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Articles include: PROGRAM DESCRIPTION SPIN is co-sponsored by the Disability & Communication Access Board and the Special Education Section of the Department of Education. Services include a phone line for information referral and support, a quarterly newsletter, an annual conference and community workshops. SPIN is guided by an Advisory Committee made up of parents, teachers and people with disabilities. SPIN PHONE FAX E-MAIL WEB The Department of Education
(DOE) is committed to providing a quality standards-based education
to every student. Standards help clarify what students are expected
to learn and focus a school's resources on helping students achieve
these goals. ELEMENTARY (03-05) SECONDARY (04-06) These semester grades come from a variety of sources, including tests, written papers and projects. If your child is in one of the pilots, you will be receiving more detailed information directly from the school. There is also additional information on the DOE website at http://reportcard.k12.hi.us. PART III - EVALUATING POSITIVE BEHAVIOR SUPPORT PLANS When a student is receiving
special education services and his/her behavior interferes with
his/her learning or that of others, the Individuals with Disabilities
Education Act (IDEA) directs schools to consider positive behavioral
supports (PBS) and strategies to address that behavior. This article is the third in a series about PBS. Part I - Assessing Behavior: The Initial Line of Inquiry covered the first four steps in the process. Part II - Building a Positive Behavior Support Plan talked about how to design and implement a behavior plan. (Note: these articles can be downloaded from our website). Positive Behavior Plans - Identify alternative, desired behaviors - Identify strategies to reduce problem behavior and increase desired behavior Step 1 - Identify Target Behavior Step 2 - Gather Data Step 3 - Organize Date Step 4 - Hypothesize Need Step 5 - Design Behavior Plan Step 6 - Implement Behavior Plan Step 7 - Evaluate Behavior Plan PROGRESS MONITORING Once a plan is in place, it
is important to evaluate the effectiveness of the plan. Ideally
a well designed behavior plan will result in: the student acquiring
and using new skills; a decrease in the problem behavior, and STARTING WITH A BASELINE It's hard to measure where you are going if you don't know where you've been, so good behavior plans clearly identify how a student is performing at the onset of the plan. If the target behavior is sleeping in class, for example, we would want to know when the sleeping occurs, in what subjects and for how long. Or if we are trying to improve the time a student is able to stay on task, we would want to know how long he or she stays on task in each subject that includes independent work periods. Paying close attention to how a student is performing will also give the team a sense of the rate at which the student is likely to progress. SETTING MEASURABLE GOALS Behavior goals need to be both functional and measurable. Functional means that the goals address a priority need, support success in future environments, are age appropriate and built on the student's abilities and special interests. Goals that are measurable provide a clear focus for instruction. They communicate what we expect the student to be able to do and spell out a timeline for success. These goals should answer the question, "what will the student actually DO?" They are clearly defined (for example, be seated on time, use a picture exchange system to ask for a break) rather than vague (for example, understand, improve). COLLECTING DATA Data helps to track the rate
and growth of the student's progress. It offers clear evidence
of whether an intervention is having the desired effect on the
student's behavior. A number of questions must be answered before
data is actually taken: GRAPHING THE DATA MAKING ADJUSTMENTS
Do you know a youth with an emotional disability between the ages of 14-25 who would like to learn how to speak for him/herself and work to change Hawai`i for the better? The HFAA Youth Council may just be the right place to find that support. For more information contact Linda at 487-8785 to get an HFAA Youth Council Membership form. Are you concerned about the system of care for children and youth with emotional disabilities in the state of Hawai`i? Would you like to be part of a dynamic agency trying to make a difference in the lives of our children? Then why not become part of Hawaii Families As Allies (HFAA) Board of Directors (or on one of its committees) and let your voice be heard. For a Board application please call the HFAA office at 487-8785. If you are passionate about
youth and families and are familiar with resources in your community,
then the Hawaii Youth Advocate Program could be the place for
you. The program is looking for adult youth advocates to work
with youth and their families using a strength-based model approach.
Youth advocates work 10 - 15 hours per week. PLANNING LIFE AFTER HIGH SCHOOL WITH VSA ARTS HAWAII PACIFIC VSA arts of Hawaii-Pacific
is offering opportunities for School-to -Career Transition Planning
in the Arts and Creative Industries at its Hawaii Artsplace in
Pearl City. These Fine Arts and Creative Industries opportunities
are available to students in grades 9-12 who receive special
education services through the Department of Education. KEIKI FUN DAY - Sponsored by the Epilepsy Come on down to the McCoy Pavilion on December
4, 2004 for a day of fun and information. The activities are
from 10:00 a.m. - 1:00 p.m. and are open to the public. The Hawaii Down Syndrome Congress
is having its annual Buddy Walk on Saturday, October 2, 2004
to celebrate Down Syndrome Awareness month. Registration starts
at 8:00 a.m. and the one-mile walk begins at 10:15 from the Kapiolani
Park Bandstand. The Aloha Special Technology
Access Center (Aloha STAC) is presenting their fall workshop
series. Youth with disabilities, ages
15 and up, can enjoy a fun evening with their friends for dinner
and a movie on the 2nd Friday of each month beginning on October
8th from 6-9 p.m. Easter Seals Hawaii on Oahu
is also offering the following activities: "ARTISTS MEAN BUSINESS - PUTTING CREATIVITY TO WORK" Featuring the artistic and creative talents of individuals with disabilities Kahala Mall - September 27
to October 3, 2004 Sponsored by: State of Hawaii,
Department of Health, Developmental Disabilities Division The United Cerebral Palsy Association
is offering the following special recreation program for youth
15 years and up with a disability: A free Health Fair at The Run for the Brain, 5K Fun, Run & Walk celebrates October as Brain Injury Awareness Month. The event will be held on October 23, 2004 at the McCoy Pavilion at Ala Moana Park. Contact Malexi at 286-5145 for more information. The Brain Injury Association of Hawaii (BIA) is sponsoring a mini-conference "Living with Brain Injury" on Saturday, October 30, 2004 at the Rehab Hospital of the Pacific from 8:30 a.m. - 1:00 p.m For additional information, call Kisha at the BIA-HI Office at 454-0699. 10/1 HAEYC Leadership Symposium
and Early Childhood Conference 10/7 Hawaii Foster Parent Association
9th Annual Conference 11/20 Pacific Autism Center
with Cure Autism Now Foundation present "Biological Treatments
for 12/6-7 Future Horizons Autism/Asperger's
Conference 2004 2/28 - 21st Annual Pac Rim
Conference |