Life Skills Department Handbook

(Insert school name)

2011-2012

Table of Contents

Section I: About our Program at (insert school name)

“Welcome letter”/Introduction

Level of Importance

Community Based Instruction

Guidelines for Implementing CBI

Teacher Expectations

Support Staff Expectations

Section II: Working with Students

Person First Language

Behavior Management Strategies

Section III: About Low Incidence Disabilities

Common Low Incidence Disabilities

Acronyms used in Special Education

Section I

About our Program at (insert school name)

Welcome/ General Information

WELCOME!!!

I can’t wait to get the school year underway and to work with you this school year. I will start by telling you a little about myself. This is my first year teaching in the ________ school corporation. I have three years of teaching experience with ___________. I currently live in ____________. I live with my husband Scott and daughter Reese. I am originally from New Jersey and have been living in Indiana since 2005. I enjoy movies, sports, spending time with my family, and teaching of course!

I am so excited to have your help in the life skills classroom this year. Always remember that you are vital to the life skills program here at __________. Together, our responsibilities give the classroom the ability to run smoothly and effectively. We couldn’t give the best education and experiences to each of our students without all that you do.

We will be working with wonderful children and I can’t wait for you to meet them and work with them! We will be working on a variety of academic, behavior, social, community, vocational, and daily living skills throughout the year. Always remember that all ideas are welcome and as a team we can accomplish so much more!

As you read through the handbook I want to make sure expectations are clear and we stay on the same page throughout the school year. If you have any questions please ask them and we will find an answer!

Once more, Welcome to a new school year,

“Help each student gain more independence then they had at the start of the year”

Level of Importance

Rank what you feel is important for managing a successful classroom, 3 being very important 1 being less important.

Type of classroom Life Skills Ages 11-22

Communicating with parents/guardians

Communicating with entire staff

Community outings

Flexibility

Functional academics

Good report with students

Keeping the room clean and tidy

Keeping students busy (including paper work)

Routine

Social skills

Students doing work correctly

Students doing work independently

Working on goals towards transition after high school

Community Based Instruction (CBI)

What is CBI?

Community Based Instruction (CBI) is a program designed for students that need intensive instruction in functional and daily living skills. The goal of the program is to provide hands on learning activities at all age levels to help students acquire the skills to live in the world today. CBI provides a variety of learning opportunities through Instructional Domains, Career Exploration, Vocational Training, and Augmentative and Adaptive Communication.

Community based instruction is not organized field trips. It is an organized instructional program to prepare each individual student to live, work, and recreate independently in the community in which he or she is expected to transition to after leaving school.

How is CBI being implemented at (insert school name)?

We will be incorporating a CBI program at ________. Our plans are to start instruction on campus and move towards off-campus instruction as the year gets underway. We will base our decision to move forward with the best interest of our students in mind. There are so many benefits to providing instruction in naturalistic environments, especially for students in the life skills program. As more information becomes available for CBI, you will be informed and given more information.

Guidelines for Implementing Community Intensive Instruction

1. Community based instructional objectives must be listed in each student's individual education program or IEP. Data sheets must reflect a task analysis of each objective. This data serves as the lesson plan.

2. Each student participating in community based instruction must carry an identification card and emergency procedures information.

3. Participation in community based instruction should be in small groups - 3 to 5 students maximum.

4. Transportation can be provided by (1) walking (on campus job sites only) (2) school bus 5. Parents must be notified of job training site information and must provide written consent

before placement can be made. Parents must be notified of changes in job training sites as well.

6. Job site negotiations can be made by teachers or program coordinator. All job site negotiations must be approved through the program coordinator.

7. Any necessary certificates required for work must be in place before job site training begins.

8. Data collection must be based on a task analysis of the job site and must be behavioral as well as tasked oriented.

9. Students may have more than one job site. One may be an on-campus site, one off campus. Secondary students may have an off-campus job site. The amount of time a student spends in any one job training site each day will be individually determined.

10. Students must be supervised at all times while participating in community based instruction. Supervision can be provided by the teacher, paraprofessional, program coordinator, or social worker. Supervision can be direct or indirect.

*Direct Supervision - An adult is with the student at all times.*Indirect Supervision - Adult is present in the same room, restaurant, store etc.; but not directly supervising. Data sheet should reflect the level of supervision. Students placed in job sites who have become proficient at the task may be directly supervised by a coworker. However, a teacher or paraprofessional must be present.

11. NO AVERSIVE DISCIPLINE PROCEDURES will be used during community based instruction. If behavior problems are anticipated, a written behavior program should be in place. If a student becomes uncontrollable, call for assistance.

12. If a student is injured (1) check the need for medical attention (2) seek medical assistance if needed or administer basic first aid (3) call school personnel (4) follow written emergency procedures. (5) Contact teacher to call parent. *Order may vary depending on the severity of the injury. *In severe situations you have authority to call parents.

13. All staff participating in community based instruction must be trained in CPR and basic first aid. Staff should have access to a basic first aid kit.

14. Professional conduct is expected at all times in the community.

15. All secondary students must have a written transition plan which reflects a cooperative effort between the school system and Vocational services.

16. Students are counted while in the community under supervision of school personnel.

Expectations for Teacher

1 Come to work with a positive attitude

2 Begin the day prepared to help the students and staff with the planned daily activities

3 Come to work on time every day scheduled

4 Collaborate with staff and administration to best meet students’ needs

5 Instruct lesson activities

6 “Do anything that you would ask your support staff to do”

7 Write students’ Individual Education Plans (IEP)

8 Make certain that the goals of each student are being met

9 Prepare resources for support staff

10 Participate in community outings

11 Participate in specials (music, speech, gym, etc.)

12 Communicate with parents

13 Communicate with staff and administrators

14 Schedule staffing for teacher and support staff

15 Attend IEP conferences and other meetings about the students’ progress

16 Write support staff evaluations

17 Supervise all support staff and make sure they are working with the students and other staff members in a professional manner

18 Ensure the health and safety of the students and staff

19 Keep the classroom organized and tidy

20 "Do whatever it takes"

Supportive Staff Expectations

“A leader leads by example. Whether he intends to or not.”I know it is essential to have good leadership and I will do what I can to make sure that I am the best leader I can be. It is important to remember that every one of us is a leader in the classroom. Listed below are some responsibilities and requirements that we are all expected to follow.

1 Come to work with a positive attitude! o It is incredible how much people feed off of someone else’s attitude. We want

school to be a positive experience and place to be. Not all of the students have a supportive and positive home environment. Let’s give them one!

2 Don’t overreact.o There may be times that an accident or something unexpected happens. Don’t

make a deal over it. This can a) embarrass students and/or b) get other students riled up.

3 Be reliable.o Your job is a big responsibility. We expect you to be here on time every day that

you are scheduled to work. Routine is huge for these students and the staff’s work schedule is part of this routine. We understand that emergencies occur and we are more than happy to try and make it work if time off is necessary.

**If you do need to request time off, please fill out a request form. The days are usually pretty busy and verbal requests are often forgotten.

o Not only do we expect you to physically be here when you are scheduled to work, but also mentally. Make sure that you are working with the students. Even if it looks like they are doing just fine on their own, chances are they may still be in need of some assistance.

4 Please turn your phone off in classroom/ on during community.o Please make sure important family/friends have the ability to reach you through

the ___ office. All of our phones are expected to be turned off.o When out in the community please bring your phones and keep them on silent. I

realize the importance of family/friends being able to reach you in case of an emergency and also for ourselves to stay connected with one another when out in the community.

5 Get your time cards signed.o Bring your time cards to myself or administration each time they are to be turned

in.6 Get along with other staff: “Coming together is a beginning.

Keeping together is progress. Working together is success.”o There is no doubt that work can be stressful at times. We need to keep in mind

that it is necessary to work as a team.o I am always interested in new ideas and working together to bring an idea to life.

7 Instruct teacher prepared lessons.o A great advantage to having the combination of a small class size and larger

number of staff is the ability to provide individual and small group instruction to our students. You will not be asked to prepare the content of lessons for students.

o Your ideas for lessons and activities are always more than welcome!!! 8 Talk it out…at an appropriate time.

o If an issue arises, with any student and/or staff member (including myself) feel free to talk to me about it. I am more than happy to schedule a time to talk to you before or after school.

o Please do not argue and yell. It tends to cause things to escalate unnecessarily. I want everyone to be comfortable and happy at work. I will do what I can to get issues resolved. If I am unable to help resolve the issue, we will bring the issue to the appropriate administration.

o The students are very interested in what is going on around them, but what is going on with the professionals in the room is not something they should be concerned about.

9 Minimal Distractions to the environmento Our students are distracted by everything! Keep our students’ triggers in mind

when in the classroom.o Keep the classroom door closed and only go in and out as necessary. We will

already have a number of door openings/closings from restroom runs and related services coming in and out of the classroom.

10 Keep conversations appropriate.o It is wonderful if you develop friendships with co-workers; just remember that the

students are great listeners. These middle school/high school students think of each of us as a role model.

o No Gossiping! This isn’t just a bad influence on our students it also makes the environment for all of the staff uncomfortable. Even though we work in a secondary school, doesn’t mean we need to relive being our student’s age.

o Do not discuss any parents and/or students in front of any student, including the student him/herself. Although you may not know exactly what the student is paying attention to and picking up on, they very well may be catching onto what you are saying. Keep it confidential.

11 Organizationo Please help keep the classroom organized. The more structured and organized

our classroom is, the less number of distractions our students will have.12 Pass it on.

o If there is a phone call from a parent or an outside staff member (speech therapist etc.) Take a message for myself. I will keep you up to date on the important information.

o If you have a goal in mind or an issue that you would like to discuss with a parent, let me know and I will relay the information on.

13 Can you keep a secret? The information that we learn about the classroom and students, their needs and

family are confidential. You are not to share this information with anyone. There are no excuses for this.

14 Be a team player.o At times you may be asked to do something you would prefer not to do. But,

keep in mind that these activities are a part of your job and I would not ask you to do anything that I would not do myself.

15 Participate in activities!o Get on your feet and have fun. Participate in the activities that the students are

expected to participate in (ex: gym, music, cooking, cleaning, speech, classroom/community activities, etc.). Work really can be a lot of fun if you allow it to be. Besides, the students love it. Act a little goofy once in a while!

16 Collect Data.o Data collection is an important concrete tool that we all use to determine if

students are grasping skills, if accommodations need to be made, or if a different strategy needs to be introduced. I will design and make available these sheets to you.

17 Health Care Planso Be aware of the students’ health care needs in our classroom. It is important to

be prepared for events such as seizures and g-tube issues and be confident in your ability to carry out the health care plan effectively.

o Please ask questions when you have them and I will be sure to answer them or find out the answer.

o Our students' health is the highest priority and it is essential to understand their health care plans!

18 Behavior Intervention Planso Please follow through with each student’s behavior plan. o Consistency in positive and negative reinforcement across ALL team members is

crucial for success in reducing unwanted behaviors.

If we are all united in our goal to do what’s best for our students as determined by the IEP goals, behavior plans, and health plans and we collaborate effectively with one another, our student’s will thrive inside and outside of the classroom!

Section II

Working with Students

Person First Language

Helpful tips to keep in mind*Person first language refers to placing a student’s name before a disability or assistive technology and AAC devices at all times (i.e. Alex has cerebral palsy).

What not to say: the wheelchair-bound student, the autistic child, the CP kid

*Use possessive language to refer to disabilities. Use the word has instead of the word is.

Example: Jenny has autism, rather than Jenny is autistic. 

Phrasing the sentence using "has" makes autism just one thing -- among many -- that Jenny has.  Jenny also has brown eyes and curly hair.  She also has a Powerpuff girls backpack.  Oh -- and, she has autism.

*Use possessive language to refer to assistive technology.  Use the word has or uses rather than "is confined to". 

Example: Matt uses a wheelchair to get around, rather than Matt is confined to a wheelchair.  Matt uses augmentative communication to speak, rather than Matt can't talk. 

In both cases, the pieces of equipment are viewed respectfully as something Matt uses to accomplish everyday tasks.

*Special education is a service, or set of services; it is not a place. 

Example: Sally receives special education supports and services.  She may do so in a classroom that serves students with disabilities, but she is not "in" special education.  

*Things cannot be "handicapped."  Parking spaces, restrooms, etc., are designed to be accessible for persons who have disabilities.  They are not "handicapped" in and of themselves.  Refer to them as accessible parking spaces, or accessible restrooms.  They could also be parking spaces reserved for persons with disabilities.

*Disability makes someone different. Different is not inherently bad.

It may be inconvenient to require supports that others do not, but a disability is not something to feel sorry for.

*Above all, put yourself in the place of the person about whom you are speaking.  If your main challenge in life is that you are tone-deaf, would you want everyone to refer to you as "the singing-impaired person, who is very nice in lots of ways"?

Be respectful and always keep in mind that the individuals are people regardless of if they have a disability or not. Disabilities do not define the individual.

Behavior Management Strategies

The goals of behavior management are to 1. Decrease antisocial and disruptive behaviors and 2. Increase appropriate pro-social behaviors.Effective behavior management is rooted in good program organization and strong leadership. Well prepared, relevant, and exciting programs will capture the imaginations and energy of the students and will deter disruptive and negative behavior patterns.Our students do exhibit negative behaviors and we will be expected to follow through consistently with each child’s behavior plan in order to move towards decreasing those behaviors. Listed below are different strategies that may be used when working with students who may demonstrate inappropriate behaviors.

Set limits for behavior and tell students these limits using simple vocabulary. Ignore behaviors that may possibly increase by attending to them. Develop a signal to let students know behavior is unacceptable. Reinforce students for appropriate behavior. Provide students with breaks from work when they become agitated or bored. As

negative behaviors escalate we want to use fewer words and modify demands. Use choice language. Keep emotions out of your reaction. (i.e. you chose to hit,

the consequence is time out) Redirect bored students back to task by offering to help, discussing the

assignment or complimenting the student's accomplishment on the completed part of the task.

Make a direct appeal to the student's sense of fairness. Be consistent with all students’ behaviors Use positive reinforcement. Reward the students’ positive behavior which will

likely increase the reoccurrence of that behavior.* Encourage the student to observe another student displaying positive behaviors.

Effective timeout In general, for time-out to be effective use the following tips:

1. students should be separated from reinforcement 2. the time should be short3. confrontation should be avoided 4. verbal interaction should be limited5. A warning that time-out may come should be offered

6. The student should be consistently removed and placed in time-out when the behavior reoccurs

7. A specific location should be defined for time-out 8. A specific duration for time-out should be set9. The consistent schedule for time-out use should be defined 10.A defined behavior should lead to time-out11.Clear contingencies should be defined for the student to be released from time-

out

*Please read through the crisis management packet provided by the co-op. If you did not receive one, I have copies I would love to share with you.

Section III

About Low Incidence Disabilities

Common Low Incidence Disabilities

Students with disabilities can be classified in many ways. IDEIA continues to recognize disabilities in the form of more or less discrete diagnostic categories, such as intellectual disability, specific learning disabilities, or emotional behavioral disorder. Other approaches to classification include categorizing disabled individuals by degree of severity of their needs, or by how atypical an individual may be when compared to a norm. Still other approaches may emphasize the level of intensity of supports necessary for an individual to function optimally in home, school, community, and work settings.

Autism

Is a developmental disability, usually evident by age three. Autism is a neurological disorder that affects a child’s verbal and nonverbal communication, understanding language, playing, and relating to others. Other characteristics often associated with autism are engagement in repetitive activities, stereotyped movements (hand flapping, rocking back and forth, poor eye contact, etc.), resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

Characteristics*May be in forms of mild to severe

Communication problems; Difficulty in relating to people, objects, and events; Unusual play with toys and other objects; Difficulty with changes in routine or familiar surroundings; and Repetitive body movements or behavior patterns.Children’s abilities, intelligence, and behaviors vary widely. Some do not speak; others have limited language skills tend to use a small range of topics and have difficulty with abstract concepts. Repetitive play skills, a limited range of interests, and impaired social skills are generally evident as well. Unusual responses to sensory information (loud noises, lights, certain textures of food or fabrics, etc.) are also common.

Cerebral Palsy (CP)

A condition caused by injury to the parts of the brain that control our ability to use our muscles and bodies. Cerebral means having to do with the brain. Palsy means weakness or problems with using the muscles. Often the injury happens before birth, sometimes during delivery, or soon after being born. CP can be mild, moderate, or severe. Mild CP may mean a child is clumsy. Moderate CP may mean the child walks with a limp, or may need a brace, or cane. More severe CP can affect all parts of a child’s physical abilities. A child with moderate or severe CP may have to use a wheelchair and other special equipment. Sometimes children with CP can also have

learning problems with hearing or seeing (called sensory problems), or mental retardation. Usually, the greater the injury to the brain, the more severe the CP. However, CP doesn’t get worse over time. Most children with CP have a normal life span.

Signs of CP

Spastic CP- too much muscle tone or tightness. Movements are stiff, especially in legs, arms, and/or back. Children with this form of CP move their legs awkwardly, turning in or scissoring their legs as they try to walk. *This is the most common form of CP.

Athetoid CP (dyskinetic CP) can affect movements of the entire body. Typically, this form of CP involves slow, uncontrolled body movements and low muscles tone that makes it hard for the person to sit straight and walk.

Mixed CP is a combination of the two listed above. These children usually have both high and low muscle tone. Some muscles are too tight, others are too loose, creating a mix of stiffness and involuntary movements.

Diplegia-only legs are affected

Hemiplegia- only half of the body (ex. Right leg and right arm) is affected.

Quadriplegia- both arms and legs are affected, sometimes including the facial muscles and torso.

Down Syndrome

The most common and readily identifiable chromosomal condition associated with mental retardation. It is caused by a chromosomal abnormality, an accident in cell development results in 47 instead of the usual 46 chromosomes. The extra chromosome causes changes in the development of the brain and body. In most cases, the diagnosis of Down syndrome is made according to results from a chromosome test administered shortly after birth.

Characteristics1. Poor muscle tone2 Slanting eyes with folds of skin at the inner corners (epicanthal folds)3 Hyperflexibilty (excessive ability to extend the joints)4 Short, broad hands with a single crease along the palm of one or both hands5 Broad feet with short toes6 Flat bridge of the nose7 Short, low-set ears8 Short neck

9 Small head10 Small oral cavity11 Short, high pitched cries in infancy

Big tongueBesides having distinct physical appearance, children with Down syndrome frequently have specific health-related problems. They may have heart defects, respiratory problems, visual problems, and hearing problems.

Intellectual Disability

Is a term used when there are limitations in mental functioning and in skills such as communicating, taking care of him/herself, and social skills. Children with ID may take longer to learn to speak, walk, and take care of personal needs such as dressing or eating. They will learn, but it will take them longer. There may be some things they cannot learn.

Signs of Intellectual Disability

1 Sit up, crawl, or walk later than other children2 Learn to talk later, or have trouble speaking3 Find it hard to remember things4 Not understand how to pay for things5 Have trouble understanding social rules6 Have trouble seeing consequences of their actions7 Have trouble solving problems8 Have trouble thinking logically

A person with more severe ID will need more intensive support his or her entire life.

Severe and/or Multiple Disabilities

Traditionally individuals with severe disabilities are typically labeled with severe to profound mental retardation. These individuals frequently have additional disabilities, including movement difficulties, sensory losses, and behavior problems.

Characteristics

1 Limited speech or communication2 Difficulty in basic physical mobility3 Tendency to forget skills through disuse4 Trouble generalizing skills from one situation to anotherA need for support in major life activities (domestic, recreation, community, and

vocational)Speech and Language Impairments

These impairments refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech and feeding. Some causes include hearing loss, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments, and vocal abuse or misuse. Frequently, the cause is unknown.

Characteristics

A child’s communication is considered delayed when the child is noticeably behind his/her peers in the aspect of speech/language skills. Sometimes a child a child will have greater receptive (understanding) than expressive (speaking) language skills, but that is not always the case.

Usually there are difficulties producing speech sounds or problems with voice quality. They may be described as having an interruption in the flow or rhythm of speech, such as stuttering. Some disorders may include difficulties with pitch, volume or quality of voice.

A language disorder is an impairment in the ability to understand/use words in context, both verbally and nonverbally.

Characteristics

Some include improper use of words and meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary, and inability to follow directions.Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate.

Common Acronyms in Special EducationAcronym Description

AACACRADAADD

Augmentative and Alternative CommunicationAnnual Case ReviewAmericans with Disabilities ActAttention Deficit Disorder

ADHD Attention Deficit Hyperactivity DisorderAODA Alcohol and Other Drug AbuseAPR Annual Performance ReportARRA American Recovery and Reinvestment Act

also known as President Obama's Stimulus Package which provides economic assistance to the US in 2009-11

ASDAT

Autism Spectrum DisorderAssistive Technology

AYP Adequate Yearly ProgressBIPCCC

Behavior Intervention PlanCase Conference Committee

CD Cognitive DisabilityCIFMS Continuous Improvement and Focused Monitoring SystemCEC Council for Exceptional Children

A national organization focusing on issues related to children with disabilities.CEIS Coordinated Early Intervening ServicesCESA Cooperative Educational Service AgencyCFRCP

Code of Federal RegulationsCerebral Palsy

CREATE Culturally Responsive Education for All: Training and EnhancementCSHCN Children with Special Health Care Needs, DHSCSPD Comprehensive System of Personnel DevelopmentDCS Division of Community Services, DHFSDCTF Division of Care and Treatment Facilities, DHFSDD Council

Developmental Disabilities Council

DHFS Department of Health and Family Services. Formerly the Department of Health and Social Services; as of July 2008, split into the Department of Health Services and the Department of Children and Families.

DLSEA Division for Learning Support: Equity and AdvocacyDOC Department of CorrectionsDPI Department of Public InstructionDVR Division of Vocational Rehabilitation in the Department of Workforce DevelopmentEBD Emotional Behavioral Disability (formerly ED)EC Early ChildhoodEDGAR Education Department General Administrative RegulationsESY Extended School YearFACETS Family Assistance Center for Education, Training and Support

The Statewide Parent Training and Information Center, funded by the U.S. Department of Education

FAPE Free Appropriate Public EducationFBA Functional Behavioral AssessmentFERPA Family Educational Rights and Privacy Act

GPR General Program RevenueIDIDEA

Intellectual DisabilityIndividuals with Disabilities Education Act, the current federal special education law.

IEPITP

Individualized Education ProgramIndividual Transition Plan

LPP Local Performance PlanLEP Limited English ProficientLREMD

Least Restrictive EnvironmentMultiple Disabilities

NCLB No Child Left BehindThis national legislation reauthorized the Elementary and Secondary Education Act and has broad implications for the education of all children.

OCR Office for Civil RightsA part of the U. S. Department of Education responsible for enforcement of Section 504 of the Rehabilitation Act of 1973.

OHI Other Health ImpairmentOI Orthopedic ImpairmentOSEP Office of Special Education Programs, U. S. Department of EducationOSERS Office of Special Education and Rehabilitative ServicesOTPDD

Occupational TherapyPervasive Developmental Disorder

PPS Program Participation SystemThe electronic data system used to manage referrals of children from county Birth to 3 agencies to local educational agencies.

PT Physical TherapyPLOEP Present Level of Educational PerformanceRCC Residential Care Center (formerly known as CCI)REACh Responsive Education for All Children initiativeREADS Reading Evaluation and Demonstration of Success initiativeRSN Regional Service NetworkRtI Response to InterventionSAP School Age ParentsSDD Significant Developmental DelaySLD Specific Learning Disability (formerly just LD)

SPP State Performance PlanThe SPP replaces the SIP beginning with 2005-2006.

TBIVIVR

Traumatic Brain InjuryVisual ImpairmentVocational Rehabilitation

Please sign where indicated. Your signature indicates that you have read through the paraprofessional handbook and understand and agree with what is expected of you.

Supportive Staff Signature

Supervising Teacher Signature

Administrator Signature