Extended School Year Services

Working with students in the CALS and FALS programs

Agenda

• BCPS ESY Wiki– Instructional recommendations– Curricular resources– Student Specific Materials

• Classroom Environment• Case Management

– TIENET– Third Party Billing– Progress Reporting

• Additional Thoughts for Getting Started

Wiki

https://bcpsesy.pbworks.com/w/page/26025294/FrontPage

* Use your existing BCPS username and password to log in.

Instructional GuidelinesFound on the WIKI with a recommended instructional schedule for

Elementary and for Secondary

• Think of your lessons in three teaching phases: introduction of concept/group lesson, independent work/small group, 1:1 teacher/staff time.

• Look at the child’s IEP to determine where goals can be addressed in your phases.

Curricular Resources

• Use the CCSS-aligned lessons provided on the Unique Learning System platform.– Preschool– Elementary– Intermediate– Middle– High– Transition

All are available on the ESY Wiki

Curricular Resources

Core Materials

Student Specific Materials

• Letters/Inventory Lists– Student specific materials may include:

communication devices/books, visual schedule/boards, specialized equipment such as walkers, etc.

• Verify materials received• Administrator involvement• Contact current teacher if possible

The Many Advantages of StructureClassroom Environment

• Capitalizes on visual strengths of students• Adapts the environment to make it orderly, predictable, and

comfortable• Incorporates positive routines, creating predictability and

familiarity for students and staff• Increases independence• Facilitates generalization of skills across settings• Teaches framework for expected behaviors in variety of settings

and activities• Provide a structure to increase organization of what you are

teaching.

RoutineHave a standard routine for the child when s/he enters your room Example: Places book in cubby, places name on At School board, etc.

Promotes Student Independence

Visual Schedule

Have a visual schedule for all aspects of the student’s day. Minimize changes and transitions.

Allows for Predictability

Transitions

Use transition cues/supports for activities in the room – checklist, song or music, picture schedule, moving objects.

Provides Consistency

Advanced Warning

Proactive Behavior Management

Students with autism will have extreme difficulties if they fall into a pattern of negative

behavior/performance.

Focus on what we want the child to do, not what he or she is doing wrong.

Event Structures

• Clearly defined beginning, middle and end• Logical sequence of steps• Defined turn-taking

Communication

• Allow students to select a Break Card/Pass (w/ visual cues).

• Allow students to use a Help Card (w/ visual cues).

More Visual Strategies

Allow students to make choices.

Display Rules or Expectations

Setting Up Work Stations

• Set up a clear visual procedure, free from clutter. • System should be simple and always consistent. • Completed work should go in “finished” location.• Great for maintenance skills! Easy way to take data

with finished products!

Benefits

• Three important skills taught in this area:– Independence– Concept of “finished”– Cause and effect

• Take into account the learning styles of each student– File folder activities, puzzles, task boxes,

technology, worksheets• The less worksheets, the better!

More Work Systems . . .

Incorporate color coded schedule for increased visual clarity as well as matching skills.

More Work Systems . . .Create a “Work Folder” for older or higher functioning students.

Front of folder shows simple schedule.

Inside contains work tasks and other visual cues.

Elementary Work System

Tasks

Work Area

Secondary Work SystemFile Folders:Task bin, work area, and finished bin.

Prompt Hierarchy

Natural Cue

Gesture

Verbal

Visual/Picture

Model

Physical (partial, full)

Full PhysicalMOS

T TO

LEA

ST

LEAST TO MOST

Least to MostSkill Natural

CueVerbal Prompt

Model Physical

Identify the length of an objet with a ruler.

Provide object and ruler and ask student, “How long is this?” Wait for the student to respond.

If correct, praise. If not, move to the first level of prompting.

“To measure, you need to line up the beginning of the ruler at the beginning of the object and count the numbers until the end of the object.”

If correct, praise. If no response or incorrect, move to next prompt level.

“This is how you measure the object, like this (model measuring). Ask student to measure by themselves.

If correct, praise. If not, move to next prompt level.

“Let’s measure the object together (physically guide student to measure, counting numbers and pointing to final # of inches on ruler).”(You may choose not to prase physically guided responses to encourage more independence).

The Power of the Pause

• Sometimes the most effective thing to do is NOTHING!

• WAIT before prompting for the student to initiate

• After giving an instruction/prompt, WAIT for the child to process

• Increase the pause over time to promote independence

Most to LeastSkill Prompt

#1Prompt

#2Prompt

#3Prompt

#4READING: Find object that goes with the story’s theme.

MATH:Add two numbers with a calculator

Physical: Guide student to select correct object for each story.

Physical: Guide student to make each response.

Model: Pick up correct object; then have student do it.

Gesture: Show student button to press, wait for student to make response.

Gesture: Point to correct object, then have student select it.

Verbal: Tell student button to push and wait for student to make response.

Verbal: Tell student correct object and wait for student to select it.

Classroom Management

• Continue to use the best practices listed in the Elementary & Secondary CALS/FALS Rubrics– Found on the BCPS Intranet– https://intranet.bcps.org/offices/special_ed/

teacher-page.html

Behavior Intervention Plans

• Please check each student’s records on Tienet to review their IEP and to see if they have a behavior intervention plan.– IEP Acknowledgement Form– BIP Acknowledgement Form

Behavior Management

• Behaviors are on a spectrum; no single response for all behaviors.

• Your management style greatly influences current and future behaviors.

• Good instruction and structure are the best form of preventative management.

• Each ESY site has one Behavior Interventionist on staff.

Best Way to Handle a Crisis is Not to Get in One in the First Place

Troubleshooting challenging behaviors

• What could she/he need?• Is she/he tired?• Is the task too boring?• Are there too many stimuli?• Is the sensory system being challenged?• Are we asking the student to make too many shifts?• Are expectations clear?• Is amount of work specified?• Did I offer a choice?• What is the student communicating?• Are alternative communication means available?

Stressors that may occur in school settings

• Group participation– Amount of time– Level of social demands/complexity– Sensory tolerance

• Noise• Movement

• Transitions– Number– Support

Quick Surface Management

• Give sensory break (deep pressure, noise, movement, something to look at)

• Have a back-up “aha” task• First/Then reward set-up• Ignorance is bliss – know what are behaviors

to ignore• Antiseptic bounce• Incompatible action• Social story

Steps to Handling a Physical Crisis

• Stay calm• Get help!• Isolate situation as needed• Use of physical intervention is AS A LAST

RESORT• Document any and all incidents of concern

Tips for Success . . .

• Remember that progress may be incremental or even maintaining a skill.

• Goal of ESY is to prevent regression of skills.

• Set short-term, small goals for your room & each student.

Collaboration

• Paraeducators and AAs– Instruction– Behavior– Communication– Data collection– Personal care

Classroom Considerations

• When setting up your classroom, please remember to include a space for your paraeducator and other staff to provide supports for optimal student independence.

• Provide staff guidance to appropriately fulfill their role.

• Effectively use staff to facilitate stations to promote a learner-centered environment.

Attendance

• Through STARS• Clerical will input student information• Classroom teacher responsible for hard copy • ESY students not susceptible to being

withdrawn due to attendance• Reflect attendance on progress reports

Procedures may vary by ESY site

Third Party Billing

• Charles Tyler, Office of Third Party Billing• During the first week of ESY

– Verify student is present– Create a 3PB form in TIENET – Send form home to parent – Once returned, forward the form to the Third

Party Billing Office through inter-office mail

Progress Reports

• Complete the ESY progress report in TIENET during the last week of ESY.– Include quantitative DATA!

• Print two copies– send one home with the student– send one to the current service school for the

student’s record

Have a wonderfu

l ESY experien

ce!