Presentation on theme: "COMPLEX NEEDS LIFE SKILLS SUPPORT Office of Specialized Instructional Services."— Presentation transcript:
COMPLEX NEEDS LIFE SKILLS SUPPORT Office of Specialized Instructional Services
LIFE SKILLS SUPPORT A FUNCTIONAL SKILLS PROGRAM STUDENTS LEARN LIFE SKILLS FUNCTIONAL ACADEMICS FOR STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES
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)
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
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
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
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
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
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
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)
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
LIFE SKILLS SUPPORT- ASSESSMENT TRANSITION CDM-CAREER DECISION MAKER CAREER SCOPE BRIGANCE TRANSITION INVENTORY
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
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
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.
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
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
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.
LIFE SKILLS- CURRICULUM AND INTERVENTIONS PERSONAL MAINTENANCE CARE OF SELF DRESSING HYGIENE BATHROOM AND TOILETING SKILLS MEALTIME SKILLS AND ETIQUETTE FITNESS SAFETY HEALTHY CHOICES
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
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
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
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
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
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
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
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
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
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
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
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))
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.
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
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
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 YEAR OLD STUDENTS RECEIVE TRAINING AS APPROPRIATE FROM VOCATIONAL ITINERENT TEACHERS, MANY AT JOB SITES
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
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
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
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
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
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
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.
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?
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.
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.
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
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
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.
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
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
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
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
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
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
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
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
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
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
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
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