ASD Professional Development

Professional Development has been given to ASD staff at OL Smith, Whitmore Bolles, and Nowlin. Topics included how to work out a schedule for paras throughout the day; how to communicate with other teachers; classroom set up and labeling of areas/items; visual supports; procedures and routines; essential elements; data collection; structured work tasks; and token economies. All of these areas represent best practice in an ASD classroom.

 

 

Seclusion and Restraint Awareness Training

As part of the Michigan Department of Education revisions to public law MCL 380.1307-380.1307h school districts across the State had to provide Seclusion and Restraint Awareness training to all staff who come in contact with students. In late October our district sent over 20 staff members to become qualified to train staff of the newest modifications to the legislation.

What is seclusion and restraint?

1. Emergency seclusion” is defined in MCL 380.1307h(e) as “a last resort
emergency safety intervention involving seclusion that is necessitated by an
ongoing emergency situation and that provides an opportunity for the pupil
to regain self-control while maintaining the safety of the pupil and others.”
2. “To qualify as emergency seclusion, there must be continuous observation by
school personnel of the pupil in seclusion, and the room or area used for
confinement must comply with state and local fire and building codes; must
not be locked; must not prevent the pupil from exiting the area if school
personnel become incapacitated or leave that area; and must provide for
adequate space, lighting, ventilation, viewing, and the safety and dignity of
the pupil and others, in accordance with department guidelines.”

“Restraint” means an action that prevents or significantly restricts a pupil’s
movement.
a. “Physical restraint” means restraint involving direct physical contact.
b. “Chemical restraint” means the administration of medication for the
purpose of restraint.
Michigan Department of Education Page 14
c. “Mechanical restraint” means the use of any device, article, garment,
or material attached to or adjacent to a pupil’s body to perform
restraint.

MDE Guidelines

Next Steps

Schools will begin identifying “Key Identified Personnel” at each school. Members of these teams will be trained in CPI and CPR. CPI   is a non-violent crisis intervention method that includes physical interventions and personal safety techniques, which are designed to maximize the safety of everyone involved in a crisis situation. Our department recently sent two staff members, Niki Sobh and Carrie Schoolmaster, to become trainers of CPI. Our department is currently working on a schedule to train one member of each “Key Identified Personnel” team in CPI. We hope to have all the training complete by late March.

 

 

 

The Movement Continues…

Restorative Practices expert Monica Evans will be presenting to staff in late December. Ms. Evans, from the International Institute of Restorative Practices, will be hosting her second presentation. Ms. Evans focus is on restorative practice and adverse childhood experiences (ACEs). Staff provided positive feedback during her first visit. We are excited to keep the momentum going with Restorative Practices.

Anne Benninghof-Co-Teaching

Dearborn was fortunate to have Co-Teaching expert Anne Benninghof visit from November 13-15. During her time in Dearborn, Anne visited classrooms, helped new co-teaching teams problem solve and helped our co-teaching teacher leaders develop solid professional development to share with staff. Anne has had a great impact on our district and has helped us improve our co-teaching practices. Our teachers were very receptive to her positive attitude, great knowledge and experience. We expect Anne back in May of 2018.

 

November 6th Departmental Meeting

Second in our continuing series on IEP compliance and best practices, we revisited writing measurable goals based on the law, MDE feedback, and RESA guidance. Reference was made to the 10/02/17 departmental meeting that provided instruction as to how to write a rich and data-driven present level of academic achievement and functional performance statement through which areas of need are identified and addressed. The Measurable Goal Formula was reviewed and the new electronic forms were presented. Staff engaged in discussion and generated their own measureable goals via Google Forms. Staff was reminded that TCs are available to assist with all areas of IEP completion and compliance upon timely request.

Staff was also advised that information on the transition process, from previous presentations, from department meetings, and from professional development as well other valuable resources are always available in iLearn.

Follow

Follow this blog

Get every new post delivered right to your inbox.

Email address

Skip to toolbar