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COVID-19 Guidance

Maine DOE

Office of Special Services

Updated 4/8/2020

Agenda4/8/2020

• Introduction

• What's Next

– School Psychologist Zoom Meeting today at 1:00

– Continuing to work on scheduling a Zoom Meeting for

Related Service Providers

– School Share Out – Contact Roberta Lucas

• Content – Emotional Disturbance

• Review Resources

EMOTIONAL DISTURBANCE

“A condition which exhibits one or more of the following characteristics over a long

period of time and to a marked degree that adversely affects the child’s educational

performance:

(a) An inability to learn that cannot be explained by intellectual, sensory, or health

factors;

(b) An inability to build or maintain satisfactory interpersonal relationships with peers

and teachers;

(c) Inappropriate types of behaviors or feelings under normal circumstances;

(d) A general pervasive mood of unhappiness or depression;

(e) A tendency to develop physical symptoms or fears associated with personal or

school problems.

The term includes schizophrenia. The term does not apply to students who are “socially

maladjusted,” unless it is determined that they have an emotional disability."

MUSER [34 CFR 300.8(c)(4)]

ABC’s of Behavior Management

Antecedent – preceding factors that make a behavior more or

less likely to occur; those actions, events or circumstances that

led up to the behavior and encompasses anything that might

contribute to the behavior – Anything that comes immediately

BEFORE the Behavior

Behavior – what the child does in response to the antecedent –

Observable and measurable

Consequence – the action or response that immediately follow

the Behavior – Anything that comes immediately AFTER the

Behavior

Child Mind Institute

https://childmind.org/article/managing-problem-behavior-at-home/

Antecedents to EMBRACE –

• Be aware of the situation

• Adjust the environment

• Make expectations clear

• Provide countdowns for transitions

• Give choices

Antecedents to AVOID –

• Assuming expectations are understood

• Calling out from a distance

• Transitioning without warning

• Asking rapid-fire questions or giving a series of

questions

Consequences to EMBRACE –

• Positive attention for positive behaviors

• Planned ignoring

• Reward menus

• Breaks

• Be clear

• Be consistent

• Set rules and follow them

• Return to task

Consequences to AVOID –

• Giving negative attention

• Delayed consequences

• Disproportionate consequences

• Consequences that might reinforce the behavior

Please take yourself off video so

we will have increased bandwidth.

https://vimeo.com/63235889

Tips for Responding in the Moment:1. Don’t give in. Resist the temptation to end your child’s tantrum by

giving what they wants when they explode.

2. Remain calm. Harsh or emotional responses tend to escalate a child’s

aggression, be it verbal or physical. By staying calm, you’re modeling the type of behavior you want to see.

3. Ignore negative behavior and praise positive behavior. Ignore minor misbehavior, since even negative attention like reprimanding or telling

the child to stop can reinforce her actions. Instead, provide lots of

labeled praise on behaviors you want to encourage. (Don’t just say “good job,” say “good job calming down.”)

4. Use consistent consequences. Your child needs to know what the consequences are for negative behaviors, as well as rewards for

positive behaviors. And you need to show that you will follow through

every time.

5. Wait to talk until the meltdown is over. Don’t try to reason with a

child who is upset. You want to encourage a child to practice negotiating when not blowing up.

ABC’s of Behavior Management

Help parents understand that –

Behavior is Communication

SEATS – Sensory

E – Escape

A – Attention

T – Tangible

Ongoing Resource List:

Thought Co.

https://www.thoughtco.com/abc-antecedent-behavior-and-consequence-3111263

Child Mind Institute

https://childmind.org/article/managing-problem-behavior-at-home/

Classroom Management and Positive Behavior Supports

https://www.slideshare.net/bloomu/classroom-management-and-positive-

behavior-supports

Life with Greyson and Parker

http://www.lifewithgreyson.com/2018/06/understanding-functions-of-behavior.html

Crash Course on the Four Functions of Behavior

https://crayonsandcompliance.wordpress.com/2017/12/20/crash-course-on-the-

four-functions-of-behavior/

Thoughts and Questions

5 Tips for Applying Differentiated Instruction in

eLearning/Distance Learning

1. Give students the opportunity to progress at their own speed.

2. Offer supplemental learning resources.

3. Create an individualized learning plan.

4. Research the specific needs of your learners.

5. Clarify expectations right from the start.

Moving to Online/Home Instruction for

Learners with Complex NeedsConsider – What were you in the process of teaching before

schools moved to home instruction? What activities did you

have planned? What standards were you in the process of

covering?

• Stick with the plan but think flexibly.

• Send home any materials (digitally or in packets) that were created for learners to use during instruction. Record small videos or short hold live

video conferences with students to teach and demonstrate or model.

• Break activities into small chunks that can be completed over multiple

days in small segments of time – no more than 15 minutes.

• Add in familiar tools and strategies that students will be able to use

independently.

Moving to Online/Home Instruction for

Learners with Complex NeedsConsider – What were you planning to teach next moth, and the

next? What units of study were coming next? What standards

still remain untaught?

• Sift through resources to find material that may be used in teaching the

upcoming topics/content.

• Design new materials and learning opportunities in the format described in

the question above.

• Select materials/manipulatives that might be available at home or send

materials to families.

• Offer a choice card or chart that allows students and families flexibility in

choosing learning activities that match home resources.

• When designing activities – Think fun! Think movement! Think creative!

• Support all activities with access tools and features. Make sure all

activities are accessible to all students.

Moving to Online/Home Instruction for

Learners with Complex NeedsConsider – What daily schedule were your students used to

following? How can it be adapted to work in a home

environment? Think Ease of Use for Families and Flexibility

• Share your weekly schedule with families, including times of day. Some

students will need to continue familiar routines.

• Model the use of visual and tactile schedules, task analysis and first/then

systems with families as needed.

• Take pictures of object schedules that families could possible replicate at

home. Repurpose home object to create tactile schedules and/or schedules or calendar boxes. Ex. Use a set of containers to represent

different times of days of days of week. Each container would contain

tactile items/symbols to indicate the next task or event.

• Create an adapted version of the daily schedule that offers flexible options rather than single choices.

Moving to Online/Home Instruction for

Learners with Complex NeedsConsider – What daily schedule were your students used to

following? How can it be adapted to work in a home

environment? Think Ease of Use for Families and Flexibility

continued

• Share the first/then strategy and tools with families.

• Communicate with families that the schedule can be as flexible or as traditional as they need it to be.

• Share alternate versions of the daily schedule that students can use as

they would at school.

• Suggest the use of timers at home if they are used at school.

• Look online to access and create visual schedules. Companies like

Boardmaker have offered many free examples and access to their

software during this time.

Moving to Online/Home Instruction for

Learners with Complex NeedsConsider – Were there in-task schedules, task analysis, first then

choices/boards that might be needed by learners and families to

complete tasks and build learner independence? Can those be

emailed, gathered form school or printed and sent home?

• Gather up and send home as many of these tools as possible.

• Send digital copies of these tools home to families if they can print them.

• Use adapted versions of these tools using found objects in the home as

described above when needs.

• Work with families and other school staff to create tools for support in the home.

• Check in with local lending libraries to see if they have and can ship

assistive technology tools home for short term use.

Moving to Online/Home Instruction for

Learners with Complex NeedsConsider – How do we develop transition/functional skills across

home, work, community during school closure?

• Pair everyday skills together with academic skills.

• Include these skills in the daily schedule.

• Some work and community skills can be simulated online.

• It’s a great time for research and collect strengths and needs; have

students and families track everyday skills that are challenging and those that are independent during time at home.

• Watch videos of different jobs and select a few that the student might be

interested in pursuing.

Moving to Online/Home Instruction for

Learners with Complex NeedsConsider – How do we help families and students maintain

emotional and physical health during time at home?

• Remember movement in both activities and daily schedule. Schedule

twice as many breaks/recesses as usual.

• Suggest ideas for movement in and around the home, some of which can

also be functional skill development. (i.e. sweeping, dusting, laundry,

dishes, cooking, exercise videos)

• Don’t forget the arts, such as music, dancing, singing, puppet shows, etc.

• Check in and maintain as much or as few communications as requested

by family.

• Try to connect with other students or staff members, if possible.

• Share enough resources and information to set families up for success,

but not overwhelm them.

• Loosen the reins on expectations.

• Offer families access to contact information they can use in time of need.

Chat Box Check In

Where do I go for Current Updates?

Maine Department of Education Special Services Website:

https://www.maine.gov/doe/learning/specialed

State Director, Erin Frazier, has updated questions/answers, which

can be found in the Director's Corner on the Maine Department of

Education website:

https://www.maine.gov/doe/learning/specialed/director

Where do I go for Current Updates?

Federal government documents:

OCR Fact Sheet (03/16/2020)

http://bit.ly/COVIDOCRFacts

FERPA Guidance (03/12/2020)

http://bit.ly/FERPA-COVID19

OSEP Guidance (03/21/2020)

Supplemental Fact Sheet

Disclaimer:

The links and websites shared in this

PowerPoint are for information and reference

only and are not endorsed in any way by the

Maine Department of Education.

Resource List:

Speech and Communication – Social Pragmatics

https://www.verywellhealth.com/pragmatic-speech-delays-in-autism-260049

Super Teacher Worksheets

https://www.superteacherworksheets.com/letter-writing.html

Belly Breath

https://www.youtube.com/watch?v=9tOJZQhO_Uw

NASP – National Association of School Psychologists

https://www.nasponline.org/resources-and-publications/resources-and-podcasts/covid-19-resource-center/family-and-educator-resources

https://montessoriguide.org/an-introduction-to-practical-life/

PBIS

https://www.pbis.org/announcements/4-resources-to-support-students-during-the-pandemic

Ongoing Resource List continued:

Learning Games

https://www.education.com/games/?msclkid=cce362c7d2b41d7871953c40a251c144&utm_source=bing&utm_medium=cpc&utm_campaign=Search%20-%20Games%20-

%20Exact&utm_term=learning%20games%20online&utm_content=Learning%20Games

Google Keep

https://www.bing.com/videos/search?q=google+keep&docid=608015752113556487&mid=864BEBF45318B090400B864BEBF45318B090400B&view=detail&FORM=VIRE

Rubric Templates

https://www.thoughtco.com/rubric-template-2081369

Rubric Maker

https://www.rubric-maker.com/

Internet Safety

https://www.netsmartzkids.org/videos/

https://b4uclick.org/

Ohio Center for Autism and Low Incidence – OCALI

https://www.ocali.org/

Remember...

Please know that MDOE is here to support you and will

continue to provide you with the most updated information

as we receive it.

Maine DOE is offering Contact Hours for each

Special Services Zoom meeting you view.

Please follow these steps:

1. Email Leora Byras at leora.byras@maine.gov on Friday with the

codes for each Zoom meeting you viewed.

2. You can go back and watch prior Special Services Zoom

meetings.

3. Allow at least 5 business days to receive your certificate of

participation.

Code for Contact Hours

- update48

Contact InformationAnn Belanger – Deputy Director for Special Services

ann.belanger@maine.gov

Roberta Lucas – Federal Programs Coordinator

roberta.lucas@maine.gov

Leora Byras – Special Education Consultant

leora.byras@maine.gov

Anne-Marie Adamson – Special Education Consultant

anne-marie.adamson@maine.gov

Colette Soldati-Sullivan – Special Education Consultant

colette.soldati@maine.gov

Who’s Who at MDOE• Pender Makin – Maine State Commissioner of Education

• Erin Frazier – State Director of Special Services B-20

• Ann Belanger – Deputy Director for Special Services

• Roberta Lucas – Federal Programs Coordinator

• Mary Adley – Coordinator of State Agency Programs and Special Projects

• Roy Fowler – State Director Child Development Services

• Barbara McGowen – Finance Coordinator

• Shawn Collier – Data and Research Coordinator

• David Emberley – Due Process Consultant

• Tracy Whitlock – Special Education Consultant/Special Projects

• Colette Sullivan – Special Education Consultant

• Leora Byras – Special Education Consultant

• Anne-Marie Adamson – Special Education Consultant

• Colene O’Neill – Secretary Specialist

• Julie Pelletier – Secretary Associate

Weekly Schedule

• Monday - Accessibility/engagement - ANNE-MARIE

• Tuesday - Elementary (take Monday’s information and

make it designed more to elementary) - COLETTE

• Wednesday - Updates – info to come from Erin’s

Tuesday meeting – more local stuff? Local school to

share?

• Thursday – Middle School/High school/transition -

LEORA

• Friday - Here are some of the questions from the

week. Ann Belanger to participate/facilitate.