Greer Gazette

April 2015

Synergy

The MISD Special Populations Department exists to provide specially designed instruction through research based interventions that allow teachers to show evidence that all students are learning and making progress.

NCR forms-

The NCR forms are communication between school and Special Populations. These do not go into esped or the blue folders. Please do not put these in the students permanent file. Let your coordinator know if you have questions, if they need to be deleted please let Stephanie Kircher know

Peer Assessment Binder Audit

Each teacher will audit 1 other teacher's assessment binder this semester. The audit forms are on the portal. Once you have audited the assessment binder, send the audit sheet to your campus coordinator. This is to be completed by APRIL 10.

Special Education Expo

Please join us this summer for great sessions to enhance student learning! Be the first to register on Eduphoria before the sessions fill up!

June 16,17, and 18

July 7, 8 and 9

STC/FAC

REINFORCEMENT

Reinforcement: when a behavior is followed by a reinforcing stimuli it is likely to increase over time.

A positive reinforcer is a stimulus presented following a behavior that increases that behavior in the future. This may be in the form of edibles (ex. chip, carrot, etc), tangible (ex. toy) or activity (ex. game).

Immediacy of reinforcement: reinforcement needs to be delivered immediately following the desired behavior. “…the behavior closest to the presentation of the reinforcer will be strengthened by its presentation.” Applied Behavior Analysis, Cooper et al.

Determining potential reinforcers: preference assessments or questionnaires regarding preferred items can be completed by family members or those who work closely with the student.

Resource

Tips for Teaching Elaborative Detail in students writing…

In order to write effectively the author must first choose an element to describe. It should be central to the story in some way.

• An important character or object that is introduced to a story requires a description.

• The author might describe the setting in which the character finds himself or herself.

• The children are learning not only to identify where to focus the elaboration but also the power of specific rather than general details. Words such as nice, pretty, fun, and awesome create only very general

impressions. Instead, they are being taught to use their five senses and to ask specific questions as they write. Some specific questions might include: What color is it? What kind of teeth/hair/eyes does it have? What is it wearing? How big/small is it? What does it taste like? Does it remind you of anything? How does it smell? What sound does it make? Notice that these questions are specific, not yes or no questions.

• Next, students learn to use good sentence variety as they incorporate specific details into their writing.

Instead of I saw… I saw…I saw… use sentence starters such as: Looking closer I noticed… My eyes opened wide when I saw…

Student Activity:

Read this sentence. Expand it into a descriptive segment:

It was a grotesque monster.

Remember: introduce skill, model, guided practice, application

Ex. The monster drooled from its gaping mouth, exposing rows of

yellowed, pointy teeth. The beast was covered in patches of filthy

matted fur. Its paws seemed leathery and were tipped in sharp

purplish claws.

FOCUS SKILL AREA: ELABORATIVE DET

DSSC

DSSC:

Our next Centralized Program Meeting is May 5th. We will meet at Greer at 4:30. Please bring a RADD Binder with you. We will be doing peer audits together. As a reminder: When taking ABC data: make a note when the student does not have behavior that day on your record, as this will assist you in your daily maladaptive behavior graph. Also, make sure to note when the student is absent. This makes it much easier as you are completing your graph- a dot a day!

General CR Mgmt:

When working with a student that is in need of positive behavior supports, consider a point sheet. The following are some suggestions when developing a point sheet:

- Consider visuals and minimal wording: you want the point sheet to serve as a behavior cue or prompt.

- Always word the behaviors in the positive: State what you want the student to do, not what you don’t want. For example: Keep hands & feet to self, is better than do not hit or kick.

- Focus on the top 3 behaviors. Multiple behaviors can be overwhelming to keep track of.

- Make sure it includes opportunities to earn. You want the point sheet to be motivating and positive.

- Do not write poor choices made on the point sheet. Consider if you had to carry around a paper that listed a poor choice you made at 8:00 am all day. This can negatively affect the remainder of the day.

- Work with the student in creating the point sheet. You want to motivate the student to participate and see the value in the point sheet.

Life Skills

All students require a mode of communication in order to get their needs met, albeit vocal, sign, pictures, or augmentative communication devices that enable them to communicate. The following are ways to increase your students requesting in the Life Skills classroom:

*SNACK TIME- use this as a teaching opportunity to work on requesting food and drink items. Some learners may also work on requesting help or actions such as “open”.

*NET/LEISURE-use the students’ motivation to gain access to preferred items, and work on requesting those items. Types of requests include: actions such as “play” and specific preferred toys/activities.

Don’t miss an opportunity to teach all students to effectively communicate.

STC/FAC

SOCIAL STORIES

A social story is a simple strategy used to teach or maintain social skills, daily living skills, or behavior management skills. A social story addresses specific situations by teaching the student appropriate behaviors and responses (e.g., how to cope with changes in routine, how to get along with peers, how to work in the classroom) and provides (a) an explanation of detailed social information (e.g., guidelines for waiting a turn in conversation, sharing, or demonstrating good manners), and (b) desired responses instead of problem behaviors.

The purpose of a social story is to:

· address a wide variety of problem behaviors (i.e., aggression, fear, obsessions)

· break goals into easy steps

· correct student responses to a social situation

· describe social situations and appropriate responses

· help the student cope with both expected and unexpected transitions

· personalize instruction

· teach routines for better retention and generalization

Guidelines:

Identify the target behavior.

Write the social story to match the student's age, reading, and functioning level.

Include any combination of descriptive, perspective, directive, or control sentences with positive “to-do” statements.

If needed, use pictures, photographs, or icons to aid comprehension.

Provide a routine for the social story to be read and practiced antecedently.

It’s okay to make a mistake example: file:///C:/Users/108453/Downloads/making_mistakes.pdf

Walking in line example: file:///C:/Users/108453/Downloads/rules_when_walking_in_the_hallways.pdf

Website of social story videos: http://www.aspergerssocialstories.com/

Speech and Language

Please review two power points for building speech and language skills for K-2nd grade and then 3rd-5th grade. These are excellent power points that would even be worth sharing with their RtI committees.

http://www.asha.org/uploadedFiles/Build-Your-Childs-Skills-Kindergarten-to-Second-Grade.pdf

http://www.asha.org/uploadedFiles/Build-Your-Childs-Skills-Third-to-Fifth-Grade.pdf

Upcoming Community Events

Stonebridge United Methodist Church is inviting children with special needs and their families to a penny carnival in the church gym. There will be games, information booths, face painting, and a petting zoo.

May 2nd, 3:00 - 4:30pm. 1800 South Stonebridge Drive, McKinney, TX 75070.

Special Olympics

McKinney Independent School District is hosting their 10th annual Special Olympics Track and Field competition on Friday, April 10, 2015 at Ron Poe Stadium. This event will include over 250 special need athletes from McKinney and over 450 special need athletes from the surrounding Collin and Grayson County areas. The event will start around 9:30 a.m. and end around 2:00 p.m.

Fund Raiser for Special Olympics

Chick Fil A on 380 will be hosting a night for the McKinney Mavericks on Wednesday, April 8, 2015


From 5:00 pm-8:00 pm, Chick Fil A will be donating 10% of ALL sales back to US! You don't even have to tell them you are there for Special Olympics, you just have to go eat

Big image

Hugs Cafe

Hugs Cafe, www.hugscafe.org, is a place that will provide jobs and training to the ever growing special needs population in this area. There are limited places around the community that give students and adults with special needs an opportunity to work that is tailored to each persons unique abilities. Hugs Cafe is their opportunity! Ruth Thompson is the driving force behind this amazing non-profit and is already hard at work training many of our adults with special needs (all Special Olympics athletes). A permanent place is needed and thanks to a gracious couple, a location on the square of downtown McKinney could be the new permanent site for Hugs Cafe. However, funds are needed for renovations for the space, equipment, and training for the employees in order to make this a reality. Please visit the website or you caring site in order to make a donation.

We're here to change the world, one hug at a time!


http://www.youcaring.com/nonprofits/help-us-open-a-hugs-cafe-location-in-downtown-mckinney/327402

Special Thanks

  • Thank you to Barbara Eubanks and Melanie Sullivan for using DISTAR Math- way to go!!!
  • Thank you all for sharing your Assessment Binders with us.