Journey to a New LID Service Model in RRISD

Presented by: Amy Hansen, Donna Worley, Eden Guthrie, Joanna Ryan and Kelli McAnally

Polleverywhere.com

RRISD – Special Education Organization

Special Education Director

Associate Director

Spec Ed Supervisor 1 – Access to General Ed Curriculum

Spec Ed Supervisor 2 – Access to General Ed Curriculum

Special Education Supervisor 3 – LID

LID Support Specialist – Amy Hansen LID Support Specialist – Donna Worley LID Support Specialist – Eden Guthrie LID Support Specialist – Joanna Ryan

Lead OT / PT / AT

Lead Speech / LSSPs / Diagnosticians

Historical Perspective – RRISD LID Services

Demographics / Growth

2005-06 To 2012-13

SLC Structured

Learning Center

FAC Functional

Academic Class

• Enrollment 37,661 to 45,661 • Special Ed 3564 to 3834 • AU / ID 508 to 960

• HFAU • Targeted Skills – Social /

Behavioral • Early Intervening

• Alternate Curriculum • All Students / Varying

Needs • Best Practices Challenged

The Process - Rethinking our Model:

ES / MS / HS FAC

7 ES - FCC

2 MS FCC

1 Secondary Separate Campus

12 ES - FAC

7 MS - FAC

5 HS - FAC

2 ES - FLC

2 MS - FLC

2 HS - FLC SLC

SLC

Summary of Recommendations

Expand from:

To:

Understanding the LID Service

Model Now

FAC – is focused on developing student’s full potential by building their skills in academics, communication, daily living and vocational

Kindergarten - 18+ – 40% AU Geographic Clusters:

Elementary 12 Classes

Middle 6 Classes

High School 9 Classes

18+ /”VISTA”- 2 Classes 1:4 Ratio

Academic Skills + Independence, Self care and advocacy Behavioral / Sensory regulation Daily living Pre-Vocational

Instructional Materials: ULS, News-2-You ** PCI/Edmark National Geographic Science Attainment Kits

In a Variety of Settings /

Based on Student’s need

Classroom Environment:

Master schedules for staff and students Student Schedules Visual Supports Clearly defined work areas

Texas State Assessment

Global Developmental

Delays

Academic Levels

Student Profile - FAC

FLC – is focused on sensory, response, cause and effect and may best be addressed in a self contained classroom setting as it relates to the student’s medical or developmental needs

Pre-Kindergarten – 18+ service model – 28% AU

Geographic Clusters:

PPCD Elementary 2 Classes

Middle 2 Classes

High School 2 Classes

1:2.5 / 3 Ratio

• Increased Awareness

• Developmentally appropriate activities

• Building Tolerance / Cause and Effect

• Choice-making

• Prerequisites skills

• Daily Living & Social Skills

• Independence / Functional Routines

• APE/Partners in PE

• Lunch / Recess / Reverse inclusion

• Specials / Electives, as appropriate

• Participation in FAC, as appropriate

Instructional Strategies / Materials:

• Assistive Technology • Active Learning

• Academic exploration and exposure

• ULS - Unique Learning Systems

• Sensory based instruction and stimulation

• S.T.A.R. (Strategies, teaching based on AU Res)

Participation / Interaction

Communication

Personal Care Needs:

Student Profile - FLC

Instruction

Pre-Kindergarten – High School – 82% AU Geographic Clusters:

PPCD 2 Classes Elementary 8 Classes Middle 2 Classes Hybrid Class 1 Class *separate campus – high aggression/self-injury and low cognition

Functional Communication (80% focus)

Academic Skill Development (20% of focus)

Classroom Readiness

Effective Cooperation Skills

Self-help Skills

Fine/gross Motor Skills / per IEP

Reverse Inclusion in FCC Classroom

• Snack • Small Group • Table games • Social Play

Inclusion with general education peers

• Lunch • Recess

Applied Behavior Analysis & Verbal Behavior

Verbal Behavior Milestones Assessment & Placement Program (VB-MAPP)

Unique Learning System (ULS)

Prerequisite skills to TEKS (State Assessment

Standards)

Functional Communication Classroom (FCC) provides students the opportunity to develop functional communication skills necessary to successfully transition into our Functional Academic Classroom service delivery model.

Limited Ability to Make Basic Wants &

Needs Known

Mode of Communication is determined by student’s

strengths. New skills are generally

acquired in 1:1 setting

Student Profile - FCC

Structured Learning Center (SLC)

Kinder – 2nd grade service

5 classrooms at 3 cluster sites

Staff/student ratio 1/3.5

50 students, 94% AU

Grade level state academic standards Accommodated level Pre-teach/re-teach of:

Academics Social skills Daily routines Behavioral expectations

Academics and Specials* in GenEd: • With or without staff support • Fading staff support in all

settings

SLC Classroom Environment Centers and group instruction Promotes independence Check-in/check-out

Student requires minimal

instructional repetition to acquire

and retain new concepts

Student maintains skills over

time without specific

instruction

Student can acquire new

skills in a small group setting

SLC Student Profile

SLC Instructional Strategies and Resources

Direct social skills instruction ◦ Garcia-Winner’s Social Thinking ◦ TeachTown Social Skills ◦ Model, role-play, feedback

Direct behavioral instruction ◦ Self-management strategies based on principles of

ABA

Pre-teach/re-teach of academics ◦ Coordination with grade level teachers, Resource*

teachers, and district instructional coaches for planning and materials

GOAL OF SLC INSTRUCTION: Student returns to home campus with a

schedule supportable by Resource-Inclusion

Training:

FAC

•RRISD - 3 Days of Summer - QuILT (Boutot) and core subject/ classroom environment. •ALL teams- CPI, Monthly Job Alike Meetings, EA-specific •Regional 13 –Students with Significant Cognitive Disabilities / on-line AU 101,

FLC

• RRISD - 3 Days Summer - QuILT (Boutot) and Sensory/ Communication/ Classroom environment, CPR

• All teams-CPI, Monthly Job Alike Meetings, EA - Specific • Region 13: PECS, Active Learning, Students with Significant Cognitive Disabilities

FCC

• RRISD Specific – 3-Day-VB/ABA Boot Camp, Guided Practice, CPI, Monthly Job Alike

Meetings, EA Training • Region 13 Training/s- Specific to Students with AU and Other Dev Disabilities, PECS

SLC

• Social skills, academic, behavioral instruction trainings: • Developed by RRISD Support Staff • Presented at regional service center • Presented at local university

On-going Challenges implementation of consistent practices

among classrooms, managing our growing student numbers, clustering services, securing / retaining highly

qualified staff, ensuring instructional

alignment of services to the state assessment and curriculum.

Next Steps: Following up with

stakeholders ◦ Staff and Parent Surveys

Continuing to provide best-practice training to teachers

Refining curriculum tools and supports Building capacity, especially with Ed Assts Increasing knowledge of LID services with

our Preschool teachers ALWAYS … Celebrating Student Success!

Resources / Helpful Links: All LID We’ve dedicated monies to pay for staff to seek their BCBAs

and be supervised by University of Texas and Texas State University Professors.

maintaining close collaboration with University-level BCBAs on our toughest cases.

◦ Teaching Language to Children with Autism or Other Developmental Disabilities (Sundberg & Partington, 1998)

◦ VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program) (Sundberg, 2008)

◦ Picture Exchange Communication (PECS) All FCC teachers are trained in Basic PECS – Pyramid

Consulting

Resources / Helpful Links: All LID Augmentative Communication (collaboration with SLP

Assessment Team) IPAD (district has a Bring Your Own Device agreement) PECS ProLoQuo

Unique Learning Systems / ULS – reinforces the TEKS https://www.n2y.com/unique/

Active learning http://www.lilliworks.org/ Or http://www.lilliworks.com/

Autism 101: Top Ten Pieces to the Puzzle (FA1019638) https://ecampus.esc13.net/catalog.html