Good Morning!
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mics when you enter the meeting.
Thank you very much.
COVID-19 Guidance
Maine DOE
Office of Special Services
Updated 4/8/2020
Agenda4/8/2020
• Introduction
• What's Next
– School Psychologist Zoom Meeting today at 1:00
– Continuing to work on scheduling a Zoom Meeting for
Related Service Providers
– School Share Out – Contact Roberta Lucas
• Content – Emotional Disturbance
• Review Resources
EMOTIONAL DISTURBANCE
“A condition which exhibits one or more of the following characteristics over a long
period of time and to a marked degree that adversely affects the child’s educational
performance:
(a) An inability to learn that cannot be explained by intellectual, sensory, or health
factors;
(b) An inability to build or maintain satisfactory interpersonal relationships with peers
and teachers;
(c) Inappropriate types of behaviors or feelings under normal circumstances;
(d) A general pervasive mood of unhappiness or depression;
(e) A tendency to develop physical symptoms or fears associated with personal or
school problems.
The term includes schizophrenia. The term does not apply to students who are “socially
maladjusted,” unless it is determined that they have an emotional disability."
MUSER [34 CFR 300.8(c)(4)]
ABC’s of Behavior Management
Antecedent – preceding factors that make a behavior more or
less likely to occur; those actions, events or circumstances that
led up to the behavior and encompasses anything that might
contribute to the behavior – Anything that comes immediately
BEFORE the Behavior
Behavior – what the child does in response to the antecedent –
Observable and measurable
Consequence – the action or response that immediately follow
the Behavior – Anything that comes immediately AFTER the
Behavior
Child Mind Institute
https://childmind.org/article/managing-problem-behavior-at-home/
Antecedents to EMBRACE –
• Be aware of the situation
• Adjust the environment
• Make expectations clear
• Provide countdowns for transitions
• Give choices
Antecedents to AVOID –
• Assuming expectations are understood
• Calling out from a distance
• Transitioning without warning
• Asking rapid-fire questions or giving a series of
questions
Consequences to EMBRACE –
• Positive attention for positive behaviors
• Planned ignoring
• Reward menus
• Breaks
• Be clear
• Be consistent
• Set rules and follow them
• Return to task
Consequences to AVOID –
• Giving negative attention
• Delayed consequences
• Disproportionate consequences
• Consequences that might reinforce the behavior
Please take yourself off video so
we will have increased bandwidth.
https://vimeo.com/63235889
Tips for Responding in the Moment:1. Don’t give in. Resist the temptation to end your child’s tantrum by
giving what they wants when they explode.
2. Remain calm. Harsh or emotional responses tend to escalate a child’s
aggression, be it verbal or physical. By staying calm, you’re modeling the type of behavior you want to see.
3. Ignore negative behavior and praise positive behavior. Ignore minor misbehavior, since even negative attention like reprimanding or telling
the child to stop can reinforce her actions. Instead, provide lots of
labeled praise on behaviors you want to encourage. (Don’t just say “good job,” say “good job calming down.”)
4. Use consistent consequences. Your child needs to know what the consequences are for negative behaviors, as well as rewards for
positive behaviors. And you need to show that you will follow through
every time.
5. Wait to talk until the meltdown is over. Don’t try to reason with a
child who is upset. You want to encourage a child to practice negotiating when not blowing up.
ABC’s of Behavior Management
Help parents understand that –
Behavior is Communication
SEATS – Sensory
E – Escape
A – Attention
T – Tangible
Ongoing Resource List:
Thought Co.
https://www.thoughtco.com/abc-antecedent-behavior-and-consequence-3111263
Child Mind Institute
https://childmind.org/article/managing-problem-behavior-at-home/
Classroom Management and Positive Behavior Supports
https://www.slideshare.net/bloomu/classroom-management-and-positive-
behavior-supports
Life with Greyson and Parker
http://www.lifewithgreyson.com/2018/06/understanding-functions-of-behavior.html
Crash Course on the Four Functions of Behavior
https://crayonsandcompliance.wordpress.com/2017/12/20/crash-course-on-the-
four-functions-of-behavior/
Thoughts and Questions
5 Tips for Applying Differentiated Instruction in
eLearning/Distance Learning
1. Give students the opportunity to progress at their own speed.
2. Offer supplemental learning resources.
3. Create an individualized learning plan.
4. Research the specific needs of your learners.
5. Clarify expectations right from the start.
Moving to Online/Home Instruction for
Learners with Complex NeedsConsider – What were you in the process of teaching before
schools moved to home instruction? What activities did you
have planned? What standards were you in the process of
covering?
• Stick with the plan but think flexibly.
• Send home any materials (digitally or in packets) that were created for learners to use during instruction. Record small videos or short hold live
video conferences with students to teach and demonstrate or model.
• Break activities into small chunks that can be completed over multiple
days in small segments of time – no more than 15 minutes.
• Add in familiar tools and strategies that students will be able to use
independently.
Moving to Online/Home Instruction for
Learners with Complex NeedsConsider – What were you planning to teach next moth, and the
next? What units of study were coming next? What standards
still remain untaught?
• Sift through resources to find material that may be used in teaching the
upcoming topics/content.
• Design new materials and learning opportunities in the format described in
the question above.
• Select materials/manipulatives that might be available at home or send
materials to families.
• Offer a choice card or chart that allows students and families flexibility in
choosing learning activities that match home resources.
• When designing activities – Think fun! Think movement! Think creative!
• Support all activities with access tools and features. Make sure all
activities are accessible to all students.
Moving to Online/Home Instruction for
Learners with Complex NeedsConsider – What daily schedule were your students used to
following? How can it be adapted to work in a home
environment? Think Ease of Use for Families and Flexibility
• Share your weekly schedule with families, including times of day. Some
students will need to continue familiar routines.
• Model the use of visual and tactile schedules, task analysis and first/then
systems with families as needed.
• Take pictures of object schedules that families could possible replicate at
home. Repurpose home object to create tactile schedules and/or schedules or calendar boxes. Ex. Use a set of containers to represent
different times of days of days of week. Each container would contain
tactile items/symbols to indicate the next task or event.
• Create an adapted version of the daily schedule that offers flexible options rather than single choices.
Moving to Online/Home Instruction for
Learners with Complex NeedsConsider – What daily schedule were your students used to
following? How can it be adapted to work in a home
environment? Think Ease of Use for Families and Flexibility
continued
• Share the first/then strategy and tools with families.
• Communicate with families that the schedule can be as flexible or as traditional as they need it to be.
• Share alternate versions of the daily schedule that students can use as
they would at school.
• Suggest the use of timers at home if they are used at school.
• Look online to access and create visual schedules. Companies like
Boardmaker have offered many free examples and access to their
software during this time.
Moving to Online/Home Instruction for
Learners with Complex NeedsConsider – Were there in-task schedules, task analysis, first then
choices/boards that might be needed by learners and families to
complete tasks and build learner independence? Can those be
emailed, gathered form school or printed and sent home?
• Gather up and send home as many of these tools as possible.
• Send digital copies of these tools home to families if they can print them.
• Use adapted versions of these tools using found objects in the home as
described above when needs.
• Work with families and other school staff to create tools for support in the home.
• Check in with local lending libraries to see if they have and can ship
assistive technology tools home for short term use.
Moving to Online/Home Instruction for
Learners with Complex NeedsConsider – How do we develop transition/functional skills across
home, work, community during school closure?
• Pair everyday skills together with academic skills.
• Include these skills in the daily schedule.
• Some work and community skills can be simulated online.
• It’s a great time for research and collect strengths and needs; have
students and families track everyday skills that are challenging and those that are independent during time at home.
• Watch videos of different jobs and select a few that the student might be
interested in pursuing.
Moving to Online/Home Instruction for
Learners with Complex NeedsConsider – How do we help families and students maintain
emotional and physical health during time at home?
• Remember movement in both activities and daily schedule. Schedule
twice as many breaks/recesses as usual.
• Suggest ideas for movement in and around the home, some of which can
also be functional skill development. (i.e. sweeping, dusting, laundry,
dishes, cooking, exercise videos)
• Don’t forget the arts, such as music, dancing, singing, puppet shows, etc.
• Check in and maintain as much or as few communications as requested
by family.
• Try to connect with other students or staff members, if possible.
• Share enough resources and information to set families up for success,
but not overwhelm them.
• Loosen the reins on expectations.
• Offer families access to contact information they can use in time of need.
Chat Box Check In
Where do I go for Current Updates?
Maine Department of Education Special Services Website:
https://www.maine.gov/doe/learning/specialed
State Director, Erin Frazier, has updated questions/answers, which
can be found in the Director's Corner on the Maine Department of
Education website:
https://www.maine.gov/doe/learning/specialed/director
Where do I go for Current Updates?
Federal government documents:
OCR Fact Sheet (03/16/2020)
http://bit.ly/COVIDOCRFacts
FERPA Guidance (03/12/2020)
http://bit.ly/FERPA-COVID19
OSEP Guidance (03/21/2020)
Supplemental Fact Sheet
Disclaimer:
The links and websites shared in this
PowerPoint are for information and reference
only and are not endorsed in any way by the
Maine Department of Education.
Resource List:
Speech and Communication – Social Pragmatics
https://www.verywellhealth.com/pragmatic-speech-delays-in-autism-260049
Super Teacher Worksheets
https://www.superteacherworksheets.com/letter-writing.html
Belly Breath
https://www.youtube.com/watch?v=9tOJZQhO_Uw
NASP – National Association of School Psychologists
https://www.nasponline.org/resources-and-publications/resources-and-podcasts/covid-19-resource-center/family-and-educator-resources
https://montessoriguide.org/an-introduction-to-practical-life/
PBIS
https://www.pbis.org/announcements/4-resources-to-support-students-during-the-pandemic
Ongoing Resource List continued:
Learning Games
https://www.education.com/games/?msclkid=cce362c7d2b41d7871953c40a251c144&utm_source=bing&utm_medium=cpc&utm_campaign=Search%20-%20Games%20-
%20Exact&utm_term=learning%20games%20online&utm_content=Learning%20Games
Google Keep
https://www.bing.com/videos/search?q=google+keep&docid=608015752113556487&mid=864BEBF45318B090400B864BEBF45318B090400B&view=detail&FORM=VIRE
Rubric Templates
https://www.thoughtco.com/rubric-template-2081369
Rubric Maker
https://www.rubric-maker.com/
Internet Safety
https://www.netsmartzkids.org/videos/
https://b4uclick.org/
Ohio Center for Autism and Low Incidence – OCALI
https://www.ocali.org/
Remember...
Please know that MDOE is here to support you and will
continue to provide you with the most updated information
as we receive it.
Maine DOE is offering Contact Hours for each
Special Services Zoom meeting you view.
Please follow these steps:
1. Email Leora Byras at [email protected] on Friday with the
codes for each Zoom meeting you viewed.
2. You can go back and watch prior Special Services Zoom
meetings.
3. Allow at least 5 business days to receive your certificate of
participation.
Code for Contact Hours
- update48
Contact InformationAnn Belanger – Deputy Director for Special Services
Roberta Lucas – Federal Programs Coordinator
Leora Byras – Special Education Consultant
Anne-Marie Adamson – Special Education Consultant
Colette Soldati-Sullivan – Special Education Consultant
Who’s Who at MDOE• Pender Makin – Maine State Commissioner of Education
• Erin Frazier – State Director of Special Services B-20
• Ann Belanger – Deputy Director for Special Services
• Roberta Lucas – Federal Programs Coordinator
• Mary Adley – Coordinator of State Agency Programs and Special Projects
• Roy Fowler – State Director Child Development Services
• Barbara McGowen – Finance Coordinator
• Shawn Collier – Data and Research Coordinator
• David Emberley – Due Process Consultant
• Tracy Whitlock – Special Education Consultant/Special Projects
• Colette Sullivan – Special Education Consultant
• Leora Byras – Special Education Consultant
• Anne-Marie Adamson – Special Education Consultant
• Colene O’Neill – Secretary Specialist
• Julie Pelletier – Secretary Associate
Weekly Schedule
• Monday - Accessibility/engagement - ANNE-MARIE
• Tuesday - Elementary (take Monday’s information and
make it designed more to elementary) - COLETTE
• Wednesday - Updates – info to come from Erin’s
Tuesday meeting – more local stuff? Local school to
share?
• Thursday – Middle School/High school/transition -
LEORA
• Friday - Here are some of the questions from the
week. Ann Belanger to participate/facilitate.
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