TIES Training

1. TIES Training New TIES training ½ day session

2. Agenda TIES COURSE REQUIREMENTS DISABILITIES AND SPECIAL EDUCATION GROUP ACTIVITIES: Strategies/Interventions that work! Talk with each other and figure out what works and what doesn’t work with the students you are working with

3. The Role of a TIES Student • Support the student with their academic needs. • Reading tests and quizzes to the student • Assisting with organization and follow through with homework assignments and projects • Note taking • Restating directions

4. SUPPORT • You are SUPPORTING the student, not DOING THE WORK FOR THEM! It is okay if they do not know the answer or they do not follow through with your suggestions. Their refusal or failure does not affect your grade!

5. The Role of the TIESStudent • Support the student with social challenges. • Behavior redirection • Recognizing when student may need to take a break due to frustration or anxiety within the classroom • Encourage and support the student during group work • Encourage and support the student in class participation (too much or too little) • Redirecting ‘weird’ or socially inappropriate behavior

6. Confidentiality • Gossiping with others • NO pictures or names on the internet • Direct any questions to teacher • Journal about it • BE KIND AND RESPECTFUL!

7. Person first…then the disability • John who has a cognitive impairment • Suzy who has Autism Spectrum Disorder • “I help out in the classroom with students with cognitive impairments.” Opposed to: • “I’m talking about that CI student, John.” • “I work with an ASD student named Suzy.” • “I help out those disabled students.”

8. Person first…Then disability • Focus on their strengths • They are more than just their disability. • What if you were defined only by one attribute. How would that make you feel? • Challenges opposed to deficits • We all have challenges. Relate to your student by showing/talking to them about your own challenges. • Never use the word RETARDED, with the student or with your friends and family! Be the one to set the example. Call your friends out on how they speak about others.

9. Person first…then the disability • Treat all students, no matter the severity of their disability as you would treat your peers. Do not patronize them by giving too excessive praise. • Allow them their independence! Give them time to speak and do for themselves as much as possible.

10. Making mistakes is a good thing • Making mistakes is one of the best learning tools that we have. Allow the student to make mistakes but use their mistake as a learning experience and help them reflect and then find ways to avoid making that same mistake.

11. Final Project You will select one of the following assignments. • Leave Your Mark Project • Giving Back Project • Reflective Essay • Buddy Day

12. Final project dates • December 6th: Sign up in the TIES office stating which project you will be doing. • December 13th: Get your project approved by Mrs. Evans if you chose the “Giving Back” or “Leave Your Mark” project. • January 10th: All projects are due! No projects accepted past this date!

13. Leave Your Mark project • Calling all creative minds… • Create something that would describe or show your TIES experience. Create something that you could show to someone that is not familiar with the TIES class and they would know more about it after looking at your project. • Power point • Brochure • Scrapbook (pictures AND words/sayings/phrases) • Flyer • Video scrapbook • Short story • Must be approved by Mrs. Evans before completing.

14. Giving back project • Create a tool that can help your student in the classroom or out in the community. • Visual schedule • Organizational binder • Social cues reminder • Communication helper • Must be approved by Mrs. Evans before completing. • You must also write a one page explanation on why you chose this tool and how you see it being used by the student/s.

15. Buddy Day • Set up an out of school activity with a the student that you work with. (Example: Go out to eat and to a movie. Take them to a MHS sports event). • Write a one page reflective essay.

16. Attendance • Due by Friday afternoon either in the TIES office or outside my classroom door. • All late attendance sheets will result in a 10 point reduction per day! • DO NOT MAKE YOUR OWN ATTENDANCE SHEETS! • Write the dates in, don’t leave them blank! • If you are going to be absent, you still have to have a signature on that line. EVERY LINE HAS TO HAVE A TEACHER’S SIGNATURE! • Any questions or concerns on attendance procedures?

17. Journals • First journal is due on September 28th with your attendance on Friday afternoon. • You will be required to write two types of journals this semester. • Objective Observation Journals • Teacher Observation • Student Observation • Activity Observation • Prompt Journals (1-2 times per month) • Writing prompt given to you by Mrs. Evans • Written on attendance sheet. • Also on email and Facebook and text and my website!

18. Journal requirements • 40 points per journal. • Every day your journal is late (due Friday by 2:15pm) you will lose 10 points. • Type them if you can! • Preferred method of delivery: Email them to me as an attachment by Friday afternoon at 2:15pm. • Hand written journals need to be legible with blue or black ink. • If grammar distracts from the content I will take points off. • Must have 5 objective statements.

19. Teacher observations • How did the teacher interact with the student? • What is wait time? • How do teachers explain assignments? • How do teachers make sure the student understands? • How do teachers organize their lesson? • What visuals do they use to help student learning. • What do you see the teacher could use to help your student better understand the material or focus or maintain appropriate behavior?

20. Student observations • Who is the student interacting with? • Who is the student listening to? • What is the student doing during class? • What creates anxiety in the student? • What creates frustration in the student? • What strategies did you use that worked or didn’t work? • How did the student react to your suggestions or encouragement in certain situations?

21. Activity observations • What happened 1st, 2nd, 3rd in a teacher lead activity? • Your student’s participation in that activity. • What assistance was needed in the activity?

22. Prompt journal Example • Write about: • 1.Your biggest challenge working with your student/s and the steps you did or will take to overcome that challenge. • 2. Reflect on your biggest success while working with your student/s and discuss how you have helped your student get to this point. • 3. One question you have for me in regards to working with your student in the classroom

23. Remind101 Email Attendance sheets Ways We Communicate • Teachers.io • Facebook

24. Final reminders • Check your email/Facebook/my website twice a week for updates, reminders, announcements! • Come see me or Mrs. Fedorka if you have any questions or concerns! We need to know! • You are NOT ‘flying solo’!! We will support you if you let us know you are having difficulty! • Facebook—Remind101—teachers.io • For prearranged absences, let the classroom teacher and the student know you will not be there the day ahead! • Call BOTH the TIES office number for absences as well as the regular main office attendance line. Not one or the other!

25. Let’s chat… Questions???

26. 5 MINUTE BREAK THEN IT’S TIME TO LEARN ABOUT DISABILITIES AND SPECIAL EDUCATION

27. POP QUIZ!!! What do these Special Education Acronyms stand for? LRE IDEA PT ESY IEP OT EI HI VI Sp/L OHI ASD PI TBI LD CI

28. IDEA ‘04 • Special Education is not a place • Support and services: what and where • One Curriculum

29. Preparation for Employment and Independent Living • FAPE - Special Education and Related Services Which Leads to Independence in Employment and Independent Living • Accommodations and Modifications Lead to Independence • Individualization Leads to Independence • Success within the General Education Leads to Independence

30. The Goal of Educational Programming for Students with a Disability! • Free and Appropriate Education FAPE • Least Restrictive Environment LRE

31. How do we put it all together? Integrating academic, behavior, social, and communication into the general education plan

32. I.E.P. • Individualized Education Plan  I.E.P. • Diagnosis/label • Programming • Goals/objectives

33. More Big Ideas • Peers are powerful role models • LACES • TIES • Utilize paraprofessionals in a more efficient way

34. Defining all these labels! And strategies to help all of us!

35. What is ADHD?What is a Learning Disability • LD • ADHD/ADD

36. Be easily distracted, miss details, forget things, and frequently switch from one activity to another • Have difficulty focusing on one thing • Become bored with a task after only a few minutes, unless they are doing something enjoyable • Have difficulty focusing attention on organizing and completing a task or learning something new • Have trouble completing or turning in homework assignments, often losing things (e.g., pencils, toys, assignments) needed to complete tasks or activities • Not seem to listen when spoken to • Daydream, become easily confused, and move slowly • Have difficulty processing information as quickly and accurately as others • Struggle to follow instructions. • Children who have symptoms of hyperactivity may: • Fidget and squirm in their seats • Talk nonstop • Dash around, touching or playing with anything and everything in sight • Have trouble sitting still during dinner, school, and story time • Be constantly in motion • Have difficulty doing quiet tasks or activities. • Children who have symptoms of impulsivity may: • Be very impatient • Blurt out inappropriate comments, show their emotions without restraint, and act without regard for consequences • Have difficulty waiting for things they want or waiting their turns in games • Often interrupt conversations or others' activities. ADHD Symptoms

37. LD is more than a “difference” or “difficulty” with learning—it’s a neurological disorder that affects the brain’s ability to receive, process, store and respond to information. LD will vary in how it impacts each individual child, adolescent and adult. Understanding the basic facts will enable you to help yourself, your child, or someone you know to be a well-informed and effective advocate. Learning Disabilities What is and isn’t a learning disability (LD)? LD is more than a “difference” or “difficulty” with learning—it’s a neurological disorder that affects the brain’s ability to receive, process, store and respond to information. LD will vary in how it impacts each individual child, adolescent and adult.

38. Strategies for assisting persons w/ Learning Disabilities/ADHD! • Tape/digital recorders • Walking and learning • Visuals with real life situations • Word Banks • Practice reading w/ a peer • Give them the correct word when they ask • Organization Skills • Note taking

39. What is a Cognitive Impairment? • 70 IQ and below

40. 4 W’s plus How (who, what, when, where) NEVER WHY! • Peer Support • Informational Binder • Daily schedules • Rules Lists • Mini-schedules Visual Strategies that Work such as…………………

41. Remember! • Look at information from their eyes • Too many words from adults • Not enough visual strategies • Inability to read people and situations

42. Behavior is Communication! • “I hear half of what is said, but I understand only half of that” • “If I can see it, I can learn it” • Visual, visual, visual! • GIVE WAIT TIME!! 30 SECONDS AND UP!

43. MORE, MORE, MORE!Visual Strategies! • Help organize a “disorganized world” • Language is transient • Visual is non-transient • VS remains long enough for a student to engage his attention before the message disappears • VS are used to give information and avoid behavior problems • VS can remain long enough for the student to focus on it or return to it as needed to establish memory for the message it is communicating

44. Visual Strategies Lead Students to Independence • When you find yourself: • Giving a student a direction • Asking them to do something • Guiding them through a task Think: How can they do this task/expectation without my words!

45. Things To Do All Done Work Bucket Snack Sensory Math folder Break Choice

46. Ways to communicate with those who don’t have verbal communication Sign Language iPad Picture cards Written words Your body modeling What else?

47. Example of Yes/No Communication System Yes No

48. Understanding Persons with Autism Spectrum Disorder (ASD)! TIES Training 2013-14

49. Increase of ASD to date! • 1 in 88 children born will be a child born on the autism spectrum. • 1 in 55 boys will be on the spectrum.

50. Autism Spectrum Disorders A Language & Communication Disorder Autism Asperger Syndrome