QUARTERLY STAFF MEETING

AUGUST 19TH, 2014

Meet the Staff

• Michele Miller-Hayes Special Education Director• Erin Trussell Administrator of Special Services• Tiffany Kinsey Child Find Supervisor• Amber Villines Secondary Instructional Coordinator • Craig Edwards Elementary Instructional Coordinator • Jana Newsom Elementary Instructional Coordinator • Tony Maxwell Compliance and SEAS• Joshua Pulos Professional Development

Coordinator• Janel Cypert Private School/Homebound

Coordinator

Ever feel this way?

• http://www.teachertube.com/video/40-inspirational-speeches-in-2-minutes-124077

Agenda

• Restraints• Dynamic Learning Maps-DLM• OCR-Translation • Child Count• Alternative Behavior Services (ABS)

Restraints

• SDE Handbook pg. 193• In cases where a student has a history of dangerous behavior for

which physical restraint was considered or used, a school should have a plan for:

1. teaching and supporting more appropriate behavior; and

2. determining positive methods to prevent behavioral escalations that have previously resulted in the use of physical restraint. • Physical restraint must never be used for the purposes of discipline

or as a punishment, to force compliance, as a convenience for staff or to prevent property damage.

• The use of chemical and/or mechanical restraint is prohibited.

Restraints cont.

• Physical restraint to manage behavior must only be used under the following emergency circumstances and only if these elements exist:

1. The student’s actions pose an imminent risk of harm to him/herself or others; and

2. Less restrictive measures appropriate to the behavior exhibited by the child have not effectively de-escalated the risk of injury; and

3. The physical restraint lasts only as long as necessary to resolve the risk of danger or harm (no more than 3 minutes) and;

4. The degree of limitation or restriction of another person’s freedom of movement that is applied may not exceed what is necessary to protect the student or other persons from imminent bodily injury.

RULE: REMOVE THE OTHER STUDENTS FROM THE ENVIRONMENT.

Restraints cont.

• Prone restraints, pressure on weight on chest, sternum, lungs, diaphragm, neck, throat or back MUST NOT be used. No restraint that prevents a student from speaking or breathing is allowed.

• School personnel who use physical restraint must have training in:

1. Conflict De-Escalation

2. The Crisis Cycle and Interventions at each stage.

3. Possible effects of physical restraint

4. Current Certification in CPR and First Aid

5. Monitoring the wellbeing of the student.

Restraints cont.

OT/PT EQUIPMENT• Gait Belts, Rifton chairs, trays, postural supports (seat belts),

Thera-bands, Thera-tubes, sensory vests/blankets/backpacks etc. are NOT to be used as a restraint under any circumstance (this includes “time-out”).

• Gait belts are to assist a student who has poor balance when walking and to safely perform transfers from one surface to the other.

• Rifton chairs and postural supports are to be only used when a student physically needs the extra support to not fall out of a regular chair when completing school work (i.e. students with cerebral palsy, extreme low tone, seizure disorders, traumatic brain injury, etc.) The use of any postural supports (including seat belts and chairs) must be documented on the IEP.

Restraints cont.

OT/PT EQUIPMENT CONT.• Trays are for the use of students who need upper extremity (arm)

support to complete school work, eat and/or to provide a writing space for a child in a wheelchair to complete assignments.

• Equipment issued to a particular student by OT/PT is to be used by that child only. It is not to be used by other students in the room. If additional equipment is required for another student, it can be requested from OT/PT.

• All trays, gait belts, Thera-Bands, postural supports, sensory vests/backpacks/blankets will be inventoried by the OT/PT in the building and he/she must give approval for their use. The OT/PT department is in the process of developing an inventory form for this purpose. Please be aware that if the equipment being used does not meet or follow the guidelines mentioned above it will be removed from the classroom.

Restraints cont.

WHY???• Gait belts, trays, Thera-Bands, Rifton chairs, postural supports,

etc. are designed to help students fully participate in classroom activities. They are not designed to be used as restraints. For example, the Rifton company recently sent out a memo explicitly stating that their chairs are never to be used to restrain a child.

• Ethics and Liability—OT’s, PT’, PTA’s and COTA’s are all licensed by the Oklahoma State Medical Board and are subject to the same regulations of their profession regardless of setting. It is against the code of ethics for both professions to use any therapy equipment as a restraint. Any such use, even by a teacher, could result in the loss of a therapist’s license to practice.

Dynamic Learning Maps-DLM

• Severe Profound Assessments - 1% Cap• http://ok.gov/sde/assessment#DLM• DLM Elements: Reading and Math• OAAP Portfolio (Pearson): Science and Social Studies• Student Upload Deadline for DLM: Oct. 1, 2014

Dynamic Learning Maps-DLM con’t

• Dynamic Learning Maps: http://dynamiclearningmaps.org/• Any and all things DLM.

• Oklahoma Dynamic Learning Maps Website: http://dynamiclearningmaps.org/oklahoma• Any and all things DLM for the state of Oklahoma.

• Educator Portal: http://educator.cete.us/AART/logIn.htm;jsessionid=6F5EFEB540446B09FC97191873F28FF2• Required test administration training modules and

professional development are available in the Educator Portal.

Dynamic Learning Maps-DLM con’t

• Test Administration Manual and Assessment Coordinator Manual Available: September 17, 2014

• Student Upload Deadline for DLM: Oct. 1, 2014

Essential Elements (EEs): • Specific statements of knowledge linked to

grade – level expectations• EEs build a bridge from content standards to

academic expectations for students with the most cognitive disabilities.

Learning Maps:• EEs specify academic targets while the learning

map clarifies how a student can reach a specified standard.

• For each EE, small collections of nodes are identified earlier in the map that represent critical junctures on the path toward the standard (linkage levels). The fourth level is the target. There are three levels before the target and one above the target. All together, the five levels make up a ‘mini map’ for the EE.

OCR-Translation with Jose Munoz

OCR RESOLUTION SUMMARY PLAN• Identify LEP parents and guardians of students with

OKCPS. Home Language Survey completed and placed on TERMS (Look at #4).

• Verbal interpretation will be provided• Written translations will be provided upon notification by

building Special Education case managers, Psychologists, Child Find Facilitator, Bilingual Special Education Specialist or Speech Pathologists.

OCR-Translation with Jose Munoz

CRITERIA FOR DETERMINING FORMS TO BE TRANSLATED• Consent for IDEA evaluation will be presented to the parent in English

or their native language at time of obtaining consent. • Documents developed at the team meeting and the verbal interpretation

provided will be translated and sent home in their native language within 30 days (IEP’s, 504 Plans, IDEA reports)

PROCEDURE FOR TRANSLATION• The IEP will be held with the parent; including verbal interpretation by

school staff.• Upon completion of IEP, the Special Education case manager will fill

out the translation request.• Translation completed and documents will be mailed to the parents.

OCR-Translation with Jose Munoz

TRANSLATION REQUEST STEPS• Log into your Google Chrome Account (if you don’t have

an account, go to drive.okcps.org) • Open OKCPS main page• Go to Special Services Page• At the bottom of the page, you will find the “Translation

Request” link• Click on it, fill out the form and submit it.

Child Count

• Type of service (i.e. consultation, monitoring, Co-Teach, Direct Services)

• Explanation of will not participate in regular class• Amount of time in General Education setting

Child Count Cont.

Alternative Behavior Services (ABS)

• Drugs, Weapons, Serious Bodily Injury and Behavior**• IEP and Reevaluation must be current before submitting• Once 45 day suspension is up, the student will be

returning to their homeschool.

**Must have two failed BIP’s and an FBA. Serious behavior will be reviewed on a case by case basis.

IT’S YOUR TURN TO BE EXTRAORDINARY!

HAVE A GREAT YEAR!! http://www.teachertube.com/video/ordinary-people-doing-extraordinary-things-6252