Pd 3 only: Best Practices in the Classroom & Service Providers

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DATA AND RELATED SERVICE PROVIDERS

Special Education PD #3

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Looking back on our last Sped. PD

We Reviewed…1. special education laws 2. Protocols to follow when a child is

suspected of having a learning disability (RTI model)

3. long lasting effects of having a special education label

4. Acceleration model for students with disabilities

3If your child was in the classroom, what best practices would you like to see?

What steps would you take, if your child is having emotional issues?

Activity

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5If your child was in the classroom, what best practices would you like to see


Lots of kinesthetic activities Activities – projects (PBL) Small groups teaching Pre-teaching Re-teaching Communication with parents Materials that will challenge

their thinking Manipulative Engaged!!! Loving teacher!!!

Talk to themCommunicate with

parentsReferral to

counselingBooks/activities that

will cope with issues

Sincerity :)

Activity Model

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Does your academic expectation changed?

Does your ability to understand the child emotionally changed?

Now imagine that your precious child has been diagnosed with….

7If your child was in the classroom, what best practices would you like to see?


Same as the 1st boxAppropriate

servicesGetting their

servicesCommunication!!! Informal meetingsLoving teacher!!

Same as the first boxStudents not bullying

the childEquipped appropriate

social skillsHave adults that they

can turn to – feel safeProvide them

opportunities to talkCounseling if needed

Kylie, Tricia, Eli, Ayden – Diagnosed with Autism at LBUSD

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1. Activity 2. Teacher survey results3. Understanding the special education population at Plasencia4. Who is responsible for servicing the students? What is related services?

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Teacher Survey Results

#1 Survey Comment Box

Question 1- Comments:

Comment 1: “depending on the disability”

Comment 2: “consider severity of the behavior, because other students will have a hard time focusing”

Comment 3: “with support” Comment 4: “what is the disability?” Comment 5: “with a behavioral

support” Comment 6: “with a one to one,

depending on the disability” Comment 7: “It depends on the child's

ability to obtain the curriculum Comment 8: “Yes, except when his/her

behavior impedes progress of others”

Strongly

Agree17%

Agree 59%

No An-

swer10%

Do not agree14%

I believe that students with disabilities should be educated in the gen.

ed classroom.

Strongly AgreeAgree No AnswerDo not agree

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#2 Survey #3 Survey

Strongly Agree23%

Agree 40%

No An-

swer27%

Do not agree10%

I am aware of special ed. laws such as IDEA,

LRE, Section 504 of Rehab. Act


Strongly Agree27%

Agree 67%

No Answer3%

Do not agree3%

I am aware of inclusion


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#4 Survey #5 Survey

Strongly Agree20%

Agree 57%

No Answer17%

Do not agree7%

I am aware of inclusion practices for students with

disabilities in the gen. class.


Strongly Agree40%

Agree 40%

No An-

swer20%

I implement accomodations/modifica-

tions in the gen. ed. class-room in accordance to their

IEP.


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#6 Survey #7 Survey

Strongly Agree21%

Agree 31%

No Answer31%

Do not agree17%

I have considered co-teaching with a special ed. teacher in

math, lang. arts or both.


Strongly Agree41%

Agree 52%

No Answer3%

Do not agree3%

I believe that students with disabilities should receive

services both in and outside the classroom.


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#8 Survey #9 Survey

Strongly Agree

7%

No An-swe

r7%

Do not agree87%

I think that students with disabilities should only receive

services outside the class-room.

Strongly AgreeAgree No AnswerDo not agree Strongly

Agree30%

Agree 37%

No Answer30%

Do not agree3%

I utilize service providers such as (AP, RSP, Psych., etc.) for students with

disabilities in the gen. ed. classroom in order to learn about the disability

and unique needs.


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#10 Survey Question 10~

50% disagreed to having insufficient knowledge to teaching students with disabilities in the general education classroom.

This data is crucial to my leadership project because this information serves as one of the main reasons as to why increasing awareness about inclusion needs to be urgently addressed.

Pink: Strongly agree, Yellow: Agree Blue: No Answer, Brown: Do not agree

Strongly Agree

7%

Agree 33%

No Answer13%

Do not agree47%

I feel that I have sufficient knowl-edge and experience to educate students with in the classroom.


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Plasencia ES Special Education Population

Welligent and My data were utilized to attain data

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Questions to ask ourselves(Special ed. students in this report are the students from the general ed. Classroom)

1. Common disabilities (why is it prevalent?)

2. Number of students per disability (Why is the disability common?)

3. Impacted grade levels with special education eligibilities (why are these gr. Levels impacted)

4. Special education Service Providers (who are they?)

5. Serviced population per Service Providers (who is being serviced the most & how can we help?)

6. Data from Likert Survey about special education and inclusion (Rationale for PD)

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A) Majority of the students in special ed. have SLD

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade

Specific Learning Dis-ability

NaN 3 2 2 3 14

Specific Language Im-pairment

7 4 1 NaN 1 1

Autism 1 3 2 3 1 NaN

Other Health Impair-ment

NaN NaN 2 1 NaN NaN

Visual Impairment NaN NaN 1 NaN NaN NaN

Developmentally De-layed

3 NaN NaN NaN NaN NaN

13579

111315

7

4

1 1 113

23

13 3

2 23

14

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Plasencia Elementary/Plasencia Magnet SchoolSpecial Education Students in General Education (2013-2014)

Nu

mber

of

stu

den

ts

wit

h d

isabil

ity

in

gen

era

l edu

cati

on

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B) There are currently 24 students with SLD(numbers are always changing/increasing)

Specific Learning Disability

Specific Lan-guage Impair-

ment

Autism Other Health Im-pairment

Developmentally Delayed

Visual Impair-ment

Series1 24 14 10 3 3 1

2.5

7.5

12.5

17.5

22.5

27.5

Plasencia Elementary School/Plasencia MagnetCommon Special Education Eligibilities in General Education Classroom (2013-2014)

Nu

mber

of

Stu

den

ts w

ith

D

isabilit

ies

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C) Majority of special ed. Students are in kindergarten and 5th grade

Kindergarten21%

First Grade19%

Second Grade15%

Third Grade8%

Fourth Grade9%

Fifth Grade28%

Plasesncia Elementary School/Plasencia Elementary Magnet SchoolTotal number of Students with Disabilities In General Education Per Grade Level (2013-

2014)

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D) Majority of the Special ed. Population are serviced by the RSP and speech teachers

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade

Resource Specialist Program

4 6 6 7 4 11

Speech 9 6 2 4 2 1

Counseling NaN 3 1 3 1 2

Adapted Physical Educa-tion

NaN 2 1 1 1 1

Occupational Therapy NaN 2 1 NaN NaN NaN

Health/Nursing NaN NaN 1 NaN NaN NaN

1

3

5

7

9

11

4

6 67

4

11

9

6

2

4

21

3

1

3

122

1 1 1 12

1 1

Plasencia Elementary/Plasencia Magnet SchoolService Providers for Students with Disabilities in General Education (2013-2014)

Nu

mb

er

of

stu

den

ts r

eceiv

ing

Sp

ecia

l E

du

cati

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Serv

ices

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E) 47% of special ed. Students are receiving services from the RSP teachers

Resource Specialist Program

46%

Speech29%

Counseling12%

Adapted Physical Education

7%

Occupational Therapy4%

Health/Nursing1%

Percentage of Clients Serviced by Special Education in General Education Classroom (2013-2014)

Resource Specialist ProgramSpeech Language ImpairmentCounselingAdapted Physical EducationOccupational TherapyHealth/Nursing

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Service providers

Mr. Sanchez – APEISMrs. Taylor – SDC (ID) upper gradeMr. Duarte – SDC (ID) lower gradeMs. Young – RSPMs. Barba – RSPMs. Kwon – SpeechMs. Manning – Occupational TherapyMs. Chezek – APE –Adaptive Physical Education

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Mr. Sanchez - APEIS

Supervise special education departmentIDEA compliance – Notifications, involving

parents, rights, etc.IEP/SST meetingsPara-educatorsPD Work with general/special ed. teachers

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Ms. Contreras Ms. Temores

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Ms. Contreras Ms. Temores

1. Assess students2. Counsel students 3. Role is federally mandated

by student’s IEP4. Counseling by her requires

IEP documentation5. Counseling related to

helping students access curriculum in the classroom

6. If cases are too high risk based on student information/background she may need to refer out

1. Counsel students, even without IEP documentation

2. Links outside resources to students/families

3. Can be called out for crisis in neighboring schools

4. Counseling students does not have to relate to accessing curriculum in the classroom

5. Pertinent to school community because services does not have to be prescriptive through federal mandates and bridges community to school resources

Mental Health Services

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Ms. Kwon – Speech ([email protected])

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Speech Therapist Input: Ms. Kwon

Who is eligible?A student with a Speech Language Impairment is defined as a pupil who has been "assessed as having a language or speech disorder which makes him or her eligible for special education and related services when he or she demonstrates difficulty understanding or using spoken language to such an extent that it adversely affects his or her educational performance and cannot be corrected without special education and related services"

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Speech: Who qualifies?

Children 3 - 22 years of age who meet criteria for special education services may be eligible for Language and Speech (LAS) services. School-based Speech Pathologists share in the decision-making process with the IEP team to determine how to best meet the educational needs of individual students.

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Speech students qualify in 1 or more of the following categories

What is School-Based Speech Therapy?School-based speech therapy is a related service that supports

the educational programfor students who have a disorder in communication in one or more of the following areas:

Articulation: The production of speech sounds significantly interferes with communication and attracts adverse attention.

Language: Inappropriate or inadequate acquisition, comprehension or expression of spoken language.

Fluency: Difficulties which result in the abnormal flow of verbal expression to such a degree that they adversely affect communication.

Voice: A voice that is characterized by persistent, defective vocal quality, pitch or loudness.

What are some red flags that would trigger a speech assessment

By age 3 cannot By age 4 cannot By age 5 cannot

be understood by family and/or caregivers

correctly produce vowels and such sounds as p, b, m, w in words

repeat when not understood without becoming frustrated

be understood by individuals with whom they do not associate regularly

be understood by family and/or caregivers

correctly produce t, d, k, g, f

be asked to repeat without becoming sensitive

be understood in all situations by most listeners

correctly produce most speech sounds

be asked to repeat without exhibiting frustration

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Speech Intervention

articulation Language- Receptive, Expressive, Social Pragmatic

Play activities which include:

sound awareness and discrimination, songs, stories and games that emphasize letter sounds

Identify a "target sound of the week." Find objects that begin with the sound,

make a sound book with pictures, and listen for the sound when reading stories.

Talk to your student about everything you do together.

Encourage students to tell you what they want rather than anticipating their needs

Gain students' attention and have child repeat directions to check for understanding

Break instructions into smaller parts to assure comprehension

Make connections in every aspect of your child's life for understanding of new vocabulary

Minimize interruptions, competition and a barrage of questions

Consult with the school nurse about possible medical concerns.

Provide opportunities for the student to speak in a normal voice tone, minimizing situations where he or she will shout or scream

Facilitating Language Development

1. Modeling 2. Expansion3. Self talk4. Parallel

Pls. take a minute and examine the speech packet

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Ms. Manning – OT ([email protected]))

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Occupational Therapist Input: Ms. Manning

1. What is occupational therapy? OT is a skilled treatment that allows student’s

the ability to function and access their educational environment with as much independence as possible.

The areas addressed by a school-based occupational therapist must directly relate to the child’s performance within their school setting (campus, classroom, playground, cafeteria, bathroom and library).

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Occupational Therapist Input: Ms. Manning

Fine Motor Skills: skills used when you move your hand to do an activity. Gross Motor Skills: Coordinated body movements involving large muscle groups. Activities involving this skill include running, walking, hopping, climbing, throwing and jumping.

Visual Motor Skills: Ability to visually take in info, process it and be able to coordinate your physical movement in relation to what has been viewed. It involves combination of visual perception and motor coordination.

Oral Motor Skills: Movement of the muscles of the face particularly the mouth, jaw, tongue and lips which can affect speech and feeding skills. Feeding skills are typically addressed in clinic settings and not in school-based settings.

Self-Care Skills: In the school-based setting, it is the ability to perform skills such as washing and drying hands, putting away backpack, accessing compartments of backpack, handling lunch tray, managing clothing for bathroom use.

Sensory Integration: Ability to receive, process and act upon sensory input for “use”. This “use” may be a perception, an adaptive response or a learning process.

Motor Planning Skills: Ability to have an idea, plan an action and execute the action necessary for a completion of a new motor skills.

Neuromotor Skills: Skills that look at one’s neuromuscular structure such as balance, posture, muscle tone and strength and how that affects one’s gross and fine motor skills. A person with balance and postural issues will have more fine and gross motor skill issues.

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OT: Fine and Visual Motor Dev. Milestones (Pls. take a minute and look at the OT packet)

Between Ages Three and Four

Between Ages Four and Five

Between Ages Five and Six

Buttons in less than 30 seconds Touches finger to thumb quicklyDresses and undresses without

assistance, begins to tie shoesUnbuttons (simple fasteners)

quickly Colors between lines Prints some letters

Draws a person - 3 body parts Draws person with face with mouth, nose and eyes Draws a person with 6 body parts

Builds tower of six cubes then a wall with 4 blocks

Builds steps with blocks, then a pyramid Builds 5 block bridge (from model)

Imitates vertical crayon stroke; copies circle and then a cross Copies square Copies a triangle

Traces a line Connects 2 dotsPrints some letters, copies first

name (may have reversals, large letters)

Grasps marker with thumb and index finger moving hand as a unit Holds crayon well Mature tripod/functional grasp

Cuts 8.5 x 11 in paper in half then cuts on curved line Uses scissors

Cuts out complex pictures following outlines

Laces string into 3 holes/strings beads

Cuts a large circle, then cuts a square within 1/4" of line Cuts cloth and other material

Puts together simple (straight line, 3-piece or insert puzzle) Completes puzzle to 20 pieces

Puts together complex/interlocking puzzle (10 piece inset puzzle)

Colors within 1/4" of lines Colors almost within lines of 4 inch circle

Drops small objects into a jar Folds 2 pieces of paper in half lengthwise

Folds two pieces of paper in half twice

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OT: Fine and Visual Motor Dev. Milestones(Pls. take a minute and look at the OT packet)

Between Ages Seven and Ten Ten +

Can tie knots Increased typing speed and motor skills for computer use

Puts together intricate construction pieces Tool use for science activities and for other projects (e.g wood work)

Uses hole punches, staplers, glue, scissors May become more clumsy with puberty

Uses keyboard and mouse (may not use typing technique)

Increased typing speed and motor skills for computer use

May develop specialized skill (e.g. piano or needlework)

Tool use for science activities and for other projects (e.g wood work)

May begin to play musical instruments, and build things

May become more clumsy with puberty

Ages 8-9: Writes in cursive (learns in 3rd grade) Increased typing speed and motor skills for computer use

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OT: Play Milestones(Pls. take a minute and look at the OT packet)

Between Ages Three and Four

Between Ages Four and Five

Between Ages Five and Six

Plays cooperatively with others (shares, taking turns

Participates in cooperative play with other children

Displays good sportsmanship, win or lose

Plays with an adult (tabletop, outdoor, singing game)

Uses basic playground equipment safely

Plays group games following rules

Shares toys/equipment with another Independently tries out new activitiesComplex imitation of the real world, strong imagination, reconstructing real world

Transfers from one activity to next Follows defined rules whether or not authority figure is present

Uses words as part of play, to organize play, asks relevant

how/what questions

Performs/attempts new activity Creates own activitiesCooperative play:

compromises for the sake of the group; competitive games

Imagines - assumes familiar rolesImagination is prominent - uses real

world, uses knowledge to make up new situation

Uses words to communicate with peers

Talkative, plays with words, communicates to organize activities

Associative play: similar activities with 2-3 peers, more interest in peers

than play

Cooperative play: takes turns, tries to control the play activities

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Red Flags

5-6 year olds:immature pencil/crayon grasp, unable to hold/manipulate scissors difficulty transitioning between tasks,frequently falling/bumping into peers/furniture in

classroom and outside on playground,delayed writing skills, unable to form letters correctly, trouble with spacing, sizing alignment for writing tasks, trouble copying from

whiteboard(misses letters and/or words)

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OT: Interventions/teaching strategies

Doing work on a vertical surface to increase shoulder stability and strengthen the wrist for writing/coloring/cutting activities

Provide activities that promote muscle strengthening, bilateral coordination, visual attention, etc

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OT: Interventions/teaching strategies

4-5 5-6 6+

animal walks(crawling, creeping, crabwalk, wheelbarrow), playing or reading while laying on stomach supported on forearms, easel or chalkboard drawing, position puzzles on slanted surface, playdough on slanted surface, felt board or sticker books on a desktop easel, magnetic shapes on the refrigerator, soap finger painting on bathtub wall, pre-writing tasks using shaving cream, paint, pudding, salt, cornmeal, squirt bottles for cleaning/watering plants

do writing/coloring tasks on slantboard, modeling clay activities, lego activities

lego’s or other assembly toys requiring a model to follow

I have all the documents in PDF and will be more than happy to e-mail resources to teachers.

[email protected]

Pd 3 only: Best Practices in the Classroom & Service Providers

Education

teacher survey results

survey question

survey comment box question

box students

disability comment

general education classroom

loving teacher

ed classroom