Pd 3 only: Best Practices in the Classroom & Service Providers

1. D A T A A N D R E L A T E D S E R V I C E P R O V I D E R S
Special Education PD #3
1

2. Looking back on our last Sped. PD
We Reviewed…
1. special education laws
2. Protocols to follow when a child is suspected of
having a learning disability (RTI model)
3. long lasting effects of having a special education
label
4. Acceleration model for students with disabilities
2

3. If your child was in the
classroom, what best practices
would you like to see?
What steps would you
take, if your child is
having emotional issues?
3
Activity

4. 4

5. If your child was in the
classroom, what best
practices would you like to
see
What steps would you
take, if your child is
having emotional issues?
 Lots of kinesthetic activities
 Activities – projects (PBL)
 Small groups teaching
 Pre-teaching
 Re-teaching
 Communication with parents
 Materials that will challenge
their thinking
 Manipulative
 Engaged!!! Loving teacher!!!
 Talk to them
 Communicate with
parents
 Referral to counseling
 Books/activities that
will cope with issues
 Sincerity :)
5
Activity Model

6. Does your academic
expectation changed?
Does your ability to understand
the child emotionally changed?
6
Now imagine that your precious child has been
diagnosed with….

7. If your child was in the
classroom, what best practices
would you like to see?
What steps would you
take, if your child is
having emotional issues?
 Same as the 1st box
 Appropriate services
 Getting their services
 Communication!!!
 Informal meetings
 Loving teacher!!
 Same as the first box
 Students not bullying the
child
 Equipped appropriate
social skills
 Have adults that they can
turn to – feel safe
 Provide them
opportunities to talk
 Counseling if needed
7
Kylie, Tricia, Eli, Ayden – Diagnosed with Autism
at LBUSD

8. 1. Activity
2. Teacher survey results
3. Understanding the special education population at
Plasencia
4. Who is responsible for servicing the students? What
is related services?
8

9. Teacher Survey Results
 #1 Survey  Comment Box
Question 1- Comments:
 Comment 1: “depending on the disability”
 Comment 2: “consider severity of the
behavior, because other students will have
a hard time focusing”
 Comment 3: “with support”
 Comment 4: “what is the disability?”
 Comment 5: “with a behavioral support”
 Comment 6: “with a one to
one, depending on the disability”
 Comment 7: “It depends on the child's
ability to obtain the curriculum
 Comment 8: “Yes, except when his/her
behavior impedes progress of others”
Strongly
Agree
17%
Agree
59%
No
Answer
10%
Do not
agree
14%
I believe that students
with disabilities should be
educated in the gen. ed
classroom.
Strongly Agree
Agree
No Answer
Do not agree
9

10. Teacher Survey Results
 #2 Survey  #3 Survey
Strongly
Agree
23%
Agree
40%
No Answer
27%
Do not
agree
10%
I am aware of special ed.
laws such as
IDEA, LRE, Section 504 of
Rehab. Act
Strongly Agree
Agree
No Answer
Do not agree
Strongly
Agree
27%
Agree
67%
No Answer
3%
Do not agree
3%
I am aware of inclusion
Strongly Agree
Agree
No Answer
Do not agree
10

11. Teacher Survey Results
 #4 Survey  #5 Survey
Strongly
Agree
20%
Agree
56%
No Answer
17%
Do not agree
7%
I am aware of inclusion
practices for students with
disabilities in the gen. class.
Strongly Agree
Agree
No Answer
Do not agree
Strongly
Agree
40%
Agree
40%
No Answer
20%
Do not agree
0%
I implement
accomodations/modifications in
the gen. ed. classroom in
accordance to their IEP.
Strongly Agree
Agree
No Answer
Do not agree
11

12. Teacher Survey Results
 #6 Survey  #7 Survey
Strongly
Agree
21%
Agree
31%
No Answer
31%
Do not agree
17%
I have considered co-teaching
with a special ed. teacher in
math, lang. arts or both.
Strongly Agree
Agree
No Answer
Do not agree
Strongly
Agree
41%
Agree
52%
No
Answer
4%
Do not agree
3%
I believe that students with
disabilities should receive
services both in and outside the
classroom.
Strongly Agree
Agree
No Answer
Do not agree
12

13. Teacher Survey Results
 #8 Survey  #9 Survey
Strongly
Agree
6%
Agree
0%
No Answer
7%
Do not agree
87%
I think that students with
disabilities should only receive
services outside the classroom.
Strongly Agree
Agree
No Answer
Do not agree
Strongly
Agree
30%
Agree
37%
No Answer
30%
Do not agree
3%
I utilize service providers such as
(AP, RSP, Psych., etc.) for students with
disabilities in the gen. ed. classroom in
order to learn about the disability and
unique needs.
Strongly Agree
Agree
No Answer
Do not agree
13

14.  #10 Survey  Question 10~
50% disagreed to having
insufficient knowledge to
teaching students with
disabilities in the general
education classroom.
This data is crucial to my
leadership project because this
information serves as one of the
main reasons as to why
increasing awareness about
inclusion needs to be urgently
addressed.
Pink: Strongly agree, Yellow: Agree Blue: No
Answer, Brown: Do not agree
Strongly
Agree
7%
Agree
33%
No Answer
13%
Do not agree
47%
I feel that I have sufficient knowledge
and experience to educate students with
in the classroom.
Strongly Agree
Agree
No Answer
Do not agree
14

15. Plasencia ES Special Education Population
 Welligent and My data were utilized to attain data
15

16. Questions to ask ourselves(Special ed. students in this report are the students from the general ed. Classroom)
1. Common disabilities (why is it prevalent?)
2. Number of students per disability (Why is the disability
common?)
3. Impacted grade levels with special education
eligibilities (why are these gr. Levels impacted)
4. Special education Service Providers (who are they?)
5. Serviced population per Service Providers (who is
being serviced the most & how can we help?)
6. Data from Likert Survey about special education
and inclusion (Rationale for PD)
16

17. A) Majority of the students in special ed. have SLD
Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade
Specific Learning Disability 3 2 2 3 14
Specific Language Impairment 7 4 1 1 1
Autism 1 3 2 3 1
Other Health Impairment 2 1
Visual Impairment 1
Developmentally Delayed 3
3
2 2
3
14
7
4
1 1 11
3
2
3
1
2
11
3
0
2
4
6
8
10
12
14
16
Numberofstudents
withdisability
ingeneraleducation
Plasencia Elementary/Plasencia Magnet School
Special Education Students in General Education (2013-2014)
17

18. B) There are currently 24 students with SLD
(numbers are always changing/increasing)
Specific Learning
Disability
Specific Language
Impairment
Autism
Other Health
Impairment
Developmentally
Delayed
Visual Impairment
Series1 24 14 10 3 3 1
0
5
10
15
20
25
30
NumberofStudentswith
Disabilities
Plasencia Elementary School/Plasencia Magnet
Common Special Education Eligibilities in General Education Classroom (2013-2014)
18

19. C) Majority of special ed. Students are in
kindergarten and 5th grade
Kindergarten
21%
First Grade
19%
Second Grade
15%
Third
Grade
8%
Fourth Grade
9%
Fifth Grade
28%
Plasesncia Elementary School/Plasencia Elementary Magnet School
Total number of Students with Disabilities In General Education Per Grade Level (2013-2014)
19

20. D) Majority of the Special ed. Population are
serviced by the RSP and speech teachers
Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade
Resource Specialist Program 4 6 6 7 4 11
Speech 9 6 2 4 2 1
Counseling 3 1 3 1 2
Adapted Physical Education 2 1 1 1 1
Occupational Therapy 2 1
Health/Nursing 1
4
6 6
7
4
11
9
6
2
4
2
1
3
1
3
1
22
1 1 1 1
2
1 1
0
2
4
6
8
10
12
Numberofstudentsreceiving
SpecialEducationServices
Plasencia Elementary/Plasencia Magnet School
Service Providers for Students with Disabilities in General Education (2013-2014)
20

21. E) 47% of special ed. Students are receiving services
from the RSP teachers
Resource Specialist
Program
47%
Speech
29%
Counseling
12%
Adapted Physical Education
7%
Occupational Therapy
4%
Health/Nursing
1%
Percentage of Clients Serviced by Special Education in General Education Classroom
(2013-2014)
Resource Specialist Program
Speech Language Impairment
Counseling
Adapted Physical Education
Occupational Therapy
Health/Nursing
21

22. Service providers
22
Mr. Sanchez – APEIS
Mrs. Taylor – SDC (ID) upper grade
Mr. Duarte – SDC (ID) lower grade
Ms. Young – RSP
Ms. Barba – RSP
Ms. Kwon – Speech
Ms. Manning – Occupational Therapy
Ms. Chezek – APE –Adaptive Physical Education

23. 23

24. Mr. Sanchez - APEIS
24
 Supervise special education department
 IDEA compliance – Notifications, involving
parents, rights, etc.
 IEP/SST meetings
 Para-educators
 PD
 Work with general/special ed. teachers

25. Ms. Contreras
Ms. Temores
25

26. Ms. Contreras Ms. Temores
1. Assess students
2. Counsel students
3. Role is federally mandated
by student’s IEP
4. Counseling by her requires
IEP documentation
5. Counseling related to
helping students access
curriculum in the classroom
6. If cases are too high risk
based on student
information/background
she may need to refer out
1. Counsel students, even without
IEP documentation
2. Links outside resources to
students/families
3. Can be called out for crisis in
neighboring schools
4. Counseling students does not
have to relate to accessing
curriculum in the classroom
5. Pertinent to school community
because services does not have
to be prescriptive through
federal mandates and bridges
community to school resources
Mental Health Services
26

27. Ms. Kwon – Speech (amy.kwon@lausd.net)
27

28. Speech Therapist Input: Ms. Kwon
Who is eligible?
A student with a Speech Language Impairment is
defined as a pupil who has been "assessed as having a
language or speech disorder which makes him or her
eligible for special education and related services
when he or she demonstrates difficulty
understanding or using spoken language to
such an extent that it adversely affects his or
her educational performance and cannot be
corrected without special education and
related services"
28

29. Speech: Who qualifies?
29
Children 3 - 22 years of age who meet criteria for
special education services may be eligible for Language
and Speech (LAS) services. School-based Speech
Pathologists share in the decision-making process with
the IEP team to determine how to best meet the
educational needs of individual students.

30. Speech students qualify in 1 or more of the
following categories
30
 What is School-Based Speech Therapy?
 School-based speech therapy is a related service that supports
the educational program for students who have a disorder in
communication in one or more of the following areas:
 Articulation: The production of speech sounds significantly
interferes with communication and attracts adverse attention.
 Language: Inappropriate or inadequate
acquisition, comprehension or expression of spoken language.
 Fluency: Difficulties which result in the abnormal flow of
verbal expression to such a degree that they adversely affect
communication.
 Voice: A voice that is characterized by persistent, defective
vocal quality, pitch or loudness.

31. What are some red flags that would trigger a
speech assessment
By age 3 cannot By age 4 cannot By age 5 cannot
be understood by family
and/or caregivers
correctly produce vowels
and such sounds as p, b,
m, w in words
repeat when not
understood without
becoming frustrated
be understood by
individuals with whom
they do not associate
regularly
be understood by family
and/or caregivers
correctly produce t, d, k,
g, f
be asked to repeat
without becoming
sensitive
be understood in all
situations by most
listeners
correctly produce
most speech sounds
be asked to repeat
without exhibiting
frustration

33. Speech Intervention
33
articulation Language- Receptive, Expressive,
Social Pragmatic
Play activities which include:
sound awareness and discrimination,
songs, stories and games that
emphasize letter sounds
Identify a "target sound of the week."
Find objects that begin with the sound,
make a sound book with pictures, and
listen for the sound when reading
stories.
Talk to your student about everything you do together.
Encourage students to tell you what they want rather
than anticipating their needs
Gain students' attention and have child repeat directions
to check for understanding
Break instructions into smaller parts to assure
comprehension
Make connections in every aspect of your child's life for
understanding of new vocabulary
Minimize interruptions, competition and a barrage of
questions
Consult with the school nurse about possible medical
concerns.
Provide opportunities for the student to speak in a
normal voice tone, minimizing situations where he or
she will shout or scream

34. Facilitating Language Development
1. Modeling
2. Expansion
3. Self talk
4. Parallel
Pls. take a minute and examine the speech
packet

35. Ms. Manning – OT
(fidesmarie.manning@lausd.net))
35

36. Occupational Therapist Input: Ms. Manning
1. What is occupational therapy?
 OT is a skilled treatment that allows student’s the
ability to function and access their educational
environment with as much independence as
possible.
 The areas addressed by a school-based occupational
therapist must directly relate to the child’s
performance within their school setting
(campus, classroom, playground, cafeteria, bathroo
m and library).
36

37. Occupational Therapist Input: Ms. Manning
37
 Fine Motor Skills: skills used when you move your hand to do an activity. Gross Motor Skills: Coordinated
body movements involving large muscle groups. Activities involving this skill include
running, walking, hopping, climbing, throwing and jumping.
 Visual Motor Skills: Ability to visually take in info, process it and be able to coordinate your physical
movement in relation to what has been viewed. It involves combination of visual perception and motor
coordination.
 Oral Motor Skills: Movement of the muscles of the face particularly the mouth, jaw, tongue and lips which
can affect speech and feeding skills. Feeding skills are typically addressed in clinic settings and not in school-
based settings.
 Self-Care Skills: In the school-based setting, it is the ability to perform skills such as washing and drying
hands, putting away backpack, accessing compartments of backpack, handling lunch tray, managing clothing
for bathroom use.
 Sensory Integration: Ability to receive, process and act upon sensory input for “use”. This “use” may be a
perception, an adaptive response or a learning process.
 Motor Planning Skills: Ability to have an idea, plan an action and execute the action necessary for a
completion of a new motor skills.
 Neuromotor Skills: Skills that look at one’s neuromuscular structure such as balance, posture, muscle tone
and strength and how that affects one’s gross and fine motor skills. A person with balance and postural issues
will have more fine and gross motor skill issues.

38. OT: Fine and Visual Motor Dev. Milestones (Pls.
take a minute and look at the OT packet)
38
Between Ages Three
and Four
Between Ages Four
and Five
Between Ages Five
and Six
Buttons in less than 30 seconds Touches finger to thumb quickly
Dresses and undresses without
assistance, begins to tie shoes
Unbuttons (simple fasteners)
quickly
Colors between lines Prints some letters
Draws a person - 3 body parts
Draws person with face with mouth,
nose and eyes
Draws a person with 6 body parts
Builds tower of six cubes then a
wall with 4 blocks
Builds steps with blocks, then a
pyramid
Builds 5 block bridge (from model)
Imitates vertical crayon stroke;
copies circle and then a cross
Copies square Copies a triangle
Traces a line Connects 2 dots
Prints some letters, copies first
name (may have reversals, large
letters)
Grasps marker with thumb and
index finger moving hand as a unit
Holds crayon well Mature tripod/functional grasp
Cuts 8.5 x 11 in paper in half then
cuts on curved line
Uses scissors
Cuts out complex pictures
following outlines
Laces string into 3 holes/strings
beads
Cuts a large circle, then cuts a
square within 1/4" of line
Cuts cloth and other material
Puts together simple (straight line,
3-piece or insert puzzle)
Completes puzzle to 20 pieces
Puts together complex/interlocking
puzzle (10 piece inset puzzle)
Colors within 1/4" of lines
Colors almost within lines of 4 inch
circle
Drops small objects into a jar
Folds 2 pieces of paper in half
lengthwise
Folds two pieces of paper in half
twice

39. OT: Fine and Visual Motor Dev. Milestones
(Pls. take a minute and look at the OT packet)
39
Between Ages Seven and Ten Ten +
Can tie knots Increased typing speed and motor skills for computer use
Puts together intricate construction pieces
Tool use for science activities and for other projects (e.g
wood work)
Uses hole punches, staplers, glue, scissors May become more clumsy with puberty
Uses keyboard and mouse (may not use typing
technique)
Increased typing speed and motor skills for computer use
May develop specialized skill (e.g. piano or needlework)
Tool use for science activities and for other projects (e.g
wood work)
May begin to play musical instruments, and build
things
May become more clumsy with puberty
Ages 8-9: Writes in cursive (learns in 3rd grade) Increased typing speed and motor skills for computer use

40. OT: Play Milestones
(Pls. take a minute and look at the OT packet)
40
Between Ages Three
and Four
Between Ages Four
and Five
Between Ages Five
and Six
Plays cooperatively with others
(shares, taking turns
Participates in cooperative play with
other children
Displays good
sportsmanship, win or lose
Plays with an adult (tabletop, outdoor,
singing game)
Uses basic playground equipment
safely
Plays group games following
rules
Shares toys/equipment with another Independently tries out new activities
Complex imitation of the real
world, strong imagination,
reconstructing real world
Transfers from one activity to next
Follows defined rules whether or not
authority figure is present
Uses words as part of play, to
organize play, asks relevant
how/what questions
Performs/attempts new activity Creates own activities
Cooperative play:
compromises for the sake of
the group; competitive games
Imagines - assumes familiar roles
Imagination is prominent - uses real
world, uses knowledge to make up new
situation
Uses words to communicate with
peers
Talkative, plays with words,
communicates to organize activities
Associative play: similar activities
with 2-3 peers, more interest in peers
than play
Cooperative play: takes turns, tries to
control the play activities

41. Red Flags
41
 5-6 year olds:
 immature pencil/crayon grasp,
 unable to hold/manipulate scissors
 difficulty transitioning between tasks,
 frequently falling/bumping into peers/furniture in
classroom and outside on playground,
 delayed writing skills,
 unable to form letters correctly,
 trouble with spacing, sizing
 alignment for writing tasks, trouble copying from
whiteboard(misses letters and/or words)

42. OT: Interventions/teaching strategies
42
 Doing work on a vertical surface to increase shoulder
stability and strengthen the wrist for
writing/coloring/cutting activities
 Provide activities that promote muscle
strengthening, bilateral coordination, visual
attention, etc

43. OT: Interventions/teaching strategies
43
4-5 5-6 6+
animal walks(crawling,
creeping, crabwalk,
wheelbarrow), playing or
reading while laying on
stomach supported on
forearms, easel or
chalkboard drawing, position
puzzles on slanted surface,
playdough on slanted
surface, felt board or sticker
books on a desktop easel,
magnetic shapes on the
refrigerator, soap finger
painting on bathtub wall,
pre-writing tasks using
shaving cream, paint,
pudding, salt, cornmeal,
squirt bottles for
cleaning/watering plants
do writing/coloring tasks
on slantboard, modeling
clay activities, lego
activities
lego’s or other assembly
toys requiring a model to
follow

44.  I have all the documents in PDF and will be more
than happy to e-mail resources to teachers.
Marisa.barba@lausd.net