Category Archives: Meeting Minutes

Meeting Minutes May 2014

Physical and Health Disabilities (OI) Consortium Meeting

Judy Bytheway, Renee Dawson and Eva Parks

May 15, 2014

Topics discussed:

The group is considering teleconferencing, skyping, satellite meetings, webinars for increased participation

Judy is exploring more advanced web page access

On site meetings can be alternating districts hosting

PLUs can be provided with descriptions and agendas given to the State Dept. 3 weeks ahead of time, etc.

The same Consortium in California does a bi-annual conference with speakers

They pay dues (around $25/annually)

Tour – Tools for Life

June 2 – 5 = IDEAS and Tools for Life Conference

Lots of Resources and PLUs

Tools for Life has Webinars the last Wednesday of every month (see website) –

Sign up to have notices sent to your email

Tools for Life has a loaning library, which gives people a chance to try out solutions for AT, seating, positioning, etc.

Demonstrations given:

Laser keyboard – is a like regular keyboard (runs a little below $200 around $179 on Brookstone)

Good to use with mobile tablets, Iphone, laptop, whatever has Bluetooth capability

Google Glass (costs $1500) – Phone compatible device

Pair of glasses with a display in front of your eyes

Built in voice recognition

With the Command “OK Glass”:

It brings up a list of commands you can scroll through by tipping your head up and down

When you wink it will take a picture

Anything you can do on your phone you can do with Google Glass – make calls, texts, etc.

It also has a swipe pad on the side you can use if voice recognition is not identifying, or can use

If you have low vision in your right eye, this would not be a useful tool

 AMAC is a membership program

For 8-12 individuals no fee, but if you need services there is a fee for services

Tools for Life does the AT evals for AMAC

You get a written comprehensive report (eval is $450 plus travel)

No fee for demonstration or loan for equipment, or calls to brainstorm (can also answer through Skype)

AMAC – has school memberships

Online systems, Apps for accessible textbooks (free 4 students)

And Wiki automated emails and can do support calls

Captioning Dept. – provides remote captioning mostly for college classrooms

Books over internet wherever the lecture is (have done in Guam!)

Students can use laptop, IPAD, phones and provide notes to the student

This dept. has captioned some videos and movies

Audio Descriptions  – which describes actions in a movie for the Blind, and can read subtitles as well.

AMAC = postsecondary primarily – corporate and nonprofit

Serves colleges all over the US

Contacts disability services and the colleges as needed – paid and unpaid memberships, which include lots of access to technology

Individual services are available through Tools for Life

AMAC website= menu at right – frequently asked questions – WIKI – teachers can go through with students

All colleges in Georgia and many around the country are members (see list on website)

Paul – Access Text which is under the AMAC umbrella

Electronic access portals for most textbook publishers

Telepresence Robotics:   Students can come to the site to try

–       VGO $5,000 uses Cloud technology and can move around a room like a person, has a camera

–       KUBI  $499 – which is a tabletop robotic (can be used with Skype)

–       Nano Robot – new and coming to TFL

Electronic Accessibility – uses optimal characteristic software – makes electronic files that are accessible

–       Similar to what Bookshare and GIMC offer

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Meeting Minutes: March 20, 2014

Highlights from the meeting:

Our meeting today included a presentation by Dr. Heller regarding her recent research on how teachers can more effectively manage situations where a student has a terminal illness and/or when a student death occurs. Her presentation highlighted information about the grieving process, and how many people grieve differently, as well as the stages of grief that many experience.

She also discussed how teachers can manage communication with their terminally ill students, and their peers within the school setting. We learned that there are various ways of going about this while maintaining a positive and encouraging environment for the student while they are school. We also discussed how other family members, especially siblings may need support if their sibling is experiencing a terminal illness. These siblings will need a support system as well in the school setting.

Dr. Heller’s research determined that while teachers are feeling much more supported regarding students’ terminal illnesses and death than they were more than twenty years ago, there is room to grow. It is Dr. Heller’s wish that teachers, students, and school staff are well supported in order to deal with these sensitive topics in the school setting, well before and after a student has died from a terminal illness. The presentation was very informative and prompted an engaging conversation among the group.

Announcements:

We are pleased to announce that Renee Dawson, itinerant OI teacher in Cherokee County, is going to join the consortium leadership team. She brings a great deal of knowledge to the table as well as a great deal of experience in professional development.

Here is a link to access the Medicaid Fair flyer that is being held on April 2nd in Fulton County, please share this information with your students and their parents.

Resource Fair 2014 P2P flyer

The consortium also discussed the possibility of hosting an OI symposium next year. This would allow OI teachers and other related professionals the opportunity to meet other OI teachers, and to share information and resources related to out field. If you are interested in assisting with the planning of this event, please contact Judy Bytheway at: bytheway@fultonschools.org.

Other announcements included the possibility that we are going to gain permission to receive Professional Learning Units for our meetings, as well as any other activities that we organize, such as a symposium. I will keep you posted on any developments regarding our PLU status.

Available OI Positions:

There are currently 1-2 OI positions available in the Gwinnett County School System. Please contact Eva Parks at: eva_parks@gwinnett.k12.ga.us if you are interested if you are seeking an OI position. There are also 1-2 OI positions open in the Columbia County School System in Evans, Georgia, located near Augusta. Please contact go to this web address to view and apply for the positions:

http://www.ccboe.net/pages/Columbia_County/Departments/Human_Resources

Lastly, the blog has been recently updated to include a list of helpful apps for our students and teachers. Please take a look at these apps under the “Useful Apps” tab at the top of the blog. Please feel free to share the blog with other teachers so that they can access this resource. Also, please share additional apps that you find helpful.

We are so appreciative that so many people were able to attend the meeting yesterday. We had 19 members attend from several counties in the metro area. Thank you!

The next meeting on May 15th, 2014 will be held at the Tools for Life Facility at Georgia Tech University. I will provide more information regarding directions and parking in the next few days.

If you have any questions, please contact me at bytheway@fultonschools.org, or use the “Contact Us” tab at the top of the blog.

Thank you,

Judy Bytheway

Meeting Minutes: November 2013

There was a presentation by the Spina Bifida Association of GA.

The presentation was given by, Kristen DiCarlo, Exec. Director and Ginny Posid, Nurse Consult.

An overview of the Spina Bifida Association services and support were presented.

If you would like a packet of the presentation contact the Spina Bifida Association of GA

www.spinabifidaofgeorgia.org

Meeting Minutes March 14, 2013

OI Consortia Meeting Minutes
March 13, 2013
1-4:00 PM
Introductions
Explanations of OT/PT services and how there is a difference between the medical model vs. the educationally relevant model that is used in the school system.
OT/PT services should not restrict student’s access to instruction to the student’s detriment. OT and PT therefore should still fall under LRE.
There is often confusion between parents that come from other counties or states when PT and OT services have been more intensive vs. the model that is used to determine the extent of services in the state of Georgia.
There is often confusion about 504 vs. IDEA. Many of the OI kids are maintenance only and schools do want an IEP. There has been changes made in 504 this year and GCPS has developed a more lengthy process for 504. Schools are hesitant to agree to a 504 and want the child on an IEP. The student does not have an IEP to get voc rehab.
Discussion of School Based Occupational and Physical Therapy services through a power point was reviewed by GCPS Lead OT and PT.
The CERT is not an assessment, part of the IEP or a teaching methodology. It is a guidance tool to determine the need for educationally relevant therapy to support the IEP goals/objectives. It is a tool recommended by the GA DOE. Review of the tool was completed using the Considerations Guidelines. A sample case study was developed with group and then the tool was discussed from the case study. In some cases, the CERT may indicate that services may not be needed. The team will need to consider the child as a whole to determine if services are needed.
Meeting ended at 4:00.
Next meeting- May 9, 2013 at GCPS ISC

Meeting Minutes: October 11, 2012

Meeting Minutes from OI Consortium Meeting: October, 11 2012

Gwinnett Instructional Center, Duluth, Georgia

The meeting today centered on the topic of utilizing organizational strategies as well as various types of AT that will further increase a student’s overall organization.

Mrs. Bytheway presented a powerpoint presentation discussing the various realms of organization, and how students with physical and health impairments are more directly affected by a lack of organization resulting in failing grades, lack of confidence, etc.

The group also discussed options for students who are medically fragile and require multiple breaks throughout the day to prevent fatigue. One teacher discussed how a student would use Skype within the school in order to participate in her classes in another part of the school building that was more comfortable for her. This accommodation allows the student to attend school without causing extreme fatigue during the day, offering a creative solution to the problem of prolonged and frequent absences.

The group offered many suggestions as well regarding other organization strategies as well as AT that will further enable organization skills.

–         Teacher websites are useful for students to keep up with their homework assignments as well as long-term planning for upcoming tests and quizzes. It was also recommended that students use a regular hanging calendar to write their long-term or short-term assignments on as a visual reminder that can be displayed at home.

–         AT solutions that were offered were:

–         Scanning wands (Less than 50 dollars at Wal-Mart)

–         Web Based version of Kurzweil

–         Microsoft 7 version of their on screen keyboard (useful for students with Muscular Dystrophy or other degenerative conditions)

–         Utilize the hover feature instead of requiring mouse clicks.

–         Speech to text on Microsoft 7

–         Dragon on Iphone

–         Swiftpoint 300 Mouse

–         Having someone from CATEA come out again to offer another presentation on their research at Georgia Tech, or even going there to tour the facilities.

–         Attending another tour of the AT department at the ShephardCenter

–         The group also wanted to discuss how a planning tool could be developed for determining service hours for a student.

–         Lastly, the group wanted to discuss how to write IEP objectives for students who are served on a consultative basis. It was recommended that the each person brought a copy of their Present Levels of Performance in order to discuss possible service times for that student, and how the OI teacher should effectively serve that student. There may be differences among the counties regarding how students are served, and this would be a helpful exercise in comparing service models for OI Itinerants across the Metro Area. Lastly, the group discussed future topics for upcoming meetings.

Notes from March 2012 Meeting: IEP versus 504 Plans & Brittle Bone Disease

OI Consortium

Gwinnett County Instructional Center

March 15, 2012

Presentations by:

Mr. John Shaw

Director of Legal and Policy Issues,

Department of Special Education and Support Services,

Gwinnett County Public Schools

Dr. Kathryn Wolff Heller

Professor, Physical and Health Disabilities and Project Director,

Georgia Sensory Assistance Project, Georgia State University

504 vs. Special Education and Osteogenesis Imperfecta

Presenter:  John Shaw – 504 vs. Special Education

504 is a nondiscrimination statute that went into law in 1973.  This was initially an employment piece of legislation designed specifically to help Vietnam veterans get jobs.

Since 1973 it has been politicized

There are Crossovers between 504 and IDEA:

IDEA = the federal statute for special education

Regulations are through the U.S. Office of Civil Rights.

504 borrowed the concept of FAPE and brought it into 504.  It means students with disabilities must be given a free education, and appropriate as determined by an IEP team.

504 covers people from birth to death and includes:

-Child-Find responsibilities

-Comparisons between people with disabilities and without

-Parent Involvement

-Equal Education Opportunity

-Confidentiality of Information

-Participation in the least restrictive environment  (LRE)

-Evaluation, Placement, reevaluation, programming to meet individual needs

Under Section 504 a person with a disability is anyone who:

1.  Has a mental or physical impairment which substantially limits one or more major life activities (major life activities include activities such as caring for one’s self, performing manual tasks, walking, seeing, hearing, reading, concentrating, thinking, sleeping, speaking, breathing, learning, and working)

-Diagnosis
-Substantial Limitation.

Has a record of such an impairment

What does “substantially limits” really mean?

    • Unable to perform a major life activity that the average person can do.
    • Nature and severity of impairment
    • Duration or expected duration of impairment
    • Permanent or long-term impact

Note:  in some situations, such as a broken arm impairing one’s ability to write, the 504 may be temporary

Where do we start?

Hold an SST Meeting:

  1. Is the child a child with a disability?
  2. If yes, does the disability have a significant impact on learning?
  3. If yes, schedule a meeting to develop a 504 plan (Invite the parents to this meeting).

The job of the team is to determine accommodations to level the playing field, i.e. large print books, preferential seating in the classroom, etc.

When a student requires specially designed instruction – an IEP is necessary.

504 is about accommodations.

The 504 Committee:

The law is not specific on the members, but persons knowledgeable about the child, the meaning of the evaluation data, and the placement options.

Areas of Accommodations:

  • Seating arrangements
  • Homework assignments
  • Homework assignments records
  • Modifications in testing
  • Readers or taped materials
  • Grouping arrangements

Parent Rights under Section 504 (similar to IDEA)

Office of Civil Rights (part of the US Department of Education) has some newly defined parent rights on their website.

Procedural Safeguards under Section 504:

  • Notice
  • Opportunity for parents or guardian of the student to examine relevant records
  • Impartial hearing
  • Review Procedure

Family Educational Rights and Privacy Acts  (FERPA)  controls educational records.

Are we being “fair” to other students by providing accommodations to disabled students?

Are the appropriate staff members aware of the 504 plan, and is the plan working?

Review the plan regularly and make changes as necessary.

An IEP is necessary for a student who requires SPECIALIZED INSTRUCTION – this includes factors like the child missing school, pain, advocacy skills (may have learned helplessness, or may need something and will not ask for it).

Discipline and the 504 student:

  • Similar to the procedures set forth in IDEA
  • Suspensions of 10+ days are considered a change of placement
  • Students are entitled to oral or written notice of charges and the opportunity to tell their side before suspensions of 10 days or less.
  • BEFORE expelling a student for 10+ days, a manifestation determination meeting must be held.

ADA Amendments ACT of 2008

Expanded definitions of the following terms:

  • Substantially limits
  • Major life activities
  • Major bodily functions
  • Episodic or in remission
  • Mitigating measures
  • Regarded as

Under 504 a case manager must be designated.  Many schools have a 504 coordinator.  A logical person is assigned on a case by case basis, like a nurse, counselor, and teacher.

Accommodations are made, and related services are available in order for the student to access the accommodations.

Specially designed instruction includes functional life skills, and access to instruction.  The disability eligibility criteria and the evaluation process drive the decision making.

As a district, be mindful of over-representation and disproportionality, and your policies, practices and procedures.

Presenter:  Dr. Kathy Heller – Osteogenesis Imperfecta

Osteogenesis imperfecta is a condition causing extremely fragile bones.

Diagnosis involves several inherited conditions.

The reason the bones break – defective collagen fibers, less bone salts to get on the bone and stay on the bone (ongoing defect of the mutated gene).

Osteogenesis Imperfecta (OI)- typically normal intelligence

OI is an ongoing condition

Characteristics:

  1. Bone fragility
  2. Scoliosis
  3. Limbs bowed
  4. Sclera of eye more translucent in some (due to the bluish collagen in the eye)
  5. Middle ear affected
  6. Teeth may wear down

Type 1

  • Mildest form
  • Mild bone fragility
  • Little or no bone deformity
  • Blue sclera
  • Fractures decrease after puberty
  • 20% develop scoliosis
  • Often mild hearing loss

Type II

  • Most severe form (almost never see in schools because the child did not survive)
  • Infant dies at birth or shortly after
  • Born with multiple fractures, limbs are short, bent, deformed
  • Difficulty breathing secondary to rib cage deformity

Type III

  • Severe bone fragility and bowing of limbs (often see in the schools)
  • Multiple fractures
  • Short stature
  • Triangular face
  • Spinal curve, brittle teach
  • Kyphoscoliosis (including humping back)
  • Respiratory complications
  • Often hearing loss

Type IV

  • Moderate bone deformity
  • May be improvement with onset of puberty
  • 1/3 able to walk with crutches by age 4
  • Wheelchair use for independence
  • Most have short stature
  • Sclera is white

Severity –

  1. Type I (mildest)
  2. Type IV = next mildest
  3. V, VI, VII
  4. Type III more severe
  5. Type II most severe – most often do not survive

There can be a lack of diagnosis, and with all the breaks parent/s may be accused of abuse until clear diagnosis.  Although detection of OI can be done through a number methods:  Clinical observations, X-rays, Biopsy, Genetic studies, Ultrasound.

Treatments – see handout

Educational Implications:

  • Know how to lift and handle
  • Activity restrictions, adapted PE
  • Mobility accommodations
  • Fire evacuation plans
  • Absences
  • Transportation needs
  • Personal aide
  • Have procedure in place when think may have a broken bone
  • Other accommodations/adaptations

An OI child MUST have a plan – some type of plan.

See Brochure:

Osteogenesis Imperfecta OI Foundation – Plan for Success

An Educator’s Guide to Students with Osteogenesis Imperfecta

Print this brochure for people in need of education on OI.

www.oif.org/site/PageServer?pagename=educat

OI Issue:  Education

Special Education or 504 Plan for students with OI:

-Usually is questioned when the student has the mildest form of OI

-Lack of attention due to the pain component may be present

-It always comes back to the particular student – determination made on a case by case basis.

Note:  There are some students with the mildest form of Osteogenesis Imperfecta who are on 504 plans.  However, there are some for whom specialized instruction through an IEP is more appropriate and required.

Meeting Minutes from January 19, 2012

Hello Everyone!

We were so happy to have Jennifer Arroncena from Georgia Gwinnett College present information on transition to college for Students with Disabilities. Her Power Point Presentation is below:

Transition Information for Students With Disabilities

***Also, please do not forget to share Dr. Heller’s Death and Dying Survey with any professional that has worked with students with terminal illnesses. She is in the process of gathering information regarding this sensitive topic in order to provide greater resources to educators and health care providers in the school setting. Here is the link to the survey:

http://survey.utk.edu/mrIWeb/mrIWeb.dll?I.Project=DEATHDYING

Please contact Dr. Heller with any questions at: kheller@gsu.edu

The following are the notes from the 1/19/12 meeting:

OI Consortium

January 19, 2012

Presenters:  Ms. Jennifer Arrocena, – College Disability Services

Dr. Kathy Heller – Georgia State University

Next meeting date:  March 15th – Gwinnett Instructional Center

504 vs. Special Education

Recommendation for a future meeting is to have a Vocational Rehabilitation counselor talk with the Consortium.

During the presentation by Ms. Arrocena, differences between disability services K-12 and Postsecondary were outlined.

She encouraged candidates to:

  • Visit the college’s website for information
  • Come up with a list of questions
  • Be prepared to answer questions about yourself
  • Visit the campus ahead of time
  • Disability Services
  • Campus tour
  • Classrooms
  • Individual visit
  • Open house/orientation
  • Register wit Vocational rehabilitation
  • Utilize Disability Services as a resource
  • Find out about other services available to you at the college and how that service can assist you in succeeding – Tutoring center, career services, counseling center etc.

Documentation requirements may vary according to the school:

  • Typically current documentation needed (usually in the last 3 years and/or after the age of 18)
  • You only need to provide documentation if you are requesting accommodations or services through the school
  • Board of Regents Criteria – on their website search disability documentation and will describe documentation guidelines
  • For medical conditions, most colleges will have a form for the appropriate professional

Accommodations:

  • Should be individualized
  • Documentation must warrant the accommodations
  • Accommodations should be a collaborative process
  • The accommodations may not be the student’s preferred accommodation but it must provide equal access
  • Accommodations may vary depending on the course
  • There are no fees for accommodations

Most of the evaluations done in the high school will not be accepted.  Sometimes provisional services will be provided at the school while a full psychological evaluation is being done.

The Regents Center for learning disorders will usually provide testing at a reduced rate if the student goes to a Regents’ school.  Typically it is $500 for the testing under these circumstances.

It was noted that students who have only physical disabilities and need accommodations, a psychological is not needed.  Instead a medical form is required, such as for OI, VI, D/HH, etc.

Examples of Accommodations:

Extended time on exams, etc.  (see handout)

College Students’ Rights as well as the College’s Rights were outlined – see handout

A video was shown “You Can Do It” regarding college disability services for students with disabilities.  Video is on YouTube.  Some schools offer assistance such as advocacy training, etc.

Note:  teach your students how to explain their disability to their professors, and develop a rapport with them individually.  They should have an awareness of needs, look closely at the environment and determine barriers that must be resolved.   Students should develop leadership experiences while in high school.  Students should think about what they like to do and assess their qualifications to get an understanding of preferences and limitations.  Socialization skills are also important to develop in high school.

Video – See powerpoint for access

College:  You Can Do It

Georgia Gwinnett College:  offers mini-coaching on organization, stress management, developing a calendar, tutoring lab with 3 different kinds of tutors (professors, peers and paid tutors).  Test anxiety, organization, and relaxation techniques are also taught.

www.ACT.org/compass to help prepare for the compass exam

SAT, ACT of Compass are now required for admissions for Board of Regents School

Voc. Rehab. Provides some assistance and the college provides some services.

Most disability services work closely with Voc. Rehab. Counselors

Recommendation:  Always encourage your students to appeal

There is a scholarship students can apply for to pay for the psychological assessment – disability services will often work with students to help find moneys available.

On the handout regarding testing, the BOR criteria website can give the school psychologist the information and criteria required for the college to accept for testing.

Jennifer will come to schools for IEPs or to transition forums

Kathy Heller:

Points to remember –

  • Safety:  what is the procedure in the event of a fire
  • Disability Services may not be open when all classes meet
  • Make sure students have a chance to walk/wheel around
  • Seizure policy
  • Assistive Technology is always something to consider
  • Professors are required to accommodate – if the student is having difficulties they should go back to disability services

Dr. Heller is sending the group a list of websites for Transition to College and Work

Transition:

Students do have to be such advocates for themselves – Start early (see Transition Checklist Dr. Heller provided)

The more the teacher pulls back and enables the student to state the needs to teachers, the better.

Example:  Have the student write a letter regarding the accommodations needed in class and hand them to the teacher, once edited by you

AAC users – program all kinds of things that say what the student needs

Handout with transition resources included:

  • Person Centered Planning
  • Customized Employment
  • Checklist for Preparing a Student with a Disability for a Postsecondary Education, which emphasizes students and parents as well

Books:

The Transition Handbook – Strategies High School Teachers Use that Work!

Carolyn Hughes & Erik W. Carter (Foreward by Paul Wehman)

Preparing Students with Disabilities for College Success – A Practical Guide to Transition Planning

Stan F. Shaw

Joseph W. Madaus

Lyman L. Dukes, III

Dare to Dream for Adults – 2004

Bureau of Exceptional Education and Student Services

Florida Dept. of Education  2004;  Reprinted 2007

Also has workbook

A Guide for Students Who are Deaf-Blind Considering College

Developed by:  JoAnn Enos, Beth Jordan

College Bound – A Guide for Students with Visual Impairments

Ellen Trief and Raquel Feeney

Kathy’s program:  Focus on Transition – A Guide for Parents & Teachers, 2nd Edition

Georgia Sensory Assistance Project EPSE

Georgia State University  404-413-8043

Planning Ahead – A Hand book for Parents, Family Members and Guardians of Individuals with Developmental Disabilities

Sponsored by the U.S. Dept. of Health and Human Services, Administration on Developmental Disabilities & the Fla. Developmental Disabilities Council, Inc.

Person-Centered Planning with MAPS and PATH – A Workbook for Facilitators –

John O’Brien & Jack Pearpoint

Pepnet – an entire portfolio that takes students through all the steps of transition

Kathy’s current project:

  • Death of students and supports needed
  • Pain
  • Hospice

Survey will be forwarded – feel free to send to other teachers of students who are dying –

Goal is to determine supports that are needed and what can be done to help teachers

Meeting Minutes – October 2011

Notes from the OI Consortium Meeting – October 6, 2011

Upcoming meetings for school year 2011-12

January 19

March 15

May 10

Discussed possible upcoming topics:

  1. Shepherd’s
    Clinic Tour – let’s go again!
    Include discussion on safety and evacuation plans
  2. 504
    versus Special Education Services – Ms. Parks will talk with her
    Compliance Dept. to present information to the group
  3. Postsecondary
    options and college disability services – Ms. Lynch will discuss with Ms.
    Margot Harbinger regarding presentation to our Consortium with college
    disability services.

Note:  College Fair in Gwinnett
County on Nov. 12th at the
Instructional Support
Center.

*Presentation on the Blog for OI
Teachers available through WordPress.com

Presenter:   Judy Bytheway, DeKalbCountySchools

All OI
Consortium members are included in the Blog with many resources available

Note: When members sign in, they
access the Georgia OI Teachers Blog and all the wonderful resources.  Discussion took place on the web resources available
on our BLOG – Take a look!

??Question:  DeKalb OI teachers requested  identification criteria for OI students:

*Referral form will be sent to
DeKalb from Eva and Paula Willis

Recommended:  use School Functional Assessment in
coordination with physical and occupational therapists.

Also, good indication of academic
performance = Mullen Scales of Early Learning

Breakout sessions took place,
where teams brainstormed solutions for targeted problems.

Group broke into  3 teams:

Team 1:   Problem = strategies to help with backing
off from one on one parapro.  Solutions =
*Pager system or two way radio for para access when needed    * Data to show where specific assistance is
needed   * Socialization – student has no
friends interacting at school or home

Deuces:   Problem = Student had one on one parapro,
same para since elementary.  Solutions:  Teacher released the parapro.  The student is now extremely social,
independent without the one on one paraprofessional enabling dependency.

Team 3:  Problem = When parents have trouble finding
good resources.website Solution:  Google
search – Parent 2 Parent is incredible for parent to find resources like
waiver.

Great links:

p2pga.org

Parentmentors.org – great summary
of parental rights, along with other resources

Wrightslaw.org

Khanacademy.org  – Great classroom
resources

Technology Forum

Does anybody have any good websites for us to go to?

Pre-School Referral form? Eva and Paula

Determining OI Eligibility at the pre-school level? Adapting the checklist to make it shorter, and applicable to younger students.

We need an indicator for cognitive ability. Paula will find it and e-mail to us.

Mullen Scales of Early Learning, Pre-School Evaluation Skills Two, and Vineland Adaptive Behavior Scale.

Link to Mullen Scales of Early Learning:

http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=PAa11150

Break-Out sessions:

Plan our next date:

Shepherd Center Tour

Welcome to our new blog!

So, this is it!

Please follow the instructions written in the step-by-step instructions that were e-mailed to you in order to follow and contribute to our OI blog. As an author, you will be able to comment on other postings as well as create your own posts with multimedia content (i.e. text, web links, photographs, videos).

Please remember to use your best professional judgment when posting items to the blog, as this will be viewable to the public.

Thanks in advance for your contributions, and if you have any questions please contact me, Judy Bytheway, at jkhudgins@gmail.com.

Happy Blogging!