Non-Violent Crisis Intervention

by Neva Fenno, M.S.Ed., MLIS

I was reviewing some articles about special education service delivery and came across a list of current issues that are on the minds of SPED teachers and leaders. One of them was:

How should children with disabilities be disciplined when they pose a threat to school staff and to other students?

Teaching is an isolating activity; at least it certainly seems so at times. Between the bells, you are in a room with 15 students who are diverse in many ways. They have different intellectual abilities, some have physical disabilities that need special attention and some, if not most, have behavioral issues that affect the way your classroom is managed on a day-to-day basis. This behavior piece has always been my greatest challenge. What is the balance between discipline for a single incident of misbehavior and a consistent plan or approach for managing difficult behaviors among all of your challenging students?

Obviously, the latter is what you aim for. Once you have a consistent plan in place and everyone knows the rules, shouldn’t things fall into place and discipline become easier? It certainly can become easier, but there are always incidents of behavior that defy your classroom routine. Some students bring pain and emotional stress into your classroom that you cannot even imagine. The stress is like an overfilled balloon; it eventually needs to be released, and you are the only thing keeping the explosion from hurting that student or others in your care.

SPED teachers receive some specialized training in defusing tensions, but this never seems enough when a child explodes. When the explosion becomes a fight between two students, the instinct is to jump in and pull them apart. We know from our training, though, that this is the wrong thing to do. You could be injured, thus leaving no one in charge, and further injuries can happen. The procedure is always to get assistance. I remember when classrooms had no phones and we had no idea what a cell phone was.

A few years ago, we brought in a crisis intervention team to provide training for our teachers in handling just such events. We used a company called CPI; they sent a team to our district and managed a four-day seminar in non-violent crisis intervention including restraint training: how to touch or otherwise handle a student in crisis who needs to be restrained so he doesn’t hurt himself or others. It was one of the best investments we’ve made for our staff. It was so effective that we’ve expanded the training to our entire staff on a voluntary basis. We may even make it mandatory. One of the great things they provided was to give extra training to some of our own teachers in a teach-the-teacher model so we could do our own training after they left. We used a combination of city and grant funds (IDEA federal funds) to transport, house and pay the team for their efforts.

During the training, the word respect kept popping up, and it’s an important element in the training. If all parties are respected during an episode that requires physical restraint, the procedure is easier and certainly much safer. The word respect seems to calm people down somehow. Emotions can run high, especially among children who have few resources to manage them. Once the initial incident is defused and the child is returned to the classroom, teachers can work together to try to find out why it happened in the first place. It may be necessary to bring the parents in to see if there’s something in the environment at home that is causing problems. When the whole family is involved, problem solving can proceed more effectively.

Obviously, this is a greatly simplified description of how a school district can approach behavior management programs.

Some resources for finding solutions:

• CPI – Crisis Prevention Institute
• Handle With Care (another solution provider)
• List of Providers
• Restraint Training in Action – YouTube
• Emotional De-Escalation
• Top Ten De-Escalation Tips

Let me know how your school or district manages behavior.

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Grant Name: Ross Foundation Educational Grants

Funded By: The Dorothea Haus Ross Foundation

Description:  Giving on a national basis to advance the moral, mental, and physical well-being of children of all races and creeds; to aid and assist in providing for the basic needs of food, shelter, and education of such children by whatever means and methods necessary or advisable; to prevent by medical research or otherwise the mental and physical handicaps of children. Funding also provided for the research of pediatric diseases.

Program Areas: Disabilities, Early Childhood, General Education, Health/PE, Special Education

Eligibility: Private School, Faith-based, Other

Proposal Deadline: Ongoing

Annual Total Amount: $400,000.00 – $560,000.00

Average Amount: $1,000.000 – $15,000.00

Address: 1036 Monroe Avenue, Rochester, NY 14620

Telephone: 585-473-6006

Email: info@dhrossfoundation.org

Website: The Dorothea Haus Ross Foundation

Availability: All States

Transition Planning

by Neva Fenno, M.S.Ed., MLIS

As special education students reach high school, it becomes time to think about the afterlife—that is, life after high school.

The Individuals with Disabilities Education Act (IDEA) requires that within the IEP in place when the student turns 16, there must include transition service needs. However, it’s never too early to start the process. Factors to be considered are:

Will there be:

• Continued academic preparation?
• Development of a viable community experience?
• Development of vocational and independent living objectives?
• A functional vocational evaluation (if applicable)?

Guidance is necessary to move from high school to the next stages in life. Steps must be documented and taken to guide and prepare students for college and a career or for independent living. Without goals, students may fall off the radar and flounder. Consider these sobering statistics:

• Over 30% of children with disabilities leave high school early (Source: 28th Annual Report to Congress on the Implementation of IDEA, 2006).
• Only 13% of students with learning disabilities (compared to 53% of students in the general population) have been enrolled in a post-secondary school program within two years of leaving high school (Source: National Longitudinal Transition Study, 1994).

One way to begin is to teach students to advocate for themselves as early as possible.

• Begin by talking with students about what they do well and the extent of their disability. Many students have never been required to articulate the nature of their disability. Likewise, they can’t always talk about skills they have learned and mastered to date.
• Students may need to practice the words they need to verbalize what they can and cannot do.
• Evaluate whether students can succeed in a post-secondary academic setting. Not all students are college material, but students need to be able to engage in discussions about college or community college.
• Plan a visit to your local community college. This resource is uniquely qualified to provide the kind of guidance your students will need to get the conversation started.

Starting at age 14 and continuing until the student is no longer eligible for special education services, the IEP team should:

• Help the student work through his or her own IEP
• Take into account the student’s preferences and interests
• Include developing the student’s post-school goals

See more at: Wrightslaw.com.

For students who are interested in embarking on a career right out of high school, administering an interest inventory might be a way to start. Finding the right job is not easy, even for highly skilled individuals. It’s even more difficult for those who lack adequate training or face special challenges.

For more great ideas on how to start preparing students for effective transition planning:

• NCSET – National Center on Secondary Education and Transition
• Disability Rights Ohio – Thorough transition planning resources
• Transitioning En Espanol
• Center for Parent Information and Resources
• Developing the Transition Plan

Grant Name: Technical Assistance and Dissemination to Improve Services and Results for Children With Disabilities

Funded By: Department of Education

Description: The purpose of this priority is to fund three cooperative agreements to establish and operate model demonstration projects that are designed to improve the literacy of adolescents with disabilities in middle and high school grades. For purposes of this priority, the target population includes: Students with disabilities in grades 6 through 12 who score below grade level in reading, or who have identified reading goals and objectives on their individualized education program.

Program Areas: Disabilities, Reading, Special Education

Eligibility: Public School, Private School, Other

Proposal Deadline: 5/4/2015

Annual Total Amount: $1,200,000.00

Average Amount: $400,000.00

Address: Education Publications Center (ED Pubs), U.S. Department of Education, PO Box 22207, Alexandria, VA 22304

Telephone: 202-245– 6425

Email: Gregory.Knollman@ed.gov

Website: Department of Education

Availability: All States

504 Plans

I had a fight with myself over this article. Should I write about 504 plans? They are really outside the special education arena. As long as I begin this article with a very specific statement about this, I think we’ll be fine. And I like fighting with myself—I always win.

504 plans are for students who need support in the regular classroom without the need for an IEP. With a little applied assistance in one or two places, some students will flourish outside of the special education system.

Taken directly from Greatschools via a Google search for 504 Plans: 

“Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires meeting the needs of students with disabilities as adequately as meeting the needs of the non-disabled.”

A 504 plan specifically outlines how to meet a child’s needs. There are accommodations, modifications and other services similar to assignments in an IEP. This removes barriers to learning. 

That is the official purpose of 504. The reality is more complex. If an appropriately written 504 plan is in place for students with mild difficulties, a SPED referral will not need to follow. We are all interested in reducing expensive SPED referrals, and a 504 gives us a way to do that while providing students some help in the classroom.

We can look at preparing a student’s 504 as a pre-referral strategy. RTI (Response to Intervention) is a formal approach to providing targeted help in the classroom for students who need it. Once a student is identified as needing extra help, intervention strategies are developed to target that need and to keep detailed records of the interventions.

How does a 504 emerge as a solution to a problem? The school provides an evaluation to decide if a child’s disability substantially limits his or her ability to learn and participate in the classroom. Either the parent or the school can initiate this evaluation. Parents must be notified if the school orders the evaluation, and their consent must be received. 

An evaluation is ordered and a plan is drafted. A 504 plan should include the following elements to meet a child’s individual needs:

• Specific accommodations, supports or services
• Names of the school professionals that provide each service
• Name of the person(s) responsible for implementing the 504

A 504 is less detailed than an IEP. It can include special instruction in the regular classroom. It can also provide related services such as speech, occupational therapy or counseling.

A team (committee) is assembled to draft the 504, members might include:

• The classroom teacher(s)
• A special education teacher
• The school principal
• Parent(s)

Sometimes the child is invited depending on their age and maturity.

A plan is developed and signed by the relevant parties. The committee should reevaluate the plan every year. In some districts, the 504 will be accompanied by a detailed RTI curriculum plan. This depends on district adoption of the RTI program. It’s becoming more accepted as a series of strategies to handle behavior problems, one of the main reasons for 504 referrals. It’s useful to know that some simple classroom and testing accommodations may be all that’s needed to meet a student’s needs.

To read more about 504 plans and how they fit into the special education management system in your school or district, check out these resources.

• The Law
• Bibliography
• Accommodations for Learning Disabilities
• Testing Accommodations
• Parent’s Guide to 504
• 504 Checklist

Let me know how you’re doing, and how you’re solving the everyday issues that arise in your classroom.

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Grant Opportunity

Grant Name: Foundation Grants

Funded By: Finish Line Youth Foundation

Description: Giving on a national basis in areas of company operations, supporting organizations involved with athletics and youth development. Special emphasis is directed toward programs designed to promote active lifestyles and team building skills; and camps designed to promote sports and active lifestyles, and serve disadvantaged and special needs kids.

Program Areas: After-School, Disabilities, Health/PE, Special Education

Eligibility: Public School, Private School, Other

Proposal Deadline: Ongoing

Annual Total Amount: $200,000.00 – $500,000.00

Average Amount:  $1,000.00 – $50,000.00

Address: 3308 North Mitthoeffer Road, Indianapolis, IN 46235-2332

Telephone: 317-899-1022 x6741

Email: Youthfoundation@finishline.com

Website: Finish Line Youth Foundation

Availability: All States

Allergies and the Special Ed Classroom

In recent years we’ve learned a great deal more about allergies and the effects they can have on student learning. Absenteeism, hospitalizations for anaphylaxis and medication dispensing in the classroom are just some of the factors that are impacting student learning and the management of health issues for students in special education classrooms.

We don’t usually think of children suffering from allergies or asthma as children with special needs, but they certainly are. Children with these conditions are probably the most frequently encountered category of special needs, and statistics support the notion that allergies are on the rise. According to a 2013 study by the Centers for Disease Control, food allergies among children increased approximately 50% between 1997 and 2011. Food allergies result in more than 300,000 ambulatory-care visits a year among children under the age of 18.

The most common allergy symptoms are:

• Runny nose and sneezing
• Itchy, runny eyes
• Hives on skin
• Asthma-like reactions

The category of allergy receiving the most attention these days is food allergies. About 3 million children experience adverse reactions to something they eat every year in the United States. The most common food allergies are to:

• Peanuts and other nuts
• Seafood or shellfish
• Milk and prepared foods containing milk products
• Eggs
• Soy, wheat and other grains like buckwheat

The symptoms of the allergic response vary as listed above. Students with allergies must:

• Avoid the allergen
• Carry medication called an EpiPen® (looks like a pen) containing injectable epinephrine
• Wear an updated alert bracelet
• Visit the school nurse for medication or to assess any new reactions
• Be isolated from potential allergens during lunch to avoid reactions
• Have alternative snacks on hand for classroom celebrations

Other allergens in special education classrooms may be related to paints, chalk and other art supplies. There are, of course, school supplies that are designed to be allergen free. Some schools develop policies to help monitor different allergens for those children with food allergies and subsequently provide protection from anaphylaxis. Large school districts are studying the possibility of establishing schools where students with allergies can be monitored and treated.

An allergen is a substance that causes an allergic reaction. When a person is exposed to an allergen such as peanuts, the person’s immune system becomes sensitive to the substance. When the person eats peanuts again, a reaction may occur. Anaphylaxis develops quickly, it is severe and it involves the entire body. The body releases histamines that cause airways to close which leads to a shortness of breath and other symptoms.

Symptoms develop within seconds and may include:

• Gasping breathing sounds (wheezing) with chest discomfort, sometimes a cough
• Anxiety
• Difficulty breathing and swallowing, the feeling of chest tightening
• Light-headedness
• Hives
• Severe itching

Anaphylaxis is a life threatening emergency condition that requires immediate medical attention. Call 911 right away.

In the beginning of the year, if you are sending out informational materials, you might want to send a survey for health care that parents can answer to provide more detail about any allergies their child might have. Be sure you have a prescribed EpiPen® available for all of your allergic children. Make sure they are filled and current. There is an expiration date on the package, and you may want to make a spreadsheet that lists those students and expiration dates close at hand so you can have them refilled as necessary. An ounce of prevention is worth a pound of cure (that’s what I hear).

If you have any stories about allergies and your students let me know. I’d be happy to share them with our readers.

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Grant Name: Let’s ALL Play Partnership

Funded By: National Inclusion Project

Description:  Let’s ALL Play brings an inclusive recreational experience to children with disabilities. As a national leader in the movement toward full inclusion, the National Inclusion Project is proud to partner with community organizations that are seeking to programmatically open doors for ALL children to learn, live, and play together. Through training, consulting, and funding, the Project will meet organizations where they are and help them to implement quality programs that impact children and families in their communities.

Program Areas: Disabilities

Eligibility: Public School, Private School, Higher Education, Other

Proposal Deadline:  7/31/2015

Average Amount:  $10,000.00

Address: 104 T.W. Alexander Dr, Bldg 1, PO Box 110104 RTP, NC 27709

Email: aronhall@inclusionprojects.org

Website: National Inclusion Project

Availability:  All States

Is Your Classroom Paraprofessional a Positive Factor in Your Class?

Regulations regarding the assignment of paraprofessionals (paras) in special education classrooms depend on many factors. There are guidelines available, but much depends on your location (state) and the way you present your needs to your district administrators.

If you really want to have a paraprofessional in your classroom, you will need to work with district SPED coordinators to define your needs and rationale. Some paras provide personal assistance as required by language in an IEP, usually for physically disabled students who need support with day-to-day activities. Acquiring a general classroom para, if not explicitly required by your state, is still challenging despite legal requirements. Your IEP process provides help; it is a legal document. 

Sometimes it’s a “be careful what you wish for” proposition, though. I know a young special education teacher who has been assigned two SPED paras in her class; one is a personal aide. They are both capable people, but she wonders how helpful the help is when she has to spend so much of her day training them to provide services. One of her aides is an older woman who has firm opinions about what she should be doing on a daily basis. She’s been an aide for a long time and is potentially a godsend, but first the generation gap needs to be addressed. She talks endlessly about her favorite teacher from the past, Ms. XYZ, and how she would have done things. 

My advice is to be upfront and completely transparent about your needs. Right away, make sure aides understand who is in charge in the classroom. You can become accustomed to eye rolling, loud sighs and other body language from disapproving aides if these issues aren’t addressed soon and often. Prepare evaluation checklists, and review them weekly. If the aide isn’t performing and filling your needs, let them know and share your concerns with your principal and district officials. If the aide becomes a problem, create a paper trail with dates and times. In serious situations, use the camera on your phone. If a personal aide is responsible for toileting and the child comes back from the bathroom with dirty hands every day, take a picture and share it with the aide—not as a hammer and a threat, but to illustrate your point. A picture is worth…

There are some wonderful training manuals available for paraprofessionals. Adopt one, and then provide it as a gift to a new aide. Require that she read it and adopt it as the official guide. I used to spend lunchtime with aides, especially in the beginning of the year, going over the material in the guide we used. Check with your district coordinator; she may have a library for teachers with materials that can be helpful. Your library media specialist can help you review materials and choose items for your own classroom library.

One of your best allies (hopefully) are the parents. Parents can be very vocal if they are not happy with an aide assigned to their child. If you haven’t convinced administrators that you have a problem, bring in the parents. Be careful here: you aren’t recruiting help. Be sure the parent shares all of your concerns already to prepare a unified front.

The world of paraprofessional training has changed drastically over the years. I remember when an aide would be assigned to my classroom, and what I saw was a mom or student who wanted a part-time job on the side. Now, paraprofessionals are well-trained, well-educated and devoted professionals who are proud of their calling.

In an ideal classroom environment, your aides are your trusted companions and often become friends. The aides, if you have more than one, hopefully work well together and don’t bump into each other’s responsibilities. Their roles are well defined. This isn’t an impossible scenario. It takes time and a consistent approach, finding your rhythm day by day.

Some resources for managing paraprofessionals:

•                 IDEA
•                 Job Description
•                 Management Best Practices
•                 Sample Handbook
•                 Tips for New SPED Teachers
•                 Resource Bibliography

Let me know how you’re doing.

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Grant Name: Educational Grants

Funded By: The Max and Victoria Dreyfus Foundation, Inc.

Description: Giving on a national basis to support museums, cultural and performing arts programs; schools, hospitals, educational and skills training programs, programs for youth, seniors, and the handicapped; environmental and wildlife protection activities; and other community-based organizations and their programs. Organizations seeking support from the Foundation may submit a letter of request, not exceeding three pages in length, which includes a brief description of the purpose of the organization, and a brief outline of the program or project for which funding is sought.

Program Areas: After-School, Arts, At-Risk/Character, Disabilities, General Education, Health/PE, Math, Reading, Science/Environmental, Social Studies, Special Education, STEM (Science, Technology, Engineering, Math)

Eligibility:  Public School, Private School, Higher Education, Other

Proposal Deadline:  5/10/2015

Annual Total Amount: $2,800,000.00 – $4,000,000.00

Average Amount:  $1,000.00 – $20,000.00

Address: 2233 Wisconsin Avenue N.W., Suite 414, Washington, DC 20007

Telephone: 202-337-3300

Email: info@mvdreyfusfoundation.org

Website: Max and Victoria Dreyfus Foundation, Inc

Availability:  All States

SPED Teacher Burnout: Is it Happening to You?

Teaching can be a lonely job. That sounds counter-intuitive, as others surround you all day. For the most part, though, you’re in your classroom alone as ruler of the roost. If you’re lucky, you may have an aide, but your aide may not be the helper you need. Managing aides can be a full-time job itself (I’ll cover that issue in another article). We don’t like to talk about burnout for fear that it makes us appear out of control.

After some months in the classroom with a class load that can exceed what the law recommends, you start to feel frustrated. You’ve reported that you are out of compliance with your numbers, but no one seems to listen. Your administrators acknowledge your problem, but “budgets,” or “it’s only temporary,” are the responses you get to repeated alarms.

You stay late every night, reviewing student work or staying abreast of IEPs and reports from team meetings. You are a dedicated professional, but there’s a nagging feeling that you’re not happy in your job. Maybe it is not so nagging—maybe it’s shrieking.

Every teacher feels frustrated from time to time. Special Ed teachers are often responsible for medical issues with their students too. This is a huge responsibility. The students we see in our classrooms seem to have more and more complex issues as the years go by. This is not your imagination; it’s true. As medical science becomes more sophisticated, more premature children are saved at birth to be placed in public school settings with myriads of health problems. You love your kids, and you know the kids are not the problem; it’s always the grownups, and you can also sometimes point the finger at yourself.

These are the first signs of burnout: nagging emotions and feelings, loss of sleep, nervous tension, snapping at family members or teachers and administrators in your school. You’ve tried to network within your school to muster up some support, but other teachers have their own issues to sort out.

Fortunately, there’s help at hand. If your symptoms have grown to include a major problem like drug or alcohol abuse, your district probably has counseling available. Often called “employee assistance programs,” they can help to get you going in the right direction. Check out your health insurance policy; it will have other private options for mental health care. If your problems have become physical (stress takes a terrible toll on your body) get help now. You are not alone.

The first step is to sit down with your building principal and let her know you’re experiencing some stress-related health issues; can she suggest some ways to fight off burnout? She’s probably been there, so she will know what you’re talking about. Seek out other SPED teachers; they will be supportive and understand the unique challenges you face.

The Internet has become a rich source of support for many teachers. There are forums where you can anonymously share your stories and receive practical advice from teachers in your field. Some resources

I like:

• Ten Practical Management Tips
• Self-Compassion
• Schoolmentalhealth.org
• 10 SPED Teacher Burnout Issues
• Forum Support
• Warning Signs

Although this article is part of a blog series, I’d be happy to hear from you and even share some stories and practical tips for support. I’m a veteran, and I’m sure there is nothing you can say that could shock or offend. Leave a comment below, I’ll respond and we can start a dialogue. We are all better when we work together. 

Let me know how you’re doing.

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Grant Name: Foundation Grants

Funded By: Patterson Foundation

Description: The foundation provides resources to programs and to nonprofit organizations in the areas of oral health, animal health, and occupational and physical rehabilitation. Funds are granted for: Health and Human Services programs related to the focus areas that benefit economically disadvantaged people or youth with special needs; and Education as it relates to the focus areas, especially programs that increase the number of underrepresented people in the dental, veterinary, occupational health and physical health fields.

Program Areas: Public School, Private School, Higher Education, Other

Eligibility: At-Risk/Character, Community Involvement/Volunteerism, Disabilities, Early Childhood, Family Services, General Education, Health/PE

Proposal Deadline: Ongoing

Annual Total Amount: $5,000.00 – $75,000.00

Average Amount: $500,000.00 – $800,000.00

Address: 1031 Mendota Heights Road, St. Paul, MN 55120-1419

Telephone: 651-686-1929

Email: information@pattersonfoundation.net

Website: Patterson Foundation

Availability: All States

Doing the Ground Work for IEP Meetings

by Neva Fenno, M.S.Ed., MLIS
If you’ve been a SPED teacher for a while, you have attended many IEP Team meetings. Some of you may have inserted the word “dreaded” before the word IEP. If so, this article is for you.

It doesn’t have to be that way, and it’s a true test of your administrative skills to create a consistently positive environment for team meetings. The IEP development process is too important to kids for it to be a contentious or difficult experience.

The success of the IEP meeting and approval process is completely up to you and your team members. It pays off in a big way to meet with your team often, without parents and others there. You need to be a cohesive and unified group. Much of the success has to do with doing your homework.

Like the team meetings, it pays to establish good relationships with parents outside of the team meeting room. Be sure your classroom is a welcoming place for parents. You’ll find their contributions will be key in the development of effective programs for children.

A story comes to mind. A parent was concerned about the help her child was receiving each day in the classroom. She had read an article about tablet computers and their effectiveness in blended learning classrooms. She hadn’t told the teacher that she wanted one for her child, so the concept was foreign when it was suggested at the team meeting. The teacher felt blindsided and was defensive when she heard the request for a personal tablet. This may not be a perfect scenario; these days tablets are readily available for most students, but it serves to make a point. We are all trying to keep costs down, and technology is expensive.

If the parent had been a regular visitor in the school and classroom, the teacher would have already had the tablet conversation with her. Perhaps it isn’t necessary to have the personal tablet computer written in to the IEP. It can now become known that the school is in the process of acquiring them for all children, and there are also tablets available through the library. This kind of pre-meeting conversation will forestall any difficult moments in the meeting.

We talk a lot about “written into the IEP.” If the team is prepared ahead of time for each meeting, many expensive accommodations can be vetted and policies established for the provision of the services. Policies are wonderful things, they level the playing field and dispense with the notion that one child receives more support than another.

Use email and the telephone to stay in touch with students’ homes. You might solicit ideas from parents in a general email to all; you’ll start conversations that may make the IEP meeting easier. Knowing in advance what parents want and are expecting to see in the IEP will render the meeting a formality. No more long, drawn out and time-consuming conversations about whatever the parent is requesting this time. There will always be parents who are challenging, but doing your homework paves the way for a better team meeting.

I’ve found some helpful resources for team meeting preparation and administration:

For Parents:

Greatschools

Project Ideal

For teachers and other team members:

Guide

Regulations

Wrightslaw

Checklist

Who is on the Team?

Team meetings and IEP development are a critical part of a special student’s world. Our goal is to have the student’s welfare in mind at each stage of the process.

Let me know how you’re doing.

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Grant Name: IWP Foundation Educational Grants

Funded By: Innovating Worthy Projects Foundation

Description: Giving on a national basis. The Foundation makes grants to organizations dedicated to serving developing innovative programs, disseminating ideas, or providing direct care or services for children with special needs, acute illnesses or chronic disabilities.

Program Areas: Disabilities, Early Childhood, Special Education

Eligibility: Public School, Private School, Other

Proposal Deadline: 12/31/2015

Annual Total Amount: $1,000.00 – $10,000.00

Average Amount: $100,000.00 – $200,000.00

Address: 4045 Sheridan Avenue, Suite 296, Miami Beach, FL 33140

Telephone: 305-861-5352

E-mail: info@iwpf.org

Website: Innovating Worthy Projects Foundation

Availability: All States

Testing for Special Education Students

by Neva Fenno, M.S.Ed., MLIS

Last time, I talked about blended learning environments for special education classrooms. With this learning model, we might want to talk about testing for our special needs children; are there new technologies that help teachers work with Common Core State Standards (CCSS) at testing time?

I remember in the late 90’s when we were starting to embrace learning standards and develop new high-stakes tests. We heard a loud shriek throughout the land from teachers and parents who were sure their special needs children were going to be relegated to academic Siberia and required to take the same tests as “regular” children. It was a justifiable shriek; it seemed no one had really thought about this thorny issue, at least not very thoroughly.

We’ve calmed down since then, and now realize that requiring special needs students to take and pass high-stakes tests is just the equivalent of raising standards and expectations for all students, and providing the least restrictive environment—which is always a good thing. We’ve developed accommodations for children who need extra support at test time.

According to the law¹

Testing accommodations are neither intended nor permitted to:

• alter the construct of the test being measured or invalidate the results
• provide an unfair advantage for students with disabilities over students taking tests under standardized conditions
• substitute for knowledge or abilities that the student has not attained

The testing accommodations most frequently required by students as indicated in their IEP’s are:

• flexibility in scheduling/timing
• flexibility in the setting used for the administration of assessments
• changes in the method of presentation
• changes in the method of response

The key here is “in the IEP.” We have found ways to include many accommodations for special needs children in their IEP’s. We have struggled to find methods of assistance that don’t alter the tests or invalidate the results.

The NCEO (National Center for Educational Outcomes) provides a helpful bibliography of research-tested accommodations for testing. They also provide a nice description of differences among accommodations and discussions on test validity and reliability. There is considerable variability among states for the development of accommodations. Over time, states have developed alternate assessments that align with alternate state standards. We have also struggled with providing support for ELL students who have special needs.

Where does technology step in to help us out with all these delicate balancing acts? A practical discussion of different ways classrooms can manage accommodations can be found at http://drscavanaugh.org/assistive/technology_accommodations.htm.

Teachervision has been one of my favorite sites over the years. They apply teacher speak to most of the ideas they present, and this article on assistive technology for students with mild disabilities is an example of that. Adaptive technologies may or may not be carried over into the testing environment. Remember the IEP? It may be allowed in the IEP, but here are some resources to help you sort this out.

Partnership for Assessment of Readiness for College and Career (PARCC) provides some guidance on using adaptive technologies for testing. PARCC is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and their careers.

But, I digress. There are as many organizations, companies and others who are interested in creating and providing testing materials and guidance as there are stars in the sky, and for obvious reasons. There is a great deal of money to be made. Rather than insert my opinions about this, I’ll provide you with some (hopefully) unbiased resources to help districts with assistive technology make decisions as they relate to testing.

Education Week

University of Texas at Austin (study)

Smarter Balanced Assessment Consortium

Wikipedia on CAT

One Parent’s Opinion (NY Times)

Indiana University (Assistive Technology and Assessment Center)

Let me know how your district has evolved on the subject of testing and the use of assistive technologies.

¹Text taken from: http://www.p12.nysed.gov/specialed/publications/policy/testaccess/guidance.htm, New York State Education Department.

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Grant Name: Teacher Art Grants

Funded By: P. Buckley Moss Foundation for Children’s Education

Description: The P. Buckley Moss Foundation for Children’s Education aids and supports teachers who wish to establish an effective learning tool using the arts in teaching children who learn differently. They look to support new or evolving programs that integrate the arts into educational programming.

Program Areas: Arts, Special Education

Eligibility: Public School, Private School

Proposal Deadline: 9/30/2015

Average Amount: $250.00 – $1,000.00

Address: 152 P. Buckley Moss Dr., Waynesboro, VA 22980

Telephone: 540-932-1728

Website: P. Buckley Moss Foundation for Children’s Education

Availability: All States

Are You Out of Compliance in Your SPED Classroom?

by Neva Fenno, M.S.Ed., MLIS

At some time or another, it seems inevitable that you will be out of compliance in your classroom. This happens in especially bad economic times. Cities and towns become incapable of raising tax revenues to cover all costs and everything suffers. The number one reason you might have compliance issues is in maintaining a certain number of students in your care at any given time.

As referrals and approvals come in, administrators must find a suitable placement for a child. Sometimes there’s just no room at the inn, so they assign the child to your classroom until another solution becomes available.

There are some things you can do to try to start solving these problems, at least in your own domain, but first you need to understand the law.

I have a special fondness for Wrightslaw online. It’s a site that has every possible SPED law spelled out and explained in plain English. It also points people to other resources that may help solve problems with staying in compliance of IDEA, Public Law 94-142 laws. It links to advocacy groups, attorneys who specialize in this complex corner of the law, and provides access to advocacy and Special Education Law libraries (to-die-for resources).

I could spend weeks reading all the articles and papers on this site and never truly have a complete understanding of the laws for our special education students. I recommend surveying this site; it has a good search engine if you have specific questions about how to stay in compliance in your classroom.

The numbers of students in your care is pretty basic. All the regulations adhere to a basic premise that we are providing the LRE (Least Restrictive Environment) for special ed. students. There is a legal definition of this concept, but we all know what it means. We need to include SPED students as much as possible in classrooms for all children. Students are no longer shuttled into a separate self-contained room or school and forgotten. There are still self-contained classes, but the rules around placement are very strict and must be followed to the letter.

When I am out of compliance in student count, the first thing I do is look at the class list in its totality. Can I prioritize my class list? This sounds barbaric, but there are always students who may have been in SPED classrooms too long and it is in their best interests to have their IEPs changed with parent input. Graduating (phasing) a student out of SPED services is hard to do, so be prepared for a fight. People (parents) become happy with extra care situations for their children. I always work with district SPED officials and my school principal. I can be a squeaky wheel, and if I keep at it, students can be phased out of my classrooms. Call IEP meetings and review each situation thoroughly to try to keep your room in compliance.

In a resource room, you cannot exceed five students per instructor. There are also rules for paraprofessionals; can a child be assigned a personal aide (through the IEP and team meeting process)? We are all aware of situations when keeping it to five students is just not feasible and the student count in resource rooms swells to try to absorb the overflow. There can be acceptable temporary arrangements. Self-contained classrooms are generally eight students with a full time teacher and one paraprofessional.

You are probably questioning my numbers. Actually, so am I. As I tried to research this issue, I came across different guidelines in different states. The best description of these rules can be found on Wrightslaw:

Is There a Legal Definition of Self Contained Classroom?

There is no legal definition of “self-contained classroom” in the federal statute.

It is suggested that you defer to your state special education offices for guidance.

We all know a classroom that is out of compliance. We know what it looks like, how it’s not functioning and that we should do something about it when we can.

Some resources to help us all stay up to date:

NCLB No Child Left Behind

IDEA 2004 (Individuals with Disabilities Education Act)

NASET – National Association of Special Ed Teachers

Teachervision – practical everyday things to use in your classroom.

Special Education Guide

Let us know if you have a class out of compliance and the plans you are developing to fix it.

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Grant Name: Family Service Community Grants

Funded By: Autism Speaks

Description: Autism Speaks seeks to directly support the innovative work of autism service providers in local communities across the United States. The focus of our Family Services Community Grants is three-fold: to promote autism services that enhance the lives of those affected by autism; to expand the capacity to effectively serve this growing community; and to enhance the field of service providers.

Program Areas: After-School, Arts, Community Involvement/Volunteerism, Disabilities, Early Childhood, Family Services, General Education, Health/PE, Library, Math, Reading, Safe/Drug Free Schools, Science/Environmental, Social Studies, Special Education, STEM (Science, Technology, Engineering, Math), Technology, Vocational

Eligibility: Public School, Private School, Other

Proposal Deadline: 3/25/2015

Annual Total Amount: $5,000.00 – $25,000.00

Telephone: 917-475-5059

E-mail: sselkin@autismspeaks.org

Website: Autism Speaks

Availability: All States

Blended Learning in Special Education

by Neva Fenno, M.S.Ed., MLIS

Blended Learning Environments – Using technology and traditional SPED classroom instruction to facilitate learning.

There’s a buzzword that’s been gaining momentum in all education spheres these days: blended learning. Basically, (don’t wince—this is very basic) it is adding technology to existing classroom lessons to increase motivation and engagement in learning. It can include video, podcasts, streaming content from providers, interactive exercises, asynchronous and, increasingly, synchronous lessons. Grab one of those iPad labs the district is handing out; don’t be left out in the techie cold.

With blended learning, the student is the star with the teacher on hand for support. Some part of the lesson delivery is online using a learning management system (LMS) that includes a database to keep track of student assessment, attendance and achievement gains (the LMS does the heavy lifting). Assessment is just one way technology will facilitate student learning.

The shift to blended learning from a traditional special ed. classroom or resource room model should not be difficult. Traditional lesson planning strategies will overlap blended learning with a new way of looking at things. The best way to describe blended learning for a teacher who would like to understand the model might be to look at a blended learning lesson plan template. Can you select the lesson plan steps that will stay the same as your current plans?

Lesson Plan Template for Blended Learning Environments

1. Alignment with Common Core State Standards (CCSS):
   Standards-based instruction for special ed. students remains number one; objectives must be aligned to the standards you have selected in your timeline and skills rollout.
2. Objectives:
   In a special ed. model, you will be prepared to plan formultiple  Each student works toward his own goals. Students move continually forward, the pace is driven by assessment results that are part of the learning management system.
3. Data Analysis:
   The guiding light in instruction is the careful analysis of the data provided by the LMS and your own formative assessments.
4. Scheduling (blocking):

This is one of the challenges teachers face; the schedule and rollout of instruction for any standard will look very different at the elementary level from instruction in high school. In a SPED environment there are no heterogeneous groups, but lessons remain flexible so individuals can step out and move quickly through skills they grasp, while others will stay and repeat certain skills until mastery is achieved. You can arrange the class into somewhat flexible groups.

5. Setting:
   Blended learning provides multiple environments to reassure students and accommodate for different learning styles. One environment for learning will be online and technology based. You may have a small group with several learning environments: computer labs, tablet labs, teacher led lessons, special tutoring and study carrel assignments. All of these can be modified for a resource room.
6. Activities:
   You can use existing successful lesson plans, they can still access their thumb drives with the best lessons from past years. You will become expert in finding the lessons and activities that reach into the depths of your special students’ learning. Hands-on project-based learning can continue.
7. Timing:
   Within blocks and scheduling schemas, you may have different groups working through different skill sets at the same time. You can make learning one-on-one by adjusting students’ time in the various microenvironments according to different needs.
8. Assessment and Testing:
   Assessments are determined in the planning stage as markers to guide further learning. The goal for the teacher is to measure when students have met their objectives within a given standard.
9. Organization:
   There are many lesson plan templates that show how existing teaching styles can be honed and fine-tuned for the new special ed. blended learning model. Some resources include:

• Implementation Guide
• Budget Handbook
• Disable World Blog
• Conover Company grant – independent living
• Classroom Models
• Micro Learning Environments
• Awesome Resources to Help You Get Started

Your classroom may need to be rearranged to suit the needs of the learners. The school network specialist will need to keep the internet connection open. Your district may install its own learning management system through which students can access your classroom assignments; it will be useful for SPED classrooms too. This developing trend shows promise for security conscious administrators.

A new model for learning always suffers growing pains. There will be new ideas coming online all the time, but the promise of raising special ed. student achievement through blended learning is exciting. It pulls together all the effective strategies that educators have developed to manage standards-based instruction on a large scale, right down to the individual and his learning needs.

Other resources:

• 4 Opportunities in Special Ed Blended Learning
• iPads for Special Education
• Flipped Classroom
• Station Rotation, scheduling in blended learning
• Blended learning educational system and method – Invention

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Grant Name: Foundation Grants

Funded By: Mitsubishi Electric America Foundation

Description: Mitsubishi Electric America Foundation supports innovative projects that help youth with disabilities develop the leadership and employment skills they need to succeed, particularly for careers in science, technology and the environment. MEAF will also consider projects to create tools that help break down barriers to employment and increase job opportunities for young people with disabilities entering the workforce, including returning veterans with disabilities.

Program Areas: Disabilities, General Education, Professional Development, Science/Environmental, Special Education, Technology, Vocational

Eligibility: Public School, Private School, Higher Education, Other

Proposal Deadline: 6/1/2015

Annual Total Amount: $400,000.00

Average Amount: $1,000.00 – $10,000.00

Address: 1560 Wilson Blvd., Ste. 1150, Arlington, VA 22209-2463

Telephone: 703-276-8240

Website: Mitsubishi Electric America Foundation

Availability: All States