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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 MULTIPLE DISABILITIES SUPPORT Office of Specialized Instructional Services This presentation will give you information about students in MDS programs as well as components of the 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 skillsThere are different degrees or levels of intellectual disability. Students functioning in the moderate range are usually considered for life skills support. 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. 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. Teachers of Supplemental Life Skills can have up to 20 students on their case load. Classes are supported by a full time classroom assistant. Students in multiple disabilities support programs have more severe disabilities and require more specialized supports.

3 MULTIPLE DISABILITIES SUPPORT
A FUNCTIONAL LIFE SKILLS PROGRAM STUDENTS WITH SEVERE TO PROFOUND INTELLECTUAL DISABILITY (MENTAL RETARDATION) AND AN ADDITIONAL DISABILITY OR DISABILITIES SPEECH AND LANGUAGE IMPAIRMENT AUTISM ORTHOPEDIC IMPAIRMENT OTHER HEALTH IMPAIRED DEAF/HEARING IMPAIRED and/or BLIND/VISUALLY IMPAIRED BEHAVIOR PROBLEMS MAY BE PRESENT IDEA defines MD as multiple disabilities, such as intellectual disability plus orthopedic impairment, or intellectual disability plus emotional disturbance, or intellectual disability plus other disabilities. It does not specifically state that the student has to have a significant cognitive disability. It does imply that the student has significant disabilities and needs an intense program. In some states, students in multiple disabilities, have significant disabilities that do not include significant intellectual disabilities. In Philadelphia, students placed in multiple disabilities support program do have multiple significant disabilities that include moderate to severe and profound intellectual disability.

4 MULTIPLE DISABILITIES 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.

5 MULTIPLE DISABILITIES SUPPORT
MOST SCHOOL DISTRICT OF PHILADELPHIA MDS PROGRAMS PROVIDE SUPPLEMENTAL SUPPORT CASELOAD OF UP TO 8 CLASSES HAVE A TEACHER AND AND 2 CLASSROOM ASSISTANTS SOME STUDENTS RECEIVE RELATED SERVICES AS PER IEP

6 MULTIPLE DISABILITIES SUPPORT
Some students may have medical conditions requiring special treatments during the school day Some students are fed through a feeding tube Some students are accompanied by a private duty nurse who comes with on the bus Some students have limited ability to move their body intentionally Adapted equipment assists students with head and trunk supports, supported standing, mat level positioning, seating to facilitate maximum participation. It is common for students to be on toileting schedules and to need assistance using the toilet, or to need diaper changes

7 MULTIPLE DISABILITIES SUPPORT
Wide range of abilities Some students are ambulatory and walk/run very well Some students walk short distances with supervision Some students need a walker or their hand held Some students can stand to transfer to a chair Some students are completely dependent on caregivers for all care and need to be lifted and positioned Some students say some words and can show what they want Some students can communicate by smiling, crying, facial expressions or by motor behavior

8 MULTIPLE DISABILITIES SUPPORT- EARLY INTERVENTION
MANY STUDENTS IN MDS 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 functioning and adaptive behavior, screening for related services, other assessments as indicated Many students in MDS 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 that at a minimum reviews the records and updates the data, and includes an observation of the student and an intervie of the EI teacher.. 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.

9 MULTIPLE DISABILITIES SUPPORT- ASSESSMENT
PSYCHOLOGICAL EVALUATION and/or MEASURES OF COGNITIVE FUNCTIONING ADAPTIVE BEHAVIOR COMMUNICATION PHYSICAL and/or OCCUPATIONAL THERAPY SPECIAL EDUCATION MEDICAL EVALUATION SOCIAL AND BEHAVIOR EVALUATIONS LIFE SKILLS AND TRANSITION NURSING ASSESSMENT FUNCTIONAL VISION ASSESSMENT FUNCTIONAL HEARING ASSESSMENT

10 MULTIPLE DISABILITIES SUPPORT- ASSESSMENT
TEACHERS CAN ADMINISTER BRIGANCE INVENTORY OF EARLY DEVELOPMENT BRIGANCE INVENTORY OF BASIC SKILLS COMMUNICATION MATRIX STAGES CAREER AND TRANSITION SKILLS INVENTORY Teachers can assess using the Brigance inventories, and other assessments for specific skills. High School students should have the opportunity for Career and transition skills assessments. The communication matrix is a very important assessment for MDS students and their program. It is discussed in detail later on. Data collection to measure progress on iep goals is taken regularly.

11 MULTIPLE DISABILITIES 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 Some students in MDS programs have very serious behaviors, which can include aggression and self-injurious behaviors. Behavior interventions are key. This process begins with the FBA.

12 MULTIPLE DISABILITIES 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) BEHAVIORS MAY BE SENSORY SEEKING BEHAVIORS MAY BE SELF-INJUROUS (SIB) Some students require constant monitoring and redirection and reinforcement to maintain safe behaviors. Frequently, behavior problems are caused by limited communication skills.

13 MULTIPLE DISABILITIES 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

14 MULTIPLE DISABILITIES SUPPORT- ASSESSMENT
TRANSITION ASSESSMENTS-FOR HIGHER FUNCTIONING STUDENTS CDM-CAREER DECISION MAKER BRIGANCE TRANSITION INVENTORY BRIGANCE INVENTORY OF EARLY DEVELOPMENT

15 MULTIPLE DISABILITIES SUPPORT-ASSESSMENT
PASA-PENNSYLVANIA ALTERNATE SYSTEM OF ASSESSMENT FROM NCLB- ALL STUDENTS MUST BE ASSESSED ALTERNATE TO THE PSSA, 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

16 MULTIPLE DISABILITIES SUPPORT- ASSESSMENT
SPEECH AND LANGUAGE/COMMUNICATION SPEECH AND LANGUAGE PATHOLOGIST ADMINISTERS LANGUAGE ASSESSMENT COMMUNICATION MATRIX USED TO IDENTIFY LEVEL OF COMMUNICATION ASSISTIVE TECHNOLOGY EVALUATION FOR STUDENTS NEEDING AN ALTERNATIVE COMMUNICATION SYSTEM HIGH TECH DEVICES AND LOW TECH PICTURE SYSTEMS

17 MULTIPLE DISABILITIES- 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 The speech therapist at your school will be able to make arrangements for this evaluation.

18 MULTIPLE DISABILITIES SUPPORT- CURRICULUM AND INTERVENTIONS
LIFE SKILLS CURRICULUM FUNCTIONAL SKILLS ALTERNATIVE CURRICULUM LEADS TOWARDS INDEPENDENCE VOCATIONAL SKILLS FOCUS TRANSITION SKILLS INCLUDED EMBED FUNCTIONAL SKILLS IN CORE CURRICULUM CONTENT STANDARD ALIGNED IEPS AND INSTRUCTION AVAILABLE FOR ELEMENTYARY AND SECONDARY PROGRAMS ON THE SCHOOL DISTRICT OSIS WEBSITE 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

19 MULTIPLE DISABILITIES-CURRICULUM AND INTERVENTIONS
6 LIFE SKILLS DOMAINS PERSONAL MAINTAINANCE INTERPERSONAL COMMUNICATION VOCATIONAL FUNCTIONAL ACADEMICS DOMESTRIC MAINTAINANCE RECREATION AND LEISURE BEHAVIOR AND TRANSITION GOALS ARE INCLUDED WHEN INDICATED. STUDENTS MAY BE ASSISTED BY PROMPTS AND CUES

20 MULTIPLE DISABILITIES- CURRICULUM AND INTERVENTIONS
PERSONAL MAINTENANCE CARE OF SELF DRESSING HYGIENE BATHROOM AND TOILETING SKILLS MEALTIME SKILLS AND ETIQUETTE FITNESS AND EXERCISE SAFETY HEALTHY FOOD CHOICES STUDENTS PARTICIPATE IN ACTIVITIES OF DAILY LIVING TO BECOME AS INDEPENDENT AS POSSIBLE This is a very important domain for MDS students, and several goals may come from this area.

21 MULTIPLE DISABILITIES- LIFE SKILLS CURRICULUM
DOMESTIC MAINTENANCE CARE OF ENVIRONMENT KEEPING DESK AREA CLEAN AND NEAT CARE OF BELONGINGS SHOPPING- MAKING CHOICES COOKING AND MEAL PREPARATION DOMESTIC SKILLS-CLEANING AND ORGANIZATION OPERATING APPLIANCES,ON/OFF SWITCHES LEADS TO INDEPENDENCE CAN LEAD TO VOCATION SKILL This domain becomes more significant for high school students.

22 MULTIPLE DISABILITIES- LIFE SKILLS CURRICULUM
VOCATIONAL FINE MOTOR SKILLS WORK HABITS TASK COMPLETION FOLLOWING DIRECTIONS WORK RELATED SKILLS AND BEHAVIOR CARE OF ENVIRONMENT HIGH SCHOOL -SUPERVISED WORKSHOP SKILLS TRANSITION PLANNING This domain is important at all levels of mDS programs

23 MULTIPLE DISABILITIES- LIFE SKILLS CURRICULUM
RECREATION AND LEISURE GAMES- FOLLOWING RULES AND TURN TAKING PLAYING OR LISTENING TO MUSIC/MOVIES SPECTATOR ETTIQUETTE EXPRESSING REFUSAL,DISCOMFORT, FINISHED MAKING CHOICES SHOWING A PREFERENCE ENTERTAINMENT- THE ARTS ENJOYING SHARING PARTICIPATE IN READING A BOOK Most MDS students are not engaged in employment settings when they graduate from high school. They may participate in day programs that provide activities that are recreation and entertainment in nature. Some students may be able to participate in supervised work settings or participate in their living arrangement tasks.

24 MULTIPLE DISABILITIES- 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, ENGINEER ENVIRONMENT TO FACILITATE COMMUNICATION EVERYONE MODELS COMMUNICATION SYSTEM EVERY CHILD COMMUNICATES INCREASED COMMUNICATION CAN IMPROVE BEHAVIORS Communication is always the center of learning and meaningful interactions with people and the environment. Design to learn is a program to assist teacher in developing programs that maximize participation and communication.

25 MULTIPLE DISABILITIES- LIFE SKILLS CURRICULUM
FUNCTIONAL ACADEMICS- LITERACY RESPONDING TO OBJECTS AND PICTURES AWARENESS OF SAME AND DIFFERENT SURVIVAL SIGNS AND ICONS RESPONDING TO SPOKEN AND WRITTEN NAME READING PICTURES IDENTIFYING ATTRIBUTES- COLOR,SIZE,SHAPE IDENTIFYING FUNCTIONS OF OBJECTS WRITING- SCRIBBLING,TRACING,LINES LOCATING SIGNS, PICTURES, LETTERS,WORDS

26 MULTIPLE DISABILITIES- LIFE SKILLS CURRICULUM
FUNCTIONL ACADEMICS- MATH COUNTING, CONCEPTS, AND MATH LANGUAGE IDENTIFYING ONE OF, TWO OF, ETC IDENTIFYING NUMERALS MONEY TIME MEASUREMENT CONCEPTS SAME,DIFFERENT,LARGEST,SMALLEST MORE,LESS,MOST,LEAST,LONG,SHORT WORD PROBLEMS KITCHEN MATH CALCULATOR AND COMPUTER

27 MULTIPLE DISABILITIES SUPPORT-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, movement) Adapted equipment, positioning equipment Provided in environment where needed Monitor program and consult with staff

28 MDS-INTERVENTIONS RESEARCH BASED, DIRECT INSTRUCTION PROGRAMS AVAILABLE FOR STUDENT WHO HAS HIGHER LEVEL SKILLS PLACEMENTS TESTS READING MASTERY LEVELS K-5 PHONEMIC AWARENESS, PHONICS AND DECODING USES ABA TECHNIQUES READING FLUENCY STRESSES MASTERY Language for learning

29 MDS-INTERVENTIONS RESEARCH BASED MATH PROGRAMS
PLACEMENT TESTS FOR ENTRY DIRECT INSTRUCTION USES ABA TECHNIQUES DISTAR ARITHMETIC COUNTING CONCEPTS, NUMERATION, PLACE VALUE

30 MDS-INTERVENTIONS COMMUNICATION MATRIX COMMUNICATION SKILL ASSESSMENT
FOR INDIVIDUALS AT THE EARLIES STAGES OF COMMUNICATION DEVELOPMENT FOR INDIVIDUALS WHO USE ANY FORM OF COMMUNICATION INCLUDING PRESYMBOLIC OR ALTERNATIVE AND AUGMENTATIVE FORMS SEVEN LEVELS OF COMMUNICATIVE COMPETENCE The 7 levels of communication will be described with the implications for each level.

31 MDS-INTERVENTIONS SEVEN LEVELS OF COMMUNICATIVE COMPETENCE
1.Pre-intentional (reactive) behavior Child’s behavior not under their control Reactions- body movements,facial expressions, general behavior 2.Intentional (pro-active) behavior Child’s behavior now intentional but without understanding of communicative effect- Adult interprets needs from behavior, movements, facial, vocalizations, eyegaze 3.Non-conventional presymbolic communication Child uses pre-symbolic behaviors intentionally to express needs Not socially acceptable as child gets older-body movements, pointing, tugging on people, vocalizations, and gestures

32 MDS-INTERVENTIONS 4.Conventional communication 5.concrete symbols
Child uses pre-symbolic behaviors intentionally Pointing, nodding and shaking head,-difficult for visually impaired adults continue to use conventional gestures with speech 5.concrete symbols Symbols resemble what they represent Can be picture or part of the actual object, sounds, or motions Physically impaired children use device, point, or eye gaze 6.abstract symbols Speech, manual signs, Brailled or printed words Do not look like what they represent 7.language Combines symbols, grammatical rules, understands word combinations

33 MDS- INTERVENTIONS Goals for seven levels
1-establish purposeful behavior- responsive environment 2-respond to communicative behaviors to make child aware 3-shape gestures into conventional gestures and symbol use 4-teach 1:1 correspondence of symbols and referents 5-teach 1:1 correspondence between abstract symbols and referents 6-teach combination of symbols into 2 and 3 word utterances 7-expand semantic and syntactic abilities MASTERY * initiate and respond appropriately to interactions with people * initiate actions upon objects and structures, respond to problems and demands presented by the environment

34 MDS-INTERVENTIONS Design to Learn
Design Profile –Environmental Inventory Transitions The activity Adult’s interaction Communication system Peer interaction Opportunities to communicate Opportunities to use objects materials

35 MDS-Design to Learn Seven principles for promoting functional and spontaneous behavior Capitalize on the learner’s natural preferences, motivations, and affinities Allow the learner as much control as possible over environment Shift stimulus control of target behavior toward environmental stimuli that may occur naturally Ensure learner has means to communicate that is appropriate to sensory, cognitive, and physical abilities Provide comfortable and predictable environment Remain alert and available to interact and respond Respond to learner’s communication appropriately

36 MULTIPLE DISABILITIES 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

37 MULTIPLE DISABILITIES 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))

38 MULTIPLE DISABILITIES 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.

39 MULTIPLR DISABILITIES 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

40 MDS-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

41 MDS- TRANSITION VOCATIONAL PROGRAMS STUDENTS LEARN RESPONSIBILITY
HIGH SCHOOL YEAR OLDS BEGIN AWARENESS OF SPECIFIC JOBS APPROPRIATE FOR THEIR ABILITY COMMUNITY BASED INSTRUCTION INCLUDES FUNCTIONING IN THE COMMUNITY AND INDEPENDENT LIVING SKILLS SOME STUDENTS PARTICIPATE IN SUPERVISED, APPROPRIATE SCHOOL BASED JOBS GOAL TO TEACH STUDENTS TO PARTICIPATE IN THEIR DAILY CARE AND LIVING ACTIVITIES AS MUCH AS POSSIBLE

42 MULTIPLE DISABILITIES SUPPORT-INCLUSION
STUDENTS IN MULTIPLE DISABILITIES 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 MULTIPLE DISABIOLITIES SUPPORT PROGRAMS IN REGULAR EDUCATION AS MUCH AS APPROPRIATE AND POSSIBLE NON-DISABLED PEERS CORE CURRICULUM

43 MDS-PROGRESS MONITORING
DATA COLLECTION IS REGULARLY SCHEDULED IN MULTIPLE DISABILITIES SUPPORT CLASSROOMS GOALS AND OBJECTIVES OBSERVABLE MEASURABLE CRITERIA FOR MEETING TARGET INCLUDES CONDITION AND PROMPTS PROMPTS ENVIRONMENTAL,SETTING, MATERIALS VERBAL-DIRECT AND INDIRECT, PICTURES OR DEVICE,SIGNS GESTURES MODEL PHYSICAL ASSIST TO INCLUDE HAND OVER HAND PROBES TAKEN WEEKLY OR BIWEEKLY Goals must be well written to be ale to take data. Behaviors must be observable and measurable. Prompts are included in the goals and are part of the data that is collected.

44 MDS-PROGRESS MONITORING
EACH STUDENT SHALL HAVE A BINDER OR FOLDER DATA COLLECTION SHEETS COMMUNITY BASED INSTRUCTION IEP WORK SAMPLES TEACHER MADE TESTS INTERVENTIONS PERFORMANCE/MASTERY CHECKS DESIGN TO LEARN INVENTORY

45 MDS-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 Gradebook report cards with an electronic entry and record, were not available until the school year.

46 MDS –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 Accessibility and temperature control Approved by Office of Risk Management

47 MDS- 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

48 MDS- 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.

49 MDS- 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?

50 MDS-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.

51 MDS- 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.

52 MDS-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

53 MULTIPLE DISABILITIES 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 Design to learn uses ABA principles

54 MULTIPLE DISABILITIES 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.

55 MULTIPLE DISABILITIES 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

56 MULTIPLE DISABILITIES SUPPORT- Quality Program Checklist
QPC-General Program Overview Student folder/binder has iep,norep,data,work samples, Design to Learn Environmental Inventory. 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

57 MDS-Quality Program Checklist (QPC)
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 MDS students not in gen ed settings to access typical peers and school activities whenever appropriate

58 MDS-Quality Program Checklist (QPC)
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

59 Multiple Disabilities-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

60 Multiple Disabilities-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

61 MDS- 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

62 MULTIPLE DISABILITIES 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

63 MULTIPLE DISABILITIES 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

64 Multiple Disabilities 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 Accessible and climate/temperature control Approved by Office of Risk Management Date is collected in all community environments For goals and objectives implemented in community

65 Multiple Diusabilities 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 should also have a schedule which can contain pictures or actual objects for each activity.

66 Multiple Disabilities Support CONTACT INFORMATION 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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