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The LINK's purpose is to highlight exciting happenings in SCRED and our member districts, as well as share helpful resources to improve student outcomes. To receive more frequent updates, be sure to follow SCRED on social media.
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Shared Behavior Expectations
We're so proud of the work that many schools in our member districts have recently done to continuously improve their implementation of school-wide behavior expectations. Leaders in these schools have come together to efficiently accomplish thoughtful, intentional work with the aim of making these practices more impactful on common language, more usable for their colleagues, and more sustainable.
Part of this work has involved creating usable products, which include (depending on the school's needs and fit):
- Large, readable posters where shared behavior expectations are paired with recognizable symbols. Educators can reference and gesture to these visuals throughout the school building, both in common settings and — importantly — in classrooms.
- Instructional materials that support teachers in explaining the why/what/where of expectations across the school building. Jeopardy games, jigsaw activities, etc. — schools are creating various tools that enable them to introduce these expectations at the beginning of the year, complete targeted reviews in response to discipline trends, and to periodically revisit all expectations.
- Voice level posters and lanyard badges that are consistent across all areas of the school building.
- Incentive tickets that use the same recognizable symbols. Often, school staff can simply circle these symbols, enabling them to complete and distribute tickets more quickly.
- Coloring and drawing sheets that use the same recognizable symbols and allow classes to repeatedly complete collective celebrations of expected behavior.
- Home link parent handouts that offer families the option of framing their home rules around the same expectation categories/symbols as the school.
This is a very challenging school year, and these efforts are just one example of the great work that all of our schools are doing to support the social emotional needs of both students and adults. After all, clarity is kind, and consistency is kind. Great work!
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Multi-Tiered System of Supports (MTSS) in MN
As indicated in December, in this month's edition of The Link, we will provide more information about MTSS within Minnesota. The development of Minnesota's definition of MTSS began in the summer of 2020 with the convening of a statewide stakeholder group that included MN educators as well as 17 organizations with a vested interest in education in MN. Slide 19 of this link, includes a complete list of the organizations involved. This group was charged with creating a definition of MTSS that was rooted in equity and inclusion.
MnMTSS is a systemic, continuous improvement framework for ensuring positive social, emotional, behavioral, developmental, and academic outcomes for every student. MnMTSS provides access to layered tiers of culturally and linguistically responsive, evidence-based practices and relies on the understanding and belief that every student can learn and thrive. In addition, it engages an anti-bias and socially-just approach to examining policies and practices and ensuring equitable distribution of resources and opportunity. (Minnesota Department of Education, (n.d.). MnMTSS. Retrieved January 11, 2022 from https://education.mn.gov/mde/dse/mtss/
MnMTSS includes the following five broad components: infrastructure that supports continuous improvement, family and community engagement, multi-layered practices and support, assessment, and data-based decision making. Additional details on the components and subcomponents may be found here: https://tinyurl.com/yu3bxn5f. Not only has MDE committed to a definition of MTSS, they have also outlined the support they will provide to districts seeking technical assistance for implementation. All of the information may be at the link in the citation above.
Reflection Question: After reading the definition of MnMTSS, what stands out regarding what the work group was after in terms of how MTSS might impact our education system here in MN?
Next month, we will share some of the work occurring here at SCRED and within our member districts that aligns with our commitment to MTSS as a way to live our mission of being a leader in maximizing outcomes for all learners.
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Breaking Down Instructional Barriers
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Infinitec Professional Learning Opportunities
This month's Spotlight on Assistive Technology continues to try and break down instructional and accessibility barriers for students and teachers and looks at curated Infinitec Professional Learning Opportunities during Asynchronous Cross Categorical this year.
We have added content to our Cross Categorical Professional Learning opportunities this year from Infinitec's Online Learning Classroom for our Special Education Case Managers. Infinitec is a resource available to all SCRED Districts staff. You will need to sign in to your myinfinitec.org account or register for one. We are striving to meet the differeing needs and interests of our Case Managers by adding this cross-categorical professional learning opportunity.
Here is our current curated list for myinfinitec.org during cross-categorical. Visit the Cross categorical professional learning offerings or myinfinitec.org to access individual offerings.
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Topic
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Session Description
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Early Childhood
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Power of Social Conversations and Play with Young AAC Users
By Pati King-DeBaun, M.S. CCC-SLP
54 min 1.25 credit
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Play! Play! Play! This recorded webinar discusses how to start early using effective strategies for young children to develop social skills through play and interaction. For inclusion to work, educators/therapists must ground their strategies in what young toddlers and preschoolers are doing without disabilities.It is not enough that the children with disabilities are physically present in the room. It is not enough that they are working on a similar activity. They must be engaged. This webinar will offer supportive strategies to use AAC (light and high tech) for young children with significant disabilities to engage more authentically in play activities.
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Assistive Technology for Birth through Kindergarten
Dr. Pam Moening, OTD OTR/L
44 min 1 credit
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Best practice states that we should consider AT for infants, toddlers, and children, but how? This presentation takes you through a 6 steps framework to make considering, assessing and implementing AT for our littlest learners seem practicable.
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Sensory impairment BVI/DHH
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What Every Teacher Should Know About Students with Low Vision
By Tessa McCarthy, Ph.D.
Stories and Strategies for Students Who Are D/HH
Elementary
Middle School
High School
Presented by MN Teachers of the Deaf/Hard of Hearing, St. Paul Public Schools, ISD 917, and Brainerd Public Schools, and their students; representatives from the MN Commission of the Deaf, Deafblind and Hard of Hearing
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This video provides an introduction to the topic of blindness for teachers and other staff working with students with low vision. (21:25)
Students who are deaf or hard of hearing need instruction and guidance to develop social language and understanding of themselves in order to be aware of why they have challenges and to develop self-regulation, motivation, empathy and friendship skills. This module includes home-based interventions, shared experiences, and school-based teaching strategies. (approx. 30 min.)
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LI/Speech
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Understanding Instructional Strategies that are Supported by Neurological Research
By Brenda Smith Myles, Ph.D.
>1.25 CEUs
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Instructional strategies that address academic/learning, social, sensory and regulation skills as they relate to brain research (interpreted in laymen's terms) are presented. These strategies are presented as they relate to evidence-based practices (EBP) as identified by the National Autism Center (NAC), centers for Medicare and Medicaid Services (CNS), and National Professional Development Center (NPCD). Finally, a means of organizing these strategies for easy application is discussed.
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AAC Assessment Tips and Tricks for Students with Complex Communication Needs (Part1) Gathering the Pieces Where Do I Begin
By Amanda Soper
1 CEU
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Children with complex communication needs (CCN) often have sensory, motor, language, and cognitive challenges. It can be overwhelming and difficult to determine where to start in the evaluation process. This recorded webinar describes assessment tools and creative strategies to help you get started with evaluating these students. It is the first of three sessions which will describe the process from gathering information about the student to selecting a device and providing ongoing assessment.
Objectives: (1) Identify at least 3 AAC assessment tools that can be used to document current and ongoing communication development. (2) Discuss how to use an interdisciplinary approach when conducting an AAC assessment.
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Taking the Next Step with Complex Communicators - Strategies for Implementing Communication Supports
Megan Brown, M.S., CCC-SLP/L
Susan Foster, M.S., CCC-SLP/L
1 CEU
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Do you have a student who has received a brand new AAC device and are not sure how he/she is going to use the system throughout the day? Do you have a student that has a device that he/she doesn’t use as much as they could? Or maybe you have a student who benefits from classroom-based communication supports for specific activities, but you're looking for more? Supporting students using AAC can be an overwhelming task, but with careful consideration and planning, the implementation of communication supports doesn’t have to be so daunting. This recorded webinar reviews the primary goals of AAC and provides participants with the helpful tools and strategies to successfully integrate AAC throughout a student’s day.
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Literacy
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Digital Text: Making It Accessible for All
1.25 CEU
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With the increase in technology in today’s classrooms, more information is available than ever before. We have websites, e-books, PDFs, Google Docs and more. But.... available doesn’t mean accessible! Join us as we discuss strategies to provide digital text that is accessible to ALL learners regardless of ability. Learn about using Open Education Resources (OER) to provide instructional materials. Online digital text repositories and resources will be shared. We will also explore available tools (apps, software, web tools) that we can use to effectively provide digital text in our classrooms.
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AT for Dyslexia (1) Nuts and Bolts
1.5 CEU
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In this recorded webinar, Jamie explores UDL and how AT for dyslexia can help implement the principles of UDL in the classroom. He covers 5 main categories of AT tools for dyslexia and provides a video example for each. He finishes by dispelling some common assistive technology myths.
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AT for Dyslexia (2) Chrome Tools
1.5 CEU
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Jamie Martin continues his webinar series on AT for dyslexia. The first section focuses on built-in tools found in the Chrome operating system and available only on Chromebooks. The second section covers apps and extensions for the Chrome browser. The last section reviews tools available for Google Docs.
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AT for Dyslexia (3) Built-In Accessibility of Mobile Devices
1.25 CEU
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This is the 3rd part in the webinar series on AT for dyslexia. In this section, Jamie presents the built-in features of iOS and Android devices that are beneficial for students with dyslexia. He first focuses on reading with text to speech and then addresses writing. He includes live demonstrations of both platforms.
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Math
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Full STEAM Ahead! STEAM Curriculum for Students with Significant Disabilities
(1.25 Learning Credits available)
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As schools develop and improve their STEAM (science, technology, engineering, art, and math) programs, do you find yourself wondering how students with moderate to significant disabilities could also benefit and have access to the same materials and content? This recorded webinar shares how the presenters created a STEAM program for their students with complex needs that includes additional emphasis on choice making, communication, and literacy skills. They share the steps taken to start the program, how concepts were adapted, and some favorite activities, apps, and tech tools. As a result of this presentation, participants will: Have an understanding of STEAM, learn ways to adapt STEAM activities and integrate into the existing curriculum and identify technology tools to support STEAM lessons and activities.
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Accessibility
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Mobile Devices in the Inclusive Classroom 01 - Hardware, Access and Accessibility
1 CEU
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This recorded webinar is the first in the series. It discusses how we plan the use of mobile devices, how they can be accessed, and accessibility features of a variety of mobile devices.
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Journey to AT Success: From Consideration to Implementation
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Presented By
Mike Marotta, ATP
Description
Mike presents the continuum used to consider assistive technology, the provision of appropriate devices, the implementation process including trials and ultimately the monitoring process used to determine continued appropriateness of AT.
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Putting UDL to Practice in a Google-Powered Learning Environment
1 CEU
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It’s time to turn up student creativity in your classroom with the new audio feature in Google Slides. In this recorded webinar, we’ll provide you with an overview of 7 amazing design features that are built in to Slides, then we’ll share examples of ways to use the tools to engage students in personalized learning experiences that require them to construct knowledge as they create, using multiple methods of expression and engagement. Watch this presentation for an in-depth look at great ways to use Google Slides in innovative ways that go well beyond the typical student presentation. Some templates for modification and reuse are provided.
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Others
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Transition
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AT to Increase Opportunities for Work
By Sayard Bass, MS, CCC
SLP/ATP
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When our students begin training for work an interesting change takes place. The environment and tasks change. So, what about the tools? We do much to train our students for transitioning into their highest level of independence. What is the role of assistive technology in helping students to access these goals? This recorded webinar includes a discussion of task demands of the vocational environment, tools specific to these environments, disclosure, and self-advocacy. The more students can access, the more opportunities are open to them!
Objectives: (1) Identify task demands of different vocational environments. (2) Learn what tools can meet these demands. (3) Create a hierarchy to teach tools to prepare adults for work environments. (4) Create steps to inform co-workers how to work with the AT user. (5) Discuss the importance of student self-advocacy in using AT in the workplace.
1.25 hours
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Assistive Technology and Accommodations in Higher Education
1 CEU
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This recorded webinar examines the difference in how K-12 and higher education settings implement assistive technology (AT) and accommodations for students with disabilities. An overview of how assistive technology has changed over the last decade is provided. There will also be a review of the common types of AT hardware and software applications, and the ways auxiliary aids and supports are used by students with disabilities in the higher education setting.
Objectives: (1) Articulate the difference between K-12 and higher education implementation of assistive technology, auxiliary aids, and support services for students with disabilities (2) Review how assistive technology has evolved over the last decade in higher education (3) Provide an overview of commonly used assistive technology and accommodations in higher education for various types of disabilities
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Paraprofessional Professional Learning
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Assistive Technology Overview for Paraprofessionals
1.25 CEU
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Have you ever been curious about assistive technology and what it really does? Assistive technology provides students with disabilities greater success in independently achieving academic, social and occupational goals. According to special education law, assistive technology should be considered for ALL students with disabilities. Assistive technology can be used with students that have high incidence disabilities, such as a learning disability, and students with complex needs. This recorded webinar provides a foundational understanding of assistive technology in the schools and how to support your students to achieve greater success!
Objectives: (1) Participants will be able to define an assistive technology device. (2) Participants will be able to list 3 assistive technology services. (3) Participants will be able to list 5 assistive technology tools to support academics.
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Your SCRED Assistive Technology Committee:
We are committed to helping you consider appropriate assistive technology for your students. If you want to problem-solve ideas or need AT resources, reach out to a member of the AT Committee:
- Connie Sim: Low Incidence Services Coordinator - csim@scred.k12.mn.us
- Jennifer Lake: Secondary Literacy Services Coordinator - jlake@scred.k12.mn.us
- Robert Benner: Early Childhood Services Coordinator - rbenner@scred.k12.mn.us
- Angela Christenson: Social Behavior Services Coordinator - achristenson@scred.k12.mn.us
- Sheila Chinn: Occupational Therapist - smchinn@scred.k12.mn.us
- Jessica Szymanski: Teacher of the Blind and Visually Impaired - jszymanski@scred.k12.mn.us
- Adrianne Blazevic: Special Services Supervisor for Rush City Schools and Pine City Schools - ablazevic@scred.k12.mn.us
AT Networking Nights
Register on the SCRED website for our Assistive Technology Networking Nights in the school year course catalog! A great opportunity to research, examine or implement potential AT supports and prepare accessible materials for your students. This is a virtual asynchronous professional learning opportunity again this year. The Google Classroom link will be emailed to participants the morning of the session dates. You will have approximately one month to complete the activities you choose. A maximum of 4 hours will be compensated for each session.
Session dates are February 2, 2022 and April 7, 2022. Space is limited, so register soon! Link to SCRED Professional Learning Catalog.
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