Special Education Department
Newsletter Fall Issue—2014
Dear Staff, We are off to a great start! The special education department is, as always, dedicated to improving instruction for all students. Please use this newsletter as a resource for ensuring that we continue to support you and your students. The special education and curriculum departments continue to work collaboratively to ensure appropriate instruction for all. Together we are, no doubt, making a difference. Feedback to our students provides effective achievement gains. All students need to know where they are, where they need to go, and how to get there for the greatest achievement gains in all lessons. Let’s work together and be the best district in the state. All students can and will learn. If you have any questions, comments, concerns, or if you need additional information in any area, please contact me or anyone in the department. The special education department will also provide the professional development you need. Together we will make the world a better place, one child at a time. Respectfully, Julie Gutman Director of Special Education
WHAT IS THE ROLE OF THE TEACHER CONSULTANT Lake Orion Teacher Consultants provide district-wide support to students, staff members and parents. The Teacher Consultant role encompasses data analysis, team collaboration, assessment, as well as developing academic and behavioral intervention strategies. In addition, the role includes networking, creating cohesive student transitions, and providing support to enhance student achievement.
As the beginning of the school year arrives it’s important to help students both at home and in school, to recognize their own talents and learning styles. Scientists, educational consultants and psychologists agree that two things are especially important for children’s school learning: feeling emotionally validated and having a good awareness of one’s own learning. The following website provides information of some very child friendly and well written books about learning styles:
www.theadventuresofeverydaygeniuses.com
ROLES OF SCHOOL BASED OCCUPATIONAL
What Our Department Brings to the Table . . . .
2
AND PHYSICAL THERAPISTS Based on their knowledge of typical and atypical human development, medical conditions, syndromes, etc., therapists are responsible for evaluating and treating students ages 0-26 years old with disabilities, maintaining daily session notes, writing progress reports, attending IEP/IFSP meetings, and recommending adaptive equipment, environmental accommodations, or assistive technology. In addition to these services provided to students on their caseloads, occupational and physical therapists work collaboratively with teachers, other school staff and parents/guardians to serve the school community in a variety of ways. These include:
May participate in student support team meetings
Observations in classroom or other school environment
Consultation and collaboration with teachers and other professionals to offer classroom‐based strategies
Attending meetings that support student programming (e.g. school meetings, parent meetings)
Activities that support students in the natural environment or general education curriculum (e.g. social skills activities, classroom exercise routine, functional sensory motor activities, handwriting program)
Staff in-service and professional development (e.g. inservice) to kindergarten teachers on developing fine motor centers, transfer training for paraprofessionals)
Providing assistance in environmental modifications, and adaptive equipment or devices
Recommending appropriate positioning so students can access instruction
Linking parents/guardians to appropriate community-based resources
Designing home exercise programs and related activities for carryover
Supporting school compliance including school-based Medicaid reimbursement program
Maintain records of annual renewal of prescriptions for therapy services
Areas of Expertise of School Based Occupational and Physical Therapists Registered/licensed Occupational therapists may provide services in several educationally relevant areas in which they can help promote student success, including, but not limited to:
Classroom Responsibilities – activities necessary for participation in various classroom activities, including adapting to routines, organizing materials, hand skills necessary for manipulating classroom tools and producing written work
Functional Sensorimotor Skills-aiding the student to be able to produce an appropriate motor, or movement response to be successful in daily tasks at school.
Activities of Daily Living – as it relates to self-care activities such as hygiene, toileting, feeding, dressing/undressing, managing personal materials and devices
School Based Physical Therapy Licensed Physical therapists may provide services in various areas of school function related to a student’s ability to access the educational environment, including, but not limited to:
School mobility – student’s ability to access various areas of the school via walking, wheelchair or other means of mobility
Classroom activities – function related to participating physically and maneuvering within the classroom environment
Accessing (and participating in) the lunchroom, playground, bathroom, transportation, etc.
LO Difference . . . .
SPEECH-LANGUAGE PATHOLOGISTS ROLES
Prevention of communication disorders including language, stuttering, and articulation Identification of students at risk for later problems Assessment of students’ communication skills Evaluation of the results of comprehensive assessments Development and implementation of IEPs Documentation of outcomes Collaboration with teachers and other professionals Advocacy for teaching practices Participation in research projects Supervision of graduate students and clinical fellows Participation in school-wide curriculum and RTI groups Combine communication goals with academic and social goals Integrate objectives Help students understand and use basic language concepts Support reading and writing Increase students’ understanding of texts and lessons
SCHOOL SOCIAL WORKERS School social workers are educational service professionals who hold a master’s degree in social work and who have unique training and experience specific to working in schools and/or with children. This training includes special education law, school law, and systems theory. They understand the interrelatedness of various systems such as: education, family/children’s health, mental health and other related support services. School social workers serve as a part of a multidisciplinary team that draft and implement interventions in an effort to address external and internal needs that impact student learning, success, and school climate. Examples of these include but are not limited to: programs that address Response to Intervention (RTI), Positive Behavioral (Interventions and) Supports (PBIS), direct and consultative services to students, crisis intervention, and special education services.
School social workers assist teachers and other staff in meeting the desired educational outcomes of diverse learners. They assist teachers by providing appropriate resources, interventions, and facilitate their understanding of the roles in the special education process. School social workers support families to understand their child’s developmental and educational needs, to effectively advocate for their child in school, and to understand special education services. School social workers serve as links to the home and community and coordinate community agency/school collaborations in areas that include (but are not limited to): mental health, financial needs, transition planning, medical and behavioral programs.
SCHOOL PSYCHOLOGISTS
Collaborate with teachers, administrators, parents, other school specialists and other health professionals to create safe, healthy, and supportive learning environments for all students that strengthen connections between home and school
Facilitate data team, student staffing, academic improvement plan, professional learning committee, student support team, building special education, special education program transition, Individualized Education Plan, and Multidisciplinary Evaluation Team meetings
Assist in developing, implementing and revising academic and behavioral interventions, and assist staff in utilizing progress monitoring tools to determine the effectiveness of these interventions
Serve as leaders for the Early Literacy Program and Special Education Leadership Team
Provide behavioral support (preventive and reactive) at the student, grade, and building level, participate in behavior plan meetings and student transition meetings, and collaborate with building staff to implement school-wide anti-bullying initiative.
Serve as district data managers and facilitators for the Early Literacy Program, AIMSweb, and i-Ready
Have specialized training in both psychology and education which extends their expertise far beyond the most familiar role of conducting evaluations to determine special needs, and are often called upon to provide professional development to educators, other school specialists and support staff, and parents
Provide crisis intervention and short-term mental health support. Assist students their families connect with community resources
School Psychologist are mandated participants in the following multidisciplinary evaluation teams: Specific Learning Disability, Cognitive Impairment, Autism Spectrum Disorder, and Emotional Impairment
Can support the social, emotional, and academic learning goals of all students and provide services that impact learning at the individual, small group, classroom, building, or school district level
School Psychologists serve in multiple roles and provide a variety of services to help children and youth succeed academically, social, and emotionally
ACCESSIBLILITY IN WINDOWS 8 Windows 8 includes accessibility options and programs that make it easier to see, her, and use your computer including Ease of Access and Personalization options. The built-in assistive technologies in Windows 8 work with both Windows 8 applications, and with desktop software, to provide seamless access to the entire Windows experience. New in Windows 8 One of the most exciting aspects of Windows 8 is the introduction of touch-only devices. With touch devices, you can directly interact with everything on your screen by touch, without using a keyboard or mouse, including managing accessibility options in the Ease of Access Center. Make your PC easier to use In Windows 8, many of the most commonly used accessibility options are available right from the sign-in screen including Narrator, Magnifier, High Contrast, Sticky Keys and Filter Keys.
Click the Ease of Access button in the lower-left corner of your screen to choose the PC settings you want to have available each time you start your computer. You can find more settings on the Ease of Access page. From the Start screen, using the keyboard, open the page by pressing the Windows logo key+U. If you use a touch-enabled device, swipe in from the right edge of the screen, and then tap Search. If you’re using a mouse, point to the upper-right corner of the screen, move the mouse pointer down, and then click Search. Enter Ease of Access in the search box, tap or click Settings, and then tap or click Ease of Access in the results. Narrator Narrator, a screen reader that reads aloud the text that appears on screen, and describes events such as error messages, has been redesigned in Windows 8 to be substantially faster, and to support many new features. Whether you’re an individual who is blind, has low vision, or, are fully sighted, you will be able to use Windows 8 from the first time you start your device. Magnifier Magnifier is a tool that enlarges your screen, or portions of your screen, making words and images easier to see. For users with low vision who have trouble seeing their devices, Magnifier makes it easier to see the screen and touch it too. If you use a touch-enabled device you can control Magnifier from the edges of your screen, and can easily enlarge or reduce the size of the Magnifier window by touching buttons on screen
On-Screen Keyboard On-Screen Keyboard (OSK) is an Ease of Access tool you can use instead of relying on the physical keyboard to type and enter data. You don’t need a touchscreen to use On-Screen Keyboard. OSK displays a visual keyboard with all the standard keys. You can select keys using the mouse or another pointing device, or you can use a physical single key or group of keys to cycle through the keys on the screen. Speech recognition With Windows Speech Recognition you can command your PC with your voice. Compose documents and email, and surf the Web by dictating and speaking the commands rather than using a keyboard or mouse. Change text size Make text and icons larger and easier to see without changing the screen resolution. Personalization Add a personal touch to your computer and make it more accessible by changing settings such as theme, color, sounds, desktop background, screen saver and font size. Windows Touch With a touch-screen device, you can just touch your screen for a more direct and natural way to work. Use your fingers to scroll, resize windows, play media, pan and zoom.
Keyboard shortcuts Keyboard shortcuts save time and multiple mouse clicks. Press two or more keys to quickly perform a task without using a mouse. Visual notifications Replace system sounds with visual cues, such as a flash on the screen, so system alerts are announced with visual notifications instead of sounds. Sticky Keys Instead of having to press three keys at once (such as when you must press the Ctrl, Alt, and Delete keys simultaneously to log on to Windows), you can press one key at a time when Sticky Keys is turned on.
Mouse Keys Instead of using the mouse, you can use the arrow keys on the numeric keypad to move the pointer. Filter Keys Ignore keystrokes that occur in rapid succession and keystrokes that are held down for several seconds unintentionally.
For More Information Accessibility in Windows 8 www.microsoft.com/enable/ products/ windows8/ Video demos www.microsoft.com/enable/ demos/windows8/ Tutorials www.microsoft.com/enable/ training/windows8/
Twitter Follow @MSFTEnable Assistive technology Assistive technology products are specialty hardware and software products that provide essential accessibility to computers for those with significant vision, hearing, dexterity, language, or learning needs. Many assistive technology products are compatible with Windows 8 and Windows 8 Professional. Select and shop for assistive technology products compatible with Windows 8 or Windows 8 Professional at www.microsoft.com/enable/at/.
Important Windows RT only supports the installation of apps through the Windows Store. Windows 8, or Windows 8 Professional, is required for individuals using assistive technology software or devices. Be sure to check with your assistive technology manufacturer regarding compatibility before purchasing a new Windows 8 device
“WHAT IS THE DIFFERENC BETWEEN AND INTERVENTION AND AN ACCOMMODATION?� Normally, I never like to get caught up in battles over the definition of specific words, but the distinction between these two words is an important one. The key difference is INSTRUCTION. Interventions always involve instruction. If the student is not receiving additional instruction, then it is not an intervention. Accommodations are other adjustments we make to help students be successful.
So.. some simple examples.. -- Moving a student up to the front of class... this is an accommodation because there is no additional instruction being given. -- A small group reading session - this is an intervention because instruction is being delivered during the small group time. -- Giving the students the notes printed out - this is an accommodation because there is no instruction -- Having the student pulled out of class for some one-on-one instruction... this is an intervention -- Shortening or adjusting the assignment - this is an accommodation -- Having a parent volunteer work with a student during independent work time - this one depends on what the parent is doing. If the volunteer is just keeping the student "on task" then it is an accommodation. If the parent is delivering extra instruction then it is an intervention.
As you can see.. distinguishing between the two becomes much easier when you use this definition. Pat Quinn
I've posted about motivation many times, but I recently ran across this short and sweet recipe from Omar Periu, one of the world's top motivational speakers. The toplines are adapted from my conversation with Omar, but the commentary is my own: 1. Always act with a purpose. If you don't know why you're doing something, you're making that part of your life utterly meaningless. String together enough meaningless acts in your life and your entire life will be literally pointless--without a point. Starting every action with a review of your purpose, however, puts everything you do into context. Having a purpose for every act keeps you aimed at your life goals rather than cooling your heels. 2. Take responsibility for your own results. Most people misinterpret this concept. They think it means taking the credit when things go well and taking the blame when things go wrong. But taking responsibility is not about blame or credit; it's about what you do next. If you're responsible for your own results, you take ownership of whatever future that emerges from those results. You continue to move forward towards your goals, even when you encounter setbacks. 3. Don't wait for perfection, just do it now! Perfectionists are the hugest losers in life because they either expect things to be perfect before they take action or, if they do take action, they can't enjoy whatever happens because it's not the perfect outcome. The real joy of achievement doesn't come from what you achieve but from your efforts in trying to achieve it. The only thing that's perfect in this world is that you're perfectly free to take action. Now, as in right now. 4. Eat wisely because success takes energy. Our civilization currently suffers from a self-induced plague of obesity, caused by the mass consumption of addictive food products that give people life-shortening diseases after first making them listless and rained. I'm not saying you don't eat the occasional donut. However, if you want the energy to act, the energy to achieve your goals, you need to give your body the kind of fuel that can create that energy. And it's not refined sugar. 5. Surround yourself with motivated people. Numerous scientific studies have shown that the people around you influence your behavior. They define what you consider "normal" and thereby either bring you up (or down) to their level. If you hang around people who are energized, purposeful and committed to making a difference in the world, that's what you'll consider "normal." Being motivated will stop being something that you do and instead become who you are.
Lake Orion Special Education Department Resource List Name
Skills
Skills
Jennifer Antonelli
Nonverbal children with Autism
Early Language Skills
Mary Bogos
Cognitive Impairment
Modified Currriculum
Michelle Chappell
Early Literacy/Fluency Reading Comprehension
ASD/LD accommodations , Crisis Response
Naomi Choinard
Knowing Motor Skill Development
Adapting Activities, Adaptive Equipment
Renee DiGiorgio
Understanding Data
EI/CI/SLD Certification at Elementary Level
Nancy Floyd
AAC
Social Skills Groups
Lori Frohock
Language and Literacy
APPRAXIA
Stephanie Gardner
EI Students at the Elementary Level Behavior Plans
Alison Gilreath
Early Childhood Evaluations & Interventions
Stacey Glowacki
Early Childhood Social & Emotional EI Students & Behavior Support Development; Parent Education/ Plans ; Post Secondary Support
Keri Hickmott
ASD Behaviors; Interventions
Selective Mutism Information, Strategies, Resources
Annette Collins
Non-Verbal Crisis Intervention
Behaviors
Teri Jacobsen
Articulation, Language
ASD Language
Jody Jock
Private School Procedures
Reading Achievement/Intervention
Lauren Kelly
Behavior Plans
Reading Interventions
Colleen Klosterman
Fine Motor Skills, ADL for Elementary age children, sensory
Elementary age children
Jillian Knapp
Early Literacy
Reading Fluency
Kelly Lennox
Teaching Vocabulary
Using AAC
LD Evaluations & Interventions
Lake Orion Special Education Department Resource List Name
Skills
Skills
Marianne Lewandowski
Hand Skill Development
Activities to Encourage Hand Development
Derek Mazur
ASD Behavior Strategies
Behavior Plan Development
Robert McClellan
Autism
Behavior
Jennifer Nuss
ASD Consultation, Parent Support
Anxiety Issues
Tamura Oberle-Lang
LD Resources , Ideas, Multisensory Academic/Behavioral LD Reading Foundational Skills
Emily Prybys
Vocab/Language/Critical Thinking & Special Education Reading for SeThe Curriculum vere LD, CI
Heather Rutledge
State Diploma Requirements
Personal Curriculum
Brandee Sampson
Early Childhood Language Strategies
Development & Delivery of Language
Martha Sarenius
Out of District Center Based Programming
Homebound Students, Private Schools
Abbey Schwantes
Behavior Plans
Classroom Consultations
Michelle Showers
Anxiety Disorders
Reading Achievement
Ann Marie VanGessel
Articulation, Language
Fluency Disorders (Stuttering)
Julie White
Articulation
HI/AAC
Jared Wood
Sport/Performance Psychology
Motivation—Confidence, Goals, Attitude
Christy Girvan-Bierl
Social Emotional Strategies & Behaviors
EI Support
Kristi Wiegand
Early Language Development/ Articulation
Birth—five Special Education Referrals
Jody Jock
Private School Procedures
Reading Achievement/Intervention