To post an announcement on this page, send your information to Shelly.
[NOTE: These announcements are for information purposes only. They do not imply endorsement on my part of specific programs, materials, or activities, nor do I receive any type of incentive, reward, or reimbursement for sharing this information.]
Message from Dr. Aleza Greene: The University of Arkansas has started a support program for undergraduates on the autism spectrum. My name is Aleza Greene and I am very excited to be the director of this program. I have taught undergraduate and graduate courses in educational psychology, life span human development, and students with exceptionalities at the University of Arkansas for the past six years. Before that, I spent six years as the Assistant Director and the Director of Social Skills at the College Living Experience in Davie, Florida, a post-secondary program for students with a variety of learning and developmental differences, including students with ASD. I am very excited to be able to bring my years of experience to this new program at the University of Arkansas. We are actively recruiting students for the program and would like your help in spreading the word, particularly to those working with high school students. I would be happy to speak with you about the program. I can be reached at 479-595-6071, or by email, email@example.com. I have also included a link about the program below. http://coehp.uark.edu/10656.php
Thanks for your help,
Aleza Greene, Ph.D. Clinical Assistant Professor, CIED, University of Arkansas
[Posted January 30, 2012]
Practical Test of Articulation and Phonology: The PTAP helps the clinician make a differential diagnosis between an articulation delay, a phonological disorder, or a combination of both. Excellent pre- and post-test tool. Check it out at http://www.ptaptest.com/.
[Posted January 6, 2012]
Study by App Info and Demos: My name is Troy Pressens and I am a Special Education Teacher and also the owner of Study By App, LLC. Through a collective of teachers and college professors we created a web platform that enables educators and students to produce iPad and iTouch apps that are curriculum specific. Through this program we have had over 25,000 student downloads. Current uses of our program include:
All educator and student created content entered is placed into a content catalog that can be shared by everyone within the system. An educator in Texas can access and use an educators content in Canada. Through this collaboration educators can quickly assemble apps. Schools have total control through our program and can build, assign and publish apps as needed. Our program starts at $800.00 per year. www.studybyapp.com 610-438-2239
[Posted January 6, 2012]
ED Launches Updated Data Web Site: The U.S. Department of Education (ED) announced that it has launched version 2.0 of ED Data Express, an interactive Web site aimed at making accurate and timely K-12 education data available to the public. The upgraded site adds new data visualization tools, enhanced documentation, and social networking options for users. The Web site is designed to improve the public's ability to access and explore high-value state-level education data collected by the U.S. Department of Education and currently includes data from: EDFacts, Consolidated State Performance Reports (CSPR), State Accountability Workbooks, the National Center for Education Statistics (NCES), the National Assessment of Education Progress (NAEP), the College Board, and the Department's Budget Service office. For more information, visit the Web site at www.eddataexpress.ed.gov or contact Catherine D. Clarke, ASHA's director of education and regulatory advocacy, via e-mail at firstname.lastname@example.org or by phone at 800-498-2071, ext. 5611.
[Posted January 6, 2012]
Message from Donna Smiley re: Billable School-Based Audiology Services: I wanted to take this opportunity to update you on a few issues related to School Based Audiology Services in Arkansas. Some of you already access these services either by employing an audiologist OR by contracting with an audiologist to come onsite and provide audiology services in your schools. We are continuing to see more and more schools and early childhood programs utilizing school-based audiology services this school year in Arkansas.
As you know, audiology is a related service under IDEA and has many benefits to both your special education program as well as to students in regular education. Being able to hear (and access the instructional material) in the classroom is important for all students. School-based audiology services may provide onsite hearing evaluations, technical assistance regarding amplification (personal and group systems) as well as assistance to school personnel regarding working with students who are deaf/hard of hearing.
As of October 15, 2011, schools will be able to enroll as providers of audiology services in the Medicaid program. These services MUST be provided by a licensed audiologist and most of the services allowable under this program are diagnostic in nature. For example, a student who fails the hearing screening process in schools and needs a hearing evaluation - this may be reimbursable in the MCD program. However, technical assistance to a teacher regarding how a personal FM system works is not a reimbursable service under Medicaid. The goal of this program is to allow schools/EC programs to recoup some of the money that they might spend on Audiology services. The Medicaid match issue is the same for Audiology as it is for your other services such as speech, OT and PT.
It has taken more than 4 years to accomplish this goal of having audiology as a billable service by schools. And I am sure it will take us a year or so to figure out all of the nuances of how it will work. But we are up for the challenge. An application and directions on how to fill it out are on the MITS website (www.armits.org) in the APPLICATIONS section or you can call the MITS office for assistance (501-375-6487).
I am happy to help you (along with the MITS staff) with any questions you have. I certainly don't have all of the answers but am willing to figure it out. If you are interested in the services that we provide via our EARS program at ACH, feel free to contact me. The best way to reach me is via email at email@example.com.
THANKS! Donna Smiley, Ph.D., CCC-A, Audiologist and Coordinator for Educational Audiology/Speech Pathology Resources for Schools (EARS) Program, 501-680-2718 (cell - best # to reach me), 501-364-6881 (fax)
[Posted January 6, 2012]
Universal Design for Learning (UDL)Series: On November 17, 2011, the National Center on UDL (www.udlcenter.org) introduced a new professional learning resource, the UDL Series. The UDL Series is a free online collection of rich media presentations (typically 15-20 minutes in length) that help educators to build UDL understanding, implementation skills, and leadership ability. The first session, entitled “Learner Variability and UDL,” features Drs. David and Todd Rose discussing how UDL addresses systematic learner variability. It also includes real examples of how two educators apply the principles of UDL to meet varied learner needs. It will be available 24 hours a day, 7 days a week at www.udlseries.udlcenter.org. Please join us in spreading the news by letting your members and colleagues know about this wonderful new resource on UDL.
[Posted January 6, 2012]
IRIS Center Activities: The IRIS Center at Vanderbilt is happy to announce the posting of two new IRIS Activities: Behavior - Duration and Latency Recording and Behavior - Frequency and Interval Recording. As always, we encourage you to share all of our materials (http://iris.peabody.vanderbilt.edu/) with your colleagues and students. If you have any questions concerning IRIS materials, please contact Kim Skow at 800-831-6134, firstname.lastname@example.org, or email@example.com.
In Behavior: Frequency and Interval Recording, you will learn more about how to collect data using both interval recording and frequency recording, two data collection systems that can help educators achieve an accurate picture of student performance in the classroom. To begin this activity, go to http://iris.peabody.vanderbilt.edu/activities/independent/iin010.html.
In Behavior: Duration and Latency Recording, you will gain experience collecting data using both duration recording and latency recording, two methods instructors can use to determine whether a student's behavior is problematic and warrants intervention. To begin the activity, go to http://iris.peabody.vanderbilt.edu/activities/independent/iin011.html.
[Posted January 6, 2012]
Autism Support Program: The link below will take you to the U of A announcement of their Autism Support Program. The program is designed to assist undergraduates who have autism spectrum disorders through college. The program will be initiated in fall 2012. The emphasis will be to provide intensive services to students on the autism spectrum in academics, transitioning to independent adult roles, and social skills. Please pass this on to others who might be interested in this information.
[Posted January 6, 2012]
Earn CEUs with SpeechPathology.com: SpeechPathology.com has more than 400 online courses with the ability to earn ASHA CEUs, as many as you need, for just $99 per year. Courses are available in live, recorded, podcast and text-based formats. All courses are conducted by leading clinical experts in the field.
[Posted October 5, 2011]
Facebook for SLPs: Those of you who receive emails from “GeekSLP” may have seen these pages. I’m passing them along for those who haven’t. She writes . . .
“If you are interested in technology, and networking with speech therapists online, Facebook can be a great option. Long gone are the days in which the Internet was used for dating services only. Today, we can asks questions, share interests, and network with other SLPs, and stay tuned to SLP news right from your own couch. Here is [GeekSLP’s] list of favorite Facebook pages you should join.”
I also found a goldmine of information on Cindy L. Meester’s Blog at http://meesterc.wordpress.com/; look for the “iPod/iTouch/iPhone/iPad and therapy” link in the list on the right side of the page.
[Posted January 25, 2011]
ED Launches Early Learning Initiative Webpage: As part of its focus on early learning, the U.S. Department of Education (ED) has created an Early Learning Initiative Web page. The new page provides information on:
It includes presentation materials, a webinar, blog posts, and public comments from ED’s Listening and Learning about Early Learning tour. For more information, please visit www.ed.gov/early-learning or contact Catherine D. Clarke, ASHA's director of education and regulatory advocacy, via e-mail at firstname.lastname@example.org or by phone at 800-498-2071, ext. 5611.
[Posted September 13, 2010]
New Office Location for Shelly: I’m finally getting settled and set up in my new office location. Please note my new email, address, and phone numbers below. I’ve been busy recreating my regional email distribution lists, being unable to transfer them from my previous email system at Easter Seals. I will be sending an email later this week asking for one last confirmation of receipt from those of you who have not yet responded, and then I will begin removing the names/emails of those returned as 'undeliverable.' Hope you all had a good summer break and are off to a good start this school year.
[Posted August 31, 2010]
Apps for AAC: I didn't receive very many responses to Donna's request, but the ones that were sent were good. Here they are. sw
Original Request: Donna would like to know if anyone who has used AAC apps, such as ProloquoToGo, Look2Learn AAC, or Voice 4U, can give some feedback. She is looking for something to use with a female high school student who has had a tracheostomy and has decreased breath flow for oral speech. She would like to find an app that allows both direct selection of icons/words, as well as text to speech, so the student can type more unique wants/needs and comments. Based on research, these three apps appear to be pretty inclusive for most things. Donna is also open to new suggestions.
1. I am currently learning to use Proloquo2Go. It has a text to speech option. There are also direct selection buttons also. I don't like they factory set-up. I have deleted half of the buttons for conversation pages on the home page because they are accessible from other buttons. I am trying to set it up in a format similar to PRC layouts for Vantage and Vanguard with access to parts of speech rather than conversation pages. It is pretty easy to modify, add, and delete buttons. One thing that I love is that you can copy pictures from the internet using Google images, or even Facebook to use for a button. The voices are very pleasant. Someone told me that they are the same voices that are on the Mac. I have not used the other two apps. Good luck choosing an app for your student!
2. I am an SLP at Arkansas Otolaryngology Center. I work w/voice disorders & head/neck cancer patients, so I see a lot of trach and post trach patients. I will assume that the trach has been removed since you refer to a breathy voice following tracheostomy. Do you hear stridor with inhalation? Do you know if her true vocal cords have been visualized? I see patient's weekly who have breathy, weak vocal quality following intubation and trach trauma. Sometimes it is due to a granuloma or it could be due to a unilateral TVC paralysis or paresis. You might try having the student turn their head to the left and attempt voicing and see if that improves and then switch sides. Use of digital manipulation may also help achieve true voicing. You can also try having them sit in a chair w/legs flat on the floor, bend forward at the waist, tuck the chin, take breath and produce ee, oo or ah. By leaning slightly forward, air is forced up from the diaphragm and w/chin tucked the larynx is in a lower position decreasing laryngeal muscle tension so breath that is inhaled can make it to the resonating cavities. Most of the time following tracheostomy, laryngeal muscle tension and poor breathing coordination affect voice production if it is not due to structural issues in the larynx. If the student is also having swallowing issues, it may be related to TVC's or reduced laryngeal elevation from the trach holding the larynx down. You may have already addressed all of these things, but if the student hasn't been assessed for vocal cord paralysis it would be beneficial. Patients no longer have to wait a year to receive medical treatment with temporary gel injections that work wonderfully. Just some ideas. I wish you and your student much success.
[Posted August 31, 2010]
Apps for iPhone
- Responses: Jill's request for iPhone/iPod
Apps resulted in lots of interesting and useful
suggestions, which I've listed below. sw
2. I just got back from the Texas convention and there was a vendor booth there that was displaying their apps. They had apps for artic., lang., and fluency. The web site is www.smarty-ears.com. (http://www.wix.com/smartyears/smartyears-wed)
3. I haven't seen it myself, but there is an app that can be utilized like an AAC device. I've heard a student in my district is using it very successfully. The website is www.prologue2go.
4. I know there's an app to help students study for the Praxis, but not sure what it's called. There is also a free medical reference app and a free spell checker with definitions. For those in private practice, Harvest is a free app that lets you store receipts, business billing info and expenses, and time in/out. There are tons of free word game apps for therapy.
5. I use the voice memo function on my iPhone to record my fluency evaluations. The recording quality is quite good.
6. SpeakEasy for quick recording
and play back for student to listen to self. It is more
user friendly than the voice recorder that comes standard
on the iPhone.
7. Yes, I am using the PocketSLP Articulation and love it! Keeps all your phoneme cards in your iPod and records data and then you can email results. It's only $29.99 and when I do 5 Minute Kids, it's all I take with me.
8. I have an iTouch and I love
using it for therapy. I have found some very cool apps
that are very appropriate. I work w/ all preK kids and
they are enthralled by them. Here are my favorites: Peek
a Boo Barn - This one cost $1.99 but was well worth it.
There is a barn and inside the barn is an animal making a
sound and they have to guess what animal it is based on
the sound. I have gotten together all the animals
included so they can look at the animals and choose which
one is making the sound. then you tap on the door and it
opens and they can see the animal on the iTouch. Really,
really cute and worth the $1.99.
9. I saw a preview for "Pocket SLP" iPhone app. It looked awesome for artic/language activities. It's $29.99.
10. I heard from a friend at The American Stuttering Foundation that iPhone is developing a program like SpeakEasy that is accessible with iPhone and BlueTooth. That is the last I have heard. Wouldn't it be great to be able to have a phone at home and school? It is supposed to be cheaper, and used with Blue Tooth.
11. There is an online article with suggestions for using an iphone in therapy. It is available on 4/1/10. http://speech-language-pathology-audiology.advanceweb.com/Columns/Therapy-Tips/A-New-Therapy-Tool-The-iPhone.aspx
12. The iPhone has a "gazillion" apps to help speech therapist. A large majority of them cost only $1. They are coming out with new ones everyday. ‘Proloque to go’ has an augmentative communication system that could rival any out on the market now for only $189.00. I haven't ordered it yet but have suggested it to a parent of a child with Autism. The problem is, I need it on my phone also, so I can learn to program etc. I wrote the company and they said I would have to talk to apple about it. There are a lot of apps that help me with my preschool students. I am mobile, and my iPhone takes the place of about 3 arm loads of therapy material. I bought a Delayed Auditory Feedback App for just $10.00. They have everything. I would like to learn to make my own app and sell them myself. I bought another app for about $10.00 that lets me put the student's name in and pick a sound by place or manner. I press a check mark if the child correctly produces it and an x if he does not. It scores it and keeps up with the data for each child. I just don't like them putting for example /s/ blends in with the /s/, which is why I would like to come up with my own. I can see administering tests on it in the future. It even has a hearing test and a vision test. We speech therapist should get together and discuss all the possibilities.
13. Check out the ones on this list: http://www.scribd.com/doc/24470331/iPhone-and-iPod-touch-Apps-for-Special-Education.
14. In honor of Autism Awareness Month all ABA apps are free for the month of April. You can find them by going to your Apps store and clicking on Search and typing in Kindergarten.com and all of the ABA apps pops up and you can choose which ones you think would work w/ your students. They are good.
15. There are sign language apps
that are either free or very low cost.
[Posted April 6, 2010]
Achievement Measures Used (Formal and Informal): Here are the responses I received from the following request . . . sw
Original Request: The SLPs in the Newport School District would like to know what SLPs in Arkansas are using as a formal or informal measurement of achievement when a child transitions from preschool to kindergarten. They would also like to know what measure is used for achievement for school age articulation-only kids.
1. Tri District usually uses something like the Brigance which would be considered informal I guess. There is also a State Department of Education checklist for kindergarten readiness the teachers do for language children.
2. We were monitored at our school district this year. In the past for an articulation only student we would only state "Not applicable to this student" for achievement, social emotional behavior and individual intelligence. N ow they are saying we need to address it at least informally. So our special education supervisor has told us to begin putting a statement such as...."Classroom teacher reports and informal assessments indicate the student has average intelligence. The student is making satisfactory progress in the regular education curriculum comparable to his/her peers." Social Emotion..."No concerns were stated by the teacher or parents." This would also apply for preschool transition students that are transitioning for articulation only.
3. Our Kindergarten report card is so detailed with exactly what the student knows so I copy it and use it for kindergarten curriculum. I just summarize the results (how many letters, letter sounds, and numbers). Our first and second grade therapists have a form that talks about behavior, organization of materials, and grades + DIBELS scores on it. I will try to send that but I'm not sure I have it since I do kindergarten speech. For transition I use 2 different ones. We transition around 30-35 kids from our own preschool so we have less paperwork, etc. Our preschool has a form they use that is about 5 to 6 pages long. I use it since they already have that in their folders. For agencies outside of our district, I adapted the 5-6 page form into 2 pages so their personnel didn't have to fill out so much. I just focused on what I thought was most important and took out redundant sounding questions. I will attach the form I use. Maybe it will give you an example so you can get an idea of what you want to use. Hope this helps.
4. Our co-op has a kindergarten readiness checklist that the PK teacher completes. I use this information for academic information.
5. Some schools do the Prevention of School Failure pre-kindergarten screening. This usually covers an artic screen, the PPVT for language, fine motor, gross motor, general knowledge like numbers, colors, etc. and the Woodcock for reading skills. It’s pretty comprehensive and gives a lot of information to use on IEPs and in reports. Of course it’s not done until the last week of school.
6. We use the Bracken School Readiness Assessment for preschoolers transitioning to kindergarten and any other children under the age of 7. It is normed for children ages 3-0 through 6-11 and is a quick and easy to administer test. It's published by Pearson/ PsychCorp. The Young Children's Achievement Test (YCAT) is another option for young students. It is normed for kiddos ages 4-0 through 7-11. As for older kiddos, we mostly use informal assessment by collecting data from various curriculum sources and report cards.
[Posted April 6, 2010]
Join Now or Renew Your ASHA Special Interest Group 16 Affiliation: The Divisions Program continues to grow and thrive as a group of more than 32,000 affiliates, with over 5000 in Division 16. Division 16 offers the following benefits:
Join or renew online at http://asha.org/renew.htm, or call Action Center at 1-800-498-2071 so you won’t miss out on all the great benefits of Division 16 affiliation.
[Posted November 3, 2009]
Daily Progress Notes - Examples: Here is a compilation (so far) of the responses you provided to my recent email request regarding examples of daily progress notes that serve multiple purposes (see below). As usual you are coming through with many excellent responses and examples. Keep'em comin'!
I've had a couple of email requests for sample progress notes and thought I'd tap into your experience for examples. Please share with me any therapy progress note forms or templates that serve both school and Medicaid documentation requirements. Thanks in advance for your assistance. --Shelly
1. I have attached a blank progress note and then a sample of it completed (minus my signature on each entry and the facility name and provider numbers which are typically in the header). I look forward to seeing the various forms! Thanks for doing this! -Monica
2. This is a form I developed to use for therapy and it includes the data needed for Medicaid. I use more than one line usually per therapy session. I have my name and credentials at the top, so whomever uses it would obviously need to change that. I create one of these for each of my students and list their IEP goals briefly at the top of the page. I keep a master copy and make about 5 copies at a time to get me started, then just copy them as I need them. -Nanci
3. This is what I used last year. We had been using this form in the district, but I entered all the goals in the computer instead of handwriting. -Sandra
4. Good idea. Different therapy procedures require different kinds of progress notes. I hope you get examples from hospitals, clinics, private therapists, and schools. I'll check with UALR to see if I can send you samples from there. -Susan
5. Here's one I found online and modified. As with all examples you receive, you might need to tweak it to fit your needs. I've also added a SOAP format and related instructions. -Shelly
6. I hope this helps. We have a lot of Medicaid students and so far this has worked. -Christi
7. I have a form but it's only on paper. -Christy
8. I sent you a treatment log as an attachment. -Myra
[Posted August 25, 2009]
Message from Sandra Reifeiss: This memorandum (COM-09-185) is to provide clarification regarding the provision of special education and related services to children with disabilities ages three (3) through five (5), inclusive, in accordance with the provisions of the Individuals with Disabilities Education Act (IDEA), Section 619, Preschool Grants. Effective immediately (05-28-09), a child five (5) years of age identified as having a disability under the IDEA and meets the age requirement for public school kindergarten enrollment, but the parent/guardian has filed a signed kindergarten waiver form with the local district administrative office [consistent with Arkansas Code Annotated 6-18-201(a)(1)(A) and (B)], or has opted under provisions of Act 29 of the Regular Session of 2009 to not enroll an eligible child in kindergarten, may continue to receive special education and related services as set forth in the child’s Individualized Education Program (IEP) through age five (5). However, upon turning six (6) years of age, the child will no longer be eligible to receive special education and related services in programs supported with IDEA Section 619 preschool funds.
[Posted June 18, 2009]
Curriculum-Based Assessment Tools: Here is a compilation of the responses you provided to my recent email request regarding curriculum-based assessment tools (see below). As usual you came through with many excellent responses and examples. Looks like you're all thinking along the same line.
Please share with me what kinds of tools you are using for curriculum-based assessment. Descriptions would be great, but attached examples when possible would be even better. I will compile responses and share them on my website next week. Thanks in advance for your help. --Shelly
1. The type of curriculum-based assessment depends on the weaknesses/concerns of the teacher. Sometimes I use Criterion Test of Basic Skills (Reading and/or Mathematics). The tool I use most often is a curriculum-based checklist I created several years ago. I am now in the process of aligning it to the pacing guide. I will forward another e-mail regarding CBA. Also, see Wayne Secord’s most recent info on classroom Performance Assessment. -Dixie
2. We use checklists, grades, and work samples. We have a different CBA checklist for each grade. I’ve attached a couple to give you an idea. -Julie
3. Please find attached a copy of each grade level CBA I hand out, except for Kindergarten, which is not on my computer but a copy in a drawer. Also I attach the SLP speech and language checklist found in the SLP Due Process Manual from Debbie Van Dyke. On that I ask if there are any concerns, strengths, weaknesses that the teacher has. -Lisa
4. Our district uses a checklist that we developed. It consists of all the skills from the frameworks for each grade level. -Margie
5. We have the following checklists for K-5th grade that are based on the Frameworks. We just have teachers rate the child with the rating scale that is listed at top of each sheet . I have attached all of them for each grade. Hope that helps. -Carrie
6. Please find enclosed what our district SLPs use for CBA. You may have already received this from one of our other SLPs here. It is pretty simple. Hope this gives you some ideas. -Jan
7. The first attachment is Schools' "official" CBA form. (When I pulled it up to check it out, some of the alignment was off. I still don't understand enough about attaching documents to know how to make it come through exactly the same). The second one is a simplified version that I made of the same thing. I have a modified version for elementary that I can send you tomorrow from my elem. school. I just know that if I were a teacher I would tend to complete the simpler versions before I would the "busy" one. -Pam
8. This is in response to your question about classroom based assessments. I made an assessment for each grade taken directly from the Language Arts Content Standards in the area of Oral and Visual Communication (seems to me to be the area we are most directly linked to). Most of the K-5 SLPs in my district have asked for a copy and are using it. It is nice because it documents your adverse effect as directly tied to a content standard. The attachment marked as page one has the directions and some artic/pragmatic stuff. I hope to attach all of them! : ) -Kristie
9. I use two things for CBA: 1) the Speech Observations Checklist from the Brigance (everyone) and 2) the Listening Comprehension & Oral Expression sections from the Curriculum Connection (grade specific). -Laura
10. I use a checklist that I received from a workshop at ARKSHA in 2003. They are curriculum based assessment checklists for kindergarten through fifth grade. I would love to know what everyone else is using! -Corinne
[Posted January 26, 2009]
RIDE Reading Intervention Bank (COM-09-073): The Arkansas Department of Education (ADE), Special Education Unit, would like to encourage schools to use a new research-based literacy resource that has been "field-tested" in schools across Arkansas for over a year. The Responding to Individual Differences in Education (RIDE) Reading Intervention Bank has received widespread positive feedback from Arkansas teachers for helping to meet the literacy needs of the struggling learners.
The RIDE Reading Intervention Bank is a multimedia Web-based program consisting of 100 research-based instructional or intervention tactics across the five critical areas of literacy: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It gives teachers the option not only to peruse a variety of literacy tactics (including links to all necessary worksheets needed to successfully teach each skill), but also to view videos of selected tactics that demonstrate critical parts of the tactic or that provide supplemental information. In addition, there is a student tracking and graphing system that allows teachers to easily monitor student progress and responses to the interventions tried over time.
The RIDE Reading Intervention Bank is an excellent resource for Arkansas educators (general and special education) to use with students from preprimer through high school levels who are struggling in the area of literacy. The first step to accessing the site is to create a registration key. To begin the process, visit: http://ride.sopriswest.com/reading/ride_access.aspx. Enter the Password: arkansasRIDE. The online tool will generate a registration key and step-by-step directions that teachers will need to register as a RIDE user. Teachers are advised to record the registration key. The second step to accessing the site will be to create a user account at the Cambium Learning Web Store by following the step-by-step directions that you will receive with the registration key. Registration is only a first-time-use step.
For further information or assistance, contact Lisa Haley at email@example.com or via phone at 501-835-3330.
[Posted December 3, 2008]
Arkansas Literacy Intervention Matrix (COM-09-074): Staff of the Arkansas Department of Education, Special Education Unit State Improvement Grant would like to encourage schools to use the Arkansas Literacy Intervention Matrix, a Web-based literacy resource for Arkansas educators that has been "field-tested" in schools across Arkansas for over a year. The Arkansas Literacy Intervention Matrix has received very positive feedback from Arkansas teachers for helping to meet the literacy needs of all learners in the classrooms.
The Arkansas Literacy Intervention Matrix includes (a) “best practice,” research based, curricular approaches linked directly to the Arkansas Frameworks to use with all students, including students with disabilities, to maximize total literacy success; (b) probes to assist teachers in functional analysis of possible deficits in literacy, linked to (c) sample lessons providing a framework to address a particular skill deficit. These lessons include accommodations and modifications for students in need of Tier II, III, IV and V levels of support, to be used when students are not acquiring critical skills in these curricula and need different and/or more intensive strategies to facilitate mastery across the five essential elements of literacy.
Acknowledgement: The completion of the Arkansas Literacy Intervention Matrix was supported by the State Improvement Grant received from the Office of Special Education Programs, U.S. Department of Education (H323A030002). Content and any opinions or recommendations reflected in this tool do not necessarily reflect the position of the U.S. Department of Education, and such endorsement should not be inferred.
As with any document involving the identification and integration of research-based interventions developed by multiple authors in the field, great care has been taken to appropriately reference these authors’ work and to respect the copyright of all materials. Nonetheless, if any author or representative believes that a different level of acknowledgement is due, the party is invited to contact the ADE-SEU directly so that any issue caused by any inadvertent oversight may be addressed and the necessary full credit given.
The Arkansas Department of Education, Special Education Unit would like to express sincere gratitude for the expertise and dedication of the members of the ADE-SEU Literacy Task Force (2004-2006). Due to hard work and commitment to the children of Arkansas, there is now an outstanding resource that teachers across the state, and possibly the nation, will be able to implement in the classrooms to help make all learners successful.
[Posted November 8, 2008]
CIRCUIT Referrals and Consultant Services (COM 09-056): The Individuals with Disabilities Education Act (IDEA) of 2004 authorizes State activities to assist public education agencies, including direct and supportive services activities, to improve results for children with disabilities, ages 3 to 21. The Special Education Unit of the Arkansas Department of Education (ADE)established a cadre of consultants to assist education agency personnel in the provision free appropriate public education (FAPE) for students with sensory disabilities, multiple physical disabilities, behavioral disorders, autism spectrum disorders, and orientation and mobility needs. In recent years, the services have been accessed through an online referral system, Centralized Intake and Referral/Consultant Unified Intervention Team (CIRCUIT).
Beginning in the fall of 2008, as a result of reduced federal funds to fully underwrite these services, some changes were necessary to accessing services beyond the initial CIRCUIT referral. The initial referral will continue to result typically in an on-site consultation at no cost to the agency. During or immediately following the initial CIRCUIT consultation, recommendations may be made to program staff that might include where to access additional resource information; ideas on specific teaching strategies; recommendations for therapeutic interventions; resource information regarding curriculum needs; ideas on various positive behavioral supports; recommendations for specific evaluations; as well as, basic techniques or strategies that might assist the staff in addressing student needs.
Following the initial CIRCUIT consultation, the agency staff can determine a strategy for implementing the recommendations. One strategy might include purchasing additional services from a consulting group, including those initially accessed through the CIRCUIT referral system and supported in part through the Special Education Unit of the Arkansas Department of Education. These groups include the Behavior Intervention Consultants (BICs), Easter Seals Outreach (ESO), Education Services for the Visually Impaired (ESVI), Post School Outcome Intervention for Special Education (POISE), and educational and audiological services for the student with hearing impairment/deafness. These consulting groups’ services are not-for-profit, and all funds generated through these services go back into the programs to sustain and build upon existing specialized services for access by public education agencies.
Each consulting group offers a menu of fee-based services, including student-specific technical assistance, consultant services, student evaluations, and regional and statewide training. Student online referrals may be made to the CIRCUIT system of intake at http://arksped.k12.ar.us/sections/circuit.html.
[Posted December 3, 2008]
Arkansas Medicaid In The Schools (ARMITS) has a new website at www.armits.org. The new website is a free service, which will allow you access to the blog, as well as quick updates on program changes or additions. Arkansas MITS is a resource for school districts and education service cooperatives interested in optimizing Medicaid reimbursement. They provide public education agencies with increased federal funding opportunities through state and federal Medicaid reimbursement programs with an inherent focus on customer service and accountability. The following resources have been developed to promote efficient and effective methods of maximizing potential reimbursement for services and activities delivered to the students enrolled in Arkansas' Public Schools. For more information, call 866-280-8300, option 2.
[Revised December 9, 2008]
Use of RTI and Referral to Special Education (COM-09-060): It has come to the attention of the Special Education Unit that there is some misunderstanding regarding the use of Response to Intervention (RtI) relative to the referral of children for special education consideration. A Commissioner's Memorandum has been published that is intended to clarify the appropriate use of RtI relative to referral for special education services. Review and/or print this memo at http://arkedu.state.ar.us/commemos/custview.cgi?filename=4028&sortby=date_createdx.
[Posted October 24, 2008]
EARS (Educational Audiology Resource Services): This outreach program of Arkansas Children's Hospital is designed to provide educational audiology for school districts, educational cooperatives, preschool programs, and other educational settings in order to meet the requirements of IDEA. The services provided include managing screening programs, conducting audiological assessments, assisting with amplification and classroom technical needs, recommending modifications for students with auditory processing disorders and cochlear implants, counseling parents, teachers, and students, contributing to IEP development, making medical referrals, and conducting focused in-service trainings. Within the state of Arkansas, most schools have limited or no access to school based audiology services. This program will add a much needed bridge to fill in the gaps between identification, education, and academic outcomes for students with hearing impairment. For further information, contact Donna Smiley, Ph.D., at 501-733-4875, 501-364-3911 (TDD), or email EARS@archildrens.org. Click here for a brochure to share with administrators, teachers, and parents.
[Posted August 7, 2008]
UPDATED! Tuition Assistance for Speech-Language Pathology Licensure (COM-09-059): IDEA 2004 requires the state to adopt standards designed to ensure an adequate supply of qualified special education personnel that are appropriately and adequately prepared and trained. For professionals in the field of speech-language pathology, the State’s standard is licensure based on a master’s degree in Speech-Language Pathology/Communication Disorders.
The Arkansas Department of Education (ADE), to the extent funds are available, will provide financial assistance in the form of tuition reimbursement to eligible individuals pursuing the necessary coursework from an accredited program to qualify for licensure in this area. As a condition of acceptance into the tuition reimbursement program, each potential participant will file with the ADE an application with a signed Commitment Statement obligating the participant to obtain licensure and employment in an Arkansas local public education agency in the field for which tuition assistance was provided. Employment must be for a period of time not less than the length of time reimbursement was awarded. Individuals holding a teaching license as a speech therapist or individuals employed by school districts and education service cooperatives as speech-language pathology assistants on the basis of a Bachelor’s Degree in speech-language pathology are eligible for financial assistance leading to licensure as a Speech-Language Pathologist. Additionally, individuals pursuing the necessary coursework to earn a Master’s degree in Speech-Language Pathology/Communication Disorders will be considered for financial assistance to obtain Arkansas Teacher Licensure in Speech Language Pathology under the terms of this tuition reimbursement program.
The Arkansas Department of Education (ADE) will provide financial assistance in the form of tuition reimbursement to eligible individuals pursuing the necessary coursework to qualify for licensure in this area. As a condition of acceptance into the tuition reimbursement program, each potential participant will file with the ADE an application with a signed Commitment Statement obligating the participant to obtain licensure and employment in an Arkansas local education agency in the field for which tuition assistance was provided. Employment must be for a period of time not less than the length of time reimbursement was awarded. Individuals holding a teaching license as a speech therapist or individuals employed by school districts and education service cooperatives as speech-language pathology assistants on the basis of a Bachelor’s Degree in speech-language pathology are eligible for financial assistance leading to licensure as a Speech-Language Pathologist. Additionally, individuals pursuing the necessary coursework in earning a Master’s Degree in Speech Language Pathology/Communication Disorders also will be provided financial assistance to complete this degree toward obtaining licensure. For additional information and relevant attachments, see the ADE Commissioner's Communication Memo LS-12-070) dated 4/12/2012.
You may also contact Sandy Crawley at 501-682-4222 or firstname.lastname@example.org.
This tuition reimbursement program is also available to eligible individuals pursuing the necessary coursework to qualify for licensure as a Special Education Vision Specialist or a Special Education Hearing Specialist.
[Updated October 17, 2012]