A Note from the Director:

Students who receive special education services and supports related to hearing needs exhibit a wide variety of academic, behavioral, and communication abilities. The Illinois Service Resource Center provides services and resources to meet the needs of students who are deaf and hard of hearing at all levels of functioning.

Academically, modification of curriculum, or differentiated instruction, is often thought of as an accommodation for students in special education. However, due to the varying levels of skill there is often a need for different strategies for students within the same special education classroom. ISRC provides support for educators in identifying curriculum modifications to ensure appropriate level learning opportunities for students who are deaf and hard of hearing. See the Pin-Up for some ideas.

Service learning has been shown to have a positive impact on student behavior. ISRC coordinated efforts to provide students who are deaf and hard of hearing with an opportunity to engage in service learning. Read about it on Page 2.

Communication challenges are magnified when parents speak a language other than English at home, and students are communicating in sign language and written English at school. ISRC is providing support to bridge this gap. See the article on Page 4.

Cheri Sinnott, LCSW

ISRC Director

Illinois Service Resource Center Serv ing Deaf/ Hard o f Hear ing S tudent Behav iora l Needs

A T e c h n i c a l A s s i s t a n c e C e n t e r o f t h e I l l i n o i s S t a t e B o a r d o f E d u c a t i o n 8 4 7 - 5 5 9 - 8 1 9 5 V o i c e 8 4 7 - 5 5 9 - 9 4 9 3 T TY 8 0 0 - 5 5 0 - 4 7 7 2 H e l p l i n e ( 2 4 H o u r )

Em a i l : i s r c@ i s r c . u s I n t e r n e t s i t e : www . i s r c . u s

Fall 2012 Edition

Review

Multiple Levels of Instruction Needed There are increasing levels of skill diversity within classrooms, including classrooms that serve students who are deaf and hard of hearing. These varying abilities and functioning levels increase the challenge of meeting the individual needs of all students. In addition to a hearing loss, students may have cognitive disabilities, cerebral palsy, low vision, or behavioral challenges, among others. Addressing the needs of all students requires individualized approaches, even within a special education setting. To meet this challenge, educators often divide a class by ability level and teach each group separately, utilizing classroom aides to work with other students. The goal of Differentiated Instruction is to have all students working on the same subject, each at an individualized level. However, if one student is able to grasp the concept of Japanese culture, while another student does not know his own address, how is it possible to have both students working on the same subject? In this particular case, the overall subject of geography can be the focus, with one student working on a map of Japan, and the other student learning a map of the school. This approach addresses the capabilities of each student, while allowing each student to complete a unit of instruction, develop mastery of a subject, and feel a sense of accomplishment. Further, the match between learner ability and complexity of material increases both student achievement and retention of material. Ideas for Differentiated Instruction approaches are included in the Pin-Up of this newsletter. Categories include history, vocabulary, spelling, reading, vocational, and instructional accommodations.

In This Issue

Page 2. Positive Behavior Change Sustains Over Time Page 2. DHH Students Set World Record

Page 4. In Home Sign Language Classes in Spanish

- ISRC Review Page 2 -

Positive Behavior Change Sustains Over Time

Last year, “Emma” was exhibiting aggressive behavior in the classroom. When she did not want to do something, Emma would crawl under her desk, throw books, rip paper, kick the desk, and sometimes kick the desk over. She would also start hitting herself or biting herself. Emma was placed on an hourly Check In Check Out intervention, and the educational team utilized ISRC’s Teach-Model-Prompt-Reinforce framework with replacement behaviors. Utilizing picture cues, Emma was taught de-escalation techniques. When she was not calm, she had choices to color, rip paper, or use a stress ball. Within approximately six weeks, Emma was able to go through the process independently, requiring minimal prompts. Near the end of the year, Emma no longer sat under the desk throwing tantrums.

The issue of frustration management was still a concern. When Emma was frustrated she would become defiant, refuse to do things, or hit herself. The visual cue of the Check In Check Out system and reminders of the appropriate expected behaviors, coupled with a reinforcement of computer time, were effective in reducing the inappropriate behaviors. Emma learned that she could not move on to the next activity until she was showing appropriate behavior, and did learn to demonstrate appropriate behavior.

This year, Emma is still using the hourly Check In Check Out intervention. She is not throwing tantrums or refusing to do things. She appears happier and is increasing her time spent in academic engagement. The reinforcement of earned computer time has been faded, as she no longer needs this in order to keep her behavior on target. Emma is given random rewards in order to encourage the appropriate behaviors.

Deaf Student Network Sets World Record For Community Service

Students from around the state participated in the first Deaf Can Do It Community Service Day, setting a World Record for the Largest Group of Deaf and Hard of Hearing Students to Participate in a Community Service Project at www.recordsetter.com. The Deaf Student Network identified Animal Shelters as the recipients of the first effort. The President of Gallaudet University recorded a video greeting for the students to watch on the morning of the event. Some examples of activities included collection boxes for toys and treats, bake sales, visits from or to local Humane Societies, selling “puppy chow” and dog bones during lunch, and collecting newspapers. The Illinois Service Resource Center assisted with the application for a grant from the Illinois Association of School Social Workers. The grant was awarded, and the funds were used to purchase a sticker for every student to wear on the day of the event. More information, including the video from Gallaudet, videos and pictures from the event, a picture of the sticker, and a link to the world record, can be found on the student page of the ISRC website at www.isrc.us.

Senator Visits DHH PBIS Program

Illinois State Senator Pamela Althoff visited John Powers Center, the ISRC Demonstration Site for Positive Behavior Interventions and Supports (PBIS) in a Program for Students who are Deaf and Hard of Hearing. Senator Althoff shared, “It was a true pleasure visiting the John Powers Center, and seeing the excellent work it does on behalf of students who are deaf and those who have Autism Spectrum Disorder. I was especially impressed to observe first-hand how effectively it implements PBIS by encouraging students through positive behavior.” The visit also included a representative of the Illinois PBIS Network, who encouraged the school to make videotapes of its positive behavior lesson plans, also known as cool tools, to be used in training other PBIS schools. Photos of the visit can be viewed at www.isrc.us.

Percentage of Points Earned Each Month

81%

92% 93%95%

98%

91%

97%

0%

20%

40%

60%

80%

100%

120%

January February March April May September October

In Home Sign Language Class In Spanish Improves Communication Communication is one of the most important challenges faced by students served by the Illinois Service Resource Center. Many of the students have parents who are not able to communicate with them in sign language. Additionally, there are students who have parents who do not know sign language, but also do not speak English. Most sign language classes are presented in English, creating a barrier to participation for parents and family members who speak Spanish at home. To address this growing need, ISRC implemented a pilot program to bring sign language classes into the homes of these families. Five families received five weeks of in home instruction. At the end of the five weeks, the families met for a celebration, and to develop connections with other families. The average increase in sign language skills for all participants, both expressively and receptively, was approximately 30%. The average score on the expressive pre-test was 56.5 and the average score on the expressive post-test was 84. For receptive language the average score on the pre-test was 51.5 and on the post-test it was 81. A separate pre and post-test identified areas in which parents were able to increase their involvement in their child’s education based on their improved sign language abilities. Examples include the child’s ability to share things that happened during the day, the parent’s ability to provide help with homework, and overall ability to communicate. Parents indicated improvements in these areas.

- ISRC Review Page 3 -

Other States Look At ISRC Multi-Tiered Support/ Behavior Team Model

The Illinois Service Resource Center has been contacted by representatives from Texas and Virginia regarding ISRC’s multi-tiered behavior support services for students who are deaf and hard of hearing. ISRC presented at the Texas Statewide Conference on Education of the Deaf over the summer to share information on implementing Positive Behavior Supports and Interventions (PBIS) at the Universal, Targeted, and Intensive Levels for students who are deaf and hard of hearing. Additionally, information on the ISRC Behavior Support Team model was presented. Illinois has 25 Behavior Support Teams for students who are deaf and hard of hearing. Team members attend quarterly trainings provided by ISRC and receive follow up coaching and support. Virginia will incorporate information on ISRC approaches during next year’s conference for educators of students who are deaf and hard of hearing.

ISRC Trivia Question

Congratulations to Andrew Feller of the Department of Human Resources, Division of Rehab Services who correctly responded to the trivia question from our last newsletter:

Approximately what percentage of Illinois children who

are deaf or hard of hearing also have at least one other

disability designated on their Individual Education

Plans?

The correct answer is that approximately 50% of students who are deaf or hard of hearing also have at least one more educationally significant disability in addition to deafness, according to statistics collected by Gallaudet University.

This edition’s trivia question is:

When and where did education

of the Deaf begin in Illinois? The first person to respond correctly via e-mail at isrc@isrc.us will win a $25 gift certificate to Walmart for educational materials.

ISRC Sponsors Student Leadership Day

The Illinois Service Resource Center and the Gallaudet University Regional Center Midwest cosponsored the Deaf Student Network Leadership Day. Programs for students who are deaf and hard of hearing were each invited to send two representatives. The day included team building activities and a ropes course. Both students and staff who participated provided positive feedback. One student shared, “I learned I should not be the Deaf person just waiting for help. I can give ideas.” Another said “I will never forget this moment. This was the best experience.” A teacher stated “It’s so rare that I would hear one of my students laugh like that in the classroom.” Students were required to reflect on each activity after it was finished, and to complete a writing activity at the end of the day. The goal of programs such as this is to increase leadership skills, impacting graduation rates and post-secondary school outcomes.

ISRC Team Cheri Sinnott, LCSW Director Dr. Steve Vaupel DHH Behavior Coach Dr. Daniel Friedman DHH Behavior Coach Raven Stromek DHH Behavior Coach Thane Montaner Librarian Tory Burrows Parent Facilitator Cathy Lyons-Guidish Parent Facilitator Heather Poe Edie Runnion

Parent Facilitator Parent Facilitator

Shanna Sigers Parent Facilitator Todd Williams ISBE DHH Consultant

ISRC fiscal agent - Center on Deafness

ISRC Parent Facilitators Plan Events

Illinois Service Resource Center Parent Facilitators plan events that help facilitate meaningful involvement of parents in the education of their children who are deaf or hard of hearing. Parent involvement ranges from helping a child with homework to volunteering at school to serving on a school’s curriculum committee or Parent Advisory Council.

ISRC Parent Facilitators plan local activities for parents of students who are deaf and hard of hearing, such as back to school movie night (at a theater with captioned movies) or Parent Cafes where parents can network and watch a speaker or panel. Recent Parent Cafes have featured speakers on behavior and parenting a child with a hearing loss.

For more information about ISRC Parent Facilitators, and to see if there is a Parent Facilitator in your area, visit the Parent Page of the ISRC website at www.isrc.us.

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Learn more about services and resources available from the ISRC www.isrc.us

Differentiated Instruction Ideas

History: (social studies)

- Map, direction, and location skills – Where is the: bus, bathroom, math, office, cafeteria, gym, library, etc.? Using these topics/information, generate multiple actives which may include a scavenger hunt, matching hand held picture cards to posted pictures on location, identifying the areas/places on a school map, giving or following directions to various places around the school, escort other students to these places, run errands to various locations around the school.

- Teach personal/identifying information: name, address, birthday, name, parent names, etc. You can begin by matching exact replicas or representations of the information (using Velcro pieces on file folders, on the smart board, letter or number tiles, cards, etc.). Move to smaller model – no model - in order - out of order - multiple pieces of information on one sheet (ex. name and address).

Sign Language/Vocabulary Development:

- Sign language storytelling videos and sign language instruction videos can be accessed from the Illinois Service Resource Center library www.isrc.us/library and others may also be available through local library branches. Some storytelling series are called Once

Upon a Time or there are other popular stories available too. Signing Time is a simple and high interest set of sign language instruction videos.

- An online sign language dictionary is available at www.aslpro.com. Students may not be able to access and successfully utilize the dictionary independently, but perhaps could be partnered with a peer who would be interested in learning some sign language vocabulary. Linking a student with peers, and encouraging them to learn to communicate with each other, can help foster a sense of community and belonging for the student as well as a sense of pride, self–esteem, and accomplishment for the peer.

- Consider videotaping students ‘in action’ using the sign language that they know. This will help with transition (staff, class to class, setting to setting, adult programming, family carryover, etc.) since some student’s signs are adjusted to meet mobility needs. Staff can also videotape themselves using the sign language. Students may know signs receptively such as STAND, GO, NO, STOP, etc. Teachers can place these videos into a PowerPoint presentation and save onto a specific flash drive. The PowerPoint presentation can also be used academically to review and study the vocabulary. Partner the sign language clip with the printed word and a picture following each video.

Spelling:

- Using the current word study curriculum, adjust the vocabulary to its simplified version of the word. For example – Jabber = Talk, Damp = Wet, Dismiss = Go/Leave

- With these words several activities can be generated to engage in learning with classmates: match picture to picture of the words, match picture to the printed word, match print to print, identify which of the 3 options is spelled correctly (talk, takl, tkal), which word is talk (talk, tall, tell), which is spelled incorrectly (talk, telk, talk), repeat spelled correctly activity with and without picture supports. Repeat with flashcards/note

cards. Generate a memory game of the vocabulary (picture to picture, picture to word, word to word, to sign, spelled correctly, incorrectly, etc.).

- Once the skills necessary to complete the task are mastered, increase difficulty by adding opposites, synonyms, etc. Mobility accommodations: Use a Bingo stamp to choose the right word, PowerPoint presentations with the words (picture, word, picture, word), touch screen, smart board.

Reading:

- Use picture books of various themes, content, style, etc. Encourage students to browse the stories and staff or a peer buddy can point out important features, characters, events, etc. Copy two highly important pages from the book, one from the beginning and one from the end. Teach student to sequence what happened at the beginning and at the end; first, last; first, then; first, second; etc. using the copied images. When the student has learned the skill of sequencing, increase the difficulty by adding more pictures or more difficult content (beginning, middle, end; first, second, third; first, then, last; etc.).

- Consider using books with common stories (fairytales, classics), self-care or other life skill content (dressing, feeding, hygiene), content matching curriculum in other subjects (Japan, math – counting, colors, numbers, etc.).

Vocational:

- Break down tasks, routines, and schedules into smaller steps. Outline the steps of each with picture or tactile cues. Have students practice the steps by: following/copying a model (adult, peer, video, or picture), placing the picture/tactile cues in sequential order (note cards, smart board, Velcro, felt, magnets, etc.), role playing from a video model, role playing from the visual/tactile cues, and role play from memory.

- Eventually, once the sequence has been learned, convert the individual steps into a checklist that can be followed and marked complete. Some ideas to fit this model could be: lunch count, attendance, self-care/hygiene, school errands (return or pick up library items, notes to other teachers, main office correspondence), cleaning, recycling, etc.

Instructional accommodations:

- Establish an expectation and system for students to “work-work-choice”. Meaning students complete two teacher directed activities and then are given the opportunity to engage in an activity of their choice. Choice times can be open-ended or selected from a choice board or designated options. For a 45 minute class consider having two 7-8 minute work chunks, a 5 minute choice time and then two more 7-8 minute work chunks with one final choice before transition to the next class. That leaves a few minutes for transition and clean-up between activities and choices.

- This system rewards students for work completion and staying on task while breaking up the instruction into smaller more manageable pieces for the students to process.

Illinois Service Resource Center A Technical Assistance Center of the Illinois State Board of Education

For more ideas visit www.isrc.us