Making the ARD Process Work For Schools

Report
Goose Creek CISD
Special Education
2012 - 2013
TCE RDSPD Overview
The mission of the
GCCISD Special Education
Department is to support the
campuses in order to nurture
inclusionary environments,
enhance student achievement,
and maintain compliant special
education programs.

Poll Everywhere
Objective 1: ECI
Objective 2: Literacy and assessment tools
Objective 3: Staff development- literacy and
communication
Objective 4: Communication and assistive technology
Objective 5: Formal and informal assessment
Objective 6: Technology
Objective 7: General curriculum- math
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Personnel
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SHE change
new staff - Ava Haynes, Brandy Rosing, Brooke
Piatt, Erica Riley, Jessica Compton, Chae Eagleton,
Jose Martinez
vacancies – Lead Teacher, Counselor, ASE Teacher,
REL Teacher, Itinerant Teacher , 2 Interpreters
Support Systems
Website
Six Week Data Reviews
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ARD Meeting  IEP Meeting
ARD Committee  IEP Team
Co-op Services  Co-op Site and Co-op Itinerant
SPED Label  SPED Eligibility
Sub-groups  Student Groups
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Make data driven decisions.
Collaborate with the team members who work
directly with the student.
Establish open and continued communication
with parents.
Answer this question: Is IT (service,
modifications, AT, etc.) NEEDED for the child
to make educational progress?
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September 24-28, 2012 Deaf Awareness Week
November 3, 2012 Walk4Hearing
February 2013 Peer Review

FDA approved the C1422 Slim Straight
Electrode- Worlds thinnest, smallest, full length
electrode specifically designed to preserve the
delicate structures within the cochlea,
primarily geared towards those with a unique
anatomy.
What does this mean to us?
Cochlear implants will be able to benefit more
children with craniofacial anomalies,
malformed cochleas, etc…
The new electrode array will provide a cleaner,
sharper sound.

BAHA 3 and BAHA 3 Power are currently
available to people of all ages. Typically geared
towards ages 5 and older, but can be used with
infants as well.
When checking the CIs:
LISTEN to the device to see if its amplifying correctly.
CHANGE the order of the LING check when you use it
with your students.
DO NOT take the students word on whether the device
is working properly. It is YOUR responsibility to make
sure it is working correctly.

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If a student misses a particular sound, note that on
the amplification log. This will help identify which
sounds are being consistently missed so that the
student’s implant team can adjust the CIs
accordingly.
For hearing aids users, this may indicate a decline
in hearing or the need for reprogramming a
device.
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BAHA 3 Support APP- available for Android IPHONE and IPAD
FREE
Nucelus Support APP-available for Android
IPHONE and IPAD FREE
-Both APPs contains video and text assistance for troubleshooting,
traveling, adjusting, cleaning and maintaining the device.
HOPE words- a rehabilitative APP intended for a child to practice
auditory self-monitoring by listening to a sound or word and
matching their speech production accordingly. Also has tips for
parent and professionals on how to use the app to improve
listening and spoken language.
Available for IPAD and IPHONE $1.99
www.cochlearamericas.com/HOPEwords
NON RDSPD STUDENTS

Submit request for professional assistance to SPED Coordinator for your feeder pattern.

Request will be reviewed for approval by district liasion.

If approved, it is sent to Colleen Wooten for further processing.
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Colleen sends request to the audiologist, Dr. Angie Torres, who calls to schedule
appointment for audio after 3:30 OR on an audio round-up Saturday (TBA).
ITINERANT AND RDSPD STUDENTS
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Audios and Otos are free to parents if done through the co-op.
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Appointment times can be scheduled before 3:30 p.m.
INITIAL EVALUATIONS
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To be done through the student’s home district.
TEACHER REFERRALS
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IF CONCERNS ARISE UNDER THE FOLLOWING CONDITIONS:
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Student is suddenly not responding as they once had
Decrease in academic performance
Decrease in speech production
The teacher should contact the audiologist to schedule a visit to check the student’s ears
and amplification devices prior to scheduling an audio. Audios will be scheduled at the
discretion of the audiologist.
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Our FM inventory is growing!
Goal: To have everyone completely in wireless
neckloops by 2013-2014
Remember basic troubleshooting:
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Is the device charged?
Is the receiver and transmitter on the same channel?
Are the students hearing aids on telecoil?
For static, try changing the channel and re-syncing the
receiver.
When all else fails, contact me.
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FMs MUST be used daily, consistently and
appropriately.
As little as a 5 dB increase in amplification for
our students can make the difference in their
speech production and acquisition.
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Do the hearing aids have batteries?
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Are the batteries working?
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Is the earmold plugged with wax?
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Remove earmold from hearing aid and listen to
device. If the hearing aid is working, it is an
earmold problem.
See Handout
Student:________________________
Dear Parent:
Your child’s personal hearing aid(s) or cochlear implant was checked today. The following problems were noted:
_______
Child forgot to bring to school
(R
L
B)
_______
Hearing aids (s) are not functioning
(R
L
B)
_______
Cochlear Implant is not functioning
(R
L
B)
_______
Needs new earmolds
(R
L
B)
_______
Battery is dead/send extra package of batteries for hearing aids
_______
Rechargeable Cochlear Implant battery pack dead/send battery holder with extra batteries
Additional Comments:
Hearing aids are very important for your child’s education and communication. We want
to make certain they are always working properly. Please attend to the above problem as
soon as possible. If you have any questions, please contact the audiologist at
281-420-4520.
Thank you for your support and cooperation.
Angelique Torres, Au.D
Educational Audiologist
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MUST be checked DAILY for every student
using amplification
MUST be accurate and up-to-date
MUST be signed or initialed by the person
checking the device
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For those of you with soundfield systems in
your classrooms:

You MUST use your microphones daily!
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If other classes are hearing you, turn down your
microphone volume.

If the problem persists,
contact me.

We will continue to offer new earmold services.

Prices will NOT increase from last year. YAY! 

The cost for earmolds will continue to be $27.00
each.
However…
(Prices are subject to change during the year) 

HEARING AID LOANER BANK!!!
GOAL: To have policies and procedures in place for hearing aid
loans before November 2012.
…STAY TUNED FOR MORE DETAILS
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San Jacinto Methodist Hospital generously
donated 2 soundbooths, audiometers, and
audiological supplies to GCCISD at the end of
last school year.
Smaller booth is housed
at Lee High School
Larger booth is still looking for a home
Audio Round-Up 2012/2013
Fall Semester
TBA
Spring Semester
TBA
These dates are reserved for failed hearing
screenings and any non-RDSPD student who
demonstrates a need for a hearing evaluation.

With additional soundbooths please do your
best to troubleshoot on your own. You can text
or call me on my cell: 832-561-4401. This is my
private cell number. I am giving it out to you
for your convenience. I will be available 7:30
a.m.-4:00 p.m., Mon-Fri to accommodate
elementary, junior high and high school
schedules. Please be courteous and observe
business hours.
AUDITORY
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Direct the students to
listen
Control the environment
or language/vocabulary
Change from an open set
to a closed set or visa
versa
MANUAL
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Direct the students to
watch
Control the environment
or language/vocabulary
Change from an open set
to a closed set or visa
versa
Use this at the beginning of the lesson or at critical times.
AUDITORY
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Point out “I hear that” or
“Did you hear that?”
MANUAL
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Point out “I see that” or
“Did you see that?”
Use this to alert students to sounds and other things in their
environment.
AUDITORY
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Audition first
Direct attention toward
the object
Say it again
Use a hand cue
MANUAL
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Sign first
Direct attention toward
the object
Sign, explain,
fingerspell
Use this to introduce target vocabulary.
AUDITORY
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Use a familiar phrase.
Comment on what the
students are doing.
Be a radio
commentator.
MANUAL
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Use a familiar phrase.
Comment on what the
students are doing.
Be a radio
commentator.
Interpret or reverse interpret for the student presenting.
Use this to explain what is happening. Add Language!
AUDITORY
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Expect a response from
the child.
Pause and wait.
Look expectantly…lean in.
Hand cue- your turn.
“You could say…” model
response.
Auditory closure.
MANUAL
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Expect a response from
the child.
Pause and wait.
Look expectantly…lean in.
Sign- your turn.
“You could say…” model
response.
Closure- start the phrase
for them.
Use this in questioning, share times, and with reluctant
students.
AUDITORY
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Use sabotage.
Use others to model.
MANUAL
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Use absurdities.
Use others to model.
Use this strategy for reviewing known material. Give
students a chance to think about what is communicated, and
deciding if it is right or wrong.
AUDITORY
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Whisper, sing, or vary
pitch
Emphasis on a sound or
word
MANUAL
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Change size and speed
of sign.
Emphasize by
fingerspelling and
indexing.
Use this to emphasize a sound, target word, part of speech,
or concept.
AUDITORY
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Model and expand the
utterance.
Extension to the child’s
utterance.
MANUAL
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Model and expand the
utterance.
Extension to the child’s
utterance.
ASL  CASE 
Written English
Use this to expand the student’s length of utterance and/or
add parts of speech (adjectives, adverbs and connecting
words).
AUDITORY
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Rhymes
Opposites
Riddles
Questions
MANUAL
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Mime
Model
Absurdities
Explain
Use this to give assistance and not the answers.
AUDITORY
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Past experiences
Family name for
characters
MANUAL
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Past experiences
Family name for
characters
Use this to keep the student’s attention and to motivate
them.

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