beacon_04_11

Luzerne Intermediate Unit 18 Newsletter

PSSA’s are nearly over. The clocks have sprung ahead. The days are longer and the temperature is gradually rising. Every day we see more evidence of Spring beginning to blossom.In our first issue of “The Beacon” we discussed the three components related to our delivery of services: quality, service and price. Despite the recent budget cuts, we remain committed to providing the highest quality programs, the best possible service, and at the most cost effective price.

March| 2011

On March 8, 2011, the Governor presented his tentative budget drastically cutting Public Education as a whole. The budget of 4.7 million dollars used to supplement Intermediate Unit’s general operating budget was completely eliminated costing our Intermediate Unit $176,000. Based upon these substantial budgeting costs, we have a shared responsibility to work with our school districts to carefully examine every budget. With that in mind, tough times require tough choices.

Your Intermediate Unit is being very proactive in this regard. On March 29, 2011, the PA Association of Intermediate Units hosted a statewide budget summit to review the impact of the Governor’s budget and to consider cost cutting strategies to overcome the resulting deficits. The audience consisted of superintendents, business managers and select board members. Podcasts by Governor Corbett and Secretary of Education Mr. Ron Tomalis were featured along with a number of innovative cost cutting strategies from select districts across our Commonwealth.

On April 7, 2011 our Intermediate Unit will host its bi-annual Legislative Forum. Every local State Legislator and

Volume 1 | Issue 2

Superintendent have been invited. The purpose of this regularly scheduled legislative forum is to discuss issues within our educational community.Finally, in every aspect of our lives we have the ability to make choices. It is the choices we make that define us as individuals. To us, as public educators, this is a defining moment in our lives as professionals. We can either actively participate and embrace change, or we can sit back and wait until change is imposed upon us.

How we choose to respond will most certainly define the future of our profession. Rest assured, the educational leadership of your intermediate unit will actively engage in the change process. Despite the uncertainty of this moment, we will be patient, optimistic and confident in the future of your Intermediate Unit as a Regional Educational Service Agency. We ask that you keep in mind that our main focus will always remain our students. Finally, we want to thank you for the efforts you make every single day on behalf of the children that you serve.

Hal Bloss &Tony Grieco Hal Bloss and Tony Grieco

The Beacon

IssueIN THIS

Message from the Executive Office

NASA Endeavor Program at King’s College

Occupational Therapy p2Nursing Programs p3SWPBS p4Psychnetwork p5Hearing Support p6DDD p7Speech and Language p8Juvinile Justice p9Autism AwarenessVision Services p10PIIC and CDT p11

areas of the school, and in community settings used to support the child’s Individualized Educational Plan (IEP). Occupational therapists work with the entire team to integrate and implement therapeutic activities within these natural environments. The specific treatment provided by the school therapist could focus on strengthening, coordination, visual motor skills, visual perceptual skills, and transition skills as they relate to the student’s educational goals and needs.

What is Occupational Therapy?

Occupational Therapy is an integrated therapy based on performing the meaningful activities of daily living (self care skills, educational skills, work, or social interaction skills), to enable or enhance participation in such activities despite impairments or limitations in physical or mental functioning.

When are Occupational Therapy Services Provided in the School?

School-based Occupational Therapy services are provided when it is determined through a screening or Occupational Therapy evaluation that the student needs therapy to function in the school environment and to benefit from their educational program.

How Will A Child be Evaluated?

The school occupational therapist will evaluate the student’s ability to manage self-care, including the management of classroom materials, organizational skills required to be independent within the school environment, and the student’s ability to complete written work and to process information. Additionally, the occupational therapist may evaluate pre-vocational/vocational and Life Skills in preparation for the transition to adult community living.

The Beacon

Did you know? APRIL IS OCCUPATIONAL THERAPY MONTH! We wish to recognize our Occupational Therapy Department for the tremendous work they do each and every day to benefit all students.

In Our Classrooms

School-Based Occupational Therapy

The Luzerne Intermediate Unit #18 School-Based Occupational Therapy program is a related service that is provided to a wide range of students with disabilities, as well as students in the regular education setting. The primary goal of the school based occupational therapy program at the LIU is to assist each child to be more independent in their educational program and environment.

Occupational Therapists work in the educational setting to support students so they can benefit from their educational programs, have access to their education, and participate in their education. Therapists work collaboratively with school personnel and parents of children with disabilities to evaluate, plan children’s educational programs, and provide intervention to meet children’s individual educational

needs. Occupational therapists also act as resources for educational teams for supporting students, educational staff, and parents during the educational process and transition to adult independence. Occupational therapists function as part of the educational team serving identified as protected handicapped students under Section 504 of the Rehabilitation Act of 1973.

What Treatment will be Provided by the Occupational Therapist?

The terms “school-based” and “educational-based” occupational therapy encompass all occupational therapy services provided in educational settings to assist students in accessing, participating in, or benefiting from their educational programs. These services may be direct or consultative in nature. Occupational therapists typically provide these services in the natural environment of the classroom, other

Spotlight on Occupational Therapy

Standing- Shelly Parnell, Jen Jones, Gail Humko, Andi Bender, Brenda Hamersly, Janet JonesStitting- Barb Sieminski, Judy Cilberto, Cathy Ramiza, Molly Kusakavitch, Judy Issac Absent- Linda Walsh

Upcoming LIU Events

The practice of school nursing began in the United States on October 1, 1902. The role of the school nurse has expanded substantially from its original focus of the reduction of school absenteeism as a result of communicable diseases. Despite the increased demands of the school nurse’s role, the focus has remained the same with the goal of promoting student health and learning. In 1972, the National Association of School Nurses (NASN) has chosen May 11 as National School Nurse Day in order to foster a better understanding of the role of school nurses in the educational setting.

The breadth of the role of a school nurse is to provide professional nursing care to students in order to promote the well-being, academic success and lifelong achievement of students. Components of the success of the functions of the school nurse include facilitating positive student responses to normal development, advancing health and safety, intervening with actual and potential health problems, providing case management services and collaborating with others, including the students’ families, to enhance student and family management and learning.

According to NASN, there are seven roles of the school nurse. They include the following: (1) The school nurse provides direct health care to the students and staff; (2) The school nurse provides leadership for the provision of health services; (3) The school nurse provides screening and referral for health conditions; (4) The school nurse promotes a healthy school environment; (5) The school nurse promotes health; (6) The school nurse serves in a leadership role for health policies and programs; and (7) The school nurse serves as a liaison between school personnel, family, community, and health care providers.

School nurses who care for and interact with special needs students who have chronic health conditions must have a greater degree of patience and understanding so as to advance the health and well-being of these students. Special needs students are presented with unfortunate challenging circumstances beyond their control and therefore require greater care and compassion. School nurses provide a safety net for the most fragile students. Nevertheless, the reward of providing care to these students is unsurpassed.

Nursing Services in Our Schools

Standing: Carol Barletta, Kelly Connors, Karen Muldoon, Diane Namey Sitting: Deanna Comerota, Giovanna Saporito, Donna Reino

April 7: Legislative Breakfast

April 8: NASA Endeavor @ Wilkes

April 11: Curriculum Mapping Tool Training

April 12: Curriculum Directors Meeting

April 13: Transition Reception

April 15: NEPA Connects with Higher Ed Partners

April 20: Common Core Crosswalks Training

April 27: School Counselor Network

April 26: School Improvement Plan Training

May 6: NASA Endeavor @ Wilkes

May 20: Field Day @ WVW Stadium

May 24-25: PA Computer Fair @ Dickinson College

June 15: LIU Retirement Party

The Beacon

The Alternative Learning Center in Plains has begun the process of implementing a School-Wide Positive Behavior Support (SWPBS). On January 20th an administrative meeting was held to plan for this process. Faculty training was provided by Carol Bubblo of the LIU #18 Technical Assistance Staff. Carol is a provisional state-wide facilitator of SWPBS.

According to their website, The OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) believes that SWPBS is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes. More importantly, SWPBS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior

Professional Development

outcomes for all students. In general, SWPBS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.

The ALC has formed a team of 7 individuals to lead this process. The Behavior Team held their first meeting on February 18th. They also had the opportunity to visit the Centennial School of Lehigh University where they observed in the classroom and participated in a question and answer period. The team has developed a schedule of planning meetings that will occur for the remainder of the year. All of the staff members at the ALC are supporting this process and will be active participants in bringing about the success of SWPBS at their school. It is anticipated the implementation of SWPBS will have a positive effect on the school culture and overall student achievement at the ALC.

byJamie Broda

School-Wide Positive Behavior Support at the ALC

Want to know more about School Wide Positive Behavior Support? Contact Carol Bubblo, Bill Tironzelli, Lynn Ziller or your SPOC

The Alternative Learning Center School-Wide Positive Behavior Support TeamStanding: Tom Bradshaw, Gerald Gillsky, John Mendola, Kim GeisingerSitting: :Gia Fahey-Serino, Beth Kennedy, Betty Jean Segear

Social Stories ™, Power Cards ™, Cartooning, Scripting… Do these terms/strategies mean anything to you? If not, maybe you would like to sign up for next year’s Asperger’s Team Training!

The Professional Development Department initiated the Asperger’s Team Training to local Special Education Directors. They welcomed the idea, and agreed to the instruction regulation of a maximum of 4 teams to be included in the training. Each team included some of the following personnel: a general education teacher, a special education teacher, a guidance counselor, a Speech Language Pathologist, an Occupational Therapist, and an administrator.

The training began on October 13, 2010, with Tina Gelso, Kelly McAndrew and Shelley Russin as facilitators. The educators from Wyoming Valley West, Nanticoke, Wilkes-Barre and the Luzerne Intermediate Unit ( Lighthouse Academy) actively participated in the team process by collaborating together during this 4-day training series. These teams worked together to gather more specific data regarding the student’s strengths and needs, implement strategies, and progress monitor the student’s performance by analyzing the data collected.

A student-specific case study format was implemented over the course of the 4 day training, beginning in October 2010 and wrapping up in March 2011. (With a few minor adjustments due to our snowy weather!)

The goal of the training was to provide a framework for the participating teams to build capacity within their own districts The trainers plan on providing an even better training process to the teams who join them next year!

Asperger’s Team Training

Psychnetwork was developed approximately 10 years ago as a vehicle for ongoing professional development, collaborative problem solving and peer support for school psychologists. It is comprised of school psychologists at LIU 18 and its member districts who meet monthly to discuss pertinent issues in the field of school psychology. The Network school psychologists who are members of the National Association of School Psychologists (NASP), also facilitate the dissemination of information relevant to the field of school psychological services.

Throughout its history, the role of the Psychnetwork has been to develop special education and gifted procedures based upon changes in public policy, and state and federal special education regulations, providing special education directors/administrators the awareness of such. Psychnetwork has sponsored presenters in the

field to expand the knowledge and delivery of school psychological services. Some of the past presenters have included representatives from the LIU Curriculum Department, PaTTAN, the PA Bureau of Special Education, and regional educational publishing representatives, as well as from local agencies such as the Office of Vocational Rehabilitation and Mental Health/Mental Retardation Association.

Psychnetwork members have also presented case studies for review and feedback to the group, and have generated updated information packets on the individual disability categories and on the administration of new assessment instruments.The L IU 18 Psychnetwork has also developed a reciprocal relationship with IU19’s network of school psychologists enhancing the range and scope of services offered within public education.

LIU 18 Psychnetwork

Cyber Safety Awareness at the ALCOn Thursday, 12/9/10, Janene Holter, from the Office of the Attorney General of Pennsylvania, spoke with the students at ALC about Cyberbullying. This is a free educational service provided by the Attorney General’s office. Other available topics include Operation Safe Surf (internet safety), Truth & Choices: Drug & Alcohol Abuse; and Stop Gun Violence. The Operation Safe Surf is available for all grade levels. If anyone is interested in contacting Ms. Holter to invite her to speak to your students, you may contact her at [email protected].

2nd Annual LIU Technology

Intergration Day

Wednesday, March 9 saw another great day of collaboration and professional learning for over eighty teachers within the LIU and NEIU territories. In conjunction with King’s College Tech Expo, the Luzerne Intermediate Unit hosted its second Tech Integration Day.

With the assistance of technology integration coaches from both areas, K- 12 content teachers participated in various sessions from Web 2.0 tools, Google Earth, Digital Citizenship, Moodle, and others. Participants were encouraged to not only practice with the various tools but incorporate that learning into their respective curricula.

On behalf of the Technology Integration Committee, we would like to sincerely thank all the Superintendents and the LIU administration for their support. We would also like to thank King’s College and Ray Pryor for their hospitality and willingness to host this event. Finally, sincere appreciation is extended to all the presenters who agreed to share their knowledge and expertise in a given session.

Rebecca Drazdowski leads a session.

The Beacon

Parent-Infant ProgramOn December 31, 2002, Pennsylvania mandated universal hearing screening for all newborn babies leaving the hospital. As a result, children are identified at a much earlier age, and services can begin much sooner than in the past. Upon identification families are referred for early intervention services. When a hearing loss is diagnosed and aids are fitted, the educational process begins for both the parent and the child. Parents play such an important part in the development of their children. The barriers imposed by being deaf or hard of hearing can usually be overcome through early identification and appropriate intervention. Parents and other family members learn about hearing loss, communication choices, hearing aid management, auditory awareness, and ways to stimulate age-appropriate play and language. The audiologist works closely with the families and children to ensure optimal aided benefit is being provided at all times. The audiologist also helps to determine cochlear implant candidacy of the children, and counsels the families who are making the decision about implantation.

Pre School Program – Ages 3-5 yearsThe Preschool classroom is a reverse mainstream environment which consists of an equal amount of children who have a hearing loss and typical children from the community. With a low teacher/pupil ratio, each child has a better opportunity to receive individualized instruction from the certified teacher of the Deaf and Hard of Hearing. The IEP helps to set goals and monitor progress for each child. The student’s instructional day includes instruction in the areas of audition, receptive language, expressive language, speech, reading, math, social studies, science, social interaction, and gross and fine motor skills if needed. Using active learning and language based instruction, the teacher models

language within each experience/activity. After the child learns to imitate the model, the teacher shapes and expands what the student has offered. The staff is careful to monitor each child’s amplification. Sound Field amplification and FM Technology are used in the classroom so the students will receive better quality sound. Teaching the children to listen and process what they are hearing is central to classroom instruction. A “listening attitude” is developed as each student with a hearing loss is surrounded by sound and bathed in language until typical oral skills emerge. Children graduate from the specialized preschool into their neighborhood schools and preschools when prepared.

School Aged Program (Itinerant Services)Our goal is to integrate our students with hearing loss into their home districts as early and easily as possible. When a student is ready to mainstream, our teachers and staff help the parents prepare the schools for the child’s entry. Support services include weekly/monthly on-site school visits by the certified teacher of the Deaf and Hard of Hearing, consultations with therapists, and in-services to school personnel. Our teachers work closely with the student’s mainstream teacher(s) to ensure a smooth, successful transition. Services available for students are hearing therapy, speech/language therapy, occupational therapy, audiological services, cochlear implant rehabilitation therapy, and tutoring as needed. Some other services that are available to ensure the students success include note taking services, interpreting, room evaluations for optimal listening and FM amplification systems. As students approach graduation services are provided to help the student transition to the work force or pursue higher education.

Hearing Support Services at LIU 18

Adaptive Physical Education and Physical Therapy in the School Setting

The Individuals with Disabilities Education Act (IDEA), is a federal law, with state educational agency oversight, that supports the provision of the public education for all children-regardless of the nature or severity of their disability. Part B of IDEA mandates the education of children, 3-21 years of age, who have a disability that interferes with their educational performance and their ability to benefit from their educational program. Each local education agency or school district is responsible for implementing part B of IDEA. Adaptive physical education (APE) is specially designed instruction in physical education to address the unique needs of a child with such a disability. Physical therapy is a related service under Part B of IDEA that is provided when it is determined through a screening or Physical Therapy evaluation that the student needs therapy to function in the school environment and to benefit from their educational program. In summary, each special education student will receive adaptive physical

education and/or physical therapy services depending upon their degree of need. All students who receive special education are mandated to receive physical education as a direct service, either in the regular or adapted physical education class. Physical therapy is a related service that is provided to special education students when the student needs those services to benefit from special education. Physical therapists and adaptive physical education teachers work collaboratively with the special education team to fulfill the goals and objectives for each student’s IEP, and to provide a valuable and rewarding experience to all of the special education students they serve.

The Document Destruction Depot (D.D.D.) is transition program located at Phillips Supply Company on Beade Street in Plymouth, PA. This program offers an opportunity to our district students with special needs to be employed. This program also offers a service to school districts and other entities whereby theLIU will guarantee the confidential destruction of documents. The destruction of documents cost $20.00 per 100 pounds.

Students who work at the D.D.D. not only learn how to shred documents, but also learn valuable job skills. The skills and techniques the students learn at the DDD will allow them to attain jobs in warehousing skills. The work experience gained at the DDD will make the difference when applying for a warehousing job.

Many companies cannot afford to train students with special needs or take the time to teach them the skills needed to be able to work. We take that time and teach the skills at the DDD.

You can make your trash add up to more than a pile of papers in your home, office or landfill. By having them shredded at the DDD, they will be recycled and reused. They will no longer be cluttering your space, but instead will be used first as a teaching aid to help these students learn how to operate warehouse equipment, package items up properly and get them to a recycling center. The paper will then be recycled, which benefits the environment.

If you bring your documents to the D.D.D. you may even witness the destruction of the documents. Please help us out in making this venture work. Bring us your unwanted documents. You can make a huge difference in the lives of the students, as well as the environment,

*Please contact Emily Bilbow at 570-719-0462 for more information.

Document Destruction Depot

by Emily Bilbow

Adapted Pysical EducationAlan Kiesinger and Pat Florenza Jr.

Standing: Louise Goodwin, Pat Florenza, Carolyn Mosotelli, Allison Pugh, Bob ZielinskiSitting - Jan Fraiser, Joe Glazenski and Absent - Ray Musto

The Beacon

TThe Luzerne Intermediate Unit speech-language support services program provides a therapy for a wide range of communication disorders for school age students from all exceptionalities, as well as pupils in the regular education setting.It is estimated that 12 to 15% of the total school age population in Pennsylvania have some form of communication disorder. Many children have multiple disabilities along with their communication deficit.

The primary goal of the speech-language support services at the LIU is to assist each child to be a more effective communicator and to promote overall communicative competence in both educational and community environments.

The LIU speech-language pathologists have special skills and interests regarding the communication abilities of the students they serve. Since communication is considered an integral part of the students’ education program, the speech-language pathologist is an important member of each school and Multi-Disciplinary Team.

Because the LIU services both the general school population (including non-public schools) and special needs populations, the communication deficits cover a wide spectrum of communication disorders which include:

Speech and Language Pathologists in Our Schools

HOUSTON -- Astronauts aboard the International Space Station this spring will conduct six experiments designed by middle school students from across the country.

In its second year, the program offers students in fifth through eighth grades an opportunity to design experiments or simple demonstrations for testing both in the classroom and in the station’s microgravity environment.

A team of representatives from NASA centers selected the winners from among 62 proposals. The experiments will study the effect of weightlessness on various subjects and show what the environment reveals about the laws of physics.

“This is a wonderful opportunity for these students to learn how scientists and astronauts work together to develop new technologies for space exploration and to learn more about how things work on Earth,” said Mark Severance, International Space Station National Laboratory Education projects manager at NASA’s Johnson Space Center in Houston. ”By engaging students in interesting science experiments, teachers can pique a child’s interest while helping develop higher-level thinking skills.”

Local winners were Gate of Heaven School in Dallas, Pa., for “Buoyancy in Space.” This experiment will determine if the buoyancy of an object is affected in a microgravity environment.

NASA Names Winning Experiments In Kids Micro-G

ChallengeDelayed Language: slowness in the development of the vocabulary and grammar necessary for expressing and understanding thoughts and ideas: including phonemic development and auditory processing difficulties.Speech/Articulation: difficulties in the ways sounds are formed and strung together including oral/motor problems such as apraxia.Voice: a vocal disturbance involving inappropriate pitch, loudness or quality during speech.Fluency/Stuttering: an interpretation in the rhythm of speech characterized by hesitation, repetitions or prolongation of sounds, syllables, words or phrases.Augmentative/Alternative Communication: refers to all forms of communication (Other than natural speech) that are used to send messages from one person to another. This includes writing, gestures, facial expressions, symbols, manual communication boards and high technology systems that enable individuals to use a computer generated synthesized voice.

As a member of the team, the speech-language pathologist is responsible for assessment of the students’ present communication status. Once the assessment is completed, specific recommendations regarding placement in an appropriate service delivery may vary depending on the student’s communication needs as it relates to the education program.

Standing: Beth Burns, Sharon Chase, Audrey Marut, Laurie Blaum, Sherry Cross, Jay Gostynski, Kelly Polachek, Samantha Perry-Czapla, Krista DouherSitting: Gail Boylan, Ashley Polak, Terry Elias, Louise Warnagaris, Lisa Kerrigan

“If you have met one child with autism, you have met one child with autism.” - Unknown

April is Autism Awareness month. LIU 18 has 9 Autistic Support classrooms throughout Luzerne County. Our classrooms are designed meet the individual needs of this complex disability using the contemporary approaches of Verbal Behavior (VB) and the Competent Learner Model (CLM). Both approaches are based on the researched principles of applied behavior analysis and good instruction. Significant staff development and coaching is provided for our staff in both of these areas. Thank you to the following School Districts for providing classroom space for our Autistic Support classes: Crestwood, Dallas, Greater Nanticoke Area, Pittston Area, Wilkes Barre Area, Wyoming Valley West.The Luzerne County Autism Coalition and John Heinz Rehab will be sponsoring an Autism Walk and Community Awareness Fair at the Forty Fort Recreation Complex on April 16, 2011.

Email Tara Koretz at [email protected] for more information.

BrainSTEPS

March is National Brain Injury Awareness Month. The theme for this year is: “A concussion is a brain injury. Get the facts.”A concussion is a brain injury. The Brain Injury Association of America believes “coaches of every school athletic team and every extra-curricular athletic activity should be trained to recognize the signs and symptoms of brain injury, including concussions and second impact syndrome.”A concussion is caused by a blow or jolt to the head, or from a blow to the body that causes the head to move rapidly back and forth. Most concussions occur without a loss of consciousness and according to the Centers for Disease Control and Prevention, a lack of proper diagnosis and management of concussion may result in serious long term consequences. Signs and symptoms may be noticeable immediately or may take days or weeks to appear and subside.To learn more about this initiative or to schedule a “Concussion 101” training for your school athletes and coaches, please contact the LIU 18 BrainSTEPS team coordinator at [email protected].

Autism Awareness

Members of the Luzerne County Juvenile Justice Task Force – a consortium of officials from courts, social service agencies and child advocacy groups hosted a forum for school leader and principals.

The goal is to familiarize people with the juvenile justice system, update them on changes made as a result of the scandal and connect adults with agencies that can help children at risk avoid the actions that land them in court.

Juvenile Justice Forum

Some of the forum participants, from left, first row: Susan Blackburn, balanced and restorative justice specialist, Juvenile Court Judges’ Commission; the Honorable Tina Polacheck Gartley, Luzerne County Judge; Joseph DeVizia, executive director, Luzerne County Office of Human Services; Cheryl Sobeski-Reedy, assistant public defender; Mary Jo Shisko, professional development consultant, Luzerne Intermediate Unit. Second row: Jeffrey Tokach, first assistant district attorney; John Johnson, deputy chief, Juvenile Probation Office; Theresa Kline, Luzerne County juvenile probation officer; the Honorable David Lupas, Juvenile Court Judge; Jacqueline Musto Carroll, district attorney; Ty Yost, Intermediate Unit; Al Flora Jr., chief public defender; Gregory Koons, Special Education Director, State Representative Eddie Day Pashinski.

The Beacon

The Vision Support and Orientation and Mobility Programs through the LIU 18 provide educational support services to students who demonstrate visual impairments. Students with visual impairments are those students who are blind or have low vision. The regulatory definition of visual impairment is “... an impairment in vision that, even with correction, adversely affects a child’s educational performance.” (PATTAN 2010) This ranges from students who are totally blind or with minimal light perception, to students with functional vision, although less than the norm. For some students, visual impairment is their only disability, while others have one or more additional disabilities that will affect, to varying degrees, their learning and development.

The Teacher of the Visually Impaired is responsible for the following educational & instructional strategies as determined by each student’s visual impairment: Braille reading and writing, signature skills; keyboarding to eventually be used as a means of written communication, enlarged print and optical aids-help student learn to utilize reading aids to fully benefit in the classroom. The role of Orientation and Mobility Specialists includes: perform Orientation

Spotlight on Vision Services

and Mobility evaluations that focus on long and short term needs of the VI student needs, confer regularly with parents, classroom teachers, physical education teachers, physical therapists, and other school/agency personnel to assist in home, community, and classroom modifications to ensure reinforcement of appropriate O&M skills that will encourage to travel independently in these settings.

The staff supports the family through the services that include: interpreting implications of visual impairment on overall development, referring to appropriate service providers, encouraging home involvement in program objectives and acting as a resource in the field of vision. Liaisons between community and school with Bureau of Blindness and Visual Services, Association for the Blind are maintained regularly and these agencies are invited to all IEPs and progress on each student in order for long-term success.We are able to secure resources available outside of LIU/school districts through Bureau of Blindness and Visual Services (BVS) to obtain functional vision/educational evaluations pertinent to visually impaired students----ex.: Dr. Feinbloom, Dr. Marla Moon, Dr. Pat Cautilla, CHOP, Wills Eye and local eye

doctors. In addition we network with Lions Club, BVS, Luzerne Foundation, personal resources and are able to secure funding for equipment, additional training, counseling services, etc. to alleviate the demands financially on school districts.

In order to QUALIFY for Vision or Orientation & Mobility Services we require current accurate diagnosis and prognosis of vision. The process requires a diagnosis from an eye doctor and a report sent to the school district to begin the evaluation. Districts “count” on us for all vision related questions or concerns. VISION THERAPY comes up frequently and we are not VISION THERAPISTS and cannot provide the medical based therapy programs in school recommended by the eye doctor. We also address when student fails nurse’s vision screening and recommend local eye doctors for parent to follow up for a vision examination.

The O&M program has made an agreement with LCTA to utilize the local Public transportation system with students with visual impairment to travel without cost during school based lessons. The staff has developed connections with area colleges. Assistance has been provided at Kings, Wilkes and LCCC in setting up adaptations for visually impaired students both in dual enrollment programs and in transition to post-secondary education. We assist senior students with applying for colleges, scholarships, job applications and intervene at college level and employment placement to assure success relating to vision.

Our future goals: to have PA statewide forms, comparable programming statewide, continue agencies connections, continue joint outings/events, pertinent meetings to include other IU/districts’ vision/O&M staffs and explore local businesses willing to hire our students.

Standing - Ted Kresge, Ed Rabel, Pete FrerdinandSitting - Naomi Falchek, Nanci Romanyshyn, Nancy Ashely, Dana Moore

New at the IU

the Coaching 101 session, facilitated by PIIC’s Executive Director, Ellen Eisenberg. Joe Ginotti provided an overview of the Penn Literacy Network (PLN) framework at that session. Veterans attending the event had their choice of content-based Standards Aligned System K-12 connections. Each major area of study was covered including Social Studies, facilitated by IU PIIC Mentor, Jessica Jacobs, of the LIU18 Curriculum Department.

Starting Day Two of the event, participants chose from four breakout sessions: Formative Assessment facilitated by Jessica Jacobs and Gen Battisto; Brain Research, Literacy, 21st Century Teaching and Learning, and Vocabulary Development. A “Carousel of Learning” and networking sessions were also part of the second day. The theme of the conference, Choice and Voice, gave participants an opportunity to select specific topics to meet their professional needs. The overarching goal was to provide time to network, collaborate, and grow professionally in a culture of instructional coaching.

On January 26-28, 2011, the Pennsylvania Institute for Instructional Coaching (PIIC) hosted another successful statewide professional development opportunity at the Penn-Stater Conference Center in State College, PA. Over 130 mentors, coaches, district administrators, and teachers attended the event. Of the School Districts in attendance from LIU18 were: Dallas Area with a team consisting of three elementary coaches and the assistant superintendant, and Crestwood Area with a team consisting of the high school principal, one elementary, one middle school, and three high school instructional coaches. In addition, our two largest districts were represented by Wilkes-Barre Area with a team consisting of two instructional coaches, and Hazleton Area with one elementary coach and two teacher leaders.

The professional development started with concurrent sessions which allowed those new to PIIC to learn about the PIIC model via

CDT Training

WHAT ARE THE CLASSROOM DIAGNOSTIC TOOLS (CDT)? The Pennsylvania Classroom Diagnostic Tools (CDT) is a set of online assessments, divided by content area, designed to provide diagnostic information in order to guide instruction and remediation. The CDT reporting system is fully integrated in the Standards Aligned System (SAS). It assists educators in identifying student academic strengths, and areas in need of improvement, by providing links to classroom resources. The diagnostic reports feature easy-to-follow links to targeted curricular resources and materials, including units and lesson plans found within the SAS system. The CDT is available to districts at no cost.

WHAT IS THE PURPOSE OF THE CDT? The purpose of the CDT is to provide information that will help guide instruction by providing support to students and teachers. The CDT reports are designed to provide a picture or snapshot of how students are performing in relation to the Pennsylvania Assessment Anchors & Eligible Content and Keystone Assessment Anchors & Eligible Content. The CDT goes beyond focusing only on What students should know and be able to do at a particular grade and/or course. It also provides a snapshot of How and Why students may still be struggling or extending beyond the grade and/or course Eligible Content. This valuable information is typically not identified through other types of assessments. Teachers, through the use of CDT reports, may access additional information through the Learning Progression Map. The Learning Progression Map allows teachers to pinpoint where students are struggling along or extending beyond the learning continuum. The CDT helps identify, and provides suggestions, for “next steps” in student academic development.

CDT Rollout at the IU in March.

Executive DirectorHal Bloss

Assistant Executive DirectorAnthony Grieco

Solicitor Michael Butera

Business ManagerJohn Gordon

Director of Federal, State, and Non-Public Programs Joe DeLucca

Director of Special Education Greg Koons

ALC DirectorRon Musto

Director of Behavioral HealthJennifer Runquist

Director of Management ServicesDawn Shedlarski

AdministrationCrestwood SDKen Malkemes

Dallas SDDr. Bruce Goeringer

Greater Nanticoke Area SDCindy Donlin

Hanover Area SDEvelyn Evans

Hazleton Area SDPaulette Platukis

Lake Lehman SDMark Kornoski - Secretary

Luzerne Intermediate Unit 18368 Tioga Ave.Kingston, PA 18704

Luzerne Intermediate Unit 18 Board of DirectorsNorthwest Area SDPeter Lanza - Vice President

Pittston Area SDAtty. Mark Singer

Tunkhannock Area SDLori Bennett

Wilkes Barre Area SDLynn EvansChristine Katsock - Treasurer

Wyoming Area SDToni Valenti - President

Wyoming Valley West SDDr. Barry Williams

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