The Special Edge

From Josh Marks

Certified Special Programs Staff,

We are happy to be able to hire 6 Instructional/Curriculum Coaches within special programs. Staff in this position will receive an extra duty contract for $625 for the remainder of this school year and $1250 for next year as these are two-year positions.
It will be a 30 hour commitment for the rest of this year, and a 60 hour commitment for the whole 2021-2022 school year.
Staff who are selected to be part of this team will work with Special Programs leadership on future planning around professional development and the direction of the department. If you are interested, please submit a no more than one page essay describing why you would like to hold the position as well as one reference. Send these to Candy Gelatt in HR by February 12th. Interviews will be held after finalist are selected.  To access a job description and a reference form click here. 

For additional questions please feel free to reach out to me…Josh Marks

From Sean Reinhart

Dear special educators and school leaders,

Thank you for your patience as we have been looking at data and collaborating with teachers and admin to determine the best plan for serving IEPs in our new district CDL program as well as Bend – La Pine Online.  You can find the guidance titled District CDL and Bend – La Pine Online Special Education Service Delivery HERE.   

Also, we will add an “FAQ” section on the second page as questions come into the SPO office.  Thank you and have a great day

From Special Transportation

Please review the document shared last week regarding special transportation.  Here is another question and answer we have been asked recently.    

Can students in grades 4 an 5 come in-person to school for special education services on asynchronous school days, such as Wednesday?

YES, on Wednesday only      AND
If your site has used the same criteria provided to identify the student during LIPI        AND
If the student is already routed and riding a general education bus.

The special education student will need to stay at school for the full day on Wednesday. Again, this is only for students riding general education busses.

From Shannon Watters

Howdy,
I know everyone is just jumping with excitement that it is almost Progress Report time again!!! 

From Behavior Coaches

EDUCATION FOUNDATION GIFT – Free Banni Bunting Mindfulness Training

Dear Bend La Pine Schools Educators & Staff:

For over 30 years the Education Foundation has had a mission to support teachers and students in the BLPS by funding classroom grants and activity fee scholarships.  We know that this unprecedented time we are living in is causing many challenges for you to be able to do the work you are passionate about in a Comprehensive Distance Learning format.  We are expanding our mission this year and including efforts to deliver some support and appreciation directly to YOU.  Our hope is that the more you feel supported and appreciated by your community the better you will be able to stay energized and resilient to persevere in your mission to serve students during this challenging year. 

We are excited to partner with Banni Bunting to bring these mindfulness sessions specifically for you as BLPS educators and staff.  It is an invitation to take some time for yourselves – to rest and renew in order to be resilient this year.  It is with deep and sincere appreciation that we hope you will access and enjoy these mindfulness sessions.  Whether you choose to sit down and listen to them with a cup of tea or as a podcast out on a winter walk – know that your dedication to the students in Bend-La Pine Schools is acknowledged and greatly appreciated. 

Angie Cole, Allocations Chair on behalf of the entire Education Foundation Board

Relationships in the Classroom: 
Each week we will highlight one of our Top 10 Behavior Coaching Tools for reducing challenging behavior. This week, our topic is RELATIONSHIPS, something many of you are likely feeling the importance of as we move into in-person learning.

Who does the student connect with in the building? 

1. Teacher – Student Relationships are important for learning. As we know from Hatte’s Visible Learning Research, they accelerate student achievement with an effect size of 0.52, which falls well into the zone for optimal results. 
2. For students who have experienced trauma, Teacher- Student Relationships are important for survival. The brains of students who have a safe and trusting relationship with their teacher experience reduced toxic stress and have the opportunity to heal, and eventually, learn.  Moreover, creating a family culture in the classroom, fostering positive student – student relationships, and establishing teacher – family partnerships increases resilience and growth for all students. 
3. Determine a regular check in routine for students to have with a safe trusted adult. Build in increased school community time such as having “jobs” around the school, helping younger students, etc. 
4. Tools:  2 x 10 Strategy; Therapeutic Dosing Article, Friendometry.com
5. Tools for Relationships:  Include Limbic Brain Breaks
   

NEUROSEQUENTIAL MODEL – The Power of Relationships and Connection 
Relationships:  Stress, Trauma, and the Brain:  Over the next several weeks, we will be highlighting Dr. Bruce Perry’s work, The Neurosequential Model in Education.  Dr. Perry’s work is based on an understanding of the structure and sequential nature of the brain,  which can help educators increase their students’ engagement in learning and mitigate behavioral problems.  In this video Dr. Perry talks about how relationships are essential to human life and student connections.  Research demonstrates that when teachers establish a true empathic connection with students, they are able to engage and reengage students in learning, and actually heal and grow children’s brains. Dr. Perry discusses the important role relationships have in learning, and gives us practical ways to do this in the school setting.  The video is 7-minutes long and will change how you think about your students.

CASEL SEL TOOLS – As Students Head Back To School
As we begin to transition from distance learning back to in-person learning, SEL remains as important as ever.   This is the perfect time to re-examine our efforts to make needed adjustments and refocus on supportive relationships, equitable environments, and the academic, social, and emotional development and overall well-being of all students and adults. 

”Tier 1 and More” Blog
The Behavior Coaches blog is full of resources for PBIS, Social-Emotional Learning, Trauma-Informed Practices and more.  

Mental Health Provider Directory
Looking for a comprehensive list of Mental Health Providers in Central Oregon?  This website organizes medical providers by symptom, insurance, language, and specialization.  

Bend La Pine Schools District Website:  Student Mental Health and Families in Need

If You Or Someone You Know Is In Crisis:  Contact the Deschutes County Crisis Clinic by phone at (541) 322-7500 extension 9, or call 1-(800) 875-7364.  Walk In hours are available Monday through Friday 7:00 AM to 9:00 PM and Saturday and Sunday 8:30 AM to 9:00 PM.

Our very own poster child for COVID 19 vaccinations.
School psych by day…..youtube star by night.

https://www.youtube.com/watch?v=d8W8JMkUaO0&feature=youtu.be

From Colleen Funderburg

All of the Early Childhood Special Education documentation is now available for school teams to review!

All pre-K students are currently enrolled in Synergy SE (Special Programs Tracking School), all supporting documents are uploaded into Synergy. Read through this document for detailed information and next steps!

If you are new to the district you will be automatically enrolled in a Canvas course for Early Childhood Special Education. Your assigned coaches will follow up with you regarding questions with the course. Anyone who would like to participate in the course may do so by clicking this link.

Hold the following dates on your calendar in February 2/16 – 2/19.   These are the agreed dates for evaluation planning meetings held with our ECSE partners. If a student is due for an evaluation our ECSE partner will be scheduling during this time and will need one representative to attend.

From Special Transportation

We have had many questions recently regarding special transportation as we return to In-Person/Hybrid instruction. Please review this document.

From the Behavior Coaches

Helping Students and Educators Recover from Covid Trauma 
Wondering how we are going to recover from the Covid Trauma as students and educators return to the classroom?  Find answers and more in this great article on how to support the emotional well-being of both educators and students so that both healing and learning can begin. 

CASEL SEL TOOLS – As Students Head Back To School
As we begin to transition from distance learning back to in-person learning, SEL remains as important as ever.   This is the perfect time to re-examine our efforts to make needed adjustments and refocus on supportive relationships, equitable environments, and the academic, social, and emotional development and overall well-being of all students and adults. 

ODE New Mental Health Resources:  Mental health refers to the emotional, social, cognitive, behavioral, physical and relational thriving of individuals and systems.  The Oregon Department of Education has recently created 2 valuable resources that are designed  to assist school district leaders, administrators, staff, school-based mental health professionals and community partners in promoting the mental health and well-being of school communities.  

The first resource,  ODE Mental HealthTool Kit  addresses six, primary content areas: (1) Leading from Strength to Promote Mental Health; (2) Addressing Traumatic Stress; (3) Elevating Student Voice; (4) Centering Racial Equity and Anti-racism; (5) Promoting Inclusive School Environments; and (6) Delivering Multi-tiered Systems of Support.

The second resource,  ODE Mental Health and Well-Being Page  includes information about ODE’s current mental health-related activities and initiatives such as Adi’s Act (suicide prevention) and the Strengthening Mental Health in Education initiative with OHA, as well as providing many tools and resources for students, families, school staff and leaders.

”Tier 1 and More” Blog
The Behavior Coaches blog is full of resources for PBIS, Social-Emotional Learning, Trauma-Informed Practices and more.  

From Josh Marks

Certified Special Programs Staff,

We are happy to be able to hire 6 Instructional/Curriculum Coaches within special programs. Staff in this position will receive an extra duty contract for $625 for the remainder of this school year and $1250 for next year as these are two-year positions. Staff who are selected to be part of this team will work with Special Programs leadership on future planning around professional development and the direction of the department. If you are interested, please submit a no more than one page essay describing why you would like to hold the position as well as one reference. Send these to Candy Gelatt in HR by February 12th. Interviews will be held after finalist are selected.  To access a job description and a reference form click here. 

For additional questions please feel free to reach out to me…Josh Marks

From Sean Reinhart

Happy Friday Special Educators!

So much has happened this week.  Each day seemed like a week in itself!

It was great to see many of you during our Q and A session on Tuesday.  We hope to provide another Q and A session toward the end of next week when we have a better idea of how the developing CDL program will look.  How we proceed with SPED services will depend on the number of students participating and at which levels.  Thanks in advance for your positive thinking and helping develop solutions to this unique challenge.  Also, this week saw our special educators receive their first dose of vaccines.  Big shout out to Tami Pike and Julianne Repmann for their work behind the scenes to make this happen. 

Go out and enjoy the spring like weather for this MLK long weekend.  I’ll leave you with 2 quotes that are 70 years old, but so meaningful today.

“Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.”

“Nothing in the world is more dangerous than sincere ignorance and conscientious stupidity.”

–  Martin Luther King Jr.

From Josh Marks

Certified Special Programs Staff,

We are happy to be able to hire 6 Instructional/Curriculum Coaches within special programs. Staff in this position will receive an extra duty contract for $625 for the remainder of this school year and $1250 for next year as these are two-year positions. Staff who are selected to be part of this team will work with Special Programs leadership on future planning around professional development and the direction of the department. If you are interested, please submit a no more than one page essay describing why you would like to hold the position as well as one reference. Send these to Candy Gelatt in HR by February 12th. Interviews will be held after finalist are selected.  To access a job description and a reference form click here. 

For additional questions please feel free to reach out to me…Josh Marks

From Behavior Coaches

TAKE A MINUTE TO MAKE SPACE FOR YOURSELF
Looking for a quick way to ground yourself?  Relax, and slow things down with the help of the Breathe Bubble. Just take a minute and plug in this video.

Helping Students and Educators Recover from Covid Trauma
Wondering how we are going to recover from the Covid Trauma as students and educators return to the classroom?  Find answers and more in this great article on how to support the emotional well-being of both educators and students so that both healing and learning can begin. 

CASEL SEL TOOLS – As Students Head Back To School
As we begin to transition from distance learning back to in-person learning, SEL remains as important as ever.   This is the perfect time to re-examine our efforts to make needed adjustments and refocus on supportive relationships, equitable environments, and the academic, social, and emotional development and overall well-being of all students and adults. 

ODE New Mental Health Resources:  Mental health refers to the emotional, social, cognitive, behavioral, physical and relational thriving of individuals and systems.  The Oregon Department of Education has recently created 2 valuable resources that are designed  to assist school district leaders, administrators, staff, school-based mental health professionals and community partners in promoting the mental health and well-being of school communities.  

The first resource,  ODE Mental HealthTool Kit  addresses six, primary content areas: (1) Leading from Strength to Promote Mental Health; (2) Addressing Traumatic Stress; (3) Elevating Student Voice; (4) Centering Racial Equity and Anti-racism; (5) Promoting Inclusive School Environments; and (6) Delivering Multi-tiered Systems of Support.

The second resource,  ODE Mental Health and Well-Being Page  includes information about ODE’s current mental health-related activities and initiatives such as Adi’s Act (suicide prevention) and the Strengthening Mental Health in Education initiative with OHA, as well as providing many tools and resources for students, families, school staff and leaders.

”Tier 1 and More” Blog
The Behavior Coaches blog is full of resources for PBIS, Social-Emotional Learning, Trauma-Informed Practices and more.  

From Sean Reinart

Happy Friday and happy new year special educators!

I know you are busy think and planning for students as we transition back to in-person services.  Please reach out to SPO leadership and coaches as needed.  We can help you plan and be thought partners as you plan for their return.  Moreover, reach out to each other as your colleagues can be your best thought partners as we plan for this transition. 

SAVE THE DATE:  SPO leadership will host Q and A session on Tuesday 1/12/21 at 2:30.  You can access the session HERE.  Our plan is to offer a general overview of what we know to date, and answer general question.  If you have student specific questions, please direct those question to SPO leadership and coaches anytime so we can help you resolve issues and move forward. 

Take care

HDESD Pause program
HDESD is very excited to announce our partnership with Pause and WESD to bring science-backed mindfulness training for calm, stress relief, and resilience program.
Over a six-week period, participants will have the unique opportunity to develop a new set of skills to help reduce stress and find greater ease as we all continue to navigate uncertain times. There will be live, weekly training sessions that explore the science of stress, tools for calming your nervous system, and ways you can cultivate resilience through simple daily practices.

o    Core Trainings: Wednesdays 4-5pm

• 1/20, 1/27, 2/3, 2/10, 2/17, 2/24

o    Practice Sessions: Mondays 4-4:15pm

• 1/25, 2/1, 2/8, 2/15, 2/22, 3/1 

You will also gain access to a digital Stress Relief + Resilience Toolkit with guided audio meditations, videos, and learning materials to help you prioritize your mental health and make mindfulness a daily habit as we head into fall.
We will follow up with additional details. Earliest respondents will be considered first as we build a cohort that has representation from all employee groups and departments. 

If you are interested in participating in this program, please sign up via Performance Matters

From Colleen Funderberg

Early Childhood Special Education Transitions  (ECSE)
We have received our list of incoming kindergarten students for 2021!
Shannon Watters,  Krista Baker and your Record Clerks have been working behind the scenes to get this all dialed for everyone.  They have already collected and organized all the documentation.
We will be ready to share this documentation, ECSE processes and training opportunity in the new year.

Please pencil in your calendar for the week of Tuesday – Friday, 2/16-2/19/2021.

These are our confirmed dates to hold evaluation planning meetings.
Keep in mind only ONE individual from the school site is required to attend. School teams can determine once you receive your lists of students.

From Behavior Coaches

TAKE A MINUTE TO MAKE SPACE FOR YOURSELF
Looking for a quick way to ground yourself?  Relax, and slow things down with the help of the Breathe Bubble. Just take a minute and plug in this video.

CASEL SEL TOOLS – As Students Head Back To School
As we begin to transition from distance learning back to in-person learning, SEL remains as important as ever.   This is the perfect time to re-examine our efforts to make needed adjustments and refocus on supportive relationships, equitable environments, and the academic, social, and emotional development and overall well-being of all students and adults. 

ODE New Mental Health Resources:  Mental health refers to the emotional, social, cognitive, behavioral, physical and relational thriving of individuals and systems.  The Oregon Department of Education has recently created 2 valuable resources that are designed  to assist school district leaders, administrators, staff, school-based mental health professionals and community partners in promoting the mental health and well-being of school communities.  

The first resource,  ODE Mental HealthTool Kit  addresses six, primary content areas: (1) Leading from Strength to Promote Mental Health; (2) Addressing Traumatic Stress; (3) Elevating Student Voice; (4) Centering Racial Equity and Anti-racism; (5) Promoting Inclusive School Environments; and (6) Delivering Multi-tiered Systems of Support.

The second resource,  ODE Mental Health and Well-Being Page  includes information about ODE’s current mental health-related activities and initiatives such as Adi’s Act (suicide prevention) and the Strengthening Mental Health in Education initiative with OHA, as well as providing many tools and resources for students, families, school staff and leaders.

”Tier 1 and More” Blog
The Behavior Coaches blog is full of resources for PBIS, Social-Emotional Learning, Trauma-Informed Practices and more.  

A newsletter and workshop flyer from Pre-Employment
Transition Services (Pre-ETS).
Pre-ETS Newsletter, January 2021
Pre-ETS Workshops

Wishing you holidays full of good cheer!
Be thoughtful of others while enjoying to the fullest.

From Behavior Coaches

SIGN UP FOR THE CLASSROOM 180 WINTER BOOK CLUB!
This winter, join educators across the Bend-La Pine School District who will be reading Classroom 180  by Heather Forbes.  Heather Forbes is the owner of the Beyond Consequences Institute . She has worked in the field of trauma and healing since 1999. She is an internationally published author and speaker on the issues that arise when children and young adults are impacted by trauma.  Heather’s signature style is to bridge the gap between scientific research and real-life application.   The purpose of this book study is to provide educators with a comprehensive framework to create, implement, and sustain a trauma-informed classroom.  We will learn how trauma impacts the brain and how we can create an environment to support all our students during these uncertain times.  (Note: You are responsible for the purchase of the book.  Cost is 54.00)  Draft of Classroom 180 Syllabus Watch for registration link coming soon in Performance Matters.  To register for credit through OSU email: [email protected]  Class starts Monday January 4th, followed by a group WebEx on Tuesday January 12th from 4:00-5:00.  

Reduce Demand in the Classroom:
Each week we are highlighting one of our Top 10 Behavior Coaching Tools for reducing challenging behavior. This week, our topic is REDUCING DEMAND, couldn’t we all use a little less on our plate these days?

Tool #4: Reduce Demand:  What are the academic and/or social demands that the student is having difficulty with? 

• Kids (and adults) do well if they can. What we know is that challenging behavior emerges when there is a mismatch between the expectations we put on a student and their skills to meet those expectations.
  • Set up lower demand activities (lower level independent work; jobs in the classroom, etc.). If needed, due to lagging skills with social demands, consider smaller or more individualized settings.
  • Tools: 3-Step Bin Setup Sheet; 3-Step Bin Video; Continuum of Placements/Supports: Secondary, Continuum of Placements/Supports: Elementary, Step Up Plan

  
  Virtual Tools for Reducing Demand:
  

  • Review the student’s schedule and prioritize essential and nonessential meetings and learning activities. Keep in mind that students who struggle the most tend to have the most academically demanding schedules between their GenEd and Intervention expectations. Create a personalized visual schedule or daily/weekly checklist to help the student predict what is coming next (Blank Visual Schedule; Example Weekly Checklist). As the student finds success, you can add back meeting times and/or expectations.
  • Remind students to take a break in the Bend – La Pine Virtual Break Space   if they are feeling overwhelmed with CDL.NEUROSEQUENTIAL MODEL – Regulating Yourself And Your Classroom
    Episode 4: Regulating Yourself And Your Classroom Over the last several weeks, we have been highlighting Dr. Bruce Perry’s work, The Neurosequential Model in Education.  Dr. Perry’s work is based on an understanding of the structure and sequential nature of the brain,  which can help educators increase their students’ engagement in learning and mitigate behavioral problems.  In this video Dr. Perry explains how students and teachers can often impact each other’s mood and brain function, and shares effective classroom strategies that help keep students and adults calm and regulated, decrease behavior challenges, and improve academic engagement.  The video is 8-minutes long and will change how you think about your students.
    
    
    ODE New Mental Health Resources:
    Mental health refers to the emotional, social, cognitive, behavioral, physical and relational thriving of individuals and systems.  The Oregon Department of Education has recently created 2 valuable resources that are designed  to assist school district leaders, administrators, staff, school-based mental health professionals and community partners in promoting the mental health and well-being of school communities.

    The first resource,  ODE Mental HealthTool Kit  addresses six, primary content areas: (1) Leading from Strength to Promote Mental Health; (2) Addressing Traumatic Stress; (3) Elevating Student Voice; (4) Centering Racial Equity and Anti-racism; (5) Promoting Inclusive School Environments; and (6) Delivering Multi-tiered Systems of Support.

    The second resource,  ODE Mental Health and Well-Being Page  includes information about ODE’s current mental health-related activities and initiatives such as Adi’s Act (suicide prevention) and the Strengthening Mental Health in Education initiative with OHA, as well as providing many tools and resources for students, families, school staff and leaders.

    ”Tier 1 and More” Blog
    The Behavior Coaches blog is full of resources for PBIS, Social-Emotional Learning, Trauma-Informed Practices and more.

From Sean Reinhart

Happy Friday Special Educators,

I hope this email finds you happy and healthy.   I know there have been a lot of questions about LIPI in relation to the Governor’s temporary freeze.  After the initial announcement, there was some confusion about the status of LIPI in our district.  Yesterday, Lora sent everyone a letter clearing up any confusion.  Here is an excerpt:
Unless otherwise directed by the governor or advised by Deschutes County Public Health (DCPH), BLS will continue to offer limited in-person instruction to approximately 10-20% of our individual school populations. While we will not expand LIPI programmatically as cases continue to rise, we will be adding students at various schools in order to provide consistent levels of LIPI services across the district. We are serving those with the highest needs, as evidenced by the following:

Multi-tiered systems of support (MTSS) access guidelines/considerations for LIPI:

• Attendance
  • Connectivity issues (limited or no internet access)
  • Difficulty utilizing technology to engage in instruction
  • Lack of participation in online instruction/ platforms
• Behavior
  • Social, emotional, or mental health needs
  • Not meeting behavioral expectations of an online learning environment

• Course Performance/Subject Proficiency
  • Not passing classes/need academic support
  • Unable to complete requirements of a course in a distance learning format
  • Need to complete assessments in person

For those who might have questions about the safety of providing LIPI during these times, the district’s Health Services Supervisor, Tami Pike, shared the following:
With careful analysis of the current Bend-La Pine Schools’ specific COVID data, along with continuing to practice COVID safety precautions, limited in person instruction is something BLS can continue providing safely to our students. Outbreaks seem to be coming from informal gatherings in the community where individuals may not be adhering to Covid precautionary guidelines. With frequent review of COVID cases and trends within Bend-La Pine Schools and with input from the local health department, the district may determine, at any point, to decrease or suspend limited in person instruction if the safety of our students or staff comes into question. 

Currently, it appears that it will be some time before Bend – La Pine Schools will meet metrics that allows for any in-person hybrid instruction.  LIPI is a lifeline for our most needy students.  I want to acknowledge and thank you for your commitment and dedication to students.

Relationships in the Classroom: 
Each week we will highlight one of our Top 10 Behavior Coaching Tools for reducing challenging behavior. This week, our topic is RELATIONSHIPS, something many of you are likely feeling the importance of as we move through the holidays during a pandemic. 

Tool #3: Relationships
Who does the student connect with in the building? 

• Teacher – Student Relationships are important for learning. As we know from Hatte’s Visible Learning Research, they accelerate student achievement with an effect size of 0.52, which falls well into the zone for optimal results. 
• For students who have experienced trauma, Teacher- Student Relationships are important for survival. The brains of students who have a safe and trusting relationship with their teacher experience reduced toxic stress and have the opportunity to heal, and eventually, learn. Moreover, creating a family culture in the classroom, fostering positive student – student relationships, and establishing teacher – family partnerships increases resilience and growth for all students. 
• Determine a regular check in routine for students to have with a safe trusted adult. Build in increased school community time such as having “jobs” around the school, helping younger students, etc. 
• Tools:  2 x 10 Strategy; Therapeutic Dosing Article, Friendometry.com
• Virtual Tools for Relationships: Provide Student Virtual Jobs; Include Limbic Brain Breaks, Virtual Visual Check-Ins

NEUROSEQUENTIAL MODEL – The Power of Connection 

Episode 3:  Stress, Trauma, and the Brain:  Relationships   Over the next several weeks, we will be highlighting Dr. Bruce Perry’s work, The Neurosequential Model in Education.  Dr. Perry’s work is based on an understanding of the structure and sequential nature of the brain,  which can help educators increase their students’ engagement in learning and mitigate behavioral problems.  In this video Dr. Perry talks about how relationships are essential to human life and student connections.  Research demonstrates that when teachers establish a true empathic connection with students, they are able to engage and reengage students in learning, and actually heal and grow children’s brains. Dr. Perry discusses the important role relationships have in learning, and gives us practical ways to do this in the school setting.  The video is 7-minutes long and will change how you think about your students.

Try Out The Bend – La Pine Virtual Break Space!

Trying to find ways to integrate regulation tools and a calming space into your classroom?  Follow these simple steps to launch a Virtual Break Space designed for your K-5 classroom. 

”Tier 1 and More” Blog
The Behavior Coaches blog is full of resources for PBIS, Social-Emotional Learning, Trauma-Informed Practices and more.  

 Who is Where Quick Guide  Have you ever wished that you had a comprehensive list of all support staff organized by school location?  The answer is just a click away.  Save and/or print for future reference. 

Please offer this flyer up to your parents. Online ASD parent class Flyer
(Special Programs will not be paying for attendance, this is parent information only).

It’s the PRE-ETS Newsletter (Pre-Employment Transition Services) just for you! 
This is a group of required services (Five) – Counseling, Job Exploration, Instruction, Work-based Learning and Workplace Readiness.

From Behavior Coaches

REGULATION ROUTINES IN THE CLASSROOM:  
Each week we will highlight one of our Top 10 Behavior Coaching Tools for reducing challenging behavior. This week, our topic is REGULATION ROUTINES (something else we could all use more of right now!)  

Tool #2: Routines for Regulation

What are the student’s break options and routines? 

• In order for students to be “ready to learn” and able to access your instruction, they need to be in the “green zone” and working from their cortex. Providing all students with regulation routines and brain breaks supports them to be ready to learn.
• Determine routines for checking in with students (and staff) on where they are at, scheduled breaks and breaks as needed, tools/activities that are regulating for students, and create visual checklists to support your student’s or class break routines.
• Tools: Break Routine Checklist (English), Break Checklist (Spanish), Zones of Regulation, Modes of Regulation,  Daily Check In (Secondary), Break Visual (LIPI), Sensory Kit Ideas using Neurologic Concepts, Neurologic Visual 
• Virtual Tools for Regulation: Virtual Visual Check-Ins; Bend La Pine K-5 Virtual Break Space

NEUROSEQUENTIAL MODEL

EPISODE 2: Stress, Trauma, and the Brain:  Insights for Educators – How Stress Impacts Brain Function Over the next several weeks, we will be highlighting Dr. Bruce Perry’s work, The Neurosequential Model in Education.  Dr. Perry’s work is based on  an understanding of the structure and sequential nature of the brain,  which can help educators increase their students’ engagement in learning and mitigate behavioral problems.   Dr. Perry talks about stress as a natural part of life and how we all experience it daily.  We don’t often think about what stress does to our brain, our ability to learn new concepts, get along with others, or recall information. In this episode Dr. Perry discusses the impact of stress on students and teachers, and explains how creating a safe, secure environment is critical to allowing students to reach their full potential.  The video is 5-minutes long and will change how you think about your students.

”Tier 1 and More” Blog

The Behavior Coaches blog is full of resources for PBIS, Social-Emotional Learning, Trauma-Informed Practices and more.  

 Who is Where Quick Guide  Have you ever wished that you had a comprehensive list of all support staff organized by school location?  The answer is just a click away.  Save and/or print for future reference. 

Make Thanksgiving a State of Mind

From Shannon Watters

What should I do if one of my SPED students is not participating in school?

Scenarios:

• Parents have told you they do not wish to access services:
  • Respond to this email, making me aware of the family’s decision.  Please do this before Thanksgiving Break.
  • List all contact with the family in the Student Contact Log.
  • Reach out to General Education teachers letting them know that the student is not currently accessing Special Education Services.  ​Check with General Education teacher every 4 weeks on student progress.
  • Complete a PWN of non-attendance in AdHoc (#21).
  • Complete a FAPE letter, linked here.  One is for students who only have an IEP due this school year.  The other is for students who have a 3-year Reevaluation due this school year.
    • In the FAPE letter, list times that the student could attend:  Either for group sessions that align with SDI/goals/grades or for office hours.  Also list the Webex link where these sessions are held.
  • Send FAPE letter to RCC.  They will send the FAPE letter, PWN, and Procedural Safeguards home to parents.

• Parents are not responding to repeated contact attempts:
  • Every school has a school and family engagement team. The purpose of this team is to problem solve student and family needs.  I.e.: connectivity, troubleshooting tech issues, non-attendance, etc. The case manager should bring the student to this team and problem solve.
    • Questions to ask: Have you checked in with the general education teacher?  Is the student attending their sessions, accessing any classes?  If so, the SPED teacher will need to keep reaching out and documenting.
  • If after problem solving the student with the school team and continued attempts to engage ie: case manager has texted, called multiple times, emailed and sent the schedule and links to student sped WebEx groups, as well as documented offers for services;  and student is still non responsive:
  • Respond to this email, making me aware of the situation.  Please do this before Thanksgiving Break.
  • Complete a PWN of Non-attendance in AdHoc (#21)
  • Complete a FAPE letter, linked here. One is for students who only have an IEP due this school year.  The other is for students who have a 3-year Reevaluation due this school year.
    • in the FAPE letter, list times that the student could attend.  Either for group sessions that align with goals/grades or for office hours.  Also list the Webex link where these sessions are held.
  • Send FAPE letter back to RCC.  They will send the FAPE letter, PWN, and Procedural Safeguards home to parents.

Things to Know:

• Students will remain on your portfolio. These students will not have a dropped enrollment per Ready Schools, Safe Learner guidance.  Therefore, the student will still show in your portfolio as actively enrolled.

• We continue to be responsible for completing the IEP by the due date as well as the Re-evaluation.  
  • Things to include: 
    • in the PLAAFP and PWNI, clearly outline what efforts you have made to contact parent or if parent has requested no services currently. 
    • You may not have current information for goals: you may need to carry goals forward with the last information on progress you do have. 

From Behavior Coaches

Bend – La Pine Virtual Break Space!!!

Trying to find ways to integrate regulation tools and a calming space into your classroom?  Follow these simple steps to launch a Virtual Break Space designed for your K-5 classroom.  

WHY DOES PREDICTABILITY IN A CLASSROOM MATTER?  
Consistency and predictability are imperative to students experiencing a safe learning environment. The importance of using consistent routines and expectations with students impacted by trauma cannot be overstated, as they need a school environment which counters the lack of predictability and safety in their lives outside of school. 

Investing in consistent and predictable rituals, routines, and procedures will substantially reduce the likelihood that students will become dysregulated because they are anxious or uncertain about what comes next. 

Each week in the Special Edge we will be highlighting one of our Top 10 Behavior Coaching Tools for reducing challenging behavior. Because of its importance, we will be starting with PREDICTABILITY (something all of us could use more of right now!) 

Tool #1: Predictable Visual Schedule (along with Predictable Expectations and Routines)

How does the student know what is going to happen next? 

• A classroom or student’s visual schedule could include: Times, Activities, Break Plans (Words or Pictures), Easy/Medium/Hard Ratings, Goals, Incentive Plans, etc. Consider creating visual supports and plans for non-typical events as well.
• Tools: Google Docs or Google Draw, Boardmaker; Visual Schedule with Pictures; Visual Schedule with Technology Expectations; Blank Visual Schedule; Visual Schedule in Spanish
• Virtual Tools for Predictability: WebEx Classroom Management; WebEx Etiquette Visual, Visual Routines for WebEx Groups, COVID Visuals, Daily Schedule Google Slides, Weekly Planner Google Slides 

Stress, Trauma, and the Brain:  Insights for Educators – The Neurosequential Model  By Dr. Bruce Perry  
Over the next several weeks, we will be highlighting Dr. Bruce Perry’s work, The Neurosequential Model in Education.  Dr. Perry’s work is based on  an understanding of the structure and sequential nature of the brain,  which can help educators increase their students’ engagement in learning and mitigate behavioral problems.  Listen as Dr. Perry describes the model and its significant impact on how we interact with our students, our own children, and each other.  The video is 7-minutes long and will change how you think about your students. 

”Tier 1 and More” Blog
The Behavior Coaches blog is full of resources for PBIS, Social-Emotional Learning, Trauma-Informed Practices and more.  

 Who is Where Quick Guide 
Have you ever wished that you had a comprehensive list of all support staff organized by school location?  The answer is just a click away.  Save and/or print for future reference. 

From Shannon Watters

Just your friendly reminder of our annual count date.

December Child Count less than a month away.  Each year, we need to count as many of our students as we can, especially those that are in the Initial process.   You will be receiving an IEP Due Date report and an Evaluation Due Date Report Friday as well as the following four Mondays.

Information regarding December Child Count:

• For us to report accurate data to ODE,  case managers need to continue doing what you have always done:
  • An IEP with a due date which falls ON or BEFORE Dec. 1 MUST be reviewed and finalized on/before Dec. 1 to be included in our Child Count

• • • Example: If the IEP due date is 12/1/20 and you hold the meeting 12/1/20: This IEP must be completed and finalized the same day in order for the student to be counted.
    • Example: If you hold an IEP meeting 12/1/20, but the current IEP due date is 12/3/20, then you follow practice and finalize within 10 school days.  This student still has a current IEP and is eligible on Dec. 1^st.

• What you should notice from a paperwork perspective, is that there is no difference between census season and any other!  It should feel like business as usual.  Hopefully, this will alleviate the stress that so many of you feel this time of year as we head into late fall.

• We only have one day after Thanksgiving break before the Child Count Deadline.  Please submit all paperwork for meetings to RCC as soon as possible for those meetings held late in November so that RCC will have time to review and be ready before Dec. 1^st.  You can scan in paperwork to RCC for a faster return. 
• Please work with your records clerks for a review prior to finalization, but keep in mind that if they are not able to provide a review, you are still responsible for FINALIZING your IEP and all associated documents.

Our current number is 268 IEPs due by 12/1.

Also, as a reminder there are widgets that track the countdown to Dec. 1st for your students who will be due by then.

On the home page when you open Synergy, click on the plus
Go to Special Education, choose IEPs Due by 12/1/20.  The widget will show up on your home screen.  Unfortunately, this will not refresh each time you log into Synergy.
To refresh, hover over the widget and click on the cog wheel that shows.  Choose “refresh”.

If you need assistance with the paperwork or have questions, please don’t hesitate to call myself or RCC.

From Behavior Coaches

Bend – La Pine Virtual Break Space!!!

Trying to find ways to integrate regulation tools and a calming space into your classroom?  Follow these simple steps to launch a Virtual Break Space designed for your K-5 classroom.  

OHA COVID-19 Cares Act Link 

LOOK:  Two different grants available!  Don’t wait! First come, first served.  Limited funds are available.  Families can apply for one or both grants.  With these funds, families will be able to increase safety and fill the gaps in services for behavioral health needs related to the impacts of COVID-19.

”Tier 1 and More” Blog
The Behavior Coaches blog is full of resources for PBIS, Social-Emotional Learning, Trauma-Informed Practices and more.  

Books That Heal Kids
So GOOD!  Books That Heal Kids is a place where you will find reviews of picture books that improve the social emotional lives of children. Thank you to Megan Truelson for sharing this with us!

Collaborative Problem Solving ASD Parent Class
Do you have parents who are struggling with student conflict at home?  Please share this great Collaborative Problem Solving workshop for parents.  Starts in December and is Online via Zoom. 

Paraeducator Training Opportunities By Topic
Looking for training opportunities for your Paraeducators? The Culture of Care team has compiled these links for your browsing. Opportunities found on this guide will focus around the three main components of a Culture of Care: Trauma-Sensitive, Restorative, and Equitable Practices that systematically promote wellness, safety, and community support for all.  This guide shares learning opportunities organized by topic for convenience. You can sort and filter by topic or time. New opportunities will be added weekly.

Behavior Coaching Tools for Parents & Families
This document is designed as a tool for teachers, staff and behavior coaches to support parents and caregivers who are experiencing challenging behavior in the home setting. 

Behavior Coaching Tools for Teachers
This document is designed more specifically as a tool for teachers and school staff to support students who are experiencing challenging behavior at school.  

Recovery Now Treatment Access:  Lines for Life
Looking for a comprehensive list of Mental Health Treatment Options available throughout Oregon?  This website organizes treatment options by symptom, modality, insurance, and areas available.  

Mental Health Provider Directory
Looking for a comprehensive list of Mental Health Providers in Central Oregon?  This website organizes medical providers by symptom, insurance, language, and specialization.  

Bend LaPine Schools District Website:  Student Mental Health and Families in Need

If You Or Someone You Know Is In Crisis:  Contact the Deschutes County Crisis Clinic by phone at (541) 322-7500 extension 9, or call 1-(800) 875-7364.  Walk In hours are available Monday through Friday 7:00 AM to 9:00 PM and Saturday and Sunday 8:30 AM to 9:00 PM.