Review Illinois Service Resource Center Serving Deaf/ Hard of Hearing Student Behavioral Needs A Technical Assistance Center of the Illinois State Board of Education 847-559-8195 Voice 847-559-9493 TTY 800-550-4772 Helpline (24 Hour) Email: email@example.com Internet site: www.isrc.us
Fall 2009 Edition
Note from the Director:
What do Positive Psychology and Individual Education Plans (IEPs) have in common? They both begin by looking at strengths. The Illinois Service Resource Center Statewide Leadership Team recently looked at ISRC strengths as part of a SWOT Analysis (Strengths, Weaknesses, Opportunities, and Threats). Some of those identified strengths include legislative support, use of data, communication with educators and families, ability to work with both schools and families, outreach to rural areas, and many more. Another important strength of ISRC is the ability to implement new services and resources. Some of our most recent services and resources are highlighted in this edition of ISRC Review, including Classroom Management Mentoring, Behavior Interventions Database, new modules for earning FREE CPDUs through the ISRC E-Learning Academy, and the ISRC DVD created by a cinematography professor at DePaul University. If you would like to learn first-hand about ISRC Services and Resources, we invite you to join us at our Open House on December 2 from 11 a.m. to 1 p.m. Cheri Sinnott, LCSW ISRC Director
ISRC Services At Three Tiers Of Response To Intervention The Illinois Service Resource Center provides free services for students who are deaf and hard of hearing, their educational teams, and their families at all three tiers of the Response to Intervention model. At the Universal Level ISRC can: • Meet with the PBIS Leadership Team at a DHH Program to establish expectations, write Cool Tools, develop a reinforcement program, and review data. •
At the Targeted Level ISRC can: • Meet with the Behavior Support Team at a DHH Program to follow up on quarterly ISRC trainings and establish procedures at the local level. At the Intensive Level ISRC can: • Visit a classroom to observe a student, provide Data Collection Coaching, and assist with the development of a Functional Behavioral Assessment and Behavior Intervention Plan. •
Provide a home visit to assist with the development of behavior support strategies that coordinate with strategies utilized at school.
Meet with members of a Home-School Team to develop and/or review activities to support student behavior.
In This Issue Page 2. Behavioral Interventions Database Online Page 2. Coaching Integral To Training Implementation Page 3. Classroom Management Mentoring For D/HH
Meet with DHH teachers for Classroom Management Mentoring.
Behavioral Interventions Database Available On Website The Illinois Service Resource Center website www.isrc.us has a new FREE resource for parents and educators. On the homepage of the website, click on Behavior Interventions. Answer the following questions: What one behavior is causing the most problems? Why is he or she doing that? Print out the interventions that would be helpful at home or school.
Training Requires Follow-up Coaching For Classroom Implementation ISRC Behavior Teams and Theory of Mind Training are Examples Research indicates that the implementation and application of information learned in training is significantly impacted by follow up coaching (see Pin-Up page). Individuals who attend a presentation or lecture will retain about 10% of the content knowledge, and may implement about 5% of the skills learned. When follow-up coaching is added, content knowledge and skill implementation rise to 95%. ISRC follow this model for the 28 Deaf/Hard of Hearing Behavior Support Teams around the state. Teams come together quarterly to attend training workshops presented by nationally known speakers. ISRC provides follow-up coaching to the teams on system development and individual student behavior challenges. ISRC is implementing another series of training workshops (with follow-up coaching) on Theory of Mind, which is the ability to understand that other people can sometimes think, feel, or react differently than ourselves. Some children demonstrate difficulty with social skills because they do not consider or understand the other person’s intentions, feeling or actions. These children can also demonstrate difficulty with emotional recognition, sharing, deception, humor, teasing, and describing their mental state or feelings. Challenges with Theory of Mind can be present in children who seem detached emotionally from their caretakers; who need to be reminded to hug a parent before leaving; who don’t understand that others have different moods, preferences, desires, or intentions; and who have trouble negotiating friendships because they don’t understand the feelings and intentions of other children. For more information on any training workshops available through ISRC, contact the office at 847-559-8195.
- ISRC Review Page 2 -
Classroom Management Mentoring For Teachers of the Deaf and Hard of Hearing Don’t do what has always been done, just because it’s always been done that way When new teachers enter a classroom of their own for the first time, it can be overwhelming and sometimes even scary. The schedules, content, students, procedures, protocols…where to start!?! So, as new teachers, what do we often do? We do what has always been done. We think back to how we were taught in school. We model our classroom and lessons on those who have come before us. After all, we turned out okay right? Following current research, we now know that the way classrooms have always been run may not be the best way…just one way. Worry no more! ISRC offers a mentoring program to ALL teachers of the deaf and hard of hearing interested in learning ways to have an effective and well run classroom. Best of all, we come to you. All sessions take place on site in your classroom or available meeting space. With our gentle coaching and support, you will methodically and confidently put best practices into practice – instantly and effectively.
The first person to respond correctly via phone at 847559-8195 or via e-mail at firstname.lastname@example.org will win a $25 gift certificate to Walmart for educational materials ***Congratulations to Sarita Phadke of Schaumburg for being the first to respond correctly to the Winter 2009 trivia question:
Dr. Andrew Manning, a native of New Zealand studying carbon-dioxide and oxygen (“greenhouse gases”) in the biosphere, was one of 28 scientists on the Intergovernmental Panel on Climate Change, who shared the 2007 Nobel Peace Prize with former Vice President Al Gore, Jr..
♦ Research based mentoring/coaching approach best practices in classroom management ♦ CPDU credits awarded ♦ Year long program - a little at a time, extensive ♦ Individualized programming Flexible to your schedule, interests, obligations Identify your own strengths, questions, goals ♦ 7 Core elements of a well run classroom are detailed ♦ Real life, real time application with feedback ♦ Reflective practice – metacognition ♦ Resource binder of materials, ideas, and research! ♦ New and experienced teachers welcome For more information or to request participation in this FREE program call ISRC at 847.559.8195
Free CPDUs: Online E-Learning Academy
What deaf athlete became a regular on American Gladiators, and what was her name on the show?
Who was the most recent Deaf scientist to win a Nobel Prize?
Highlights of the mentoring program:
The ISRC E-Learning Academy offers a variety of training modules that can be completed, at any hour, wherever you receive internet access. E-Learning Academy users do not need to sign-up ahead of time or wait for a course to be offered. The modules are continuously available at www.isrc.us/training.html. The easy to follow checklist insures that all of the requirements are completed for CPDU credit. 3-5 credits can be earned for each completed module. Currently six modules are available, with more in development. Available modules for CPDU credit: • • • • • •
Accommodating Deaf/Hard of Hearing Students in the Classroom Autism Spectrum Disorders and Deafness Creating and Maintaining an Exemplar Classroom Mental Health: Bipolar Mental Health: Borderline Personality Disorder Mental Health: Conduct or Oppositional Defiant Disorder
- ISRC Review Page 3 -
Free DVD Of ISRC Services A new DVD created by DePaul University features the services of the Illinois Service Resource Center. The DVD highlights the various services of ISRC at all three tiers of the Response to Intervention model. Interviews with teachers, administrators and parents provide the perspective of individuals who have used ISRC services. The DVD has an option to view the content with sign language interpreting included.
ISRC Team Cheri Sinnott, LCSW Dr. Steve Vaupel Dr. Daniel Friedman Raven Stromek Morgan Hansen Barbara Sims
Director HI Behavior Specialist Psychologist HI Behavior Specialist Librarian ISBE Consultant
ISRC fiscal agent - Center on Deafness
To request a free copy of the DVD contact ISRC at 847-5598195 or via e-mail at email@example.com.
Learn more about services and resources available from the ISRC www.isrc.us
A Look Back – A Year of ISRC Digital Update Highlights October 2008 – Transition, Role Models: Investigate careers and role models to inspire D/HH youth and show them that they can do what they want to do with and for their future. www.deafhhcareer.com November 2008 – Mental Health: Information is available about the most common mental-health conditions, as well as community services for adults and children. There are videos in sign language with captions on topics found on the left hand side. http://hanover.il.networkofcare.org/mh/nimh/signlanguage_index.cfm December 2008 – Transition, Scholarships: Locate information about College/University Scholarships and Grants, State Government Assistance, Deaf/HOH Organization Scholarships and Grants, Interpreting and Deaf Education/Deaf Studies Scholarships, Nonprofit Organizations offering assistance, as well as Additional Resources for Financial Aid. http://deafness.about.com/od/collegesandcollegelife/a/collegeaid.htm January 2009 – Role Models: Read and share Hearing Loss Magazine’s interview with Reed Doughty, strong safety of the Washington Redskins. http://www.hearingloss.org/magazine/2008NovDec/HLM_DoughtyND08Final.pdf February 2009 – Research, Literacy: A Review of Evidence-Based Literacy Research with Students who are Deaf or Hard of Hearing. http://www.cde.state.co.us/cdesped/download/pdf/DHHliteracyreport.pdf March 2009 – Mental Health, Behavior, Research: “Deaf Children's Behavior Often Mistaken for Mental Disorder” This article discusses how Deaf patients with mental health problems face several hurdles before they can be properly diagnosed and treated. http://pn.psychiatryonline.org/cgi/content/full/44/2/23 April 2009 – Hearing Loss, Cochlear Implants, and Auditory Neuropathy For simulations of various degrees of hearing loss visit http://facstaff.uww.edu/bradleys/radio/hlsimulation/ For simulation of Cochlear Implants and Auditory Neuropathy http://www.healthaffairs.uci.edu/hesp/Simulations/simulationsmain.htm May 2009 – Role Models: Deaf Scientist Corner is a site dedicated to over 30 famous Deaf scientists. http://www.twu.edu/dsc/ There is a section for references and teacher resources http://deafscientistcorner.pbwiki.com/ June 2009 – Behavior: Function of Behavior Cheat Sheet http://www.pent.ca.gov/beh/fa/communicativefunctionofbeh.pdf July 2009 – Early Childhood, Behavior: 5 Things You Need to Know About Early Childhood Behavior Management http://www.livestrong.com/article/12598-need-early-childhood-behaviormanagement/?utm_source=yahoo&utm_medium=ssp&utm_campaign=yssp_Articles Teaching and expecting responsibility in 3-6 year olds: http://www2.scholastic.com/browse/article.jsp?id=3745946
August 2009 â€“ Teaching and Learning: This site presents proven research-based strategies on teaching and learning. http://www.aft.org/pubs-reports/downloads/teachers/tchrtips.pdf September 2009 â€“ Role Models: Ashley Fiolek first deaf medalist in motocross: Moto X Super X. http://www.alldeaf.com/sports-talk/67867-deaf-rider-wins-womens-moto-x-super-x-her-x-games-debut.html The ASL Silent Chef: http://www.deafnewspaper.com/chef/chef.html
************************************************* Training Implementation And Application Require Follow Up With Coaching The Illinois Service Resource Center and other Illinois State Board of Education Statewide Technical Assistance Centers follow the principle of incorporating follow-up coaching with training workshops. Research from Joyce and Showers shows that skill implementation and classroom application are minimal or nonexistent following a workshop presentation. Follow-up coaching increases application and implementation to 95%.
T raining Outc omes R elated to T raining C omponents T raining Outc omes (% of partic ipants who demons trate knowledg e and s kills in training , us e new s kills in the c las s room) T raining C omponents
P res entation/ L ec ture
P lus Demons tration in T raining P lus P rac tic e & F eedbac k in T raining P lus C oac hing in C las s room
K nowledg e of C ontent
S kill Implementation
C las s room A pplic ation
95% Joyce & Showers, 2002
Published on May 18, 2011
Fall 2009 of ISRC's biannual newsletter. Contents: ISRC Services At Three Tiers Of Response To Intervention, Behavioral Interventions Databa...