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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