Topic 6: PCP and Wrap-Around

Topic 6

Person-Centered Planning and Wrap-Around

The Basics

PCP
is a process designed to assist someone to make plans for their future. It is used most often as a life planning model to enable individuals with disabilities or otherwise requiring support to increase their personal self-determination and improve their own independence. This ultimately leads to greater inclusion as valued members of both community and society.

Wrap-Around

Wraparound services are family and child-centered, and they can take place in variety of settings, not just one place. Services are defined by the Behavior Treatment Plan, or Behavior Care Plan. Progress is monitored with data, updated regularly and reevaluated every three months. Also, wraparound services are often very personal. Some families may need to adjust to new persons actively joining their daily activities.

Resource: www.dpw.state.pa.us

Federal Policies and Legislation

The transition services that school districts are required to provide under Chapter 285 continue to be defined by the federal IDEA 2004. IDEA 2004 defines transition services as a "coordinated set of activities designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities."2 Under IDEA 2004, transition planning must take place for the student who is 14 years of age and, if needed, the IEP Team must include appropriate goals related to postsecondary training, education, employment, and independent living skills in the student's IEP.3

Popular Person Centred Tools (PPCT)

*PATH- For people who are indecisive on what to do in life.
1. The dream
2. One year on
3. Now
4. Enroll
5. Growing stronger
6. Actions
7. First steps

*MAPS- It is a tool which builds a shared commitment to help the focus person move towards their dream and away from their nightmare. MAP can be used when we want to learn from a person’s past to help shape their future.

*One-Page Plans- provide a capacity description of a person focusing on what others like and admire about them, what’s important to them and what we need to know or do to provide good support.

*Living Descriptions include:
How to communicate with the person
Who supports the person best
Routines and rituals
Staff roles and responsibilities
Dreams
Decision making agreements
Health information
Relationship circle

Resource: www.inclusive-solutions.com


Websites to See

http://www.ilr.cornell.edu/edi/pcp/index.html

www.kipbs.org

Person-Centred Checklist

Kansas Rehabilitation Services

Journal 4

Topic 4

Assessment and Screening

The Basics

Testing and assessment is ongoing with children in special education programs. Some are formal, normed and standardized. Formal tests are used to compare populations as well as evaluating individual children. Some are less formal and used for ongoing assessment of a students progress in meeting his or her IEP goals. These can include curriculum based assessment, using chapter tests from a text, or teacher made tests, created to measure specific goals on a child's IEP.

www.specialed.about.com

Federal Policies and Legislation
IDEA 2004 (Individuals with Disabilities Education Act) outlines specific guidelines for screenings and evaluations. Including:
“3. Clarify that screening for instructional purposes is not evaluation.

The screening of a student by a teacher or specialist to determine appropriate instructional strategies for curriculum implementation shall not be considered to be an evaluation for eligibility for special education and related services.
[34 CFR 300.302] [20 U.S.C. 1414(a)(1)(E)]”
“5. Add a requirement that evaluation procedure be administered in form that is most likely to yield the most accurate information.

Each public agency must ensure that assessments and other evaluation materials used to assess a child under Part 300 are provided and administered in the child’s native language or other mode of communication and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to provide or administer.
[34 CFR 300.304(c)(1)(ii)] [20 U.S.C. 1414(b)(3)(A)(ii)]”


Terms to Know

1. Intelligence Testing- Intelligence testing is usually done individually, although there are group tests used to identify students for further testing or for accelerated or gifted programs.

2. Standardized Testing- tests used to evaluate large groups, such as schools or entire school districts.

3. Curriculum based assessments- are criterion based tests, usually based on what the child is learning in the curriculum.

4. Criterion-Refrenced Tests- A test in which questions are written according to specific predetermined criteria. Student is not compared to others.


5. Norm-refrenced Tests- This type of test determines a student's placement on a normal distribution curve. Comparing students to one another.

6. Reliabilty- a test is considered reliable if it allows for stable estimates of student ability.

7. Validity- refers to the extent to which a test's content is representative of the actual skills learned and whether the test can allow accurate conclusions concerning achievement.


Websites to See

www.rubrics4teachers.com

www.naep.org

www.nciea.org


Kansas Special Education Assessments

Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV)
BASC - Behavior Assessment System for Children
Woodcock Johnson III (WJ-III)

Response to Intervention (RTI) Tiers

Tier I- Interventions beginning in the classroom. All students are placed here in the beginning.

Tier II- Student that are identified and need an extra push with some accommodations.

Tier III- More intensive instruction. Some individual or small group sessions may be needed.

Journal 5- Functional Behavior Assessment

Functional Behavior Assessment Powerpoint

Link

Journal 3- Classrom Management

Topic 3
Classroom Management

The Basics
According to answers.com
Classroom management is the orchestration of the learning environment of a group of individuals within a classroom setting. A teacher's classroom-management system communicates information about the teacher's beliefs on content and the learning process. Everything a teacher does has implications for classroom management, including creating the setting, decorating the room, arranging the chairs, speaking to children and handling their responses, putting routines in place (and then executing, modifying, and reinstituting them), developing rules, and communicating those rules to the students.
www.answers.com/topic/classroom-management


Federal Policies and Legislation

IDEA requires teachers to implement universal design for learning (UDL) which helps teachers have more effective classroom management. Using UDL, helps reach more students needs and allows for modifications and accommodations for students who need the extra help.

Terms to Know

PBS-
Positive behavior support

Social Cue-
A cue given to students to assist them in identifying and internalizing appropriate social behavior.

Proximity-
A teacher’s physical movement throughout the classroom during instruction and independent practice. If the teacher is working with a small group, proximity is done through eye contact.

Signal-
1. Teacher signals – signals to students such as the teacher raising his/her hand when asking a questions so that students raise their hands to answer the question.
2. Student signals – a way for students to kinesthetically identify to their teacher that they are ready

Time Limit-
A time limit sets the limit to begin working. Time limits are most effective when combined with social cues. Time limits can also effectively be combined with signals.

Engagement-
Who is doing the work? 80% is the benchmark for engagement.
Direct Instruction: When teachers call on one student – only one student has to be engaged. How can all students think before 1 responds? (i.e. Whisper to your neighbor, raise a finger for each idea you have, write it in the air, note taking guide).

Expectations-
Do students know exactly what to do at any given time? Have expectations (procedures and student habits) been established, modeled and reinforced consistently through social cues, signals and reteaching with individual students?

Voice-
Teachers need to use a credible voice during instructions and expectations and an approachable voice during instruction. When students are working quietly, does the teacher take them off task by using a LOUD voice?

Resource: Ellen Williams/Annette Brinkman 2005

Websites to See
Behavioradvisor.com
http://www.pacificnet.net/~mandel/ClassroomManagement.html
pbis.org