Presentation on theme: "SPECIAL EDUCATION PROCESS"— Presentation transcript:
1SPECIAL EDUCATION PROCESS COMPLEX NEEDSMULTIPLE DISABILITIES SUPPORTOffice of Specialized Instructional ServicesThis presentation will give you information about students in MDS programs as well as components of the program.
2LIFE 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 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.
3MULTIPLE DISABILITIES SUPPORT A FUNCTIONAL LIFE SKILLS PROGRAMSTUDENTS WITH SEVERE TO PROFOUND INTELLECTUAL DISABILITY (MENTAL RETARDATION) ANDAN ADDITIONAL DISABILITY OR DISABILITIESSPEECH AND LANGUAGE IMPAIRMENTAUTISMORTHOPEDIC IMPAIRMENTOTHER HEALTH IMPAIREDDEAF/HEARING IMPAIRED and/orBLIND/VISUALLY IMPAIREDBEHAVIOR PROBLEMS MAY BE PRESENTIDEA 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.
4MULTIPLE 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.
5MULTIPLE DISABILITIES SUPPORT MOST SCHOOL DISTRICT OF PHILADELPHIA MDS PROGRAMS PROVIDE SUPPLEMENTAL SUPPORTCASELOAD OF UP TO 8CLASSES HAVE A TEACHER ANDAND 2 CLASSROOM ASSISTANTSSOME STUDENTS RECEIVERELATED SERVICES AS PER IEP
6MULTIPLE DISABILITIES SUPPORT Some students may have medical conditions requiring special treatments during the school daySome students are fed through a feeding tubeSome students are accompanied by a private duty nurse who comes with on the busSome students have limited ability to move their body intentionallyAdapted 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
7MULTIPLE DISABILITIES SUPPORT Wide range of abilitiesSome students are ambulatory and walk/run very wellSome students walk short distances with supervisionSome students need a walker or their hand heldSome students can stand to transfer to a chairSome students are completely dependent on caregivers for all care and need to be lifted and positionedSome students say some words and can show what they wantSome students can communicate by smiling, crying, facial expressions or by motor behavior
8MULTIPLE DISABILITIES SUPPORT- EARLY INTERVENTION MANY STUDENTS IN MDS 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 functioning and adaptive behavior, screening for related services, other assessments as indicatedMany 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.
9MULTIPLE DISABILITIES SUPPORT- ASSESSMENT PSYCHOLOGICAL EVALUATION and/orMEASURES OF COGNITIVE FUNCTIONINGADAPTIVE BEHAVIORCOMMUNICATIONPHYSICAL and/or OCCUPATIONAL THERAPYSPECIAL EDUCATION MEDICAL EVALUATIONSOCIAL AND BEHAVIOR EVALUATIONSLIFE SKILLS AND TRANSITIONNURSING ASSESSMENTFUNCTIONAL VISION ASSESSMENTFUNCTIONAL HEARING ASSESSMENT
10MULTIPLE DISABILITIES SUPPORT- ASSESSMENT TEACHERS CAN ADMINISTERBRIGANCE INVENTORY OF EARLY DEVELOPMENTBRIGANCE INVENTORY OF BASIC SKILLSCOMMUNICATION MATRIXSTAGESCAREER AND TRANSITION SKILLS INVENTORYTeachers 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.
11MULTIPLE DISABILITIES 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 FUNCTIONSome 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.
12MULTIPLE DISABILITIES 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)BEHAVIORS MAY BE SENSORY SEEKINGBEHAVIORS 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.
13MULTIPLE DISABILITIES 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
14MULTIPLE DISABILITIES SUPPORT- ASSESSMENT TRANSITION ASSESSMENTS-FOR HIGHER FUNCTIONING STUDENTSCDM-CAREER DECISION MAKERBRIGANCE TRANSITION INVENTORYBRIGANCE INVENTORY OF EARLY DEVELOPMENT
15MULTIPLE DISABILITIES SUPPORT-ASSESSMENT PASA-PENNSYLVANIA ALTERNATE SYSTEM OF ASSESSMENTFROM NCLB- ALL STUDENTS MUST BE ASSESSEDALTERNATE TO THE PSSA, 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 TAPED
16MULTIPLE DISABILITIES SUPPORT- ASSESSMENT SPEECH AND LANGUAGE/COMMUNICATIONSPEECH AND LANGUAGE PATHOLOGIST ADMINISTERS LANGUAGE ASSESSMENTCOMMUNICATION MATRIX USED TO IDENTIFY LEVEL OF COMMUNICATIONASSISTIVE TECHNOLOGY EVALUATION FOR STUDENTS NEEDING AN ALTERNATIVE COMMUNICATION SYSTEMHIGH TECH DEVICES AND LOW TECH PICTURE SYSTEMS
17MULTIPLE 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 classroomThe speech therapist at your school will be able to make arrangements for this evaluation.
18MULTIPLE DISABILITIES SUPPORT- CURRICULUM AND INTERVENTIONS LIFE SKILLS CURRICULUMFUNCTIONAL SKILLSALTERNATIVE CURRICULUMLEADS TOWARDS INDEPENDENCEVOCATIONAL SKILLS FOCUSTRANSITION SKILLS INCLUDEDEMBED FUNCTIONAL SKILLS IN CORE CURRICULUM CONTENTSTANDARD ALIGNED IEPS AND INSTRUCTIONAVAILABLE FOR ELEMENTYARY AND SECONDARY PROGRAMS ON THE SCHOOL DISTRICT OSIS WEBSITEThe 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
19MULTIPLE DISABILITIES-CURRICULUM AND INTERVENTIONS 6 LIFE SKILLS DOMAINSPERSONAL MAINTAINANCEINTERPERSONAL COMMUNICATIONVOCATIONALFUNCTIONAL ACADEMICSDOMESTRIC MAINTAINANCERECREATION AND LEISUREBEHAVIOR AND TRANSITION GOALS ARE INCLUDED WHEN INDICATED.STUDENTS MAY BE ASSISTED BY PROMPTS AND CUES
20MULTIPLE DISABILITIES- CURRICULUM AND INTERVENTIONS PERSONAL MAINTENANCECARE OF SELFDRESSINGHYGIENEBATHROOM AND TOILETING SKILLSMEALTIME SKILLS AND ETIQUETTEFITNESS AND EXERCISESAFETYHEALTHY FOOD CHOICESSTUDENTS PARTICIPATE INACTIVITIES OF DAILY LIVING TOBECOME AS INDEPENDENT ASPOSSIBLEThis is a very important domain for MDS students, and several goals may come from this area.
21MULTIPLE DISABILITIES- LIFE SKILLS CURRICULUM DOMESTIC MAINTENANCECARE OF ENVIRONMENTKEEPING DESK AREA CLEAN AND NEATCARE OF BELONGINGSSHOPPING- MAKING CHOICESCOOKING AND MEAL PREPARATIONDOMESTIC SKILLS-CLEANING AND ORGANIZATIONOPERATING APPLIANCES,ON/OFF SWITCHESLEADS TO INDEPENDENCECAN LEAD TO VOCATION SKILLThis domain becomes more significant for high school students.
22MULTIPLE DISABILITIES- LIFE SKILLS CURRICULUM VOCATIONALFINE MOTOR SKILLSWORK HABITSTASK COMPLETIONFOLLOWING DIRECTIONSWORK RELATED SKILLS AND BEHAVIORCARE OF ENVIRONMENTHIGH SCHOOL -SUPERVISED WORKSHOP SKILLSTRANSITION PLANNINGThis domain is important at all levels of mDS programs
23MULTIPLE DISABILITIES- LIFE SKILLS CURRICULUM RECREATION AND LEISUREGAMES- FOLLOWING RULES AND TURN TAKINGPLAYING OR LISTENING TO MUSIC/MOVIESSPECTATOR ETTIQUETTEEXPRESSING REFUSAL,DISCOMFORT, FINISHEDMAKING CHOICESSHOWING A PREFERENCEENTERTAINMENT- THE ARTSENJOYING SHARINGPARTICIPATE IN READING A BOOKMost 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.
24MULTIPLE DISABILITIES- LIFE SKILLS CURRICULUM INTERPERSONAL COMMUNICATIONSPEAKING AND LISTENINGREQUESTING AND REFUSINGCOMMENTINGSOCIAL INTERACTIONSAPPROPRIATE INTERACTIONSALTERNATIVE COMMUNICATION SYSTEMSPICTURES, SIGNS,GESTURES, DEVICES, MOTOR BEHAVIORS,ENGINEER ENVIRONMENT TO FACILITATE COMMUNICATIONEVERYONE MODELS COMMUNICATION SYSTEMEVERY CHILD COMMUNICATESINCREASED COMMUNICATION CAN IMPROVE BEHAVIORSCommunication 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.
25MULTIPLE DISABILITIES- LIFE SKILLS CURRICULUM FUNCTIONAL ACADEMICS- LITERACYRESPONDING TO OBJECTS AND PICTURESAWARENESS OF SAME AND DIFFERENTSURVIVAL SIGNS AND ICONSRESPONDING TO SPOKEN AND WRITTEN NAMEREADING PICTURESIDENTIFYING ATTRIBUTES- COLOR,SIZE,SHAPEIDENTIFYING FUNCTIONS OF OBJECTSWRITING- SCRIBBLING,TRACING,LINESLOCATING SIGNS, PICTURES, LETTERS,WORDS
26MULTIPLE DISABILITIES- LIFE SKILLS CURRICULUM FUNCTIONL ACADEMICS- MATHCOUNTING, CONCEPTS, AND MATH LANGUAGEIDENTIFYING ONE OF, TWO OF, ETCIDENTIFYING NUMERALSMONEYTIMEMEASUREMENT CONCEPTSSAME,DIFFERENT,LARGEST,SMALLESTMORE,LESS,MOST,LEAST,LONG,SHORTWORD PROBLEMSKITCHEN MATHCALCULATOR AND COMPUTER
27MULTIPLE DISABILITIES SUPPORT-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, movement)Adapted equipment, positioning equipmentProvided in environment where neededMonitor program and consult with staff
28MDS-INTERVENTIONSRESEARCH BASED, DIRECT INSTRUCTION PROGRAMS AVAILABLE FOR STUDENT WHO HAS HIGHER LEVEL SKILLSPLACEMENTS TESTSREADING MASTERY LEVELS K-5PHONEMIC AWARENESS,PHONICS AND DECODINGUSES ABA TECHNIQUESREADING FLUENCYSTRESSES MASTERYLanguage for learning
29MDS-INTERVENTIONS RESEARCH BASED MATH PROGRAMS PLACEMENT TESTS FOR ENTRYDIRECT INSTRUCTIONUSES ABA TECHNIQUESDISTAR ARITHMETICCOUNTING CONCEPTS, NUMERATION, PLACE VALUE
30MDS-INTERVENTIONS COMMUNICATION MATRIX COMMUNICATION SKILL ASSESSMENT FOR INDIVIDUALS AT THE EARLIES STAGES OF COMMUNICATION DEVELOPMENTFOR INDIVIDUALS WHO USE ANY FORM OF COMMUNICATION INCLUDING PRESYMBOLIC OR ALTERNATIVE AND AUGMENTATIVE FORMSSEVEN LEVELS OF COMMUNICATIVE COMPETENCEThe 7 levels of communication will be described with the implications for each level.
31MDS-INTERVENTIONS SEVEN LEVELS OF COMMUNICATIVE COMPETENCE 1.Pre-intentional (reactive) behaviorChild’s behavior not under their controlReactions- body movements,facial expressions, general behavior2.Intentional (pro-active) behaviorChild’s behavior now intentional but without understanding of communicative effect-Adult interprets needs from behavior, movements, facial, vocalizations, eyegaze3.Non-conventional presymbolic communicationChild uses pre-symbolic behaviors intentionally to express needsNot socially acceptable as child gets older-body movements, pointing, tugging on people, vocalizations, and gestures
32MDS-INTERVENTIONS 4.Conventional communication 5.concrete symbols Child uses pre-symbolic behaviors intentionallyPointing, nodding and shaking head,-difficult for visually impairedadults continue to use conventional gestures with speech5.concrete symbolsSymbols resemble what they representCan be picture or part of the actual object, sounds, or motionsPhysically impaired children use device, point, or eye gaze6.abstract symbolsSpeech, manual signs, Brailled or printed wordsDo not look like what they represent7.languageCombines symbols, grammatical rules, understands word combinations
33MDS- INTERVENTIONS Goals for seven levels 1-establish purposeful behavior- responsive environment2-respond to communicative behaviors to make child aware3-shape gestures into conventional gestures and symbol use4-teach 1:1 correspondence of symbols and referents5-teach 1:1 correspondence between abstract symbols and referents6-teach combination of symbols into 2 and 3 word utterances7-expand semantic and syntactic abilitiesMASTERY* initiate and respond appropriately to interactions with people* initiate actions upon objects and structures, respond to problems and demands presented by the environment
34MDS-INTERVENTIONS Design to Learn Design Profile –Environmental InventoryTransitionsThe activityAdult’s interactionCommunication systemPeer interactionOpportunities to communicateOpportunities to use objectsmaterials
35MDS-Design to LearnSeven principles for promoting functional and spontaneous behaviorCapitalize on the learner’s natural preferences, motivations, and affinitiesAllow the learner as much control as possible over environmentShift stimulus control of target behavior toward environmental stimuli that may occur naturallyEnsure learner has means to communicate that is appropriate to sensory, cognitive, and physical abilitiesProvide comfortable and predictable environmentRemain alert and available to interact and respondRespond to learner’s communication appropriately
36MULTIPLE DISABILITIES SUPPORT-TRANSITION TRANSITION-BRIDGE TO ADULT LIFETRANSITION PLANNING BEGINS IN ELEMENTARY SCHOOLIEP MUST ADDRESS TRANSITION AT AGE 14THREE AREAS FOR TRANSITIONPOST SECONDARY EDUCATIONEMPLOYMENTINDEPENDENT LIVING
37MULTIPLE 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))
38MULTIPLE DISABILITIES 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.
39MULTIPLR DISABILITIES 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 SUPPORTS
40MDS-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
41MDS- TRANSITION VOCATIONAL PROGRAMS STUDENTS LEARN RESPONSIBILITY HIGH SCHOOL YEAR OLDS BEGIN AWARENESS OF SPECIFIC JOBS APPROPRIATE FOR THEIR ABILITYCOMMUNITY BASED INSTRUCTION INCLUDES FUNCTIONING IN THE COMMUNITY AND INDEPENDENT LIVING SKILLSSOME STUDENTS PARTICIPATE IN SUPERVISED, APPROPRIATE SCHOOL BASED JOBSGOAL TO TEACH STUDENTS TO PARTICIPATE IN THEIR DAILY CARE AND LIVING ACTIVITIES AS MUCH AS POSSIBLE
42MULTIPLE DISABILITIES SUPPORT-INCLUSION STUDENTS IN MULTIPLE DISABILITIES 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 MULTIPLE DISABIOLITIES SUPPORT PROGRAMS IN REGULAR EDUCATION AS MUCH AS APPROPRIATE AND POSSIBLENON-DISABLED PEERSCORE CURRICULUM
43MDS-PROGRESS MONITORING DATA COLLECTION IS REGULARLY SCHEDULEDIN MULTIPLE DISABILITIES SUPPORT CLASSROOMSGOALS AND OBJECTIVESOBSERVABLEMEASURABLECRITERIA FOR MEETING TARGETINCLUDES CONDITION AND PROMPTSPROMPTSENVIRONMENTAL,SETTING, MATERIALSVERBAL-DIRECT AND INDIRECT, PICTURES OR DEVICE,SIGNSGESTURESMODELPHYSICAL ASSIST TO INCLUDE HAND OVER HANDPROBES TAKEN WEEKLY OR BIWEEKLYGoals 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.
44MDS-PROGRESS MONITORING EACH STUDENT SHALL HAVE A BINDER OR FOLDERDATA COLLECTION SHEETSCOMMUNITY BASED INSTRUCTIONIEPWORK SAMPLESTEACHER MADE TESTSINTERVENTIONSPERFORMANCE/MASTERY CHECKSDESIGN TO LEARN INVENTORY
45MDS-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-REGRESSEDGradebook report cards with an electronic entry and record, were not available until the school year.
46MDS –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- ACORDAccessibility and temperature controlApproved by Office of Risk Management
47MDS- 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
48MDS- 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.
49MDS- 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?
50MDS-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.
51MDS- 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.
52MDS-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
53MULTIPLE DISABILITIES 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 stimulusDesign to learn uses ABA principles
54MULTIPLE DISABILITIES 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.
55MULTIPLE DISABILITIES 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
56MULTIPLE DISABILITIES SUPPORT- Quality Program Checklist QPC-General Program OverviewStudent folder/binder has iep,norep,data,work samples, Design to Learn Environmental Inventory.Emergency 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
57MDS-Quality Program Checklist (QPC) 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 MDS students not in gen ed settings to access typical peers and school activities whenever appropriate
58MDS-Quality Program Checklist (QPC) 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
59Multiple Disabilities-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
60Multiple Disabilities-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
61MDS- 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
62MULTIPLE DISABILITIES SUPPORT- Quality Program Checklist QPC- Personal CareStudents taken to bathroom/changed regular basisPrivacyDignityHand washingUniversal precautions when body fluids presentHandwashingStaff washes hands before feeding student
63MULTIPLE DISABILITIES 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
64Multiple Disabilities 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 certificatesAccessible and climate/temperature controlApproved by Office of Risk ManagementDate is collected in all community environmentsFor goals and objectives implemented in community
65Multiple Diusabilities 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 should also have a schedule which can contain pictures or actual objects for each activity.
66Multiple Disabilities Support CONTACT INFORMATIONOffice 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