRITERIA FOR MEETING TARGETINCLUDES CONDITION AND PROMPTSPROBES TAKEN WEEKLY OR BIWEEKLYData 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 FOLDERDATA COLLECTION SHEETSIEPWORK SAMPLESTEACHER MADE TESTSINTERVENTIONSPERFORMANCE/MASTERY CHECKSFLUENCY CHECKSINTERVENTION STATION
39 LIFE SKILLS-PROGRESS MONITORING PROGRESS REPORTINGINFORMAL NOTES TO PARENTS IN COMMUNICATION BOOKANNUAL IEP MEETING OR PARENT REQUESTREPORT CARD CONFERENCESPROGRESS REPORT FROM EasyIEPGRADEBOOK REPORT CARD, 4 TIMES A YEARMARKS ARE GIVEN FOR GOALS IN DOMAINSA-ACHIEVEDB-MADE PROGRESSC-MAINTAINEDD-REGRESSEDUntil 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 INSTRUCTIONSites needed determined by IEP goalsIEP goals/objectives are implemented in community settingsStudents generalize and practice skills learnedData is taken for every studentSites must meet special criteria-Insurance certificates- ACORDApproved by Office of Risk Management
41 LIFE SKILLS- ALTERNATIVE LEARNING ENVIRONMENTS BUSES PROVIDED TO PRE-APPROVED ALTERNATE LEARNING ENVIRONMENTS FOR COMMUNITY BASED INSTRUCTIONREQUEST FORMS SENT TO TEACHERS IN SEPTEMBERREQUESTS MUST INCLUDE JUSTIFICATION AND GOALS FOR EACH STUDENTPRINCIPAL REVIEWS AND SIGNSDATA IS TAKEN ON GOALS IN COMMUNITY SITESSTUDENTS 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 eligibilityDoes 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 iepsData of progress before and after interruptionsReports by parents of negative changesMedical reports of degenerative-type difficultiesObservations by educators, parents, and othersResults of testsESY 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 9-1Provides setting to implement ESY goalsCurrently at 8 sitesReceive breakfast and lunchTransportationGoals for program determined by IEP teamData taken for goals identified for ESYRelated 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 determinationEligible students are registeredParents are informed and given the opportunity to indicate if they will decline the offer for ESYTeachers collect information and data and compile a folder of information- IEP, related service information, medical information, student profile, materials list, intervention levelsTeachers must inform OSIS of all changes /additions
47 Life Skills Support- ABA ABA - Applied Behavior AnalysisBasis of instruction strategiesMany positive repetitions needed to learnPositive reinforcement to correct answer increases learning and likelihood that the learner will want to repeat skillIncorrect responses followed by several correct responsesReinforcements of correct associations/responses- academicsBehavior shaping-reinforcement for attempt or response close to desired responseMany skills are learned as response to a stimulus
48 Life Skills Support- ABA ABA- Applied Behavior AnalysisBasis for positive behavior support planBehavior is caused by an antecedent and maintained by the consequenceIdentifying/eliminating the antecedent helps to reduce the behaviorRemoving the consequence can reduce the occurrence of a behaviorIgnoring a negative behavior can remove the consequence that is maintaining the behaviorRewarding a desired behavior will increase the occurrenceof the desired behaviorData 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 administratorsLong form has more specific descriptionsOne page short form available for quick overviewAD1 has developed a one page “look-for s”Additional section for Vocational Itinerant Program
50 Life Skills Support-Quality Program Checklist QPC-General Program OverviewStudent folder/binder has iep,norep,data,work samplesEmergency procedures postedALL classroom staff are engaged in student activitiesStaff knows their assignmentsDecorations and materials are age appropriateNon-instructional time is limitedAll students are engaged in meaningful activities
51 Life Skills Support-Quality Program Checklist QPC-Inclusive PracticesMethods and materials similar to those provided in general education classroomsContent is appropriate and aligned to that of same age student in general education classroomsSpecific plans in place to increase participation in general education setting for students not fully includedMust 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-IEPsComplete and Compliant with signaturesMaterials in general terms, not by specific brand nameInclude researched validated programsALL goals and objectives observable and measurableCriteria for goal attainmentPositively stated – what student will doIEP at a Glance shared with specialist teachers
53 Life Skills Support-Quality program Checklist QPC-Program PracticesInstruction delivered in various settings/groupsInstruction promotes independence and generalizationPrompts/reinforcements fadedSpecially designed instruction customized as neededData collected all goals, objectives, in all settingsIncluding community based instructionData is kept in organized systemABA is used throughout dayCommunication, instruction, behavior management
54 Life Skills Support-Quality Program Checklist QPC-CommunicationPrimary method of communication listed on IEP and used throughout day by all staffAssistive communication systems developed for students without effective verbal communicationSigns, gestures, body movements, pictures, devicesStaff trained and able to use signs and devicesStaff models language and encourage studentsAsk questionsSpeak in full sentences
55 Life Skills Support- Quality Program Checklist QPC-Classroom Behavior ManagementRules posted ( if appropriate for class)Consequences (positive/negative) posted or knownBehavior charts/token boards accessible to studentsReinforcement chosen by student preferencesPraise for positive responsesStaff refrains from giving verbal attention to negative or problem behavior situationsRestraining of students must comply with guidelines and reported as directed. Adapted equipment used appropriately.Students have FBA and PBSP if neededStaff aware of triggers, reinforcers, and de-escalation
56 Life Skills Support- Quality Program Checklist QPC- Personal CareStudents taken to bathroom/changed regular basisPrivacyDignityHand washingUniversal precautions when body fluids presentHandwashingStaff washes hands before feeding studentStudents wash hands after using the bathroomand before eating or cooking
57 Life Skills Support- Quality Program Checklist QPC-Classroom CareRoom not cluttered or have broken/unused equipmentEquipment and materials (including mats and toys) clean and safely storedDesk and table tops wiped down before and after useIf equipped- kitchen and appliances cleanFood 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 objectivesCommunity learning sites are approved by principalHave needed ACORD insurance certificatesApproved by Office of Risk ManagementDate is collected in all community environmentsFor goals and objectives implemented in community
59 Life Skills Support- Master Schedule Instructional times, domains, areas, activities, skillsStaff schedulebreaks, lunchassignments (including before and after school hours)Students assigned to specific staff membersRotations when usedRelated servicesPrep/specialist classesLearning environmentsIn 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 ProgramsLiz Thompson, elthompson,Coordinator for Autistic SupportJane Cordero,jcordero,Director of School Health Services (PT and OT)Tracey Williams, twilliams2,Coordinator of Speech, Hearing, and Vision SupportSusanne Kelly, sukelly,Transportation