QUARTERLY STAFF
MEETING
TH
AUGUST 19 , 2014
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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
Meet the Staff
• http://www.teachertube.com/video/40-inspirationalspeeches-in-2-minutes-124077
Ever feel this way?
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Restraints
Dynamic Learning Maps-DLM
OCR-Translation
Child Count
Alternative Behavior Services (ABS)
Agenda
• 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
• 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.
Restraints cont.
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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 MapsDLM
• 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=6F5EFEB5
40446B09FC97191873F28FF2
• Required test administration training modules and professional
development are available in the Educator Portal.
Dynamic Learning MapsDLM con’t
• Test Administration Manual and Assessment Coordinator
Manual Available: September 17, 2014
• Student Upload Deadline for DLM: Oct. 1, 2014
Dynamic Learning MapsDLM con’t
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 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.
OCR-Translation with
Jose Munoz
• 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
Child Count Cont.
• 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.
Alternative Behavior
Services (ABS)
IT’S YOUR TURN TO BE
EXTRAORDINARY!
HAVE A GREAT YEAR!!
http://www.teachertube.com/video/ordinarypeople-doing-extraordinary-things-6252