Newsletter, February 2014

Special ed community news
V OLUME 4, I SSUE 3
F EBRUARY 26, 2014
Molly’s Memo
At the beginning of the school year I shared with both staff and parents the
importance of remembering that education is more than just academics. We
have the social, emotional, and physical needs of our students to address on a
daily basis. Eanes ISD has embraced this concept with the creation and adoption of the Eanes Graduate Profile known as the WHEEL. The desired characteristic of an Eanes graduate are a Well rounded person, Healthy individual,
Effective communicator, Engaged citizen, and Life long learner. See EISD
website for the full text.
An Eanes parent of a special needs student, Lisa Mooring, shared a story about
a trip to Disney World with her son, Michael Dodson. She has given me permission to share the story, and I believe this captures the idea of looking beyond academics better than anything I could have imagined.
During the time of this story, Michael was a senior at Westlake High School.
He had significant behavioral challenges that made family outings extremely
difficult and family vacations almost impossible. However, with a tremendous amount of work at school and in the home, Michael was making progress. The family decided to go to Disney World, and here is the account expressed in a thank-you letter to the staff and others who helped along the way.
I just couldn’t wait to tell you all of the many successes we had at Disney World this
past week. Your influence on him was absolutely amazing. From the economy system, to
identifying triggers, to calming techniques, he absolutely used everything and every tool
you gave him! We had ZERO behaviors!
We made up a rule song for the plane and sang it. He carried his smiley face stress ball
and held it the entire flight. He even napped on the plane. He wore his headphones
with earplugs, and we had music handy at all times, and he would request music when
needed.
Continued on Page 2
Mark Your
Calendar!
April 7—Including Samuel
Screening with Dan Habib
6:00 pm WHS PAC
April 22—WHS/ATS Meet
& Greet, 8:30 am, ATS
April 24—Elementary Meet
& Greet, 8:30 am, ATS
April 30—Middle School
Meet & Greet, 8:30 am, ATS
May 10—2nd Annual Special
Education Picnic, 11:00am1:00 pm, Forest Trail
Elementary
Inside this issue:
Inclusion News..….………….3
Special Ed Spotlight:
AT Team ……....……..….4-5
Peer Assistants & Student
Partners…………..……...….6
Transition Talk.……….….. 7-8
App Corner……….….……..9
Community Events……...10-11
Sped Picnic Flyer....….….....12
Tidbits……………..………13
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Continued from Page 1
At one point Animal Kingdom was absurdly crowded, and he said,“It's very crowded here.There are too
many people. Can I take a break in the bathroom?"
We still have the picture symbols that you made eight years ago, and we used those too. The Mad Tea Party
ride was not working at all and the Pirates of Caribbean was out of order for awhile, but we showed him
those picture cards, and he did fine
I think every 3 ft there was a "in case of emergency break glass,” “call 911” or defibrillator. He passed by
each one-no problem. I remembered you standing in front of such triggers to block, and I did the same.
One night after being off schedule, we were eating a late dinner when he starting tapping. This table tapping is his new way for forewarning trouble. I looked around and sure enough here was a fire alarm a few
feet away-- tempting him. I recognized the trigger and positively reinforced him for communicating that
it was bothering him. I offered a choice to stay or go somewhere else. He chose to leave.
Some people may look at our trip as a vacation, but I would beg to differ. We went 90 miles an hour every
day from start to finish. We returned home completely exhausted! But, we created great moments and
great memories. Most importantly I would describe this trip as an end of semester exam. He took everything he learned and worked on all year and applied it to the real world with real success. A+ +
Thank you all so much! As you can see, each of you has had a major impact on him, and because of you,
he's developing those skills necessary to function in the world around him. I'm now looking forward to
continuing and building on this success in the real world.
Thank you to Lisa and Michael for sharing their story and demonstrating the importance of
the broad view of education. As a follow-up, the family also had a successful trip to Cancun in
December where Michael impressed the guests at the resort singing to Justin Beiber during
karaoke.
Molly May
Director of Special Education
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Inclusion News
Eanes ISD Welcomes Dan Habib
The Special Education Department will host documentarian Dan Habib for a day of professional learning and
community engagement on Monday, April 7. Mr. Habib is the creator of Including Samuel and Who Cares About
Kelsey? He is the Filmmaker in Residence at the Institute on Disability at the University of New Hampshire.
Mr. Habib will begin his morning screening Who Cares About Kelsey? and conducting a Q&A for the entire Westlake High School staff. He will then spend the day at Westlake meeting with different student leadership
groups and hopefully getting a chance to visit the film production class.
Monday evening at 6:00, the Special Education Department will host a screening of Including Samuel also followed by a Q&A. This event is open to the entire Eanes ISD community and will be in the Performing Arts
Center in the recital hall.
We are very excited to be able to provide this opportunity for the staff and community.
Universal Design for Learning Training
On February 6, approximately 40 teachers from Westlake attended a training on Universal Design for Learning.
The day provided for an informative and engaging learning opportunity. The attendees were the collaborative
pairs (gen ed and special ed teachers) from every core academic area.
Matt Holloway from the Region 13 Service Center served as facilitator. Matt provided an overview of the tenets
of UDL, and both large and small group activities focused around identifying current practices that are consistent with UDL and planning for future lessons incorporating some of the ideas. Various models for co-teaching
were also introduced, and teams discussed the pros and cons of each and shared ideas for implementation.
The attendees left with homework to capture UDL strategies used in the collaborative classroom through text,
video, or photographs. Mr. Holloway will then develop a platform to share these ideas with the other teachers.
Social Skills Pilot
Two Forest Trail behavior support teachers, Catherine Edmund and Brad Corbett, are piloting an after school
social skills program this spring. Selected students, both general education and special education, will spend 2
hours once a week for 4 weeks after school building social skills through structured play activities. The hope is
these skills can then generalize back into the classroom and onto the playground.
Valentine’s Day Dance
The Teen Teachers and Peer Assistants at WHS hosted a Valentine’s Day Dance for students with disabilities.
This reverse inclusion opportunity allowed for students to participate in a high school dance in a less crowded
and more controlled environment. However, there was nothing “less” about the amount of fun being had. The
students were very busy dancing and snacking on foods that included gluten free choices. Interestingly, several
parents were also spotted dancing on the periphery while enjoying the festivities. Thank you to all the teens
and parents for making this event so successful.
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Special Ed Spotlight:
Meet the Assistive Technology Team
The assistive technology provider wears a variety of hats. The AT team assesses the needs of a child
with a disability to determine tools or services that may help a student achieve progress on IEP goals
and objectives. They are also involved in selecting, designing, customizing, adapting, repairing and
acquiring assistive technology tools and devices. The team coordinates with therapists, teachers, parents, and students in order to support the use of AT devices in the educational environment. Training
or technical assistance for the student, school professionals, and family members can be arranged.
Each month, we introduce you to a different professional group within the
District. This month we asked the Assistive Technology team...
What is your favorite part of being an assistive technology specialist? &
How do you use technology just for fun and not something work related?
Karen Vinson
What is your favorite part of being an assistive technology specialist?
I enjoy helping students make progress with their communication skills, educational goals or recreation and
leisure activities. Matching a student to a particular piece of technology is a bit like running a dating service.
An AT provider must consider the strengths and weaknesses of both the student and piece of technology in
order to make the best fit possible. We want the relationship between the student and AT tool or device to
last.
I also enjoy trying to keep up with constant changes in the field of technology. It is a challenge to remain
knowledgeable about the latest and greatest tools on the market when these products are always evolving.
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Special Ed Spotlight:
Meet your child’s Assistive Technology Team
Karen Vinson….continued
How do you use technology just for fun and not something work related?
I have to admit, I am a candy crush addict-level 210 and counting! I enjoy browsing Pinterest for craft and
cooking ideas I will never use, reading E-books on my tablet, and listening to playlists while exercising.
My son is currently giving me Minecraft lessons; however, I feel as if I am constantly disappointing him
with my lack of skills.
Anne Buchta
What is your favorite part of being an assistive technology specialist?
The favorite part of my job is having the opportunity to work with students of all ages and abilities. I discover new technology tricks from students daily, which I can share or try out with other students. Sometimes, I feel like a technology detective, on the search for a tool, program, or App that has a specific feature that will make all the difference in a student’s independence or success. I enjoy supporting and collaborating with all the Special Education teachers, coordinators, and related service providers at Eanes
ISD. I am fortunate to work with such a wonderful group of professionals.
How do you use technology just for fun and not something work related?
I am a big fan of Pinterest. I have a variety of boards, from recipes to vintage nostalgia, and of course, I
have numerous assistive technology related boards. Presently, I rely on Spotify, Fitness Buddy, and My
Fitness Pal Apps to motivate and track my health, diet, and workout efforts. And when I want to relax and
veg out at home, I turn on my Apple TV to catch up on TV series and movies on Netflix and HBO GO.
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Peer Assistants in Special Education
Eanes ISD offers peer assistant classes at both middle schools and at the high school that students can take as an elective.
The students who register for the class are assigned one class period to work with students with disabilities typically in a
special education setting. However, they also assist in specials, other electives, or at lunch. Over the years, both general
and special education students have signed up to be peer assistants.
At Hill Country, the class called Student Partners was originally started by Molly May in 2001 where she taught special
education. West Ridge developed the Kids Helping Kids class very soon after. Matt Zemo, secondary special education
coordinator, brought the TEA innovative course, Peer Assistants, to the high school administrative team in the fall of
2012. Dr. Carter permitted a mid-year pilot in spring of 2013, and the class became an official elective in the 2013- 14
school year.
This month Hill Country and West Ridge are the highlighted programs.
Hill Country Student Partners and West Ridge Kids Helping Kids
Approximately 60 students have worked as Student Partners at Hill Country during this school year, and about 30 students have worked as Kids Helping Kids at West Ridge.
The peer assistants (Student Partners and Kids Helping Kids) essentially become TAs in training for a class period. They
begin by observing how the TAs and teachers interact with and instruct the students, and they receive instruction from
the staff on the specific academic and behavioral needs of each student. They are slowly integrated into daily routines of
the student. Their duties include modeling activities for students, assisting students in completing tasks, and participating
in and doing various classroom tasks for the teachers. In addition, they initiate and maintain conversations and model age
-appropriate social behavior with the students. The peer assistants talk with the students about their interests, suggest
free time activities to do together, and help the students make requests, interact, and be part of the group.
The special education students respond marvelously to the peer helpers, and they gain a sense of belonging to the school
community. Often, the special education students are more attentive to peers, more willing to work with them, and also
initiate more interaction with peers than with staff. The peers are a huge motivating factor and also create opportunities
for the students to practice conversational skills. The students make new friends outside of the classroom to greet and
interact with in the hallways, cafeteria, assemblies, and other school events.
As for the peer models, they are introduced to, or further explore, an interest in becoming a teacher and/or working
with individuals with disabilities. They seem to grow in compassion, respect, and understanding for the students. The
peer assistants become more gentle/patient outside of our classroom, as if they have a better understanding of the nature
of disability. They learn that all students have individual likes, dislikes, hobbies, strengths, weaknesses, and potentials,
just like they do. Some have taken a great interest in disabilities, and they have done research on their own and made
speeches to peers and to adult audiences. By the end of the semester, the peer assistants have gained considerable skills.
For the teachers, having the peer assistants helps maintain an age appropriate environment and reminds them of how important it is for the special education students to build relationships throughout the day. They have come to depend on
these students, and the teachers remind the students often that they service they provide makes a difference every day.
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Transition Talk
Volunteer Work as a Baby Step into the World of Work...
…ever ask any of these questions?
How can my child get a part time job?
What constitutes a "good" work opportunity?
My child is on an academic track; does this apply to me?
My child has significant disabilities; does this apply to me?
What I am going to do with my teen for the summer??
While many of us had access to traditional "teenage" jobs when we were high schoolers, today's summer and part-time work environment is more competitive. Almost all kids with and without disabilities
can work, but they might need baby steps in experience, or more specialized support, to work their way
up to the part time or summer job that will provide those first pay checks and all the valuable life lessons that come with working.
Volunteer work is a great opportunity for kids to practice all of things work related, except for the pay
check. Like paid employment, volunteer work provides opportunities to make a contribution, to work
towards a topic of interest, to stick to a schedule, to take direction from a supervisor, and to manage co
-worker relationships, all on a potentially more flexible schedule or with the opportunity to "carve" out
job functions for practice. Teens who are eventually headed for the world of paid employment can
learn valuable skills (and start their resume!) for later jobs or college applications. For students who
may not be able hold a paid position, volunteer work can provide the longer-term benefits of a place of
belonging, to connect with the community and a reason to get up in the morning...roles work plays for
all of us.
Some Things To Consider:
There's no "list" of opportunities for volunteer work for people with disabilities. There are just
opportunities for volunteer work (like for all of us). Given a generic volunteer opportunity (there are as
many as there are non-profits around Austin), making it a custom fit is a function of two factors:
A) The features and accommodations a person needs to maintain the job placement (i.e., to be
successful, not frustrated or asked to leave due to lack of success).
This could include bringing a job coach (formal or informal) or having opportunities for breaks,
and considering environmental factors like lighting, amount of chaos or activity, indoor vs. outdoor, the possibility of ignoring or managing certain behaviors, etc.:
And,
continued on page 8
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Some Things To Consider:
continued from page 7
B) How meaningful a contribution the person can make (i.e. to be satisfying for the volunteer, so he/
she doesn't quit, get bored or engage in behavior that could result in being asked to leave, etc.)
This could include being satisfied or engaged by the work itself because of the topic, because
the nature of the task is satisfying, or because of the camaraderie, sense of belonging or sense
of making a contribution (so the topic or task may not be the most important feature).
Don’t forget to look at workplace attributes and job functions in addition to the topic-based opportunities. Start browsing with your teen and let us know about their success with volunteering over the
summer!
.
For ideas on where to find volunteer work,
try visiting places like:
KUT's Get Involved
http://kut.org/topic/get-involved
The United Way's Hands On Central Texas
http://www.handsoncentraltexas.org/
VolunteerMatch.org
(you can search by topic and geography)
http://www.volunteermatch.org/search?l=Austin,%20TX,%20USA
Just Googling "Volunteer Austin" pulls up a lot of information, too!
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Cool Student Apps!
ClaroPDF is an accessible, user-friendly PDF viewer, reader, and annotator. To support accessibility and productivity, ClaroPDF features a built in human quality text to speech English voices with a range of synchronized
colored highlighting options. ClaroPDF allows the background color of the PDF to be changed, to enhance readability
Special Stories makes it easy to create your own stories, containing text, pictures and sound. You
can read and listen to your stories, print them to any AirPrint-enabled printer, and share them with
friends and family. Special Stories can be used in many ways: Create talking books, Explain step-by
-step tasks, Make photo albums of events & vacations, & Improve reading skills.
Grid Player is an Alternative and Augmentative Communication ( AAC ) App that helps people
who cannot speak or who have unclear speech to communicate. Sentences that you create are
spoken out loud. Grid Player is suitable for a wide range of people with communication difficulties,
including those who use symbols. You can use Grid Player with four complete grid sets: Symbol
Talker A, Symbol Talker B, Talking Photographs and Text Talker Phrasebook.
Language Lab: Core Words is based on developmental stages of language development. In
stage one, language objectives include directing the behavior of others and the course of any activity with words instead of behavior, expanding the ability to request and direct action, direct using negatives and identifying familiar people by their name. This app will address all four language objectives to help early language learners as well as children with expressive language
delays who use AAC methods. The icons for these core vocabulary words that are introduced
throughout the app directly correspond with the Unity language system on the communication
devices by the Prentke Romich Company but can be easily used by all.
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C OMMUNITY E VENTS
T EXAS T RANSITION C ONFERENCE
When : Feb. 27-28, 2014
Where : Sheraton Austin Hotel at the Capitol - 701 East 11th Street, Austin, TX 78701
http://ttc.tamu.edu/
Texas A&M, in collaboration the Texas Council for Developmental Disabilities, will again offer parent stipends for
the 2014 Texas Transition Conference. Each family can apply for two stipends with the same application, but one
of the applicants must be the youth. If both parents want to attend, one of the parents will have to register at
reduced rate of $120 parents' registration rate. The stipend will cover the registration fee for one parent and one
youth with a reimbursement stipend of $100 per person for lodging expenses. All of these details will be available
on the Texas Transition Conference website as soon!
K IDVENTURE V OYAGER S UMMER C AMP I NFORMATIONAL S ESSION
When : March 5, 2014 12:00 pm
Voyager is a summer camp program offered in Houston and Austin. It is designed for children of elementary
school age that have high-functioning autism, Asperger’s Syndrome or other developmental challenges. Integrated
with Kidventure Camp and the Explore program, Voyager seeks to provide a mainstreamed camp experience
blended with lower ratios and a professional special needs camp staff. In some areas curriculum will be modified,
in others it won’t. Our goal is to bring Kidventure to a wider population of kids while helping teach all children that
in our differences also lie our strengths.
The event will take place 12 PM on March 5, 2014 and be streamed at http://kidventure.com/articles/voyagerbroadcast/
PLAN T RANSITION W ORKSHOP
When : March 31-April 1, 2014
Where : Region 13 Education Service Center (ESC 13)
PLAN is a parent organization in Vancouver that has been ground-breaking since the 1980's in the area of positive planning for people with disabilities. It brings us the idea of networks and other concepts for high quality life
for adults with disabilities. This organization has been a leader across Canada and the world in promoting supported decision making, citizenship, and community building. For more information, visit PLAN at: plan.ca
To register, visit Texas Parent to Parent: http://www.txp2p.org/index.html
Click on Training, then Pathways to Adulthood. The PLAN training will appear within Pathways to Adulthood.
DARS
REP AT
WHS
When : April 8, 2014
DARS (Dept. of Assistive and Rehabilitative Services) is a state agency that serves working-age people with disabilities who are in need of support to find or maintain employment or to develop their career path. Students
with disabilities who are 16 or older may be eligible for DARS vocational supports either in tandem with schoolbased support or as a part of their transition to post-high-school life. Our DARS representative is available to
meet with parents and students who would like to learn more about what DARS may have to offer.
Please call or email Caroline if you would like to set up an appointment on either of these days, or if you have
questions. [email protected]; 512-732-9000, ext. 20423
Or, if you would like to connect directly with our DARS rep, you may contact Dae Eun Shin at:
[email protected]; 512-383-7040
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C OMMUNITY E VENTS
P ARENT T RAINING : S PECIAL E D 101/H OW D O I R EAD M Y IEP?
When : April 14, 2014 12:00-1:00 pm
Are you new to Special Ed? New to the district? In need of a refresher? Experienced, but baffled by the paperwork? Join us for a parent-oriented training session on the key structures and concepts behind Special Ed conversations and ARD/IEP prep as well as a walk-through of the IEP document. All sessions are the same, so choose
the one that works best in your schedule:
This session will be held at the ATS (Adult Transition Services) building, 1020 Walsh-Tarlton. Feel free to bring
your lunch!
VSA T EXAS A NIMATION I NTERNSHIP
WITH
J ERRY S LAYTON AND J OHNNY V ILLARREAL
When : Jun 23-26 & Jun 30-Jul 3, 2014
10:00-2:00 (two weeks-Monday-Thursday each week)
Applications are now being accepted! Spaces are limited!
April 14 Application Deadline
VSA Texas is looking for young adults with disabilities interested in participating in an internship in digital animation techniques!
Contact April Sullivan at 512-454-9912 or [email protected] for further information.
This program is provided under a contract with the John F. Kennedy Center for the Performing Arts.
O NGOING
PAD (P ARENTS
OF
A DULTS
WITH
D ISABILITIES )
Monthly meetings, with speakers
first Tuesday of each month, 7:00 pm to 9:00 pm
Location: IHOP Restaurant, 1101 S. Mopac (Loop 1)
L OOKING
FOR
M ORE W ORKSHOPS ?
Try Region 13, our Educational Service Center. ESC Region 13 is one of twenty service centers in Texas. This
is a non-regulatory agency and its relationship with school districts is collaborative and supportive. It
serves as a liaison between the Texas Education Agency and the local school districts and the schools they
serve by disseminating information, conducting training and consultation. Region 13 also offers parent
training and resources. Check out the Region 13 website; you can browse by topic or search under the
Workshops button. Note that not all workshops are open to parents -- be sure to check the intended audience if you find one that interests you.
http://www4.esc13.net/
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Eanes Special Education
2 ND A NNUAL
Friends & Family
Family &
Friends
Potluck
Picnic
2nd
Saturday, May 10th
11:00 am—2:00 pm
Forest Trail Elementary
Playground
What to Bring
Last name
A-I: Sandwiches, cold
cuts, chicken, etc.
J-R: Side Dish
S-Z: Dessert
Please label your dish if
it meets special dietary
restrictions (e.g. gluten,
peanut, casein free)
Water, paper
products &
condiments
provided
Annual
Don’t forget blankets,
lawn chairs, balls, and
games
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Tidbits
New Short Video Resource!
Idea Sharing
Our community is a wealth of information on
many topics related to students with disabilities.
If you have a book, article, website or resource
you would recommend, please take time to
share it with the rest of the
community. You can send
the information to
[email protected] so it
can go in an upcoming
newsletter.
Check out Region 13 TV’s short
videos covering a variety of topics
for parents and professionals,
from collaborative teaming to Medicaid waivers to talking about behavior! Each video presents a short conversation (3-5
minutes) spotlighting key information; there are
highlights for staff and parents alike in these miniresources.
http://www5.esc13.net/tv/special-education/
(click on “Families”)
Student Spotlight
Congratulations to Dylan Rayel, sophomore at WHS, whose question for a new Simpsons Fan Edition Trivia
Game (celebrating 25 years of the Simpsons!) was selected from thousands of entries. Only 150 trivia cards
are included in the game, and Dylan’s name is printed on the card with his question. He received a complimentary edition of the game.
The question: Who is responsible for turning Snake Jailbird to a life of crime? (I won’t give you the answer
here)
Congratulations Dylan!!!!