PICs –n– Pieces Parent Information Center & Parent Education Network Wyoming State PIRC Parents Helping Parents of Wyoming, Inc.

INCREASING PARENT INVOLVEMENT: WHAT THE RESEARCH SAYS

Kathleen Hoover-Dempsey is a prominent researcher in the arena of parent involvement. Over the course of her research, Hoover- Dempsey has identified 5 levels of parent involvement, along with questions schools and teachers can ask themselves to assess their proficiency at each level. This can serve as a helpful model as February/March schools seek to increase parent involvement, which research has shown can lead to significantly improved outcomes for students. 2010 Level 1: Level 1 Tip Get Helping motivate parents to be involved; your helping parents feel invited to students in on the fun! Having

participate, and understanding and kids draw invitations for their honoring factors that affect parent families is a great way to participation. encourage parent participation— not only does it .How does your school/classroom help reinforce writing skills, but reinforce parents’ confidence that that interests children and in turn will they as parents can effectively help their interest their parents! children? .How do you and your students make invitations, general and specific, to encourage parent participation? .How are you asking parents about cultural factors in your school community/classroom that would affect parent participation and student learning? What have you learned? Level 1.5: Where parents can influence their children’s In This Issue: learning behaviors and beliefs. M. Jacobson Ability Award 3 .How does your school/classroom help Family 2 Family 4 parents understand what they can do at Cyberbullying 5 home that supports what is being Family School Partnership 6 taught in the classroom? Assistive Technology 7 .How does your school help Positive Intervention 8 maintain effective 2-way Level 1 Conversation Skills 10 communication between parents and the school/teacher? What’s Happening in WY 11 Hoover-Dempsey has identified 5 levels of Research 12 parent involvement— each level building Legislation 13 on the previous, ultimately working to Subscription Information 15 increase student achievement and Continued on Page 2 learning!

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Hoover-Demsey Continued from Page 1

Level 2: What parents can do to influence their child’s Link to learning! Every learning behaviors and beliefs. Level 2 Tip time you invite families .How does your school/classroom help parents to in—make sure what you are telling them gives specific tips on how they can reinforce what you understand how to positively encourage their children are teaching at home! A little bit of instruction and to succeed academically? explanation on how or why you are teaching the .How does your school/classroom help parents to subject goes a long way! understand how to provide instruction that supports their children’s learning? Level 3: Don’t be afraid to ask! Checking to see what children are learning from Level 3 Tip Students need to be their parents. learning at home. That doesn’t mean to break out the .How does your school/classroom help parents chalkboard—it simply means that parents need the determine what messages related to positive skills to encourage, reinforce and provide some instruction. Since they often don’t know modeling, encouragement, reinforcement, and what you are teaching—ask them what they instruction parents provided resonate with their struggle with—ask their children how homework can children? be more meaningful! Level 4: The learning attributes students need to possess that have a direct connection to increased learning We don’t enter the world Level 4 Tip equipped to study or and achievement. to regulate our own learning. We need to provide .How does your school/classroom help parents opportunities for families to learn how to support understand if students feel confident about their ability their child’s learning at home. Having a quiet to succeed academically? place to study, or setting the expectation that we read each night for 20 minutes is just as .How does your school/classroom help parents important as how to ask for help. understand if students are able to regulate their own learning? Level 5: Increased student achievement and learning. In addition to these levels for schools and teachers to consider, Hoover-Dempsey’s research has identified three of the most effective lessons that parents can teach their children in order to ensure school success. Those lessons are: .You need to try hard .Homework is very important .School is very important. These are lessons that parents, regardless of their background, have the power to instill in their children. As a learning Level 5 Tip community, the For more about increasing and improving parent expectations at school and at home need to be involvement in your classroom or school, contact the focused on student achievement. Making that Parent Education Network central office at 1-800-660- known has to be a two-way, systematic communication goal. Talk with families about how they 9742, or contact the parent outreach liaison in your can reinforce this at home, as well as sharing how you area. focus on it at school—by working together, you can overcome obstacles!

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PHP Presents the “MORRIS JACOBSON CHAMPION FOR KIDS” Ability Award

“Teacher Karen-Teacher Karen”…..! These I still remember words were usually followed by some child her starting this throwing him/herself into the arms of this lovely difficult lady, accompanied by a big, BOLD, and warm conversation laugh. Teacher Karen always came with a with…. “There’s huge smile, warm laugh and hugs for every this law--called 94- child. There is no-one better in my mind to 142 (now known receive PIC’s very first Champion for Kid’s as the Individuals Ability Award. Karen Martin Kocurek, also with Disabilities known as Teacher Karen, epitomized the word Education Act, or Morris Jacobson, 2008 Champion in every sense of the word. IDEA)-- and it is going to make a huge difference in Ted’s life!” Starting her teaching career in North Dakota at She did not know then how much I took her the Grafton State School for the Deaf and words to heart, and how a few years later I Blind, Karen came to Buffalo, WY where she would put them to action to help start the taught for 21 years. In 2000, she became Parent Information Center. Teacher Karen Education Diagnostician for Johnson County taught our children and families in Johnson School District # 1 in Buffalo, where she County to trust in their own ability and strength worked until her retirement in January 2010. and to expect the best from all of our children. During her years of teaching, Teacher Karen She never gave up, and she never allowed us worked with kids of all sizes and abilities and to give up. always did so with a smile. She was a strong advocate for all kids and families, making sure She did so with a smile, a laugh and a big hug. they were comfortable with services and Karen Martin Kocurek died on January 10, supports and understood their rights and 2010 in Buffalo after a long fought battle with responsibilities under special education law. pancreatic cancer. In fact, she was the first teacher/provider my husband and I had contact with 24 years ago Karen Martin Kocurek– when our son was diagnosed with Down our CHAMPION FOR KIDS! Syndrome at 5 weeks old.

PARENTING TIPS: BUILDING LANGUAGE EVERY DAY! Children learn language .If you think she might be trying to say a real by listening all day, word, say it for her, and see if she agrees every day. Here are that you’ve got the right one. some ways you can help: .Be a good example. If your child mispronounces a word (like “wabbit”), don’t .Talk to your child– criticize her. Instead say it correctly: “Yes, starting at birth. that’s a rabbit.” .Describe what you .Sing, tell stories and read to your child. are doing and ask questions. Use short .If you’re concerned that your child has sentences and lots of different words. difficulty with speech, talk to your doctor or pediatrician. Don’t expect perfect speech from your . Taken from Parenting Counts of Talaris toddler or even your 7-year-old. Learning Research Institute. how to make sounds correctly takes time.

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Calling all parents of children and youth with special input to the Wyoming Department of Health and work health care needs! Are you struggling to find health as partners in making our system of care work better. care services for your child? Are you lost in the maze We would also like to build a support system of of paperwork and all the extra appointments and families supporting other families whose children scheduling you have to keep track of in caring for your child with special health care needs? have similar health care issues. For instance, we have a family of a young teenage son who has had to The Wyoming Family to Family Health Information have a colostomy, and is looking for another young Center ( WY F2F HIC) is looking for you! This new man who might have had this experience and support project is gathering input from families who have each other. struggled with the health care system and have come To get on our list of supporting families, and/or more out of it with a new understanding of how things work, information about F2F, call (307) 684-2277 or toll– or at least have figured out which questions to ask. free 1-800-660-9742. You may also contact the F2F would like to hear from you on how you feel Casper F2F Outreach Family Health Liaison, Michelle services and health care have been provided to your Pena, at (307) 247-0075 in Casper or Stephanie child. Once we know what has gone well, and what Harris in Cheyenne at (307) 635-3536. has gone not-so-well, together we can provide our

THE ECONOMICS OF CHILDHOOD: a Nobel Laureate makes the case for early public investment The economic returns on early investments are high, What constitutes ‘disadvantaged’? According to says Professor James Heckman, Nobel Laureate Heckman, it’s the quality of parenting. “Stressed and economist from the University of Chicago. brains don’t learn the same way as non-stressed brains,” he says. Children who grow up in But it’s not just cognitive abilities we should households under constant stress- whether be focusing on, he said. While intelligence from bickering parents, economic is an important determinant of constraints, and alcoholism/drug addiction- socioeconomic success, it’s social- do not learn as well as others. emotional “soft skills” like perseverance, attention, motivation and self confidence Organizations that use the Parents as that really move children toward life success. Teachers curriculum and provide home visits Sure, remedial programs for teens and young adults can affect the lives of parents, creating permanent can be effective, but they’re much more costly in change in the home environment. And that’s a producing the same results (e.g., skill development). powerful return on anyone’s investment. He laid out a strong case for public support for early intervention…specifically, early childhood Call Dara Johnston at (307) 684-7441 for more interventions for disadvantaged children. information on the PAT program nearest you!

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CYBERBULLYING: BULLYING’S UGLY COUSIN The internet provides many opportunities for children and teens to exchange information. As technology has become more advanced, so have the ways that children and teens encounter bullying. Cyberbullying is a repeated attempt from a child or teen to scare, threaten, embarrass, or otherwise victimize another child or teen through technologies. Because cyberbullying often occurs “behind the scenes,” parents may not even be aware that it is happening. Unfortunately, this new form of bullying is becoming very prevalent. Statistics indicate that 90% of middle school students have considered themselves victims of cyberbullying at some point (statistics from www.isafe.org). New Technologies access to their cell phones and/or internet. Although cyberbullying can be difficult to catch, Parents can assure their children through calm there are things parents can do to build discussion that they want their child to be able awareness in themselves and their children. to maintain their freedom with these First of all, parents need to understand the technologies but in a safe way. types of technologies their children might Set cyber safety rules. Just as you teach your access. children safe ways to navigate the physical Blogs are like personal web pages, where world, it is important to teach them safe ways to users can display pictures and express ideas or navigate the cyber world. Some points to opinions. A blog can be viewed by anyone on emphasize with your child include: the internet unless the user opts to make it “private,” meaning that it can be viewed by Because you cannot see or hear them, you can invitation only. never really be sure who is on the other end of cyber communication—it could be a predator or Social networking websites, such as a bully. “MySpace,” “Facebook,” and “Twitter,” have become very popular avenues for children to Never give out personal information on the connect with peers. Like blogs, social internet, including phone numbers, addresses, networking websites provide spaces for users passwords, photos, or physical descriptions of to post pictures and ideas, but enable individual yourself. pages to be linked to the pages of other users Be cautious when sharing personal details on to create large networks. Some of these the internet. These could be used by bullies to websites allow the content to be viewed by embarrass or ridicule you. anyone, while others require that viewers obtain the permission of the author in order to view his Never share your IM (instant messaging) or or her “page.” email account with anyone, including close friends. If other people have access to your Instant messaging, or “IM,” enables users to password, then private messages may become see when their friends are online and allows public. Additionally, with your password, others them to send typed messages back and forth to can pretend to be one another instantaneously. you and cause Text messages allow users to send typed damage to your messages to a person or groups of people reputation. COUSIN UGLY BULLYING’S using cell phones. Cell phones can also send Keep your cool. photos, videos, and voice messages to large Responding to audiences. cyber bullies with angry Protecting Your Child from messages Cyberbullying may only Discuss cyberbullying with your child. get Some children may be afraid to discuss you in instances of cyberbullying with their parents trouble. because they are afraid that they will lose

WWW.WPEN.NET 5 Parents Helping Parents of WY, Inc. PICS –N– PIECES Volume 18, Issue 2 (February/March 2010) A NEW LOOK FOR THE PEN FAMILY- CYBERBULLYING SCHOOL PARTNERSHIP CONTRACT This year the folks at PEN decided to tweak the contracts that we know CONTINUED... and love so well. Below are the new components that have proven (Continued from page 5) beneficial for the schools currently utilizing our contracts! Although the Use safety measures. If your idea stays the same, the purpose has changed to include the alignment child maintains a blog, encourage of school goals and the Wyoming State Content and Performance them to make it “private” so it can Standards with the focus of the Family-School Partnership Activity. be viewed only by people they invite. Invite them to use social PEN’s Family-School Partnership Contract Purpose: networking websites that require To encourage collaboration between families and schools to support viewers to obtain the author’s student learning by aligning Family-School Partnership Activities with the approval before viewing their school goals and Wyoming State Content and Performance Standards. page. Help them to choose passwords that are difficult to The first paid contract activity is a 2-hour Family-School Partnership “crack” and have them change Planning. The reasoning behind this official set aside time for the first their passwords regularly. planning session was two-fold: Block out bullies. If someone is 1. Planning session gives the Partnership Team time to discuss and bullying your child, block their plan three partnership activities. email address, screen name, or phone number. 2. Provides a great opportunity to work together! Know what your child is doing The best part about change has come from input we have received from online. While privacy is contract participants—see for yourself! important, safety is more important. Parents should keep What is the best thing about the workshop? the computer somewhere in view, .Helping to improve relationships and communication between such as the family room or parents and teachers. kitchen. If your child participates .Listening to different ways to help our school with parent in blogs or social networking sites, involvement. find out how to access them so that you can monitor his or her .Brainstorming ideas, getting excited about ideas that we already had. communications. Document any .Working with parents to design something useful! Heard parents’ evidence of cyberbullying by concerns. printing inappropriate emails or web posts and contact your child’s .Getting parents involved with school activities and working with school or the police. school personnel. Some information from .The excitement of building relationships with parents and families to www.pacer.org and create stronger schools and communities. www.stopcyberbullying.org

NEW FACT SHEETS AT THE PARENT EDUCATION NETWORK The Parent Education Network has developed two new Another of PEN’s new fact sheets is PEN Note # 30 on PEN notes fact sheets for families in Wyoming: Cyberbullying. It gives definitions from the new Cyberbullying and MAP Testing. Wyoming requirements for schools on bullying and offers tips for families on how to keep your child from The PEN Note # 29 provides information on the MAP being bullied online or through texting. (see article testing that the majority of Wyoming schools use for above). assessing what students have learned in math, reading, writing and science. The MAP test stands for Download them as pdf’s from our Measures of Academic Progress, and is given by website at www.wpen.net under computer at least twice a year, and adapts to the level of the test-taker, and can be scored immediately. publications.

WWW.WPIC.ORG 6 Parents Helping Parents of WY, Inc. PICS –N– PIECES Volume 18, Issue 2 (February/March 2010) ASSISTIVE TECHNOLOGY FOR LEARNING DISABILITIES What is assistive technology (AT)? When used with students with learning disabilities, assistive technology is “any device, piece of equipment or system that helps bypass, work around or compensate for an individual's specific learning deficits.” What types of assistive technology tools are Math: available for students with learning disabilities? .Electronic Math Worksheets: These are software Writing: programs that assist the user in working through math .Abbreviation Expanders: These are software problems on a computer screen. The program will programs that allow the user to establish assist the user in lining up the problem and can even abbreviations for commonly misspelled words. The read the numbers aloud to the student. computer will then fill in the rest of the word when the .Talking Calculators: These devices have speech user types in the designated abbreviation. synthesizers that will say aloud the number, symbol, .Alternative Keyboards: These overlays can be used or operation key as the student presses it, as well as with a standard keyboard. By color-coding keys, the answer to the problem. covering unneeded keys, or using graphic reminders, Organization and Memory: alternative keyboards can make computers more user .Free-form database: This allows the student to “jot -friendly according to the student’s needs. down” notes electronically. The database will then .Graphic Organizers and Outlining Programs: These find the notes when the user enters any part of the help students give structure to their ideas by helping original note. him or her organize information into categories before .Information/Data Managers: Allows the student to beginning a writing project. keep calendars, “to do” lists, contacts, and other .Portable Word Processors: These lightweight devices information electronically. allow students with writing difficulties to type rather Listening/Attention: than handwrite notes and assignments and to edit .Personal FM Listening Systems: A wireless them more efficiently. transmitter worn by the teacher or speaker transmits .Proofreading Programs: These programs will scan the sound directly to a wireless earpiece worn by the the student’s writing assignment and identify any student. potential errors in grammar, syntax, punctuation, and .Variable Speed Tape Recorders: These devices spelling. allow the student to record spoken material and then .Speech Recognition Software Programs: The student play it back at their desired speed. dictates his thoughts into a microphone that is How do I know what type of technology is right for connected to a word processor. The program will my child? transcribe the student’s words into text. If you have a child with learning disabilities, you may .Talking Spell Checkers/Electronic Dictionaries: These consider these questions: devices read the student’s text aloud as they display .What are his or her specific needs and challenges? In the words, enabling the student to hear and see the what academic skill area(s) does he or she struggle? word and identify any errors in spelling or word .What are his or her strengths? How can AT be used choice. to compensate for his or her disability? .Word Prediction Programs: These word processing .What is his or her interest, skill, and experience in programs will “predict” what word the student is using technology? In what settings and situations will attempting to type based on spelling, syntax, and prior he or she use the AT tool? word choice. If you think that your child could benefit from one of these Reading: tools, speak with his or her teacher, principal, or service .Audio Books and Publications: Available in many provider. For additional support, contact WIND Assistive different formats, these allow students to listen to text. Technology Resources (WATR), University of Wyoming .Optical Character Recognition: These programs allow at 1-307-766-6187. text to be scanned into a computer or hand-held device and then read aloud to the student. Source: Stanberry, K. & Raskind, M. (2009). Assistive technology for kids with learning disabilities: An overview. Accessed .Speech Synthesizers/Screen Readers: These December 18, 2009 from programs will read aloud text typed by the student, http://www.ldonline.org/article/ text from the internet, or text scanned in from another Assistive_Technology_for_Kids_with_Learning_Disabilities% 3A_An_Overview source. May also help with writing. WWW.WPEN.NET 7 Parents Helping Parents of WY, Inc. PICS –N– PIECES Volume 18, Issue 2 (February/March 2010) POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS): A POWERFUL TOOLKIT FOR PARENTS & EDUCATORS What is Positive Behavior Interventions and Supports (PBIS)? Positive Behavior Interventions snap at a loved one because we Data collection is a key part of and Supports (PBIS) is a problem- didn’t get enough sleep the night developing a hypothesis about solving model for preventing before. Likewise, children often the function of a child’s behavior. inappropriate behavior through have a reason for the behaviors Teachers and parents may keep teaching and reinforcing they exhibit. Understanding the a record of the events (rewarding) appropriate behavior. reasons behind their behavior is surrounding a child’s behavior PBIS is based on the belief that all the first step in successful (time, place, individuals present, children can exhibit appropriate behavioral intervention. A etc.) and what happens as a behavior if provided with the proper Functional Behavioral Assessment, result. Trained behavior environment and supports. The or FUBA, is a process of gathering specialists, such as school PBIS model identifies early data in order to determine the psychologists, may also observe intervening, assessment, data reason(s) for a child’s behavior. the child in different settings in collection, data-based decision This is done by identifying the making, and use of research-based “ABC’s:” order to gather data. Not only is interventions as key components of data collection important when successful behavior management. “A” stands for Antecedent—what conducting a FBA, it is also vital PBIS is based on a “tiered,” or happens before or while the for monitoring progress and leveled, system of prevention: behavior is evident. When does the evaluating the effectiveness of behavior happen? Where does it behavioral interventions. Primary Prevention is a school- happen? Who is present when it wide approach for developing occurs? clearly defined behavioral expectations and teaching and “B” stands for Behavior—the modeling appropriate behavior. specific, observable, and measurable behavior that must be Secondary Prevention involves addressed. Describing a behavior strategies for students or groups of as “name-calling during class” students who are more “at-risk” for rather than “being disruptive” is far problem behavior and includes more helpful when collecting data Example: class-wide management systems. and considering interventions. David was constantly getting in Tertiary Prevention targets the “C” stands for Consequence— trouble for name-calling during needs individual students who what happens to the child as a class. His teacher kept track of demonstrate a pattern of problem result of his or her behavior. Why is when the behavior happened behavior. the behavior working for this child? and the outcome of the behavior What does he or she “get out of over a 2 week period. After re- How can PBIS be Applied to Help it?” This is also called the viewing the data, the teacher my Child? The following are key function of the behavior. noticed that the behavior was components of the problem-solving most likely to occur during math model outlined by PBIS. These Most behavior can be classified class (antecedent). The teacher methods can be used both at into these major functions: also noticed that the most likely school and at home to address consequence of the student’s problem behavior. .To obtain: Attention (peer or behavior was being sent to the adult), a tangible (i.e., candy, principal’s office. After speaking Functional Behavioral toy), stimulation/sensory with David and his parents, the Assessment (FBA). Human needs, control, or teacher developed the following behavior is almost always communication hypothesis: David was very con- purposeful; people do things for a fused and overwhelmed by the reason. We eat because it takes .To avoid: Attention, an math curriculum, and his behav- away the unpleasant feeling of undesirable task or situation, ior enabled him to avoid an un- hunger. We go to work because we or unpleasant sensory desirable task. are rewarded with a paycheck. We experiences

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Once a hypothesis on the behavior’s function has was able to avoid difficult assignments. Thus, sending been developed, the next step is to devise a way for him to the principal’s office was not an effective the child to achieve that function in a more consequence. Negative consequences must be appropriate way, or, in other words, to provide him or designed carefully and should not unnecessarily her with a replacement behavior. It is not enough to restrict a child’s freedoms. Activities that require teach children what not to do; they must also be “hands on,” such as forced time-outs, seclusion, and taught EXPLICITLY what to do through direct restraints, are NOT consequences; rather, they are instruction. If formulated appropriately, a clearly procedures to be used only when children pose a defined antecedent, function, and replacement serious threat to themselves or others. behavior can be inserted into a summary statement similar to the one below: PBIS and the Law The Individuals with Disabilities Education Act (IDEA) states that school teams shall, When (David finds a math assignment difficult), he “in the case of a child whose behavior impedes the (calls other students names from across the room) child’s learning or that of others, consider the use of in order to (avoid class work by getting sent to the positive behavioral interventions and supports, and principal’s office). Instead of (calling other students other strategies to address that behavior.” In other names from across the room) in order to (avoid words, if a child’s behavior is interfering with his or class work by getting sent to the principal’s office), I her learning or the learning of others, the school must want David to (use a signal when he needs a consider effective, research-based strategies for break). addressing the behavior, including PBIS. For children The replacement behavior serves the same function with Individualized Education Programs (IEPs), as the problem behavior—by having a break, David behavioral concerns must be addressed through IEP can leave the overwhelming situation in an goals or through a BIP. Progress must be regularly appropriate way rather than being sent to the assessed, and modifications must be made if no principal’s office. progress is evident. Ongoing data collection is key to assessing progress and identifying when changes to Behavior Intervention Plan. Once the Functional the current IEP or BIP are needed. Behavioral Assessment and summary statement are complete, the next step is to develop a Behavior PBIS and Response to Intervention (RtI) The PBIS Intervention Plan (BIP). In the schools, formal BIP’s model is often associated with the Response to are typically developed by the school team and Intervention (RtI) model. RtI is a new method under should include parents—behavioral strategies are far IDEA for determining when a student is in need of more effective when consistently implemented at both more intensive interventions, including special home and school. BIPs list the strategies education services. Similar to PBIS, RtI that the team will use to encourage focuses on using sound, research- the replacement behavior (i.e., based strategies to facilitate signaling for a break) and to academic success. Through discourage the problem behavior assessment and data collection, (i.e., calling other students students who lack progress are names). In order to reinforce, or identified for more intensive increase, the appropriate interventions according to their replacement behavior, BIPs needs. should clearly dictate what types of reinforcement, or rewards, Where can I learn more about the child will receive for using it. PBIS? www.pbis.org contains Reinforcing appropriate behavior is more information on PBIS and how it the most powerful tool for can be utilized by schools and behavioral change. Strategies for families. www.interventioncentral.org discouraging the problem behavior provides numerous resources for collecting should not be focused on “putting a child in and organizing data on student behaviors. his place.” Rather, they should be designed to change the consequences of the You may also contact the behavior so they no longer “work” Parent Information Center for for the student. In the more information or for free example, David’s behavior brochures on PBIS, or to learn “worked” for him because he about possible workshops in your area. WWW.WPEN.NET Parents Helping Parents of WY, Inc. 9 PICS –N– PIECES Volume 18, Issue 2 (February/March 2010) TIPS FOR TEACHING CONVERSATION SKILLS Conversational skills build a foundation for developing friendships, cooperating with other people, and communicating effectively with people in every aspect of life. Although the art of conversation is difficult to address, below are some strategies for teaching basic conversational skills.

Model Skills Children learn length is considered appropriate in pointing or stop pointing and 1. from watching other people the United States), body language, remove their hand from their and then practicing skills. Role play and facial cues. These unspoken pocket. This allows the child to is a fun and extremely effective way aspects of conversation are often remind themselves they used this to teach skills because it lets extremely difficult for children to phrase or question and other children learn from examples. grasp and should be included in people are not able to see this During role play, model an role play and instruction. personal cue. appropriate greeting or conversation. Let children see how Ways to Reduce Repetition Praise and Review Praise questions are asked and answered 5. Children frequently learn 6. children for greeting people, and how people remain on topic. saying hello or asking someone using a phrase once, or ending a Keep the ‘skits’ short and simple at their name is part of a conversation, conversation appropriately. Often it first to establish the basic skills then so they may repeatedly incorporate is best to praise children during role expand on them later. these phrases in the same play or after the child is away from conversation. One way to practice other people to avoid embarrassing Practice Small Steps Just saying something only once is to them. To reinforce the skill, be sure 2. like any other skill, social hold up a finger as a visual cue to review what they did correctly. skills need to be broken into smaller during role play. For example, if For example, “I like the way you steps and practiced repeatedly. there is a question or phrase that asked Mr. James if he was having a Role play greetings by teaching the should only be used once, hold up a nice day only once.” If a novel child to say, “Hello” and then finger during conversational situation occurs naturally, role play expand to, “Hello, how are you?” practice time. After the child asks it later and use it as a learning the question put your finger down. experience. Multiple Phrases, Settings, This is a cue that the child already 3. and People Conversational has asked the question. After the From www.sandbox-learning.com skills should be developed with a child has used this cue successfully variety of people, phrases, and a number of times, practice without novel settings. To promote the visual cue and then generalization of skills, introduce praise them for different questions and wording remembering to ask when role playing such as: “Good the question only morning,” “Hello,” and “Hi there!” By once. doing this, children earn there are various greetings and responses. Another strategy is Since conversations occur to have the child throughout the day with different keep a hand people, recruit people in the school (preferably the or community to help the child left hand if you practice. Ask the crossing guard or are teaching librarian to engage the child in a them to shake conversation that incorporates the hands) in their skills being practiced. pocket with one finger pointed. Remember Body Language After they ask 4. When practicing their favorite conversational skills, be sure to question, have include key skills such as personal them stop space (approximately an arm’s

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WHAT’S HAPPENING IN WYOMING IMPACT OF EARLY BRAIN CITIZEN LOBBYIST DEVELOPMENT THE SENSORY SYSTEM TRAINING IN AND AUTISM An outstanding educational opportunity will be presented on April 22, CHEYENNE, FEB 10 2010 in Lander at the new Holiday Inn Express. This will be an intriguing exploration of brain development from conception to The Equality State Policy Center adolescence. Discussion will include ways the evolvement of this is offering their Citizen Lobbyist system so dramatically impacts the development of the vision and Training in Cheyenne on February hearing sensory systems and some exploration of issues related to 10, 2010. This workshop provides autism and brain development. Participants will be asked to come training and mentoring for Wyoming prepared to examine the case history of a child/student with whom they citizens who seek to influence state work to see how a brain insult or injury could impact function and what lawmakers. For more information, the practitioner might do to help minimize those issues. This workshop call (307) 472-5939 or visit will include information on brain development, experience on the growth www.equalitystate.org. and brain development and how this affects the child/student’s ability to learn. Governor's Roundtable on This information will be presented by Darla Fowers, R.N., M. Ed.; former Children's Mental Health & director of the Utah Deafblind Project, and Deafblind Services for the Starfish Awards Ceremony state of Utah, and former Part C Coordinator and director of Utah’s early intervention system. This conference is presented by the Wyoming 2010 Deafblind Project, Wyoming Department of Education. February 8-9, 2010 For more information contact: Little America Cheyenne, WY Joanne Whitson, Wyoming Department of Education Services for the Visually Impaired, Director of the Wyoming Deaf-Blind Project, Call 1-888-875-4383 307-324-5333 To register

GOOD APPLE SPOTLIGHT

Pioneer Park Elementary School in Cheyenne, recently hosted a Family Math Night. After dinner, families participated in interactive Everyday Math activities in the students’ classroom. A whopping total of 314 parents, students, family members and teachers attended the event! The math activities directly supported the school goal of all students improving in math problem solving. “The activity was designed to engage the parents and students at Pioneer Park in a fun setting that centered on the students’ developing math skills,” said parent Mary Chambers. Congratulations to Pioneer Park for helping unite families, students and teachers in a fun and educational evening!! Linking Family Engagement to learning can be FUN!

WWW.WPEN.NET 11 Parents Helping Parents of WY, Inc. PICS –N– PIECES Volume 18, Issue 2 (February/March 2010) STUDY SHOWS LEARNING CAN CHANGE THE BRAIN Experts used to believe that brain struggling readers were just as development was complete by strong in certain pathways as birth. However, over the last 20 students in the class’s top reading years, research has suggested that group. Struggling readers who the brain continues to adapt and received no additional instruction change as we continue to learn. did not show any increase in their white matter connections. A recent study compared the brain development of struggling readers Research shows that these white in a general education classroom matter connections are important in to struggling readers who learning and that they are lacking participated in an intensive or less organized in students with BOOKS AVAILABLE remedial reading program. The learning problems. students who received intensive AT THE PHP instruction showed increases in Dr. Just, one of the researchers, new ‘white matter’ connections in stated that this study is important LENDING LIBRARY: their brains. because “it shows that we are not at the mercy of our biology.” Teaching Outside ‘White matter’ gets its white color the Box—How to from the myelin sheath, a fatty Source: Roth, M., Pittsburgh Post- Grab Your substance that coats the nerves Gazette (2009). Learning, adaptation can change brain Students By Their connecting different thinking connections, CMU researchers say. Brains by centers of the brain. After Retrieved December 14, 2009 from LouAnne Johnson completing the remedial reading www.post-gazette.com/ – author of the program, the connections of the pg/09344/1019898-115.stm bestselling book that inspired the movie Dangerous NEW RESEARCH ABOUT LEARNING Minds STYLES OF CHILDREN WITH AUTISM Students with A new study published in Nature understand social cues because Asperger Syndrome: Neuroscience suggests that, the brain systems critical to forming A Guide for College unlike most children, children with internal models of behavior that Personnel by Lorraine Autism rely more on their own guide our actions are also critical to Wolf, Jane Thierfeld internal sense of body position developing an understanding of the Brown and G.Ruth rather than visual information from meaning of those actions.” Kukiela Bork. the environment. The researchers, Timely, practical & who observed how children with The Autism Society of America sound information Autism move when they are reminds us that “early diagnosis about how to exposed to a new tool, have found and intervention can lead to support students children who learn in this manner significantly improved outcomes. with Asperger have greater deficits in social and With the right services and Syndrome and other motor skills. supports, people with autism can live full, healthy, and meaningful autism spectrum According to researcher Stewart H. lives.” disorders. Mostofsky, understanding how such children learn “could help to Source: Forsloff, C. (2009). New Call 1-800-660-9742 or improve development of motor, study finds differences in way Autistic children learn. Accessed December e-mail [email protected] social and communicative skills in 10, 2009 from http:// to check out these books children with autism. Further, it www.digitaljournal.com/article/275479 could also improve their ability to and/or many others!

WWW.WPIC.ORG 12 Parents Helping Parents of WY, Inc. PICS –N– PIECES Volume 18, Issue 2 (February/March 2010) NEW LEGISLATION ON SECLUSION AND RESTRAINTS Our last newsletter shared an article about some disturbing data on improper use of seclusion and restraints in schools and some recommendations that were made to congress on the issue. They listened! On December 9, 2009, U.S. Rep. procedures, monitoring and enforcement systems George Miller (D-CA), chairman of the House in place to meet the minimum standards. Education and Labor Committee, and U.S. Rep. Cathy Ask states to provide support and training to better McMorris Rodgers (R-WA), a member of the House protect students and staff and prevent the need for Education and Labor Committee and Vice Chair of the emergency behavioral interventions House Republican Conference, announced the Preventing Harmful Restraint and .Improve the culture and climate of the schools by providing grants to states to help provide Seclusion in Schools Act. This act is the first professional development, training and positive piece of federal legislation that addresses this behavior support programs; important issue. .Encourage schools to have procedures The act has four main goals: established in school safety plans to keep both Prevent and reduce inappropriate restraint and students and personnel safe when student seclusion by establishing minimum safety behavior poses an imminent danger; and standards in schools, similar to protections already .Ask states to ensure that enough school staff are in place in hospitals and non-medical community- trained to keep students and staff safe, but gives based facilities states and local districts the flexibility to determine .Allow physical restraint or locked seclusion only the training needs at each school. when there is imminent danger of injury, and only Increase transparency, oversight and enforcement when imposed by trained staff; to prevent future abuse .Prohibit the use of any mechanical restraint, such .Require states to collect and report data annually as strapping children to chairs, misusing to the Secretary of Education; therapeutic equipment to punish students, or duct -taping parts of their bodies; .Make data about restraint and seclusion publicly available, including data on the number of .Prohibit chemical restraint, meaning medications incidents, injuries, cases of death, and cases used to control behavior that are not administered involving untrained staff; and consistent with a physician’s prescription; .Provide the Secretary of Education the authority .Prohibit any restraint that restricts breathing; to withhold federal funds from states who do not .Prohibit aversive behavioral interventions that establish policies and procedures consistent with compromise health and safety, such as denying the minimum standards. students water, food, or clothing, denying access Now that the federal statute has been released, states to toilet facilities, or using noxious stimuli such as have two years to adopt their own guidelines that meet pepper spray in order to control behavior; the minimum standards set forth by the federal .Prohibit schools from including restraint or legislation. Those interested in giving feedback or seclusion as planned interventions in student’s recommendations are encouraged to contact the education plans, including Individualized Wyoming Department of Education, Special Programs Education Programs (IEPs); and Unit in Riverton at (307) 777-2552. .Require schools to notify parents after incidents Source: Kittredge, Betsy Miller, Ed Labor Journal (2009, when restraint or seclusion was used. December 9). Preventing Harmful Restraint and Seclusion in the Schools Act. Retrieved December 9, 2009 from http:// Require states to do their part to keep children and edlabor.house.gov/blog/2009/12/preventing-harmful-restraint staff safe in school -a.shtml .Within two years of the establishment of federal standards, each state must have its own policies,

WWW.WPEN.NET 13 Parents Helping Parents of WY, Inc. PICS –N– PIECES Volume 18, Issue 2 (February/March 2010) ABOUT US: PICS –N– PIECES is published by: Parent Information Center, PIC: Parents Helping Parents of WY, Inc. Outreach Parent Liaisons (OPL) provide local information 500 W. Lott St. Suite A and support to families of children with disabilities, on their Buffalo, WY 82834 rights under special education law, IDEA. PIC also provides Director: Terri Dawson workshops and trainings on IDEA, IEPs, and specific [email protected] disabilities such as attention disorders, autism and down syndrome. If you are interested in a workshop in your community or making PIC & PEN are projects of contact with an OPL, call PIC at 1-800-660-9742 or (307) 684-2277, or call: Parents Helping Parents of WY, Inc. Betty Carmon, Powell, 754-3430, [email protected] Serves Cody, Powell, Greybull, Worland, Lovell & Thermopolis area Parent Information Center Janet Kinstetter, Moorcroft, 756-9605, [email protected] www.wpic.org Serves Moorcroft, Gillette, Sundance & Newcastle area (307) 684-2277 Stephanie Harris, [email protected] or Jan Jones [email protected] Toll free 1-800-660-9742 (WY) Cheyenne, 635-3536, Serves Cheyenne, Laramie, Wheatland & PIC is funded by the U.S. Department of Torrington area Education, Office of Special Education & Michele Pena, [email protected] 247-0075 or 265-6884 or toll free Rehabilitative Services, grant # 1-877-265-6884, Serves Casper, Douglas, Glenrock & Lusk area H328M040011. Jennifer Petri, [email protected] or Tammy Wilson, [email protected] Serves Green River, Rock Springs Kemmerer and Evanston area Parent Education Network Wyoming State PIRC www.wpen.net Parent Education Network, PEN: (307) 684-7441 As the Wyoming State PIRC, PEN provides technical assistance to Toll free 1-877-900-9736 (WY) schools about family friendly practices in education. PEN works with PEN is funded by the U.S. Department of schools to help families understand the provisions of No Child Left Education, Office of Innovation & Behind, and how to be more actively engaged in their children’s learning and education. Improvement, Parent Options & Information, grant # U310A060160. For more information call Krista Sweckard, Outreach Coordinator at (307) 684-7441 or e-mail [email protected] or contact the Outreach Parent This newsletter reports items of interest about Liaison closest to you: education, parenting, and disability issues. PHP does not promote or recommend any Kelly Rogers, Casper, 265-6884, [email protected] therapy, treatments, etc. PHP will not endorse Serves Casper, Douglas, Glenrock, and Lusk any particular political or religious view. Terri Nations, Rock Springs, 389-1718, [email protected] Individuals or organizations referred to are not Serves Rock Springs, Green River, and Evanston necessarily sanctioned by this publication or its editor. Megan Mitchell, Riverton, 857-1337, [email protected] Serves Lander, Riverton, Dubois, Shoshoni and Wind River Reservation The editor reserves the right to make corrections as are appropriate and in accord Kellie Johnson, Cheyenne, 635-3536, [email protected] Serves Cheyenne, Laramie, Wheatland and Torrington with established editorial practice in materials submitted for publication. Views expressed in PEN also provides home-based services for children, prenatal through age five, PICS –N– PIECES do not necessarily reflect and their families with the Parents as Teachers (PAT) program. Certified PAT those of the Department of Education. parent educators are: Board of Directors Erin Swilling, Cheyenne, (307) 635-3536, [email protected] Nancy Vreeland, Chairperson Samantha Crawford, Laramie, (307) 742-6528, [email protected] Tanya Knell, Secretary/Treasurer Blanca Moye, Jackson, (307) 690-8149, [email protected] Carole Justice DJ Yocom LiEnisa Martinez, Powell, (307) 754-3430, [email protected] Mary Ann Budenske Tammy Dexter, Riverton, (307) 857-1337, [email protected] Michelle Romberg

For more information about PAT, call Dara Johnston, PAT Coordinator at 1-877-900-9736 or (307) 684-7441 or e-mail [email protected]. Materials from this newsletter may be re- printed. We ask only that Parents Helping Parents of WY, Inc. TOGETHER We Make a Difference and PICS –N– PIECES be credited.

WWW.WPIC.ORG 14 Parents Helping Parents of WY, Inc. PICS –N– PIECES Volume 18, Issue 2 (February/March 2010)

“Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.” --Chinese Proverb

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WWW.WPEN.NET 15 Parents Helping Parents of WY, Inc.

UPCOMING EVENTS

2010 Conference on Inclusive Education: Igniting the Promise of Education February 11-13th, 2010 Hyatt Regency Denver Tech Center, Denver, CO For more information, email [email protected] or call 1-800 284-0251.

Spring 2010 School Improvement Conference March1-2nd, 2010 Platte River Resort (formerly Parkway Plaza Hotel), Casper, WY For more information, visit www.k12.wy.us

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