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Good Morning!
Please remember to mute your
mics when you enter the meeting.
Thank you very much.
COVID-19 Guidance
Maine DOE
Office of Special Services
Updated 4/14/2020
Agenda4/14/2020
• Introduction
• Content – Other Health Impairment
• What's Next
– Continuing to work on scheduling a Zoom Meeting for
Related Service Providers
– Continue daily Special Services Zoom Meetings at 10:00
– School Share Out – Contact Roberta Lucas
• Review Resources
5 Tips for Applying Differentiated Instruction in
eLearning/Distance Learning
Give students the opportunity to progress at their own speed.
Offer supplemental learning resources.
Create an individualized learning plan.
Research the specific needs of your learners.
Clarify expectations right from the start.
https://elearningindustry.com/differentiated-instruction-in-elearning-what-elearning-professionals-should-know
Definition of Other Health Impairment
Other health impairment means having limited strength,
vitality or alertness, including a heightened alertness to
environmental stimuli, that results in limited alertness with
respect to the educational environment, that is due to
chronic or acute health problems, such as asthma,
attention deficit disorder, attention deficit hyperactivity
disorder, diabetes, epilepsy, a heart condition, hemophilia,
lead poisoning, leukemia, nephritis, rheumatic fever, or
sickle cell anemia, Tourette Syndrome and adversely
affects the child’s educational performance.
[34 CFR 300.8(c)(9)] MUSER
ABC’s of Behavior Management
Help parents understand that –
Every Behavior has a Function –
SEATS – Sensory
E – Escape
A – Attention
T – Tangible
Behavior is Communication
Sensory Attention
Escape Tangible
If you think the
Function of the Behavior is SENSORY
Sensory – information comes via:
• Sight
• Auditory
• Movement
• Position
• Smell
• Touch
• Taste
Understanding the Cycle
1. Sensory Registration – process by which children
respond or attend to the sensory input in their
environments and the brain’s ability to receive input
and select that which will receive attention and that
which will be inhibited from consciousness
2. Sensory Processing – the ability to interpret sensory
stimuli
3. Behavioral Response – what we can see
We cannot let all sensory stimuli in.
Sensory Overload may result in –
Fight
Fright
Freeze
Fight
aggressive behaviors
Flight
bolting, yelling “leave me alone”, hiding
Freeze
shutting down, disengaging, in own world
http://www.fireflykids.org/storage/resource.library.docs/ENG.reso
urce.library/ENG.Autism/kt.02.11.asd.behavior.eng.pdf
1. Offer sensory breaks.
2. Be Pro-Active and include (based on the child)
a. Rhythmic movement
b. Deep pressure
c. Heavy work activities
d. Oral motor input options
e. Dead phones or similar to decrease auditory input
3. Be cognizant of the environment and sensory input
4. Schedule times for activity
Understanding the Function
Now what?
If you think the
Function of the Behavior is ESCAPE
Understanding the Function
Now what?
1. Teach Break, Choice, First/Then
2. Make tasks easier
3. Shorter work sessions
4. Change presentation of tasks
5. Present tasks as Easy, Easy, Hard
6. Slow down presentation of tasks or directions
7. Visual supports to show how much
• Teach BREAK by having the visual near the child during times
when you anticipate the child will need a BREAK.
• Model “I need a BREAK”.
• Have activities/items prepared for the child to use during their
BREAK.
• These should NOT be highly preferred activities/items.
• Use a timer to indicate when the BREAK is over.
• Return to task.
• Have BREAK visuals available in a variety of areas and
generalize right from the beginning.
Possible Interventions for the Function of
Escape/Avoidance/Delay
https://insidehoosieracademies.files.wordpress.com/2011/11/inter
ventions-for-escape-avoidance-behaviors1.pdf
If you think the
Function of the Behavior is ATTENTION
Understanding the Function
Now what?
1. Teach skills for “connection”
2. Give lots of attention for behavior you want
repeated
3. Teach replacement behaviors
4. Create opportunities for child to get attention
5. Give attention to those demonstrating behavior
you want repeated
6. Planned ignoring
If you think the
Function of the Behavior is TANGIBLE
Understanding the Function
Now what?
1. Teach Requesting Behavior
2. Allow the child to have access to preferred
items during teaching
3. Teach replacement behaviors
4. Increase repertoire of items/activities the child
is interested in.
5. Teach NO
Child hits his brother with a closed fist.
Does he hit his brother because this fills an
automatic need (SENSORY)?
Does he hit his brother because he wants to leave
the grocery store (ESCAPE)?
Does he hit his brother to gain attention from his
parents (ATTENTION)?
Does he hit his brother to gain access to a toy his
brother has (TANGIBLE)?
https://www.erinoakkids.ca/ErinoakKids/files/51/515c37a7-fed0-4f5a-913b-
4f658fb56335.pdf
Chat Box Check In
Zones of RegulationA framework designed to foster self-regulation and emotional control
Created by Leah Kuypers, MA ED., OTR/L
http://www.zonesofregulation.com/index.html
Resources and Ideas to Support Distance Learning
https://docs.google.com/document/d/1Lf1GJq_-
Yp6tVCLy5UTotbV0VyqpUUIq0cFa7YzpLc0/edit?ts=5e
780acb#heading=h.kk1966kbedef
Blue Zone Green Zone Yellow Zone Red Zone
Blue Zone Green Zone Yellow Zone Red Zone
BLUE
SadSickTiredBored
Moving Slowly
GREEN
HappyCalm
Feeling OKFocused
Ready to LearnGood to Go
YELLOW
FrustratedWorriedAnxiousSilly
WigglyExcited
Less Control
RED
MadAngryMean
TerrifiedYellingHitting
Out of Control
https://sheila-vick.com/2018/01/07/self-reg-and-the-zones-of-regulation/
Remember –
Parents know their children better than we do.
However, they might not have a clear sense of
who their child is as a student.
Clearly outline and articulate all accommodations
and modifications for parents who might not
necessarily know how to use these as tools for
learning.
Chat Box Check In
What is working well for you?
Share a success:• organized and cleaned my home office
• set up my home office and when I walk away at the end of the day, I
don’t check email or ‘go back to work’ until the next day
• established a home office with very interesting management
techniques
• sharing weather reports and links with students
• Set up my home office and when I walk away at the end of the day,
I don’t check email or ‘go back to work’ until the next day
• I am actually taking a lunch break now that I'm home
What is working well for you?
Share a success:• Learning all these different communication platforms like Remind,
Dojo, and SeeSaw. I also set up my own YouTube channel for my
students and parents.
• I have had really good luck with a group texting program called
Slack. I can handle student questions independently even during a
video conference. And check in when we are not having a video
conference.
• Using Class Dojo to connect with families and students.
• We created personalized schedules for our kiddos, which has
helped our kiddos a ton. I think for myself making a plan everyday
to get outside has been helpful! :)
What is working well for you?
Share a success:• learned how to use Google Meet and Zoom
• Our special ed staff has been having ongoing staff meetings on
google meet (which is new to all of us) to check in on each other
and how things are going with our students overall.
• Seeing progress in several arctic kids goals!
• I also cleaned my home office area too and I also try to make a
schedule plan for the next day. I have been thinking about different
materials and how I can use them to make materials for send home
materials for PK.
• I create a to do list and set a goal to complete at least two items on
the list. Since I am taking 2 classes and contacting students. Using
Zoom and ClassDojo.
What is working well for you?
Share a success:• Balancing helping my college senior find teaching jobs and my HS
senior fill out scholarships while assisting my HS students with
special needs get CTE interviews.
• I have individual speech sessions with my students. I have
managed to learn how to incorporate Zoom, Boom Cards, PDF, and
Google docs.
• I only have one IEP left to write and I just had that I meeting!!!
Wooo Hooo!
• I’ve had 4 annual IEP meetings on Zoom so far, with very good
parent participation. Also have had many phone conversations with
parents and students.
What is working well for you?
Share a success:• We are engaging with all students everyday over zoom, google
classroom and on the phone. They are doing great!
• Not work related, but getting the Tooth Fairy AND Easter Bunny
into my house this weekend was a Mom-Win!!!
• After getting permission from the publisher, I’ve been posting read
aloud videos of a chapter book and doing Google forms to make
quizzes for students to take. They like my different voices of the
characters that I do and one of my students think that the book is
“Awesome”
• My kids have become part of my class. We do videos of hands-on
tasks. Today my kids are going to be growing crystals in a video for
my class. Last week we made banana bread and videoed it for my
class.
What is working well for you?
Share a success:• My kids have become part of my class. We do videos of hands-on
tasks. Today my kids are going to be growing crystals in a video for my
class. Last week we made banana bread and videoed it for my class.
• I teach K-4 in a SPPS and I am offering a 45 minute zoom meeting as
a whole class instruction. I do a quick check -in, a read aloud, a quick
writing activity, math and fitness and a closing activity which has been
lately a dance party :) It's an opportunity for the students to see each
other and stay connected to me and the BHP's. I offer the reading
writing and math in the same order that they were used to in class. I
have a theme of the day. In addition I offer activities on a class online
platform that gives parents and kids engaging activities for each
academic period. Then we offer afternoon OT/Yoga groups as well.
Basically it's about 15 minutes for each academic period.
What challenges remain?
Share a concern:• balancing home and work in a shared space
• My elementary school principal has stated the expectation for
“learning time” is 1-2 hrs. A day. Also our Ed Techs that are in a
position to work are assigned to specific Special Ed students to
check in regularly during the week. This is our district position
anyway.
• Teaching from my unfinished basement. Brr! I have four children
and am having a really hard time keeping up with their distance
learning as I teach online. They are not completing their
assignments.
What challenges remain?
Share a concern:• Working from home has been a HUGE challenge for me! My 6 year
old daughter is doing school from home and I am only able to work
from my kitchen table.
• When parents are not making contact and we don't know what's
going on.
• I am hard of hearing so trying to find people’s faces on Zoom, to
read their lips, when they keep moving, is difficult.
• I think as a parent accepting that we will not always get it done and
there will be some regression and that is okay.
• I had a parent disconnect his internet so his son can’t do school
work on line
What challenges remain?
Share a concern:• parental capacity to support their should is a tough thing to
navigate. some parents have their own disabilities of mental health
challenges
• I think trying to balance being a teacher, parent, teacher for my own
kids, and just trying to be me has been tough. I have also faced
some challenges around parents who are struggling as well and
wanting more from us. Trying to find a good balance of both.
• My husband is retired. When he asks questions and I am working
or zooming, he feels I am ignoring him. What I have done is to
speak to him before I start a Zoom or work I must be focused for, I
explain to him, please do not interrupt me at this time. This is
helpful.
What challenges remain?
Share a concern:• My parents are not getting back to me either! I feel helpless and
heartbroken not knowing what is going on with them, even when I
reach out to my case managers and they pass on my messages, I
am still not hearing from them :(
• Imagining the struggles with basic needs many kids with ACES are
facing, it is hard to imagine how well they can be available for
learning - if even we, as educators, are struggling.
• My 7th grade daughter has Autism so trying to help accommodate
her work plus do my own work. I am being easy on myself and
saying it is all the work I am doing now. Her school is in the same
district where I work so I figure I am providing what she needs
because her teacher cannot be here right now. Emailing and
zooming her teachers really helps her stay connected socially.
What challenges remain?
Share a concern:• Our admin told students that the work they are currently doing
(review work) isn’t being graded…so the only ones working are the
diligent ones, which ends up being only 3 kids. Also, only having 3
kids engage online out of 14 is a struggle. Parents not reachable.
• For the hard of hearing: doesn’t help with zoom but if you are in
google chats you have the option to turn on captions. There may
be that option in zoom but I have yet to find it.
• Being a true support person for the WHOLE family more than ever
while balancing my family. Parent training should be a elementary
option too I’ve found not just in IFSP world.
• balancing work/self/family time is one of the biggest challenges for
me and recognizing I am doing the best I can with what I have.
Where do I go for Current Updates?
Maine Department of Education Special Services Website:
https://www.maine.gov/doe/learning/specialed
State Director, Erin Frazier, has updated questions/answers, which
can be found in the Director's Corner on the Maine Department of
Education website:
https://www.maine.gov/doe/learning/specialed/director
Where do I go for Current Updates?
Federal government documents:
OCR Fact Sheet (03/16/2020)
http://bit.ly/COVIDOCRFacts
FERPA Guidance (03/12/2020)
http://bit.ly/FERPA-COVID19
OSEP Guidance (03/21/2020)
Supplemental Fact Sheet
Disclaimer:
The links and websites shared in this
PowerPoint are for information and reference
only and are not endorsed in any way by the
Maine Department of Education.
Ongoing Resource List
Maine PBIS: Courtney Angelosante, M.S., BCBA (UMAINE)
https://www.maine.gov/doe/sites/maine.gov.doe/files/inline-files/COVID-19%20PBIS_0.pdf
Michigan Virtual Learning Research Institute
https://michiganvirtual.org/research/publications/supporting-students-with-disabilities-in-k-12-online-and-blended-learning/
COVID-19 Resources for Educators and Families
https://www.secondstep.org/covid19support
Zones of Regulation
https://docs.google.com/document/d/1Lf1GJq_-Yp6tVCLy5UTotbV0VyqpUUIq0cFa7YzpLc0/edit?ts=5e780acb
Zones of Regulation
http://www.zonesofregulation.com/index.html
Ongoing Resource List continued:
COVID-19 Online Learning Solutions Present Challenges for Students with Autism, ADHD
https://www.kunr.org/post/covid-19-online-learning-solutions-present-challenges-students-autism-adhd#stream/
/
Left Brain Buddha
https://leftbrainbuddha.com/10-fun-activities-that-teach-executive-functioning-kids-teens/
eSchool News
https://www.eschoolnews.com/2020/04/09/6-mental-health-resources-for-students-during-
the-coronavirus-pandemic/2/
PBIS
https://www.pbisworld.com/
Nurture and Thrive Blog – 5 Steps to Calm and Centered
https://nurtureandthriveblog.com/five-steps-to-becoming-a-calm-and-centered-parent
Ongoing Resource List continued:
Psych Central – Controlling Screen Time for Children with ADHD
https://psychcentral.com/lib/controlling-screen-time-for-children-with-adhd/
Resources and Ideas to Support Distance Learning
https://docs.google.com/document/d/1Lf1GJq_-Yp6tVCLy5UTotbV0VyqpUUIq0cFa7YzpLc0/edit?ts=5e780acb#heading=h.kk1966kbedef
ERIN OAKids – Autism Services – ABA for Families
https://www.erinoakkids.ca/ErinoakKids/files/51/515c37a7-fed0-4f5a-913b-4f658fb56335.pdf
Possible Interventions for the Function of Escape/Avoidance/Delay
https://insidehoosieracademies.files.wordpress.com/2011/11/interventions-for-escape-
avoidance-behaviors1.pdf
Firefly Kids
http://www.fireflykids.org/storage/resource.library.docs/ENG.resource.library/ENG.Autism/kt.0
2.11.asd.behavior.eng.pdf
NASDE Online Virtual Learning for Students with Disabilities
https://zoom.us/rec/play/7JMqcLusqDk3Hd3BsQSDUPIrW9S4e_2sgCUe-
voJmkjmASYAZgKnMOdGYuv2o7ItYjBjWB0kkU4rNG2a?continueMode=true
Maine DOE is offering Contact Hours for each
Special Services Zoom meeting you view.
Please follow these steps:
1. Email Leora Byras at leora.byras@maine.gov on Friday with the
codes for each Zoom meeting you viewed.
2. You can go back and watch prior Special Services Zoom
meetings.
3. Allow at least 5 business days to receive your certificate of
participation.
Code for Contact Hours
- reachahayc414
Remember...
Please know that MDOE is here to support you and that we
will continue to provide you with the most updated
information as we receive it.
https://youtu.be/UEEsdXn8oG8
Contact Information
Ann Belanger – Deputy Director for Special Services
ann.belanger@maine.gov
Roberta Lucas – Federal Programs Coordinator
roberta.lucas@maine.gov
Leora Byras – Special Education Consultant
leora.byras@maine.gov
Anne-Marie Adamson – Special Education Consultant
anne-marie.adamson@maine.gov
Colette Soldati-Sullivan – Special Education Consultant
colette.soldati@maine.gov
Who’s Who at MDOE• Pender Makin – Maine State Commissioner of Education
• Erin Frazier – State Director of Special Services B-20
• Ann Belanger – Deputy Director for Special Services
• Roberta Lucas – Federal Programs Coordinator
• Mary Adley – Coordinator of State Agency Programs and Special Projects
• Roy Fowler – State Director Child Development Services
• Barbara McGowen – Finance Coordinator
• Shawn Collier – Data and Research Coordinator
• David Emberley – Due Process Consultant
• Tracy Whitlock – Special Education Consultant/Special Projects
• Colette Sullivan – Special Education Consultant
• Leora Byras – Special Education Consultant
• Anne-Marie Adamson – Special Education Consultant
• Colene O’Neill – Secretary Specialist
• Julie Pelletier – Secretary Associate
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