Social Skills for the Workplace...

Easter Seals Hawaii presents….


“Social Skills for the Workplace”
A 10-week Class for Young Adults with Aspergers


CLICK HERE FOR THE FLYER


This 10-week course will teach participants the necessary social skills needed for success in the workplace. The class will focus on using video self modeling and incorporating strategies and concepts of the SCERTS program model as means of teaching, practicing and refining social skills. Video self modeling is an intervention procedure using the observation of images of oneself (videos we will be making in class) engaging in behaviors that are needed for success in the workplace. These videos will be edited into 2-4 minute vignettes and repeatedly reviewed to learn new skills and build success. The SCERTS model is a comprehensive model designed for students with Autism Spectrum Disorders (ASD). The model is designed to provide guidelines for helping individuals progress through the stages of becoming a competent social communicator. The use of visual supports and other adaptations will be used to increase independence and success in the class. And….learn how to make movies!


Intended Participants:
This training is most appropriate for students ages 16 – 21 with ASD that are interested in obtaining or actively engaged in employment opportunities.


Parent Orientation:
There will be a parent orientation on November 17th from 5:30 pm – 7:30 pm for family members who are seeking an introduction to philosophy and practice in the SCERTS Model and Video Self Modeling.


**To RSVP for the class, please contact Lynette Reconsal at 808) 529-1794.**
CLICK HERE FOR THE FLYER

HCCF + CCF = Resource for you.

CLICK HERE FOR THE FLYER


Hawaii Center for Children and Families in conjunction with Creative Connections Foundation is pleased to offer a 10‐ week semi‐structured social group for children with special needs ages 7‐12. Children will receive a one‐hour therapeutic group targeting specific and necessary social skills. Following their group they will have an opportunity to use their skills with “typical” peer models** during an art class with a certified art teacher from the Academy of Arts Art‐To‐Go program.


MORE INFORMATION HERE

(ASD) Interventions for Social Skills

FROM THE LITTLE TOR ELEMENTARY IN NEW CITY, NEW YORK, IN THE CLARKSTOWN CENTRAL SCHOOL DISTRICT'S WEBSITE:

What is a Social Story?

Carol Gray first defined social stories in 1991. She states that a Social Story describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format. The goal of a Social Story is to share accurate social information in a patient and reassuring manner that is easily understood by its audience. Half of all Social Stories developed should affirm something that an individual does well. Although the goal of a Story should never be to change the individual’s behavior, that individual’s improved understanding of events and expectations may lead to more effective responses.

SOCIAL STORIES RESOURCES.

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Sent in by: Sharon Lau Aldueso, Behavioral Health Specialist, Alvah A. Scott Elementary School

Guidelines for referring/assessing an ELL student for SPED

Important information that we should ALL look over.

Click Here.

Consider reading before dealing with next case involving a student recieving ELL services.

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Recieved from Dr. Gina Restivo, School Psychologist of Radford Complex.

RtI Webinar sponsored by the National Center on Response to Intervention

there are two RtI Webinar sponsored by the National Center on Response to Intervention (one for middle schools and one for high schools) that may be beneficial for all of those secondary schools who are considering implementing RtI. They are on February 9 and 11th. Click here or on the image below for more information.

For Middle Schools:


For High Schools:

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About the presenters

Implementation of RtI (Multi-Tier, Coordinated, Early Intervening Services) at the Secondary Level

you can click the image above to get a streaming audio from the January 20th presentation by Dr. Mark Shinn. Type in the required information and the audio will stream automatically.

Audio brought to you by:
Recorded: Wed., Jan. 20th, 2010
Time: 1pm EST
Duration: 1 hour
Host: Becky Matanic
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Mark R. Shinn, Ph.D., has been supporting schools nationwide to implement RTI since 1980 when he begin implementation in St. Paul public schools and 2 years later, Minneapolis Schools. After almost 20 year’s work at the University of Oregon, where he was a Professor of School Psychology and special education, he returned to the Midwest to teach at National-Louis University in Chicago. He current serves as the project director for Illinois ASPIRE North, a state- and federally funded project supporting implementation of RTI at the elementary and secondary levels in Illinois. He has edited five books on Curriculum-Based Measurement (CBM) and evidence-based interventions and has published over 75 journal articles and book chapters on CBM, needs-based service delivery systems, and SLD identification. In 2003, he was awarded the APA Division 16 Jack Bardon Award for Distinguished Career Contributions to the field.

ProjectForum.org

Project Forum's aim is to facilitate improved services to children and youth with disabilities by gathering and sharing information that supports changes to policy and practice at the national, state and local levels.

Each year, Project Forum:
>identifies 15 critical topics within the field of special education;
>conducts policy analyses on these topics;
>convenes policy forums on two of these topics;
>distributes information that will contribute to better results for children with disabilities.

Our primary consumers are administrators of IDEA programs (i.e., state and local directors of special education and Part C and 619 coordinators). However, our products are written in a reader-friendly manner and we hope they will be useful to others.

If you have not done so already, please search Project Forum's database of over 100 documents related to special education.

A NASP Online Discussion Event on School Discipline

Unfortunately this is for National Association of School Psychologist members. Not a member? Learn about joining here.

Please join fellow NASP members next week, February 1-5, for an Online Discussion Event on School Discipline in the NASP Communities, hosted by George Bear.


School discipline has always been a topic of major concern among educators, including school psychologists. It also continues to be a topic of considerable controversy with respect to what constitutes best practices for preventing and correcting behavior problems and for developing self-discipline. This online event will focus on five aspects of school-wide discipline at the universal, or Tier 1, level (Tier 2 and 3 interventions are NOT a focus of this event).

>The advantages of an authoritative approach to school discipline (versus a common authoritarian or zero tolerance approach), which balances demandingness with responsiveness to the psychological needs of children.

>The four necessary components of comprehensive school discipline: (1) developing self-discipline, (b) preventing misbehavior, (c) correcting misbehavior, and (d) addressing the needs of students with chronic and/or serious behavior problems.

>The strengths and limitations of two popular approaches to schoolwide discipline: the social and emotional learning (SEL) approach and the schoolwide positive behavior supports approach (SWPBS).

>How a combination of SEL and SWPBS strategies and techniques is necessary to provide a truly comprehensive approach to schoolwide discipline.

>Evidence-based strategies and techniques for preventing and correcting misbehavior, and for developing self-discipline.

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George Bear, PhD, is a professor of school psychology at the University of Delaware. Formerly a school psychologist in Iowa and Virginia, he continues to work in the schools one day weekly as a practitioner. For the past eight years he has been a consultant to the state of Delaware’s Positive Behavioral Supports (PBS) initiative, devoting much of this time to evaluating the impact of PBS on school climate and student behavior. He has published over 60 journal articles, book chapters, and books, most of which focus on school discipline and the social, emotional, and moral development of children. Publications include authoring Developing Self-Discipline and Preventing and Correcting Misbehavior and co-editing the NASP publications Children’s Needs: Development, Prevention, and Intervention and Preventing School Problems – Promoting School Success. A new book by Dr. Bear, School Discipline and Self-Discipline: A Practical Guide to Promoting Prosocial Student Behavior, will be published this spring by Guilford Press.

Participants are encouraged but not required to read Dr. Bear’s chapter, “Best Practices in School Discipline” (Vol. 4 of Best Practices V).

To participate in the discussion, visit the NASP Communities at your convenience next week and click on the February 2010 Online Event. There is no set schedule for the event - you can join in whenever you choose.
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Unfortunately this is for National Association of School Psychologist members. Not a member? Learn about joining here.

Updated Eligibility Categories

Mark R. Shinn, Ph.D.National Louis University presented: Implementation of RtI(Multi-Tier Early Intervening Services) at the Secondary Level for Pearson in an RTI Webinar Series. CLICK HERE to view his slides PACKED with good resources, websites, references and information.

Visit markshinn.org for more information and resources.

He also provides a number of documents available to download for professionals which can be found on his website of you can CLICK HERE.

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CAMHD Biennial Report

CLICK HERE for the CAMHD Biennial Report

CLICK HERE for the CAMHD Biennial Report

Chapter 60

The Board of Education has posted Chapter 60 on its website. You can go to http://www.boe.k12.hi.us to take a look at it.

Click on Document Library on the left hand menu, then go to Hawaii Administrative Rules (HAR) Title 8. Click NEXT on the bottom of the page and on the second page find "60 Provision of a Free Appropriate Public Education for a Student with a Disability".

SPIN, the Special Parents Information Network, provides A Parent's Guide to Partnership in Special Education on their website which could be found at the following address: http://www.spinhawaii.org

the Parent's Guide can be found at this address: http://www.spinhawaii.org/12.06GUIDE.pdf

Some important information about SPIN ans their Newsletter: [taken from their Dec.09 letter]
SPIN is co-sponsored by the Disability & Communication Access Board and the SPecial Education Section of the Department of Education. Services include a phone line for information referral and support, a quarterly newsletter, an annual conference and community workshops. SPIN is guided by an Advisory Commitee made up of parents, teachers and people with disabilities.

SPIN
919 Ala Moana Blvd., #101
Honolulu, Hawaii 96814

Phone: 586-8126
Neighbor Islands dial the exchange below, then 6-8126

Kauai - 274-3141
Hawai'i - 974-4000
Maui - 984-2400
Molokai - 1-800-468-4644
Lanai - 1-800-468-4644

Fax: 586-8129
E-Mail: accesshi@aloha.net
Web: www.spinhawaii.org


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Pearson is offering a free webinar on implementing RTI at the secondary level...

Implementation of RTI (Multi-Tier, Coordinated, Early Intervening Services) at the Secondary Level

Date: Wednesday, January 20, 2010
Time: 1 p.m. EST

THATS 8AM HAWAI'I TIME


REGISTER: copy this link directly into your browser: https://cc.readytalk.com/r/3do5ouzg3gm5


Staff development regarding response to intervention (RTI) has focused almost exclusively on the elementary level. Although there are many similarities in terms of design principles (e.g., multi-tiers, early intervention, evidence-based practices, progress monitoring), there are a number of fundamental differences. This webinar will make explicit the differences and promote the focus on high quality content area instruction (pedagogy) and a need for a clear and explicit model of special education service delivery. This webinar will provide guidance as to what skill sets and service delivery structures are necessary to implement RTI in middle and high schools to meet the instructional and behavioral needs of secondary students.

Webinar Participants will:
1. Learn how to identify what their middle and high schools have in place or need to build with respect to the intervention foci at Tiers 1, 2, and 3, screening, intervention components, and progress monitoring tools in content area courses (i.e., a high quality grading system) and basic skills (Curriculum-Based Measurement).

2. Clarify their special education service delivery model specifying what direct and indirect services are delivered and to whom.

3. Identify components that provide the necessary supports to ensure content area and behavior support success for all students.

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Presented by: Mark R. Shinn, PhD

Dr. Shinn has been supporting schools nationwide to implement RTI since 1980 when he began implementation in St. Paul Public Schools and 2 years later, Minneapolis Schools. After almost 20 year’s work at the University of Oregon, where he was a Professor of School Psychology and special education, he returned to the Midwest to teach at National-Louis University in Chicago. He current serves as the project director for Illinois ASPIRE North, a state- and federally funded project supporting implementation of RTI at the elementary and secondary levels in Illinois. He has edited five books on Curriculum-Based Measurement (CBM) and evidence-based interventions and has published over 75 journal articles and book chapters on CBM, needs-based service delivery systems, and SLD identification. In 2003, he was awarded the APA Division 16 Jack Bardon Award for Distinguished Career Contributions to the field.
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This Idea was sent by Gina Scheper, Ed.S., NCSP School Psychologist, Aiea Complex

Resources to give to a family you love...

This DOE Parent Guide was suggested by Joachin "Joe" Kaaihue, BHS at Kaala and Lliahi Elementary. Resources for a healthy home, toddler all the way to adolescent.
You can download a PDF at:

http://familysupport.k12.hi.us/

Add your comments or suggestions, ideas or thoughts below!

Creating an Action Plan (AP)

Creating an Action Plan (AP) under a New Referral Quick Reference by Cheryl Sato, CSSS RT.
1. Add Contact(s) - General Education Teacher
2. Create Student Team
--General Education
--Self
--Others as necessary: Principal, Counselor, etc.
3. Create Referral
4. Create Current Performance (CP) in DEFINE NEEDS Stage
5. Create Action Plan in PLAN Stage
--Add HCPS III Benchmark(s) and/or GLO(s): Current Performance Tab
--Add SUpport(s): Supports Tab
--Add key dates and meeting information: Actions Tab
6. Request Service Provider
7. Service Log

AP REVIEWS: Update Concern in Referral then create an AP Review under the PLAN Stage.

BISS and ST's.... I mean ParaPros

If you have any further questions on your BISS or ParaPro The Institute For Family Enrichment (TIFFE) can be reached through Vhee Agcaoili who can be contacted through email at vagcaoili@tiffe.org or Angie Broff at abroff@tiffe.org

Matthew Gregory provided a valuable resource for drug education.

Mr. Gregory from ASACS, the Adolescent Substance Abuse Counseling Service shares with us the website for the National Institute on Drug Abuse (NIDA) at http://www.nida.nih.gov/ also visit http://www.drugabuse.gov/NIDAHome.html and for Hawai'i you can visit http://hawaii.gov/health/substance-abuse/index.html. For additional information you can reach an ASACS Counselor at (808) 783-2465.
To contact Mr. Gregory he can be reached through Lotus Notes, or (808) 655-9944 or at Matthew.P.Gregory@saic.com.