Parent Forum
Sheldon ISD
Fall 2008
PASS
• What is PASS- Positive Approach to Student Success
– Process for managing the behavior of students
identified as Emotionally Disturbed
• Is designed for Emotionally Disturbed students who
have behaviors that need daily monitoring
• is an individualized approach
• based on teaching behavioral expectations while
keeping students in mainstream classes
• utilizes daily behavioral evaluation software and
weekly behavioral analysis to guide intervention
PASS
• What PASS is NOT
• is NOT another In School Suspension
• is NOT a punishment
• is NOT designed to cure all behavior
problmes
• is NOT an escape from class
• is NOT a self-contained behavior unit
• is NOT a placement made by a principal
• is NOT given to a student for a set number
of days
PASS
Phase 1:
Referral to
Program
Phase 2
Orientation
Aftercare
Or
PASS Out
Phase 3
Maintenance
and
Inclusion
• How does PASS
work?
– It’s a process.
Caperton-Brown & Poole, 2007
PASS: Phase 3
• Monitoring Tokens
Behavior is Acceptable
Warning: Behavior is unacceptable. Student
has been given warning and compliance is
expected in 1-2 minutes.
Behavior is continues to be unacceptable
after reasonable period of time to comply.
Caperton-Brown & Poole, 2007
PASS
• PASS in a nutshell…
– Non-levels, Inclusion approach
– Focus on constructing new behaviors
– Functional analysis of behavior
supported by daily data collection and
analysis
– Reward-based system
Caperton-Brown & Poole, 2007
Social Skills Counseling
Groups for Students with
Autism
• Autistic Disorder:
– One key feature of autism is that it is characterized by
qualitative impairment in social interaction
– Some associated features with social impairment are:
• Difficulty developing peer relationships in ways that
would be expected for the child’s developmental level
• Difficulty making eye contact
• Difficulty recognizing feelings of oneself and others
• Difficulty starting and ending conversations with
peers
• Difficulty making and keeping friends
Social Skills Counseling Groups
for Students with Autism
•Designed for students with Autism that have, based
on special education assessment:
• Demonstrated a need for social skills
intervention above and beyond what they are
getting in their school environment
• Co-Facilitated by Lisa Ramke, Related Services
Counselor, and Michelle Wolf, Licensed Specialist in
School Psychology
•Being provided through related services counseling
•Targeting secondary level students due to increasing
social pressures that occur in middle school and high
school
Psychological Consultation
•Available to all students, both special education and nonspecial education
•Designed for students who:
• have emotional and/or behavioral challenges
• are not responding to general classroom management and
behavioral management techniques
•need specialized and individualized interventions
•Requests for psychological consultation are made through the
Student Assistance Review Team (SART) for students who are
NOT in special education
•Requests for psychological consultation are made through the
ARD committee for students who ARE in special education
Psychological Consultation
•Psychological Consultations are conducted by Licensed
Specialists in School Psychology (LSSPs)
•Consultation involves participation from the teacher(s),
parent, and the student
•Parent permission is required before consultation can begin
•Consultation can include observations, behavioral
questionnaires , and possibly direct conversations with the
student
•Progress on interventions is monitored through the SART
team (for students NOT in special education) or the ARD
committee (for students in special education)
Effective Assessment Of
Young Children
Jessica Consuegra, LSSP
What is ECI
• ECI is a statewide program for
families with children, birth to three,
with disabilities and developmental
delays. ECI supports families to help
their children reach their potential
through developmental services.
Children Enrolled in ECI
• Children who are enrolled in Early
Childhood Intervention Program will
work with their case manager in
preparing their child for transition,
which will take place on the child’s
third birthday to:
– Preschool Programs for Children with
Disabilities (PPCD); or
– Other services that may be available, if
appropriate.
Determining Services
• In order to determine if a child is
eligible for services, an assessment
must take place.
• Because children enrolled in ECI are
under the age of 3, an Arena
Assessment is conducted to look at
all areas of the child’s development.
What is an Arena
Assessment?
• Simultaneous evaluation of the child
by multiple professionals from
different disciplines (play-based)
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Multi-disciplinary
Multi-Domain
Multi-Source
Family-Centered
Non-discriminatory
Formative and Summative
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Key People Involved in the
Assessment of Young
Children
Psychologist
Social-Worker
Nutritionist
Nurse
Parent/Caregiver
OT/PT
Siblings
Physician
SLP
Extended Family
Educator
Audiologist
Optometrist
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Key Domains in the
Assessment of Young
Children
Cognitive/Pre-academic
Social-Emotional
Language
Adaptive
Physical
Health
Home
Family
Community
Sensory
Approaches in the
Assessment of Young
Children
• Observation (play-based)
• Interview
• Formal Procedures
– Arena Assessments take place at
Carroll Elementary
The Goal
• The goal of any good assessment
should be to design effective
intervention for the young child and
their family.
Referrals and PPCD
• Who decides if your child is eligible?
– If your child is in an ECI program, your service provider will let
the school district know that your preschooler may be eligible
for public school services.
– If your three- to five-year-old did not participate in ECI, but
you suspect him or her of needing special education services,
you – or any person involved in the care or education of your
child – may make a referral.
– In either case, the school district must have your “written
consent” (signature) before it can begin the evaluation process
to ensure your child has a disability and needs special
education. Be sure to sign and return paperwork in a timely
manner to keep the process moving forward. Your child will be
evaluated to determine if he or she is a “child with a disability”
as defined by the IDEA.
– An Admissions, Review and Dismissal (ARD) meeting will be held
to determine if your child qualifies for special education
services.
• If the ARD committee finds your child eligible, he or she will be
assigned a “disability code”, and an Individual Education Plan (IEP)
will be developed.
• Services may include: Speech Therapy, Occupational and/or
Physical Therapy, PPCD
PPCD- Preschool Programs
for Children with
Disabilities.
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Eligibility: Children are eligible if they are determined by a multi-disciplinary team to meet state
criteria as a child with a disability. The disabilities are: orthopedic impairment, other health
impairment, auditory impairment, visual impairment, deaf-blind, mental retardation, emotional
disturbance, learning disability, speech impairment, autism, multiple disabilities, and traumatic brain
injury. There is no fee for services.
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SERVICE DELIVERY:
Classes are offered Monday through Friday for half-day (AM or PM-3
hours) and full-day sessions, depending on individual needs. If children have an educational need for
related services, they are delivered during the assigned session as part of the child’s daily program.
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SERVICES: Services for children in PPCD include daily structured activities to develop language
(expressive and receptive), cognitive, social/emotional, motor (fine and gross motor), and self-help
skills. Additional services may include transportation, assistive technology, counseling, or
occupational, physical, or speech therapy, if recommended by the Admission, Review, and Dismissal
(ARD) Committee. Some children who only need speech services may be recommended for speech
services without the entire PPCD program. For example, a child might come to the school two times
a week for thirty minutes each session. These services are provided at the child’s home campus.
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PROGRAM STAFF: Staffing is provided to accomplish small class groupings of approximately 10-12
children per session with a teacher, instructional aide, and a speech and language pathologist at each
campus. Itinerant teachers and therapists assist in servicing children, as needed.
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CURRICULUM: The PPCD Curriculum contains five major areas—Cognition (thinking and perception
skills), Communication (language development), Self-help, Fine/Gross Motor, and Social/Emotional
(development of self-awareness and responsibility). The curriculum is designed to meet the wide
variety of needs in young children.
Autism Arena
Assessment
• During an ECI Arena Assessment, if the
assessment team observes the child
displaying Autistic behaviors, an AU Arena
Assessment is recommended.
• If a child (at any age) is displaying AU
characteristics any person involved in the
care or education of the child may make a
referral.
– During the referral process, an AU Arena
Assessment may be requested. (This is
dependant on the developmental level of the
child.)
What is AU Arena
Assessment
• Very similar to the ECI Arena Assessment
• The AU Arena Assessment Team assess all
areas and focus on:
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Expressive and Receptive Language
Affective Expression
Social Reciprocity
Characteristic Motor Behaviors
Characteristic Verbal Behaviors
Adaptive Behavior
Sensory Development
Interventions for AU
• May include
– AU Social Skills Groups
– Behavior Intervention Plans
– Structured Unit Classroom
Structured Unit
Classroom
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Located at Sheldon Elementary, available for any student who needs a structured environment
The classroom is based upon an understanding of the unique features and characteristics associated
with the nature of autism.
Structured teaching is a system for organizing their environments, developing appropriate activities,
and helping people with autism understand what is expected of them.
The teacher utilizes visual cues which help children with autism focus on the relevant information
which can, at times, be difficult for the person with autism to distinguish from the non-relevant
information.
Structured teaching addresses challenging behaviors in a proactive manner by creating appropriate
and meaningful environments that reduce the stress, anxiety and frustration which may be
experienced by children with autism. Challenging behaviors may occur, due to (the following
characteristics of autism:
– Language comprehension difficulties
– Expressive language difficulties
– Social relations difficulties
– Sensory processing difficulties
– Resistance to change
– Preference for familiar routines and consistency
– Organizational difficulties
– difficulty attending to relevant stimuli
– distractibility
Structured teaching greatly increases a child's independent functioning (i.e., without adult
prompting or cueing) which will assist him/her throughout life.
Changes in LD
Assessment
Response to
Intervention
(RtI)
Articulation and Language Labs
RtI – Articulation Lab
• Tier 3 of RtI
– Occurs weekly
– Parental notification/consent is required
– SLP or SLP Assistant will implement
RtI – Articulation Lab
(cont)
– Minimum of 360 minutes clocked
– Pre-test and Post-test
– “Open door” policy within specified
times
– Documentation sent to Campus Team
RtI – Articulation Lab
(cont)
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High-frequency sounds will be targeted:
/r/, /s/, /sh/, /ch/, and /l/.
The lab will consist of intensive drill and
phonemic awareness activities using
photo cards and songs. There will be five
stations: Listening, Games, Drill, Moven-Grove, and Motor. Students will rotate
through the stations, practicing their
target sound while engaging in a variety
of activities.
RtI – Language Lab
• Tier 3 of RtI
– Open to students enrolled in grades K3rd
– Occurs weekly
– Addresses phonemic awareness,
vocabulary, and oral narrative structure
– Parental notification/consent is required
RtI – Language Lab (cont)
– SLP or SLP Assistant will implement
– 360 minutes clocked
– Students must arrive at the beginning
of the lab and remain to the end
– Documentation sent to Campus Team
RtI – Language Lab (cont)
• The Language Lab will function as a
storybook/thematic lab.
– 15 minutes – reading by the SLP/SLP
Assistant
– 15 minutes – phonemic awareness and
vocabulary focus
– 15 minutes – crafts/activity
– 15 minutes – closing activity (snacks,
songs, etc.)
The Who, What, Where,
When and Why of Assistive
Technology?
WHO?
What ?
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Low Technology
High Technology
Positioning
Hearing
Where?
• Anyone in the District that needs it.
• One must understand though the
classrooms all have assistive
technology in them.
When ?
• To enhance a students learning
enviroment.
• When an ARD committee or Parent
sees a need for it.
Why ?
• To make all students successful no
matter what their difference is.
• Make a student feel confident within
themselves.
Questions and Answers
about Assistive Technology
• Please fill out our survey and let us
know your input and/ or concerns.
Inclusion Programs
Contact:
Kelly Sebastian, Special Education Director
Phyliss Butler, Program Specialist
Parent Questionnaire
Discussion