Volume 2, Issue 1

Volume 2, Issue 1

October 2011

Inside this issue:

Special EDition * A Parent’s Perspective * Linda B’s Corner

―Don't aim for success if you want it; just do what * Where Are They Now? * Ramp Up Reading you love and believe in, and it will come naturally. * Data Collection Tips * Angle on Assistive Technology —David Frost * Hmmm...Interesting *Transitions Community Learning Center Grant A Parent’s Perspective

How to Improve the IEP Process for Involve parents in the writing of goals and Parents, in General as well as for Fami- objectives by calling or sending a note home Where Are They Now? lies who are Culturally and Linguistically requesting feedback? Sometimes students come back Diverse Create and provide to parents a meeting agenda so expectations of the purpose of and to visit at the campus, post a Have you ever been to a party where everyone discussion at the meeting are clear? note on Facebook, or was speaking a language other than your happenstance running in to a primary language? Have you gone to a Specific to families who are culturally and teacher at the grocery store. restaurant unable to read the menu? Have you linguistically diverse, do you: This year, we had the been invited to someone’s house for a holiday opportunity to contact former Meet with interpreters before each IEP party, only to find out the holiday being students with disabilities who meeting to provide them with the terminology celebrated is foreign to you? If you have, then left us due to graduating, aging out or dropping out that will be used in the meeting? you can understand and empathize with the during the 2009 – 2010 school year. This direct Speak to parents in short sentences and unsettling, frustrating, embarrassing, communication with former students gave special pause regularly to provide the time needed overwhelming feelings that many families we education teachers something to celebrate in for note taking and interpretation? interact with daily experience when coming to hearing how students are currently faring. a meeting regarding their child. Provide parents with information about their Out of 189 responders to the Post school outcome Meetings surrounding special education are child’s disability in their primary language? survey required by the Arizona Department of often filled with jargon, legalese, and Take the time to determine the dialects that Education, 99 students were found to be enrolled inequities by the sheer number of educators as the families speak? in a post secondary education or a job training opposed to family members at the table who Work with local community organizations to program and 111 were found to be working. 52 of understand curriculum, instruction, develop training programs in the parents’ the 99 students were in a 2- year or 4-year assessment, and education at large. Due to native language to educate families on how college setting; 20 were in a vocational, technical being pressed for time and having a lot to best to prepare for and be involved in the or trade school; and the other students were share and cover, we often launch in to speaking IEP process? found to be receiving education or job training at the parent versus to or with the parent. We Locate qualified interpreters who speak the through the Job Corps, on line / distance learning rush in to stating how the student is doing in same dialects. It is important to find out if programs, or in adult community day programs. Out class with grades and homework, getting input translators and interpreters have expertise of the 111 students working, 103 of the 111 from the teachers, reviewing the deficits the in special education and, if not, to provide the maintained the job for more than 90 days, and 89 child has, and where he/she struggles. common terms that will be used during the of the 111 worked more than 20 hours per week. To improve parent engagement in the meeting and instruction on how to provide Employment opportunities ranged throughout process, reflect on ways you already assist interpretation during the meeting? career pathways. One student obtained a job in families, and perhaps think of a new way to Supplement written progress reports by Washington Elementary School District as a increase parent engagement at your next dedicating a portion of the IEP meeting to paraprofessional while another is working as a meeting. Do you: teaching strategies that families can use to welder. Another student is fixing small engines Allow sufficient time for the meetings? instruct their children at home? Children’s while another is in a meat packing company. The skills can be reinforced when the same list is a vast and comprehensive, giving evidence to Create a welcoming atmosphere? methods are used by both teachers and the solid, individualized transition planning that Begin with seeking parent and student parents. took place helping students reach their post input? secondary goals. Encourage parents to bring an advocate We all come to the table wanting what we believe The hard work and efforts of staff across familiar with the IEP process? is best for the student. Each member of the IEP GUHSD is appreciated, not only for making the Use common terms instead of jargon to Team has his/her own perspective of what that calls to find out where our students are, but for lessen confusion? might mean. Sharing information, being open and the tireless dedication and commitment to having Ask clarifying questions of the student and accessible to families and the input they have on high expectations of all of our students. It is a parents throughout the meeting to engage their child’s education, and working in partnership direct result of having high them in the process? expectations of our students, with families will have significant pay-offs for Provide parents with a copy of the IEP a and of teaching them well, that week before the meeting to allow time for our students as they work hard to complete their we can report such astounding review and preparation of questions? high school careers and move on to their data on where our GUHSD Refrain from completing IEP forms in transition goals. graduates with disabilities are advance of parental input? today. Data Collection Tips for Annual Measureable IEP Goals

Now that all of you have been through Round 2 of the Measurable Goals training, let’s talk a little more about the importance of collecting data on student goals. Data collection is essential when providing meaningful information about a student’s growth for the IEP team. Goals must be skill building and focus on the areas of need that will make the biggest difference to that student during the course of the IEP. The focus of the goal must also help the student develop skills to access, participate and make progress in the general education curriculum and their functional life at school. Data Collection – Filling in the Missing Pieces Once the specific needs have been determined, it is time to determine the 5 W’s of your data collection. What What type of data will be collected? Determine the best way to provide evidence of student progress in their areas of specific needs. Who Who will collect, compile and report data and progress? Will it be solely the case manager, classroom teacher, teachers’ assistant, CTA? When When will the data be collected? During specific classes, a specific time of the day, throughout the day, on a work site, during passing periods? Where Where will the data be easily collected as well as provide documentation of the skill? How How frequently does evidence need to be collected to truly show progress or the lack of? When collecting data on behaviors, times for data collection should also be scheduled when concerns have been brought up regarding the behaviors to get the most accurate evidence. Data collection should be worked into daily and weekly plans for instruction. It may or may not be separate from instructional time, but must be a situation that can provide a real picture of student performance during a typical day.

The Tool for Measurement The tool used to collect data and ultimately measure progress, provides the evidence of student performance needed to show growth. Data collection tools should represent the type of measurement that will provide a clear picture of student progress. The tool should have an organized format that provides a clear direction and an absolute end result. Direct Measurement provides valid and reliable indications of student progress. Some of the methods to directly collect data are as follows: Observation Provides first-hand evidence of student performance as it occurs and can be documented in many different ways – narratives, data charts, frequency/duration recording charts, time sampling.

Curriculum Based Assessment Indicates direct observation and recording of student’s performance using curriculum aligned to the state standards. It can be a criterion referenced test (CRT) created by the teacher that focuses on the hierarchies of skills in the general education curriculum or a curriculum based measure (CBM) that gives brief, standardized samples and measures fluency (based on accuracy and time). Indirect Measurement can supplement direct measures by providing additional data to support the documentation of student growth. Possible indirect methods of data collection are as follows: Rubrics Describes performance on a scale from desired performance to undesired performance, showing both qualitative and quantitative descriptions.

Interviews Provide a summary of student performance on a given behavior in a structured format; general education teachers or other school personnel can informally conference with the teacher in charge of data collection. Conferences can then be summarized and added to progress reports. Student Self-monitoring Documents student behaviors and performance through self-recording and giving the student specific cues. It must be ensured that data collection remains objective and, if Resources: 6-trait rubric - T:\Curriculum multiple adults are giving cues, they must be consistent. Server\LangArts\6_Trait_Materials, AIMS-A Rubric - T:\Curriculum Authentic Measurement provides evidence of student performance through genuine student Server\SpecEd\AIMS-A\AIMS-A 2012, input. Possible methods of authentic measurement are as follows: easycbm.com, intervention central.org

Work Samples **Just remember, if you can see it, you Provides evidence of student performance through “hard copies” of actual student work, like writing samples, math quizzes, projects, audio recordings of students reading, etc. can count it, and if you can count it, you can measure it, which is the key to data Portfolios Documents student performance through a collection of work samples that demonstrated collection. Make sure your tool matches growth in specific outcomes. the information that you want to collect and shows a clear picture Student Interviews Can assess student performance through informal conference between the teacher and the of student growth.** student. Conferences can be summarized and included in progress reporting. Page 2 Volume 2, Issue 1 Hmmm….Interesting….

Listed below are some famous Bruce Willis Solange Knowles people with disabilities that could have easily affected their learning. Tiger Woods Vince Vaughn These people fall into categories Justin Timberlake Jewel that include Mood Disorders, Daryl Hannah Thomas Jefferson Learning Disabilities, Speech Disorders, Dyslexia, ADD/ADHD, Albert Einstein Patrick Dempsey Thomas Ty Pennington Autism, and Asperger's Syndrome: Thomas Edison Bill Gates Robin Williams Harrison Ford Al Gore Henry Ford Edison Abraham Lincoln Cher Leonard DiCaprio Drew Carey Ben Stiller Agatha Christie Tom Cruise Buzz Aldrin Whoopi Goldberg Michael Jordan Walt Disney Elvis

Special thanks to all instructional assistants and related services staff including nurses, physical therapists, occupational therapists and speech therapists for their hard work and efforts responding within 24 hours to the required Random Moment Time Surveys (RMTS) sent out by Medicaid. For the first quarter we as a district were at 100% compliance in timely returns! Woohoo! This helps us tremendously in receiving Medicaid reimbursable claims for 1. neeinstfkar 8. ppkmnui services and supports we provide to over 150 students in activities of daily living. We appreciate your continued efforts 2. sogth 9. ihtwc with our students and your attention to the requirements of Medicaid!! -shared by Toni Pineda-Wimmer, Medicaid 3. eweolanhl 10. oalwrkc 4. ndyca 11. amks

Second Year Counselor at Thunderbird High School, Lauren 5. eittkrtarrco 12. aarnklojtenc Colombo has played a large role in implementing Student Study Teams on our campus. Up until now, a formal 6. Semctuo 13. ccbaltak procedure has not been in place to ensure our students that 7. lraaduc 14. veesrlowwe are struggling do not "fall through the cracks". Mrs. Colombo has worked diligently to bring together a group of teachers that are passionate about identifying interventions that will guide both students and teachers toward success. -shared by Tiela Schurman APSS, THS Monster Mash Word Scramble Linda B’s Corner

Do you have an idea you Welcome Back! would like to share or It’s a new school year with changes, including a new version of the IEP in have a topic Infinite!. Remember, if you have any you would duplicate forms & IEP’s that you created in like error, just email me or give me a call and discussed? I will happily get them deleted for you!

Don’t forget that IEP’s need to completed & sent to the district office no more than two weeks after the IEP meeting was held. Please call Colleen (6067) or Linda Thanks for all you do!! (6008), and we would be happy to

include it in our next Special EDition!

Page 3 Volume 2, Issue 1 Ramp Up Reading

With the focus on increasing student achievement across GUHSD, how do we fit extra reading supports in to the class period with all of the demands of curriculum and instruction? Here are five reading strategies that are proven to increase student engagement, increase literacy (and not just reading but listening, thinking, and speaking too!) and increase student interest in the learning process across content areas.

Strategy What is it? How will it benefit my students?

Hand Summary Students trace their hand. Each finger and Students actively work with the text their thumb represent one of the 5 Ws with Students pull out important details the H being reflected in the palm/heel of and the main idea from the text their hand. Note taking strategies and active Students take notes and fit them in to each reading strategy that can be used with category as they read. anything Students create a brief summary of their reading from their Hand Summary.

Generating Q’s Read a selection. Students remain more focused on the After a paragraph or two stop. task Ask the students to generate a particular Comprehension of the text is boosted type of question (5W’s and H) Students generating their own Share out Questions questions elicits higher level thinking Continue the process altering the types of skills questions Greater awareness of creative and critical perspectives of the text Oral Cloze Prior to reading a passage, remove words or Confidence for weak readers rises phrases. Allows the teacher to monitor student Read aloud to the class. involvement in a straight forward Stop periodically and have the class fill in manner where you stop Excellent modeling opportunity for List options shared on the board as students strong reading and review of new identify words that would work terms and concepts If everyone does not speak in unison or Allows for expanding on unfamiliar participate then the whole group returns to terms and thinking of new words the beginning Helps students understand that context from reading can be derived without having to know the meaning of every word 5 Point Vocab Pronounce the word Exposes students to new words, Rate your comfort with the word on a scale of enriching vocabulary 1 – 4 (1= no clue; 2 = heard it but not certain; Allows students to build confidence 3 = heard it and think you know; 4 = you know learning, sharing and recognizing the word) words become anchored in different Define the word ways to different people Use the word in a sentence Excellent modeling with students how Illustrate the word to break down, research, and identify word meaning Zip Replace words or terms that you want Allows students to increase literacy students to focus on skills while engaging in meaningful, Focus on the skill or strategy you wish to have relevant text students strengthen (e.g. homonyms, subject Allows students to see it is not verb agreement, parts of speech, context imperative to be able to pronounce clues) every word Student take out words and replace with Boosts confidence in students when correct words they read for overall context and can identify appropriate words

Page 4 Volume 2, Issue 1 An Angle on Assistive Technology…Did you know? Assistive technology devices are available in a variety of categories to address functional capabilities of students with disabilities. These categories include but are not limited to:

Academic and Learning Aids: Electronic and non-electronic aids such as calculators, spell checkers, portable word processors, and computer-based software solutions that are used by students who has difficulty achieving in the educational curriculum Aids for Daily Living: Self-help aids for use in activities such as eating, bathing, cooking, dressing, toileting, and home maintenance Assistive Listening Devices and Environmental Aids: Electronic and non-electronic aids such as amplification devices, closed captioning systems, and environmental alert systems that assist students who are hard of hearing or deaf with accessing information that is typically presented through an auditory modality Augmentative Communication: Electronic and non-electronic devices and software solutions that provide a means for expressive and receptive communication for students with limited speech and language Computer Access and Instruction: Input and output devices, alternative access aids, modified or alternative keyboards, switches, special software, and other devices and software solutions that enable students with a disabilities to use the classroom computer Environmental Control: Electronic and non-electronic aids such as switches, environmental control units, and adapted appliances that are used by students with physical disabilities to increase their independence across all areas of the curriculum Mobility Aids: Electronic and non-electronic aids such as wheelchairs (manual and electronic), walkers, scooters that are used to increase personal mobility Pre-vocational and Vocational Aids: Electronic and non-electronic aids such as picture-based task analysis sheets, adapted knobs, and adapted timers and watches that are used to assist students in completing pre-vocational and vocational tasks Recreation and Leisure Aids: Electronic and non-electronic aids such as adapted books, switch adapted toys, and leisure computer-based software applications that are used by students with disabilities to increase participation and independence in recreation and leisure activities Seating and Positioning: Adaptive seating systems and positioning devices that provide students with optimal positioning to enhance participation and access to the curriculum Visual Aids: Electronic and non-electronic aids such as magnifiers, talking calculators, Braille writers, adapted tape players, screen reading software applications for the computer, and Braille note-taking devices that assist students with visual impairments or blindness in accessing and producing information that is typically present in a visual (print) modality

Assistive technology must be considered at every IEP meeting, regardless of the type or severity of a student’s disability. IEP Teams should keep in mind when considering assistive technology to consider not just the device (e.g. piece of equipment or product or system) but also the services that would assist the student in the selection, acquisition or use of the device. Transitions Community Learning Center (T.C.L.C.)

It is with great excitement that Transitions announces its receipt of the 21st Century Community Learning Center grant through the Arizona Department of Education. Thanks to the hard work and effort of Kathleen Leonard, Transitions Social Worker, with input from staff and students at Transitions, they will receive $357,000.00 over five years to provide students with: Standards based academic enrichment; Personal enrichment, and other activities designed to complement the students’ regular academic program; and Engagement of adult family members through educational and personal development opportunities. The specific goals outlined in the grant that will impact student achievement for students enrolled at Transitions include: Improving credit attainment in mathematics, language arts and other required courses Decreasing truancies and suspensions Creating an environment of learning for students and families. In order to accomplish these goals, daily tutoring after school will be offered across subject areas. With only eight teachers expected to teach all grade levels 9th – 12th and all courses that would be offered on a comprehensive campus so students earn credits towards graduation, options are limited for career and technical education. To expose students to vocational pathways and help increase relevance of schooling when surrounded by requirement for rigorous academics, weekly interest-based enrichment such as carpentry, robotics, music/sound production, culinary and media production will be brought to the campus after school as well. Students participating in the Transitions Community Learning Center (T.C.L.C.) will also go to Horses Help in Cave Creek after school for equine therapy, participate in martial arts training and/or hip hop dance classes, and learn skills to develop and publish a campus year book. Families will have the opportunity to participate in the T.C.L.C. Parent Academy which bridges the gap between school and home, increases positive communications and dialogue between school and home, and home and student. Topics of sharing and support for families will cover understanding a student’s school work, understanding the adolescent brain, understanding a student’s disability, along with many other topics expressed through the parent survey conducted by Transitions staff. Community resources will be shared with families as well as job skills training offered. GUHSD is proud of the Transitions staff who wrote and are supporting the implementation of this grant. It is that extra effort, time, and commitment to students and families that will have a tremendous impact on increasing student achievement, increasing parent engagement in the educational process, and showing results for increased post secondary success when students graduate from GUHSD and enter a career or college path of interest.

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