Presentation Transcript

1. Goose Creek CISD Special Education 2012 - 2013 TCE RDSPD Overview
2. The mission of the GCCISD Special Education Department is to support the campuses in order to nurture inclusionary environments, enhance student achievement, and maintain compliant special education programs.
3. How was your summer? Poll Everywhere
4. Department Improvement Plan Objective 1: ECI Objective 2: Literacy and assessment tools Objective 3: Staff development- literacy and communication Objective 4: Communication and assistive technology Objective 5: Formal and informal assessment Objective 6: Technology Objective 7: General curriculum- math
5. Program Updates Personnel SHE change new staff - Ava Haynes, Brandy Rosing, Brooke Piatt, Erica Riley, Jessica Compton, Chae Eagleton, Jose Martinez vacancies – Lead Teacher, Counselor, ASE Teacher, REL Teacher, Itinerant Teacher , 2 Interpreters Support Systems Website Six Week Data Reviews
6. Semantic Changes ARD Meeting  IEP Meeting ARD Committee  IEP Team Co-op Services  Co-op Site and Co-op Itinerant SPED Label  SPED Eligibility Sub-groups  Student Groups
7. 4 Reminders for Decision Making Make data driven decisions. Collaborate with the team members who work directly with the student. Establish open and continued communication with parents. Answer this question: Is IT (service, modifications, AT, etc.) NEEDED for the child to make educational progress?
8. Upcoming Events September 24-28, 2012 Deaf Awareness Week November 3, 2012 Walk4Hearing February 2013 Peer Review
9. Updates From the Wonderful World of Audiology
10. Cochlear Americas FDA approved the C1422 Slim Straight Electrode- Worlds thinnest, smallest, full length electrode specifically designed to preserve the delicate structures within the cochlea, primarily geared towards those with a unique anatomy. What does this mean to us?
11. Hopefully… Cochlear implants will be able to benefit more children with craniofacial anomalies, malformed cochleas, etc… The new electrode array will provide a cleaner, sharper sound.
12. Cochlear Americas BAHA 3 and BAHA 3 Power are currently available to people of all ages. Typically geared towards ages 5 and older, but can be used with infants as well.
13. Remember….. When checking the CIs: LISTEN to the device to see if its amplifying correctly. CHANGE the order of the LING check when you use it with your students. DO NOT take the students word on whether the device is working properly. It is YOUR responsibility to make sure it is working correctly.
14. If the student misses a LING sound… If a student misses a particular sound, note that on the amplification log. This will help identify which sounds are being consistently missed so that the student’s implant team can adjust the CIs accordingly. For hearing aids users, this may indicate a decline in hearing or the need for reprogramming a device.
15. There is an APP for everything! BAHA 3 Support APP-available for Android IPHONE and IPAD FREE Nucelus Support APP-availablefor Android IPHONE and IPAD FREE -Both APPs contains video and text assistance for troubleshooting, traveling, adjusting, cleaning and maintaining the device. HOPE words- a rehabilitative APP intended for a child to practice auditory self-monitoring by listening to a sound or word and matching their speech production accordingly. Also has tips for parent and professionals on how to use the app to improve listening and spoken language. Available for IPAD and IPHONE $1.99 www.cochlearamericas.com/HOPEwords
16. Audiological Procedures(See Handout) NON RDSPD STUDENTS Submit request for professional assistance to SPED Coordinator for your feeder pattern. Request will be reviewed for approval by district liasion. If approved, it is sent to Colleen Wooten for further processing. Colleen sends request to the audiologist, Dr. Angie Torres, who calls to schedule appointment for audio after 3:30 OR on an audio round-up Saturday (TBA). ITINERANT AND RDSPD STUDENTS Audios and Otos are free to parents if done through the co-op. Appointment times can be scheduled before 3:30 p.m. INITIAL EVALUATIONS To be done through the student’s home district. TEACHER REFERRALS IF CONCERNS ARISE UNDER THE FOLLOWING CONDITIONS: Student is suddenly not responding as they once had Decrease in academic performance Decrease in speech production The teacher should contact the audiologist to schedule a visit to check the student’s ears and amplification devices prior to scheduling an audio. Audios will be scheduled at the discretion of the audiologist.
17. FMs Our FM inventory is growing! Goal: To have everyone completely in wireless neckloops by 2013-2014 Remember basic troubleshooting: Is the device charged? Is the receiver and transmitter on the same channel? Are the students hearing aids on telecoil? For static, try changing the channel and re-syncing the receiver. When all else fails, contact me.
18. REMEMBER… FMs MUST be used daily, consistently and appropriately. As little as a 5 dB increase in amplification for our students can make the difference in their speech production and acquisition.
19. Hearing Aid Basic Troubleshooting Do the hearing aids have batteries? Are the batteries working? Is the earmold plugged with wax? Remove earmold from hearing aid and listen to device. If the hearing aid is working, it is an earmold problem.
20. Amplification Check Kit Contents See Handout
21. Amplification Problem Form(See Handout) Student:________________________ Dear Parent: Your child’s personal hearing aid(s) or cochlear implant was checked today. The following problems were noted: _______ Child forgot to bring to school (R L B) _______ Hearing aids (s) are not functioning (R L B) _______ Cochlear Implant is not functioning (R L B) _______ Needs new earmolds (R L B) _______ Battery is dead/send extra package of batteries for hearing aids _______ Rechargeable Cochlear Implant battery pack dead/send battery holder with extra batteries Additional Comments: Hearing aids are very important for your child’s education and communication. We want to make certain they are always working properly. Please attend to the above problem as soon as possible. If you have any questions, please contact the audiologist at 281-420-4520. Thank you for your support and cooperation. Angelique Torres, Au.D Educational Audiologist
22. Amplification Logs(See handout) MUST be checked DAILY for every student using amplification MUST be accurate and up-to-date MUST be signed or initialed by the person checking the device
23. Soundfield For those of you with soundfield systems in your classrooms: You MUST use your microphones daily! If other classes are hearing you, turn down your microphone volume. If the problem persists, contact me.
24. Earmolds We will continue to offer new earmold services. Prices will NOT increase from last year. YAY!  The cost for earmolds will continue to be $27.00 each. However… (Prices are subject to change during the year) 
25. Coming Soon… HEARING AID LOANER BANK!!! GOAL: To have policies and procedures in place for hearing aid loans before November 2012. …STAY TUNED FOR MORE DETAILS
26. Two Additional Soundbooths San Jacinto Methodist Hospital generously donated 2 soundbooths, audiometers, and audiological supplies to GCCISD at the end of last school year. Smaller booth is housed at Lee High School Larger booth is still looking for a home
27. Just FYI… Audio Round-Up 2012/2013 Fall Semester TBA Spring Semester TBA These dates are reserved for failed hearing screenings and any non-RDSPD student who demonstrates a need for a hearing evaluation.
28. Audiologist’s Availability With additional soundbooths please do your best to troubleshoot on your own. You can text or call me on my cell: 832-561-4401. This is my private cell number. I am giving it out to you for your convenience. I will be available 7:30 a.m.-4:00 p.m., Mon-Fri to accommodate elementary, junior high and high school schedules. Please be courteous and observe business hours.

29. Lend Me Your Ears and Eyes: Communication Strategies

30. Manual Be a Director Auditory Direct the students to listen Control the environment or language/vocabulary Change from an open set to a closed set or visa versa Direct the students to watch Control the environment or language/vocabulary Change from an open set to a closed set or visa versa Use this at the beginning of the lesson or at critical times.
31. Manual Be a Birddog Auditory Point out “I hear that” or “Did you hear that?” Point out “I see that” or “Did you see that?” Use this to alert students to sounds and other things in their environment.
32. Manual Sandwich Auditory Audition first Direct attention toward the object Say it again Use a hand cue Sign first Direct attention toward the object Sign, explain, fingerspell Use this to introduce target vocabulary.
33. Manual Play By Play Auditory Use a familiar phrase. Comment on what the students are doing. Be a radio commentator. Use a familiar phrase. Comment on what the students are doing. Be a radio commentator. Interpret or reverse interpret for the student presenting. Use this to explain what is happening. Add Language!
34. Manual It’s Your Turn Auditory Expect a response from the child. Pause and wait. Look expectantly…lean in. Hand cue- your turn. “You could say…” model response. Auditory closure. Expect a response from the child. Pause and wait. Look expectantly…lean in. Sign- your turn. “You could say…” model response. Closure- start the phrase for them. Use this in questioning, share times, and with reluctant students.
35. Manual Keep Them on Their Toes Auditory Use sabotage. Use others to model. Use absurdities. Use others to model. Use this strategy for reviewing known material. Give students a chance to think about what is communicated, and deciding if it is right or wrong.
36. Manual Use Highlighting Auditory Whisper, sing, or vary pitch Emphasis on a sound or word Change size and speed of sign. Emphasize by fingerspelling and indexing. Use this to emphasize a sound, target word, part of speech, or concept.
37. Manual A Step Above Auditory Model and expand the utterance. Extension to the child’s utterance. Model and expand the utterance. Extension to the child’s utterance. ASL  CASE  Written English Use this to expand the student’s length of utterance and/or add parts of speech (adjectives, adverbs and connecting words).
38. Manual Help Me But Don’t Tell Me Auditory Rhymes Opposites Riddles Questions Mime Model Absurdities Explain Use this to give assistance and not the answers.
39. Manual It Is All About the Student Auditory Past experiences Family name for characters Past experiences Family name for characters Use this to keep the student’s attention and to motivate them.