Lapeer Community Schools District-Wide CI Program

Kaitlyn GoslinSherryl McLaughlin

Tiffany ThielBrad ThomasLisa Yderstad

What actually is Cognitive Impairment (CI)?Cognitive Impairment as defined by

Special Ed. Law R 340.1705 Cognitive impairment;

determination.Rule 5. (1) Cognitive impairment shall be

manifested during the developmental period and be determined through the demonstration of all of the following behavioral characteristics:

(a) Development at a rate at or below approximately 2 standard

deviations below the mean as determined through intellectual

assessment.

• Average Student IQ: 80-120• Mild Cognitive Impairment IQ: 60-75• Moderate Cognitive Impairment: 45-60

(b) Scores approximately within the lowest 6 percentiles on a standardized test in reading

and arithmetic. This requirement will not apply if the student is not of an age, grade, or

mental age appropriate for formal or standardized achievement tests.

• Average Student MME: Proficient• Cognitive Impairment MME: Takes the MI-

Access test (Supported independence, functional independence, Participation)

(c) Lack of development primarily in the cognitive domain.

• COGNITIVE LEARNING: KNOWLEDGE ACQUISITIONThe cognitive domain of learning is concerned with knowledge and understanding.

• At the lowest level, this domain focuses on specific facts. • At the middle level, the cognitive domain focuses on

principles and generalizations. • At the highest level of cognitive learning, the focus is on

synthesis and evaluation based on learning that has already taken place at the lower levels.

• Definition taken from: http://www.natcom.org/Default.aspx?id=543&libID=564

(d) Impairment of adaptive behavior.

• Adaptive Behavior includes the age-appropriate behaviors necessary for people to live independently and to function safely and appropriately in daily life.

• Adaptive behaviors include real life skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money management, cleaning, making friends, social skills, and personal responsibility.

• Definition taken from:• http://learningdisabilities.about.com/od/

medicalinterventions/g/adptbehvrdeffin.htm

(e) Adversely affects a student's educational performance.

• Students academic ability level is significantly lower than same-age peers

• Ex: An 8th grade student reading at a first grade level

(2) A determination of impairment shall be based upon a comprehensive evaluation by a multidisciplinary evaluation team, which shall

include a psychologist.

• Comprehensive evaluation completed by school psychologist

• Other members can include:– Social Worker, Speech and Language Pathologist,

Teacher, Counselor, Administrator, Parent, etc.

How would you describe the Creative Instruction (CI) classroom

at your building?

• Turrill Elementary – Mrs. Torok• Zemmer Middle School – Mr. Olson• East High School – Mr. Roper

Who is involved in this program on a daily basis?

• Parents• Teachers• Social Workers• Educational Diplomats• Siblings• Peers• Speech Pathologist• Occupational Therapist• Physical Therapist• Administrators• School Secretaries• Dean of Students• School Psychologist

• Court Liaison• Police Department• Child Protective Services• Community Mental Health• Respite Workers• Doctors (Specialists)• Churches• Behavior Specialists• Daycares• Bus Garage• Transportation Authority• Homeless Liaison• L.I.S.T. (Psychological Services)• Technology Department

Lower Elementary CI

Services grade levels Kindergarten – 2nd gradeTeaching core academic areas: Math, Early

literacy skills (Writing), Functional daily living skills

Other areas of teaching: social skills; both individual and group setting, teamwork, sharing, manners, fine/gross motor skills

Current student population: 5Reading Level range: Pre-primer Math: Identifying shapes, patterns, rote-counting and

numbers 1-10. Mathematics is extremely structured and supported. Delivered in small group setting.

Science: Cooking, measurement, sanitary conditions, fire safety

Social Studies: Instruction is implemented in whole group instruction with the focus of current events as they pertain to our friend’s lives.

It is the purpose of the Lower Elementary CILC to be a springboard to the Upper Elementary CILC.

Upper Elementary CI

Services grade levels 3rd through 5th Teaching core academic areas: Math, Reading,

Writing, Life SkillsOther areas of teaching: social skills; both

individual and group setting, daily living skills such as cooking, personal care and personal awareness.

Current student population: 7Reading Level range: Pre-primer to 1st grade Math: Addition, subtraction, counting, patterns, shape

recognition, money, and K-5 math skills. Mathematics is extremely structured and supported. Delivered in small group setting.

Science: Cooking, measurement, sanitary conditions, fire safety, weather

Social Studies: Reading buddies visit from 3/4th split classroom. Current events and how it relates to daily life.

It is the purpose of the Upper Elementary CILC to be a springboard to the Middle School CILC.

Middle School CI

Services grade levels 6th through 8th

Teaching core academic areas: Math, English Language Arts, Social Studies and Science

Other areas of teaching: social skills; both individual and group setting, daily living skills such as cooking, personal care and personal awareness.

Current student population: 18Reading Level range: Kindergarten to 3rd grade level.

Instructional level is based upon fluency as well as comprehension.

Math: 2nd to 4th grade levels. Mathematics is extremely structured and supported. Delivered in smaller group setting.

Science: Instruction is delivered with real-life purpose such as cooking, measurement, and weather.

Social Studies: Instruction is implemented in whole group instruction with the focus of current events as they pertain to our friend’s lives.

It is the purpose of the middle school CILC to be a springboard to the high school CILC.

High School CI

Services grade levels 9th through 12th

Teaching core academic areas: Math, English Language Arts, Vocational Ed and Rotation of MME CI-Level Courses

Other areas of teaching: Life Skills, Job Related Skills and Social Skills

Current student population: 15Reading/English: Reading level of Primer - 4.6 grade level equivalent.

This factors in a combination of comprehension and fluency.Life Skills Math: 2nd to 5th grade levels. Math consists of basic

arithmetic, measurement, patterns, time/date, and other assorted life skills involving numbers

Vocational Ed: Teaches skills related to finding, acquiring and keeping a job. Examples are completing job applications, resumes, interview skills and on the job behavior.

Rotational Courses: This is a 4-year rotation of CI-Level courses that cover parts of the MMC curriculum. Classes are: U.S. History, Social Science, Government, Economics, Physical Science, World History/Geography, Transition, Earth Science,

The goal of the High School CILC room is to prepare the student for life after high school.

What does a Cognitive Impairment look like?

• A Cognitive Impairment is not a look.• You can’t tell from looking, but only from

looking at work samples, other academic pieces of information and socialization.

How RTI looks in the general population

• Tier 1 – Students who have trouble arriving to class on time, turning in assignments on time, refusal of doing the work and assignments, do not take responsibility for personal actions

• Tier 2 – Students who have difficulty understanding oral/written directions, Constantly moving (In seat or throughout classroom), Significant difference between reading fluency and comprehension (Affecting all core academic areas)

• Tier 3 – Students who are most academically challenged, Attention span is extremely short, Difficulties with memory recall, Difficulty gaining and maintaining relationships with peers and adults, Abstract and independent thoughts are difficult without assistance or prompting

Strategies we use for RTI in our Classrooms

• Tier 1 – Organizational Assistance, Time Management Strategies, Social Success Strategies, Visual Schedules

• Tier 2 – Promote student strengths in each subject area, Differentiating instruction, Easily followed visual aids, One on one reading assistance, Remediation, Direct systematic instruction, Frequent progress monitoring

• Tier 3 – Social work, Speech and language assistance, Occupational therapist and physical therapist, Visual aids to assist with daily routines, Maintaining communication logs with parents

Testimonials• “We can say without a doubt that the 2010/2011 school year, Kyle’s sixth

grade, has been a 100% turn around. Kyle has improved considerably in his reading and math skills. Kyle’s grades have improved more in the 6 months, that he has been in the program, than the entire first five years in the district. Kyle’s self-esteem improves daily and he is becoming more independent. We have not heard him utter one remark about him feeling stupid all year. He appears to actually enjoy his time at school. Kyle’s 6th grade from an academic and personal perspective is such a treat for all involved. Kyle even recently received recognition for the coveted “Student of the Month” award. The CILC’s team and their dedication to the program is what the district needed. If this program did not exist, without question, we would not be in the Lapeer ISD.”

– Jim and Beth Mercier

See attached document

• “When he was moved to East this year I was really worried. However, with the help from his Teacher Mr. Thomas, students, and staff Glen has really “fit in”. He has been involved with school activities and he has been working out after school with other students from East in the sports department. It made him feel like he is a part of the school. Where ever we go in Lapeer, staff members, students always all say Hi to Glen and talk to him.”– Written by Kevin and Catherine Van Kleeck

Long-Term Goals for Program

• Post HS program (Community Instruction)• School-Based Job Experience– Assistance from Principals in identifying

opportunities within the school– Ex: Library assistant, Office assistant

(Mailers/postcards/classroom deliveries/etc.), Kitchen aid, P.E. Assistant, etc.

Questions

• Any comments or questions that you may have regarding this program

• There are no stupid questions

We appreciate you letting us come in and speak about the program today!!!