HO 01 SaS Toolkit On Demand 10 - Amazon S3...2014/10/30 · • PPT Presentation Handout (HO 01)...

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Pennsylvania Training and Technical Assistance Network

Supplementary Aids and Services (SaS) Consideration Toolkit

Facilitator Training

PaTTAN’s Mission

The mission of the Pennsylvania Training and Technical Assistance Network

(PaTTAN) is to support the efforts and initiatives of the Bureau of Special

Education, and to build the capacity of local educational agencies to serve students who

receive special education services.

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PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education

setting with the use of Supplementary Aids and Services before considering a

more restrictive environment.

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Expectations for Becoming a Facilitator

• View this on-demand session

• Complete all activities

• Facilitate the SaS Consideration Toolkit process in partnership with an experienced facilitator

• Complete the online survey (link provided at end of session)

• Submit completed and signed SaS Consideration Toolkit Checklist (email address provided at end of session)

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Agenda

• Conceptual and Legal Background of SaS

• Defining SaS

• Purpose and Components of the SaSConsideration Toolkit

• Tips for Facilitating the Toolkit

• Resources

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Conceptual and Legal Background of SaS

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Handouts You Need for This Section

• PPT Presentation Handout (HO 01)

• Least Restrictive Environment (LRE) and Educational Placement for Students with Individualized Education Programs (IEPs) – BEC - July 1, 2002 (HO 2)

• Teachers’ Desk Reference: Supplementary Aids and Services by PaTTAN (HO 3)

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I

communicate

I learn

Presuming Competence

Membership & Relationships

I count

I belong

I have

friends

Participation

Instruction

(Gen. Ed.)

Social &

Other

Learning

Academics Everything Else

Adapted from Cheryl Jorgensen, 2010 PDE Conference

http://www.ndss.org/Global/July%20Webinar%20Presuming%20Competence.pdf 8

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IDEA on Least Restrictive Environment

“To the _________________ extent appropriate,

children with disabilities, including children in public or

private institutions or other care facilities, are

_________________________, and special classes, separate schooling or other removal of children with

disabilities from the________________________

occurs only when the nature or severity of the

disability of a child is such that education in regular

classes with the use of ________________________

cannot be achieved satisfactorily.”

IDEA sec. 612 (5)(A)

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IDEA on Supplementary Aids and Services

The term ‘supplementary aids and services' means aids, services, and other supports that are provided in _______________, and in ___________________ and nonacademic settings, to enable children with disabilities to be educated with __________________ to the _________________ appropriate” [§300.42]

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6

The General Education Class

• Is the first option to consider when determining the educational placement for a child with a disability

• Must always be considered in the context of the full range of supplementary aids and services

• The IEP document requires documentation of the aids and services to be provided

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The Full Range Explained…

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Considering a Full Range…..

• SaS should be –

– Available to all students who need them

– Designed to provide meaningful educational benefit

– Provided in a manner that avoids stigmatizing students

Teachers’ Desk Reference

Supplementary Aids and Services

by PaTTAN15

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The “Full Range” typically includes:

• Accommodations

• Modifications

• Related services

• Assistive technology

• Support services

• Service providers

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Definitions

• Accommodations:

– lessen the effects of a student’s disability;

– do not reduce learning expectations

• Modifications:

– Change/lower/reduce learning expectations

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Instructional Accommodation

Instructional Modification

Changes how the content is: • Taught• Made Accessible and/or

assessed

Accommodations do not change what the student is expected to master. The objectives of the course/activity remain intact.

Also changes how the content is: • Taught• Made Accessible and/or

assessed

Modifications do change what the student is expected to master. Course/activity objectives are modified to meet the needs of the learner.

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9

Accommodation or Modification?

1. One-on-one or small group instruction

2. Changes in scoring rubric

3. Completing a subset of a multi-step process

4. Extended time on assignments and/or assessments

5. Use of laptop for written assignments

6. Mastery of 2/4 grade level content standards

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Consider…

At what points in the IEP development process does the IEP team consider supplementary aids and services for a student?

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Key Question for IEP Teams…

“What can be done to have a child to remain in

the general classroom and receive specially designed instruction by adapting the content, methodology, or delivery of instruction to ensure access to the general education

curriculum?”

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SaS: Role of the IEP Team

• The IEP team determines supplementary aids and services necessary for each child to receive specially designed instruction in the least restrictive environment.

• Placement determination must be the final component of the IEP development process.

• The IEP team decides the educational placement for an individual student.

http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/Single/?id=4dc09560cd69f9ac7f830000 Basic Education Circulars (PA Code) 23

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Question #1• What supplementary aids and services were considered?

• What supplementary aids and services were rejected?

• Explain why the supplementary aids and services will or will not enable the student to make progress on the goals and objectives (if applicable) in this IEP in the general education class.

*See Annotated IEP for additional details

IEP Questions*

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Question #2

• What benefits are provided in the regular education class with supplementary aids and services versus the benefits provided in the special education class?


IEP Questions*

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Question #3• What potentially beneficial effects and/or harmful effects

might be expected on the student with disabilities or the other students in the class, even with supplementary aids and services?

Question #4• To what extent, if any, will the student participate with

non-disabled peers in extracurricular activities or other nonacademic activities?


IEP Questions*


Defining Supplementary Aids and Services

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• Supplementary Aids and Services: Fact Sheet (HO 4)

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Supplementary Aids and Services (SaS)

Collaborative Adults working together to support students.

InstructionalDevelopment and delivery of instruction that addresses

diverse learning needs.

PhysicalAdaptations and modifications to the physical environment.

Social-Behavioral

Supports and services to increase appropriate behavior and reduce disruptive or interfering behavior

Source: Etscheidt & Bartlett, 1999

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SaS: Collaborative Examples

•Communication among adults•Professional development related to collaboration•Scheduled time for co-planning and team meetings•Co-teaching; classroom consultation •Scheduled opportunities for parental collaboration•Mentor teachers/coaching

SaS: Instructional Examples

• Assistive Technology

– MP3 player

– AAC device

– Text to speech; speech to text

– Color coding

– Checklists

• Instruction in keyboarding skills

• Guided notes

• Scaffolding to plan for written work

• Visual cues

• Modifying curricular goals 31

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SaS: Physical Examples

• Provide access

– Arrange/provide furniture

– Adjust environment for sensory issues (light, sound)

– Make accessible specific areas of classroom and other settings outside of classroom

• Allow for water bottle or sensory object during instruction

• Assistive technology tools

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SaS: Social-Behavioral Examples

• Adjusted rules or expectations

• Peer supports

• Individualized behavioral support plan

• Social skills training

• Counseling supports

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Supplementary Aids and Services

Consider the

How can teams use information contained on the SAS portal to help bridge barriers and provide increased access to general education curriculum?

(SAS)

(SaS)

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www.pdesas.org


The Purpose and Components of the Supplementary Aids and Services

Consideration Toolkit

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Definition of “Toolkit”

– A set of tools designed to be used together or for a particular purpose; (software) designed to perform a specific function.1

Or

– A personal set of resources, abilities, or skills.2

1. Dictionary.reference.com

2. Oxforddictionaries.com

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What is the SaS Consideration Toolkit?

The intended outcomes of using this tool:

• a list of student-specific, environmentally-referenced supplementary aids and services

• increased participation and learning for a student with a disability in the general education classroom

• an ongoing reference and process for the student and team members as they address support needs in general education settings

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Keep the Goal in Mind…

Increased participation and learning for a student with a disability in the general education classroom(s).

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Our Thinking About the Design

• Must begin with an understanding of the instructional context of the general education classroom

• Universal Design for Learning (UDL)

• Organize types of supplementary aids and services

• Ecological Inventory approach/discrepancy analysis (environmental scan)

• Identification of and elimination of curriculum barriers (CAST)

• Instructional, social, physical, and collaborative domains from the literature (Etscheidt & Bartlett, 1999)

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When Should We Use the SaS Toolkit?

SaS Consideration Toolkit is utilized by teams during:

– the educational planning process.

– problem-solving for supports within a new general education curricular area.

– comprehensive planning for transition to a new school building, grade, or other instructional setting.

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SaS Toolkit Components

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• SaS Consideration Toolkit Components

– Component A (HO 5)

– Component B (HO 6)

– Component C (HO 7)

– Component D (HO 8)

• Ben Sample Activity (HO 9)

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Supplementary Aids and Services Toolkit

• Analyze from the perspective of an individual student

• Analyze task demands of general education classroom

• Enhance participation and learning in the general education classroom

• Team process

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Recommended Implementation Sequence

• Highlighted graphic is second page of each toolkit component, identifying:

– Task

– Suggested personnel

– Which component/ section

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Flip ChartResource Document

Components of the Toolkit

A: Introduction and Preparation for Use.

This document:

– provides an overview of the SaS consideration process, describing who does what at each step.

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A

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B: Student Profile: Summary of Strengths, Needs, and Learning Characteristics

– Teams have much information about a student.

– This tool helps them organize student-specific information in a format designed to facilitate instructional planning and problem-solving to support inclusive practices.

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B



• Student Strengths and Interests

• Sensory, Motor and Processing Considerations

• Instructional Supports Needed Throughout the Day

• Subject- Specific Information/Methods /Levels of Performance

B

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Student Strengths and Interests: What student interests can be used to support the instructional process?

What are the student’s strengths?

Strengths Interests

B

Let’s Meet: Ben

• Description: 7 yr. old student who has autism and is receiving education in a self-contained class within an elementary school.

• Reason: Team is recommending an increase the time Ben spends in the general education class next year.

• Attending the SaS Consideration Toolkit meeting: IEP team members - administrator, general and special education teachers, parents

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Strengths Interests

Good vocabulary

Reads

Active

Lots of energy

Likes to eat

Great sense of humor

Sweet, cute

Happy

Teases adults

Acquires skills quickly

Not aggressive

Good memory

Supportive family

Prefers to be with adults

Loves music

Loves puppets

He likes things with motors, lawn mower, vacuum, etc.

Likes sensory toys

Enjoys the outdoors

Enjoys watching transformers

Likes the water

Prefers to be alone

Likes to be silly

Enjoys painting

Components of the Toolkit B



– Teams have much information about a student.

– This tool helps them organize student-specific information in a format designed to facilitate instructional planning and problem-solving to support inclusive placements.

B

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Sensory, Motor, and Processing Considerations: What, if any, sensory, motor, and

processing characteristics of this student need to be considered when identifying instructional support needs?

Sensory

Vision Hearing

Motor Fine Motor Gross Motor

Language/

Processing

Receptive Expressive

Instructional Supports Needed Throughout the Day: What supports are necessary to help this student

participate in routine activities throughout the day relative to the skills identified?

Reading

Writing Listening Behavior

BS

enso

ry

Vision: Hearing:

Loud noises bother him—he puts his fingers in his ears

Moto

r Fine Motor

Emerging use of a writing instrument

Gross Motor-

Lan

gu

ag

e/

Pro

cess

ing

Receptive

Requires gestural prompts to follow directions

Expressive

• To ask for things he wants the items must be visible

• Echolalia

ReadingWriting Listening Behavior

• Requires high rate of

reinforcement

• Narrow range of

reinforcers

• Requires visual and

physical boundaries

• Writes on a screen

• Gestural and verbal

prompts

• Audio or speech

delivered in moderate

volume

• Short auditory

instructions paired with

visuals

• Needs prompts to sit for a

period of time

• Needs prompts to sit

quietly

Ben

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Current Level of Performance Instructional Methods (Successful/Unsuccessful)

Reading

Math

Writing

Science

Social Studies

PE

Art/Music

Subject-Specific Information/Methods/Levels of Performance: It will be beneficial to compile this information prior

to the on-site facilitation. Review the student’s current IEP and progress reports to complete the table below

describing the student’s current level of performance relative to the general education curriculum. Compile

information about strategies that have a track record of success with the student, as well as those that have not

been effective. This information will be used by the team to identify supplementary aids and services that build

upon previous “lessons learned” about how best to support this student in general education classrooms.

BComponents of the Toolkit

Current Level of Performance Instructional Methods (Successful/Unsuccessful)

Reading Guided Reading Level A—beginning Kindergarten skills

Edmark Reading Program –He can read sight words

Lacks Phonemic awareness

Comprehension

Frequent prompting, point to each words; requires

frequent reinforcing; one to one instruction

Math Able to rote count 1-10; one to one correspondence is

mastered 1-10; identify numbers 1-30

No big little concepts

Counts on the calendar

Frequent prompting, point to each words; requires

frequent reinforcing; one to one instruction

Writing Does not use correct grasp

Emerging tracing skillsAdults scribe answers

Uses pencil grip with prompting

Adapted worksheets that allow cut/paste or pointing

response

Science Starting to develop language related to function 1:1 instruction

PE Able to imitate physical action during 1:1 sessions Requires physical prompt to imitate actions in a large

group

Imitates adults and is beginning to imitate peers with

faded physical prompts

Art Completes projects with the class

Beginning to use scissors independentlyRequires physical prompts

Requires one on one

Music Listens to the song

Beginning to sing chorally

Does not participate in physical gestures

Beginning to sit during instruction

Free movement to music

Ben

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C: The Supplementary Aids and Services Consideration Tool

– This tool outlines a four-step process that results in the identification of student-specific, environmentally-referenced supplementary aids and services.

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C

Step 1: Develop Profile of General Education Classroom(s)

What Setting(s)?

• The general education classroom(s) that a student would be assigned to if s/he did not have a disability.

• Some flexibility may be required in establishing your reference point.

How is information gathered?

• The general educator is the primary source of information.

• Some flexibility may be required in gathering this information.

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Components of the Toolkit C

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Step 1: “Environmental Scan” Captures Predominant Classroom Practices

• Instructional Methods/Materials

• Instructional Delivery and Social Routines

• Setting Characteristics

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Student: Ben Date: 3/20/14

Identify classroom(s) used as a reference point for Step 1:

Second grade class

Completed By: Mrs. Van Arsdale

Step 1: Develop Profile of General

Education Classroom(s)

Step 2: Identify Potential Barriers

to Curricular Access and

Instruction

Step 3: Identify Strategies and

Services to Eliminate Barriers

Create a profile of the classroom environment(s) by

circling the number that best describes the

frequency of use of identified materials and

instructional practices.

Identify difficulties you can anticipate for

this student if nothing is changed, based

on his/her current skills, needs, and

learning style.

Identify Supplementary Aids and Services to

address potential barriers. Consider all

possibilities, consulting available resources

and support personnel.

1.1 Instructional Method/ Materials

Printed Materials

• Textbook

• Workbook

• Tradebook

• Worksheets

• Newspapers/magazines

• Other Packets of worksheets

• Other__________________

Frequency

of Use1

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

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Step 1: Develop Profile of General Education

Classroom(s)

Step 2: Identify Potential Barriers to Curricular

Access and Instruction

Step 3: Identify Strategies and Services to

Eliminate Barriers

Technology

• Computer

• Internet

• E-mail

• Instructional software

• Graphics software

• Printer/Scanner

• Other ___________________

• Other ___________________

• Other ___________________

Frequency of

Use

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

Information Presentation Methods

• Chalk/White Board

• Smart Board

• Overheads

• Lecture

• Printed notes/outlines

• Handouts

• Videos/movies

• Graphic organizers

• Visual Supports

• Objects/Manipulatives

• Other Experiments

• Other ___________________

• Other ___________________

Frequency of

Use

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3


Classroom(s)

Step 2: Identify Potential Barriers to

Curricular Access and

Instruction

Step 3: Identify Strategies and Services

to Eliminate Barriers

Student Assessment Formats

• Written tests

• Oral presentations

• Worksheets

• Narrative reports

• Performance tasks

• Journal

• Other _______________

• Other _______________

Frequency

of Use

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

Project/Presentation Formats

• Term paper/research project

• Group project

• Oral presentation

• Handwritten paper

• Typed paper

• Drawing/diagram

• Three-dimensional project

• Oral reading

• Graphic presentation

• Other________________

• Other________________

Frequency

of Use

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

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Step 2: Identify Potential Barriers to

Curricular Access and

Instruction


Services to Eliminate

Barriers

1.2 Instructional Delivery and Social Routines

Instructional Format

• Small-group discussion

• Large group discussion

• Lecture

• Independent reading

• Individual seatwork

• Dyads/partner

• 1:1 instruction

• In-class assignment

• Note taking

• Homework

• Other ___________________

• Other ___________________

• Other ___________________

Prevalence of

Practice

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

Classroom Management

• Expected behaviors are identified

and taught to students.

• Students are reinforced for

meeting behavioral expectations.

• Appropriate behavior is modeled

in this class

• A problem-solving approach is

used to deal with issues.

• Students have the opportunity to

identify and discuss concerns.

• Other_____________________

• Other_____________________

• Other_____________________

Prevalence of

Practice

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

Step 1: Develop Profile of General Education Classroom(s)Step 2: Identify Potential Barriers to Curricular Access

and Instruction

Step 3: Identify Strategies and Services to Eliminate

Barriers

Response to Diversity

• Instructional activities

incorporate student interests and

experiences

• Students have opportunities to

make choices

• Individual differences are seen

as positive

• Respect and understanding of

difference is addressed in

instructional activities

• Other_____________________

• Other_____________________

• Other_____________________

Prevalence of

Practice

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

Interpersonal Relationships

• Students help each other

• Students treat each other with

respect

• Social skills are taught

• Other_____________________

• Other_____________________

• Other_____________________

Prevalence of

Practice

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

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Step 1: Develop Profile of General Education Classroom(s)Step 2: Identify Potential Barriers to Curricular Access and

InstructionStep 3: Identify Strategies and Services to Eliminate Barriers

Social Activities

• The school offers activities that

address a range of student

interests.

• School sponsored activities are

publicized in a variety of ways to

reach all students.

• Extracurricular activities are well

attended by all students

• Other__________________

• Other___________________

Prevalence of

Practice

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1.3 Setting Characteristics

Classroom Environment

• Classroom location is accessible

• Room arrangement allows for

access to all areas

• Room arrangement allows for all

students to see and hear

instruction

• Room arrangement allows for

teacher to see and monitor all

students

• Students have opportunity to

work without distraction

• Noise level of classroom does

not interfere with learning

• Lighting in room is conducive to

learning

• Other____________________

Feature of this

setting?

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Step 2: Identify Potential Barriers to Curricular Access and Instruction

• Identify “mismatches” between student characteristics and ongoing practices

• What would be a problem if NOTHING were changed?

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Second grade class






Instruction










learning style.






Printed Materials

• Textbook

• Workbook

• Tradebook

• Worksheets



• Other__________________

Frequency

of Use1

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

• Complexity of vocabulary

• Print size and spacing of words

• Length of reading passages

• Multi-step directions


Classroom(s)




Eliminate Barriers

Technology

• Computer

• Internet

• E-mail



• Printer/Scanner

• Other ___________________

• Other ___________________

• Other ___________________

Frequency of

Use

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3



• Smart Board

• Overheads

• Lecture


• Handouts

• Videos/movies


• Visual Supports



• Other ___________________

• Other ___________________

Frequency of

Use

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

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Classroom(s)




Eliminate Barriers

Technology

• Computer

• Internet

• E-mail



• Printer/Scanner

• Other ___________________

• Other ___________________

• Other ___________________

Frequency of

Use

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

• Computer is not reinforcing

• Keyboard access

• Length of activities

• Large group instruction

• Complexity of software



• Smart Board

• Overheads

• Lecture


• Handouts

• Videos/movies


• Visual Supports



• Other ___________________

• Other ___________________

Frequency of

Use

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

• Ability of material to maintain his

focus

• Attention to large group instruction

• Sitting in his seat

• Instructional level too high

• Video not matched to interests

• Complexity of vocabulary/ concept




Step 3: Identify Strategies and Services to Eliminate Barriers

What Setting(s)?

• The general education classroom(s) that a student would be assigned to if s/he did not have a disability.

• Some flexibility may be required in establishing your reference point.

How is information gathered?

• The school team collaborates on strategies and services.

• Some flexibility may be required in gathering this information.

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Second grade class






Instruction










learning style.






Printed Materials

• Textbook

• Workbook

• Tradebook

• Worksheets



• Other__________________

Frequency

of Use1

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3





• Materials written at his

instructional level

• Single step directions

• Phonemic awareness instruction

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Classroom(s)




Eliminate Barriers

Technology

• Computer

• Internet

• E-mail



• Printer/Scanner

• Other ___________________

• Other ___________________

• Other ___________________

Frequency of

Use

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3


• Keyboard access






• Smart Board

• Overheads

• Lecture


• Handouts

• Videos/movies


• Visual Supports



• Other ___________________

• Other ___________________

Frequency of

Use

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3


focus











Second grade class






Instruction

Step 3: Identify Strategies and Services

to Eliminate Barriers








learning style.






Printed Materials

• Textbook

• Workbook

• Tradebook

• Worksheets



• Other__________________

Frequency

of Use1

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3





• Materials written at his instructional

level

• Single step directions

• Phonemic awareness instruction

• Provide visuals

• Use digital form of the textbook

• Use pictures/manipulatives

• Pre-teach vocabulary

• Read the materials/directions to him

• Auditory presentation

• Classroom presentation

• Add a musical component

• Use the text window (Edmark blue

sheet) or highlighter

• Use of a peer buddy to assist with

tracking the print

• Chunk reading passages on a page

• Increase print size

• Incrementally increase time required to

engage in seated activity

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Classroom(s)




Eliminate Barriers

Technology

• Computer

• Internet

• E-mail



• Printer/Scanner

• Other ___________________

• Other ___________________

• Other ___________________

Frequency of

Use

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3


• Keyboard access




• Use joystick

• Touch screen

• Direct instruction

• Educational program with his high

interests

• Use of separated visual instruction

• Read directions to him

• Use paired reinforcement for low

interest material

• Increase the exposure to materials that

are being used

• Increase computer time incrementally

• Provide choice for activities and level



• Smart Board

• Overheads

• Lecture


• Handouts

• Videos/movies


• Visual Supports



• Other ___________________

• Other ___________________

Frequency of

Use

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3


focus









• Model attending skills

• Content related video that he enjoys

• Give choice to watch/or not

• Pair known reinforcers with activities

• Break directions down into single

steps

• Keep language and socialization goals

in mind

• Provide step by step visuals

• Choose more activity based

opportunities

• Offer alternate mode for journaling

• Use peer buddy to assist with tracking

the print

• Chunk reading passages or items on a

page

• Increase print size

• Reduce items on a page

Keep the Goal in Mind…

…increased participation and learning for a student with a disability in the general education classroom(s)

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When Considering Strategies, Remember…

• Strategies should maximize participation and reduce barriers

• Use student strengths to bridge differences

• Grade level performance not required

• Only as special as necessary

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Step 4: Identify Viable Alternatives for Implementation

• What does the student need?

• What do the adults need?

• How will we get there?

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Step 4: Discuss Appropriate Supplementary Aids and Services Options and Identify Viable Alternatives

for Implementation. Based on the analysis of the general education classroom setting, identify those Supplementary Aids and Services that represent the team’s

best thinking about the most appropriate services and strategies to support learning and participation in the general education setting. These decisions are likely to have resource/personnel/training and/or administrative support implications. This step in the consideration process

focuses on the supports necessary for adults to effectively implement the Supplementary Aids and Services that have been identified.

Student Support Strategies to

Implement

(What does the student need?)

Adult Supports/Resources for

Implementation

(What do the adults need?)

Supports for Implementation

(How we will get there?)

[Ex: Student needs visual supports used

throughout the day to understand schedule and

individual activity demands.]

[Ex: Special educator needs access to

Boardmaker software; training in use of software

needed.]

[Ex: IU AT consultant will provide teacher

training; school will purchase software; tech

coordinator will install on computer with access

to color printer.]

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Ben

Student Support Strategies to Implement

(What does the student need?)

Adult Supports/Resources for

Implementation

(What do the adults need?)

Supports for Implementation

(How we will get there?)

• Increase opportunities for

reinforcement

• Provide visual supports throughout

the day (schedules, task cards,

pictures w/symbols)

• Introduce/teach/encourage use of

natural peer supports

• Target content instruction toward

gaining the big ideas, concepts and

competencies of the gen. ed.

standards

• Learn how to implement/guide use

of peer supports in classroom and

school

• Learn how to implement behavior

plan and plan for reinforcement

• Collaboration for academic and

behavioral instruction planning

• PD on use of digital tools/options for

alternate modes of representation

and expression (text to speech,

writing tools, etc.)

• Consultation with behavior specialist

and SLP

• Scheduled time for ongoing

collaboration

• Schedule training for

paraprofessional

Self-Check

• Complete all components

• Fidelity

Components of the Toolkit D

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Tips for Facilitating the Toolkit



• SaS Consideration Toolkit Facilitation Planning Checklist (HO 10)

• SaS Consideration Toolkit Facilitator Tips (HO 11)

• Solving Facilitator Issues Activity (HO 12)

• Suggestions for Streamlining the Implementation Process (HO 13)

• SaS Toolkit – Planning Tool (HO 14)

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The Nuts and Bolts of Toolkit Facilitation

• Who? - team participation

• When? – time of day; when in the IEP development process/sequence

• How much time should be allocated?

• What needs to be done before, during and after?

• Global or focused toolkit?

ACTIVITY

Solving Facilitator Issues

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Solving Facilitator Issues Activity

Facilitator Issue My Idea One More Idea

How could you facilitate team to come to more complete component B sections (strengths/interests, etc.)?

What do you do if the teacher hasn’t completed the environmental scan prior to the meeting?

What if you as the facilitator don’t have the expertise to brainstorm specific ideas to bridge the student barriers?

What do you do if you have a naysayer putting down ideas during brainstorming in section C3?

What do you need to do differently when facilitating a toolkit at the secondary level?

If time to complete the toolkit is very limited, what are some ways to streamline the process while maintaining fidelity?

How would you guide and advise the team that adds a paraprofessional as a strategy thinking that it will take care of the barrier?










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Facilitator Tips

• Use laptop/projector

• Use agenda

• Use timer to adhere to agenda

• Make sure all participants have copies of accessible documents

– Including members joining virtually

• Explain unusual terminology, jargon

• Ensure parents’ input and understanding throughout meeting

Facilitator Tips

• Help team be specific in identifying barriers in order to come up with viable solutions to the barrier (ex.: “The student can’t decode text at this level of complexity” vs. “the material is too hard for this student.”)

• Encourage teams to brainstorm, and if they don’t know the name of a particular strategy, identify what they want it to accomplish (e.g., a program that reads the text on a webpage)

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Rules for Brainstorming

Before brainstorming in Component C, Step 3 it is important to establish rules…

• Rule 1- Postpone and withhold your judgment of ideas

• Rule 2- Encourage wild and exaggerated ideas

• Rule 3- Quantity not quality

• Rule 4- Build on the ideas put forward by others

• Rule 5- Every person and every idea has equal worth

http://www.brainstorming.co.uk/tutorials/brainstormingrules.html

Facilitating Conflict

Healthy DebatePeople…

• are open to hearing others’ ideas

• listen and respond to ideas even if they don’t agree

• try to understand the views of others

• remain objective and focus on the facts

• use a systematic approach to analyzing the situation and looking for solutions

Dysfunctional ArgumentPeople…

• assume they’re right

• wait until others have finished talking, then state their ideas without responding to ideas of the other person

• are not interested in how the others see the situation

• get personally attacked and blamed

From: Facilitating with Ease! By Ingrid Bens

(Jossey-Bass, 2005)

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Techniques for Facilitating Conflict

Create Healthy Debate

• Stay neutral

• Point out differences so they can be understood

• Insist that people listen politely

• Paraphrase each other’s ideas

• Focus on facts

• Problem solve concerns

• Feedback

• Get closure and move on

Dysfunctional Argument

• Join the argument

• Ignore differences

• Let people be rude

• Ignore the fact that no one is really hearing anyone else

• Sidestep hot issues

• Let people get personal

• Get defensive

• Stand by passively

• Let it drag on and on

From: Facilitating with Ease! By Ingrid Bens (Jossey-Bass, 2005)




• Send the strengths/interests section to team members in advance;.

• Ask probing questions such as “What does (name) like to do on the weekends/at recess/etc.?


• Touch base with the teacher a couple of days before the meeting to remind him/her to complete the scan.

• Complete the scan as if it was intended to be a part of the meeting. (Do not bring up the fact that the expectation was for it to have been completed prior to the meeting.)


• Brainstorming is meant to elicit ideas from all team members. The facilitator is not responsible for coming up with the ideas so it’s ok if you do not have the expertise. You can recommend that the team consult with someone who is an expert, such as an IU TaC or another district specialist who might not be at the meeting. It is ok to follow-up after the meeting.

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• Brainstorming is meant to elicit ideas from all team members. The facilitator is not responsible for coming up with the ideas so it’s ok if you do not have the expertise. You can recommend that the team consult with someone who is an expert, such as an IU TaC or another district specialist who might not be at the meeting. It is ok to follow-up after the meeting.










• Brainstorming is meant to elicit ideas from all team members. The facilitator is not responsible for coming up with the ideas so it’s ok if you do not have the expertise.

• You can recommend that the team consult with someone who is an expert, such as an IU TaC or another district specialist who might not be at the meeting. It is ok to follow-up after the meeting.

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• Remind everybody of the rules of brainstorming.

• Explain that all ideas will be captured and prioritizing will come in Step 4 of Section C


• Invite friends of the student for whom the toolkit is being completed


• Distribute certain portions of the toolkit prior to the meeting

• Section B – strengths/interests• Section C – environmental scan

• Complete the toolkit over 2-3 sessions


• List that as an option and prompt the team to consider other solutions as well

• Ask specific questions regarding the role of the paraprofessional and brainstorm additional options for supports that would fulfill those requirements














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• Section B –strengths/interests

• Section C – environmental scan


















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Responding to Questions from Families Regarding the SaS Consideration Toolkit

Responding to requests from families

• “I would like to/my advocate told me to request an SaS Consideration Toolkit for my child.”

• Suggest parent view the awareness webinar and look at the PaTTAN website to understand the Toolkit process.

– Overview webinar: www.pattan.net; Educational Initiatives; Inclusive Practices; Tools and Resources -Supplementary Aids and Services Consideration Toolkit (menu on the right); Supplementary Aids and Services Consideration Toolkit Webinar (orange link within text)

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Questions to ask when TA is requested:

• Have they contacted Consultline ? If not, provide them with the contact information.

– http://odr-pa.org/parents/consultline/

– In Pennsylvania: 1-800-879-2301

• Who in the school/district have they already contacted?

• Are they working with an advocate?

Build Bridges

• Facilitate conversation between family and LEA

– Suggest that they speak to principal and/or special education leader about possible need for the team to complete the Toolkit; or

– Offer to contact the LEA leadership and share their request and offer your assistance directly; or

– Suggest that they contact the local Intermediate Unit

• Connect family with additional resources

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Delicate Balance

• Families usually call us if they are concerned or confused

• Provide support without “taking sides”

• Encourage LEAs to be proactive in educating families and accessing TA resources


Resources

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Resources for Families

Office of Dispute Resolution

• Consultline

– Parent Resources

– Complaint Information

– Call Resolution Process (CRP)

• Early Resolution

– IEP Facilitation

– Creating Agreement in Special Education: Conflict Resolution Skills for Parents and Educators

– Resolution Meetings

Resources to Help Facilitation

• SaS Consideration Toolkit Facilitation Planning Checklist (HO 10)

• SaS Consideration Toolkit Facilitator Tips (HO 11)

• Suggestions for Streamlining the Implementation Process (HO 13)

• SaS Toolkit – Planning Tool (HO 14)

• Meeting Agenda (create one for your time and team needs)

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Additional Resources

Additional resources related to the SaS Consideration Toolkit:

� SaS Fact Sheet (HO 4)

� Inclusion Basic Education Circular (BEC) (HO 2)

� Teacher’s Desk Reference: Practical Information for Pennsylvania’s Teachers

� Inclusive Practices (HO 16)

� Assistive Technology (HO 15)

� Supplementary Aids and Services (HO 3)

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Next Steps…

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To Complete this Facilitator Training

• View this on-demand session ��

• Complete all activities ��


1. Facilitate the SaS Consideration Toolkit process for the student you identify in partnership with an experienced facilitator from your district, IU or PaTTAN

2. Complete the online verification survey at: link to online survey will be provided at end of video presentation

3. Submit completed and signed SaS Consideration Toolkit Planning Checklist (HO 10) by email to: [email protected]

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• All required activities must be completed by June 15th

• Act 48 hours will be awarded to all verified participants on or before July 15th

• Questions? Contact [email protected] or your local PaTTAN consultant

Contact Information www.pattan.net

Linda Cartwright

[email protected]

Jennifer Goldbloom

[email protected]

Karen Grammas

[email protected]

Elaine Neugebauer

[email protected]

Commonwealth of PennsylvaniaTom Corbett, Governor

Pennsylvania Department of Education

Carolyn C. Dumaresq, Ed.D., Executive Deputy Secretary

Pat Hozella, DirectorBureau of Special Education

HO 01 SaS Toolkit On Demand 10 - Amazon S3...2014/10/30 · • PPT Presentation Handout (HO 01)...

Documents

Transcript of HO 01 SaS Toolkit On Demand 10 - Amazon S3...2014/10/30 · • PPT Presentation Handout (HO 01)...