Making the ARD Process Work For Schools

Transcript Making the ARD Process Work For Schools

Goose Creek CISD

Special Education 2012 - 2013

TCE RDSPD Overview

The mission of the GCCISD Special Education Department is to support the campuses in order to nurture inclusionary environments, enhance student achievement, and maintain compliant special education programs.

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Poll Everywhere

Objective 1: ECI Objective 2: Literacy and assessment tools Objective 3: Staff development- literacy and communication Objective 4: Communication and assistive technology Objective 5: Formal and informal assessment Objective 6: Technology Objective 7: General curriculum- math

    Personnel  SHE change   new staff - Ava Haynes, Brandy Rosing, Brooke Piatt, Erica Riley, Jessica Compton, Chae Eagleton, Jose Martinez vacancies – Lead Teacher, Counselor, ASE Teacher, REL Teacher, Itinerant Teacher , 2 Interpreters Support Systems Website Six Week Data Reviews

     ARD Meeting  IEP Meeting ARD Committee  SPED Label  IEP Team Co-op Services  Co-op Site and Co-op Itinerant SPED Eligibility Sub-groups  Student Groups

    Make data driven decisions.

Collaborate with the team members who work directly with the student.

Establish open and continued communication with parents. Answer this question: Is IT (service, modifications, AT, etc.) NEEDED for the child to make educational progress?

   September 24-28, 2012 Deaf Awareness Week November 3, 2012

Walk4Hearing

February 2013 Peer Review

 FDA approved the C1422 Slim Straight Electrode- Worlds thinnest, smallest, full length electrode specifically designed to preserve the delicate structures within the cochlea, primarily geared towards those with a unique anatomy.

What does this mean to us?

Cochlear implants will be able to benefit more children with craniofacial anomalies, malformed cochleas, etc… The new electrode array will provide a cleaner, sharper sound.

 BAHA 3 and BAHA 3 Power are currently available to people of all ages. Typically geared towards ages 5 and older, but can be used with infants as well.

When checking the CIs: LISTEN to the device to see if its amplifying correctly.

CHANGE the order of the LING check when you use it with your students.

DO NOT take the students word on whether the device is working properly. It is YOUR responsibility to make sure it is working correctly.

 If a student misses a particular sound, note that on the amplification log. This will help identify which sounds are being consistently missed so that the student’s implant team can adjust the CIs accordingly.  For hearing aids users, this may indicate a decline in hearing or the need for reprogramming a device.

 BAHA 3 Support APP- available for Android IPHONE and IPAD

FREE

 Nucelus Support APP-available for Android IPHONE and IPAD FREE -Both APPs contains video and text assistance for troubleshooting, traveling, adjusting, cleaning and maintaining the device.

HOPE words- a rehabilitative APP intended for a child to practice auditory self-monitoring by listening to a sound or word and matching their speech production accordingly. Also has tips for parent and professionals on how to use the app to improve listening and spoken language. Available for IPAD and IPHONE $1.99

www.cochlearamericas.com/HOPEwords

NON RDSPD STUDENTS

 Submit request for professional assistance to SPED Coordinator for your feeder pattern.

   Request will be reviewed for approval by district liasion.

If approved, it is sent to Colleen Wooten for further processing.

Colleen sends request to the audiologist, Dr. Angie Torres, who calls to schedule appointment for audio after 3:30 OR on an audio round-up Saturday (TBA).

ITINERANT AND RDSPD STUDENTS

 Audios and Otos are free to parents if done through the co-op.  Appointment times can be scheduled before 3:30 p.m.

INITIAL EVALUATIONS

 To be done through the student’s home district.

TEACHER REFERRALS

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IF CONCERNS ARISE UNDER THE FOLLOWING CONDITIONS:

   Student is suddenly not responding as they once had Decrease in academic performance Decrease in speech production  The teacher should contact the audiologist to schedule a visit to check the student’s ears and amplification devices prior to scheduling an audio. Audios will be scheduled at the discretion of the audiologist.

 Our FM inventory is growing!  Goal: To have everyone completely in wireless neckloops by 2013-2014  Remember basic troubleshooting:      Is the device charged?

Is the receiver and transmitter on the same channel?

Are the students hearing aids on telecoil?

For static, try changing the channel and re-syncing the receiver. When all else fails, contact me.

 FMs MUST be used daily, consistently and appropriately.  As little as a 5 dB increase in amplification for our students can make the difference in their speech production and acquisition.

 Do the hearing aids have batteries?  Are the batteries working?

 Is the earmold plugged with wax?  Remove earmold from hearing aid and listen to device. If the hearing aid is working, it is an earmold problem.

See Handout

Student:________________________ Dear Parent: Your child’s personal hearing aid(s) or cochlear implant was checked today. The following problems were noted: _______ Child forgot to bring to school (R L B) _______ _______ _______ _______ _______ Hearing aids (s) are not functioning Cochlear Implant is not functioning Needs new earmolds Additional Comments: (R L B) (R L B) (R L B) Battery is dead/send extra package of batteries for hearing aids Rechargeable Cochlear Implant battery pack dead/send battery holder with extra batteries Hearing aids are very important for your child’s education and communication. We want to make certain they are always working properly. Please attend to the above problem as soon as possible. If you have any questions, please contact the audiologist at 281-420-4520. Thank you for your support and cooperation.

Angelique Torres, Au.D

Educational Audiologist

 MUST be checked DAILY for every student using amplification  MUST be accurate and up-to-date  MUST be signed or initialed by the person checking the device

 For those of you with soundfield systems in your classrooms:  You MUST use your microphones daily!

 If other classes are hearing you, turn down your microphone volume.  If the problem persists, contact me.

 We will continue to offer new earmold services.  Prices will NOT increase from last year. YAY!   The cost for earmolds will continue to be $27.00 each.

 However… (Prices are subject to change during the year) 

HEARING AID LOANER BANK!!!

GOAL: To have policies and procedures in place for hearing aid loans before November 2012 .

…STAY TUNED FOR MORE DETAILS

 San Jacinto Methodist Hospital generously donated 2 soundbooths, audiometers, and audiological supplies to GCCISD at the end of last school year.  Smaller booth is housed at Lee High School  Larger booth is still looking for a home

Audio Round-Up 2012/2013

Fall Semester Spring Semester TBA TBA These dates are reserved for failed hearing screenings and any non-RDSPD student who demonstrates a need for a hearing evaluation.

 With additional soundbooths please do your best to troubleshoot on your own. You can text or call me on my cell: 832-561-4401. This is my private cell number. I am giving it out to you for your convenience. I will be available 7:30 a.m.-4:00 p.m., Mon-Fri to accommodate elementary, junior high and high school schedules. Please be courteous and observe business hours.

AUDITORY    Direct the students to listen Control the environment or language/vocabulary Change from an open set to a closed set or visa versa MANUAL    Direct the students to watch Control the environment or language/vocabulary Change from an open set to a closed set or visa versa Use this at the beginning of the lesson or at critical times.

AUDITORY  Point out “I hear that” or “Did you hear that?” MANUAL  Point out “I see that” or “Did you see that?” Use this to alert students to sounds and other things in their environment.

AUDITORY     Audition first Direct attention toward the object Say it again Use a hand cue MANUAL    Sign first Direct attention toward the object Sign, explain, fingerspell Use this to introduce target vocabulary.

AUDITORY    Use a familiar phrase.

Comment on what the students are doing.

Be a radio commentator. MANUAL    Use a familiar phrase.

Comment on what the students are doing.

Be a radio commentator. Interpret or reverse interpret for the student presenting.

Use this to explain what is happening. Add Language!

AUDITORY       Expect a response from the child.

Pause and wait.

Look expectantly…lean in.

Hand cue- your turn.

“You could say…” model response.

Auditory closure.

MANUAL       Expect a response from the child.

Pause and wait.

Look expectantly…lean in.

Sign- your turn.

“You could say…” model response.

Closure- start the phrase for them.

Use this in questioning, share times, and with reluctant students.

AUDITORY   Use sabotage.

Use others to model. MANUAL   Use absurdities.

Use others to model. Use this strategy for reviewing known material. Give students a chance to think about what is communicated, and deciding if it is right or wrong.

AUDITORY   Whisper, sing, or vary pitch Emphasis on a sound or word MANUAL   Change size and speed of sign.

Emphasize by fingerspelling and indexing.

Use this to emphasize a sound, target word, part of speech, or concept.

AUDITORY   Model and expand the utterance.

Extension to the child’s utterance.

MANUAL    Model and expand the utterance.