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Funding for this publication is provided by the Louisiana Department of Education, Louisiana Developmental Disabilities Council, Capital Area Human Services District, Louisiana State University, the Office of Public Health and the Office of Citizens with Developmental Disabilities.
JJULYULY –– SSEPTEMBEREPTEMBER 20102010
In This Issue:
Check out our website! www.fhfgbr.org
GBR Autism Awareness Walk Winners 1
Staff Listing 2
RCASD 3-4
Education Station 5
LaSIG 6-7
Coca-Cola Way/ AMC Awareness
8
Upcoming Events 9-10
Dates to Remember 11
New Region 2 LaCan Leader 12
Inaugural Greater Baton Rouge Autism Awareness Walk Winners
Proudly announces the top team and individual fundraisers for the Inaugural GBR Autism Awareness Walk
Top Team Fundraisers were:
1st Place: Team RDI 2nd Place: Hope Walks 3rd Place: Cole’s Crew
Top Individual Fundraisers were: 1st Place: Trish Castrovannie 2nd Place: Jamee Lemmler 3rd Place: Krystal Swain
Special Thanks to the following businesses for providing gift
certificates to our Top Individual Fundraisers:
Become a FAN TODAY! FHFGBR and RCASD
are on Facebook!
2
The Capital Area Quarterly
Our Staff
Jamie S. Tindle Executive Director
Cindy Ardoin ECSS Coordinator
Transition Facilitator for Inclusive Education [email protected]
Kimberly Brown
Resource, Referral, & Information Specialist [email protected]
Natasha Dumas-Jackson
Resource, Referral, & Information Specialist [email protected]
Cynthia Chesterfield
Lead IEP Facilitator for Inclusive Ed Inclusive Recreation Resource Specialist
Doris Glass-Heckert Community Outreach Specialist
Kay Lewis CSHS Parent Liaison
Ability Awareness Coordinator [email protected]
Toni Peters
RCASD Program Director WBR Parent Family Liaison
Kara Shupe IEP Facilitator for Inclusive Education
Sandra Trammell CSHS Parent Liaison [email protected]
Tonya Cambre
Data Entry [email protected]
Kayley Williams
Bookkeeper [email protected]
Chairperson Belynda Gauthier
Vice Chairperson Jim Levelle, Ph. D
Treasurer Roy Hebert
Directors Brian Estes
Alvin Mack
Thomas Sellars
Cherri E. Penton, Ph. D.
Richard Born
Katrina Coots
Robin Clark
Carly Dickson
BOARD MEETING WILL BE HELD ON JULY 15 AND SEPTEMBER 16, 2010 FROM 11:30 A.M. UNTIL 1:00 P.M.
AT OUR CENTER
TO CONTACT OUR BOARD OF DIRECTORS, SEND AN EMAIL TO [email protected]
Board of Directors July – September 2010
The Louisiana Family to Family
Health Information
Center now offers One-on-One
training to you directly by phone
AT NO COST TO YOU. Schedule a workshop with us and we’ll send you all
the materials you’ll need. Then, we’ll call you at a convenient time for you. We’ll present the workshop just as if you were there in person and answer your questions.
Call 1-800-331-5570
and ask for Karen.
Partners in Policymaking Partners in Policy Making is for people with devel-opmental disabilities and parents of young children with developmental disabilities. It provides the most current knowledge about dis-ability issues and develops the competencies nec-essary for effective advocacy to influence public policy at all levels of government. The goal of Partners in Policymaking is to achieve productive partnerships between people needing and using services and those who make public pol-icy and laws. It is designed to provide knowledge and skills building so that participants may work to obtain state of the art services for themselves and others.
For more information or to register for Partners in Policymaking, visit http://www.laddc.org/main/wp-content/uploads/pnp-2010-dates.pdf or call FHFGBR at 216-7474
OUR MISSIONOUR MISSION
To provide the individualized services, information, resources and support needed to positively enhance the independence, productivity and integration of persons
with disabilities into the community.
The Capital Area Quarterly
3
July – September 2010
Families Helping Families of Greater Baton Rouge is very excited to announce the Opening of our newest program, the Resource Center for Autism Spectrum Disorders (RCASD). This new program will be providing unbiased and factual in-formation and referral services, Education and Training, and Family to Family Support. Some of the things RCASD will offer are a lending library, advocacy for Autism Services, Internet/Computer Access for Families to include Board-maker® and other software programs, a toll-free phone line, RCASD website, and ongoing workshops and trainings on autism related topics, and the Annual Autism Awareness Walk. This program is would not be possible without the support from the community of the GBR Autism Awareness Walk and our community Partners.
778 Chevelle Drive Baton Rouge, Louisiana 70806
225-236-3053; toll free: 877-711-5382; fax: 225-216-7977 Website: www.rcasd.org
Huey and Angelina
Wilson Foundation
Getting Ready for School: Transition Tips for Students with Autism
by Paula Kluth, Ph.D.—www.paulakluth.com Adapted from: P. Kluth (2010). “You’re Going to Love This Kid!”: Teaching Students with Autism in the Inclusive
Classroom (Rev. ed.). Baltimore: Brookes. This article is from the website of Dr. Paula Kluth. This article, along with many others on inclusive schooling, differentiated instruction, and literacy can be found on Dr. Kluth’s website: www.paulakluth.com. Visit her website to read her “tip of the day”, download dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.
For many learners with autism, transitions are the toughest part of schooling. Moving from class-
room to classroom or teacher to teacher can be stressful enough, but moving from building to build-ing is almost always a process filled with anxiety and trepidation. These four strategies are designed to prepare the learner with autism for a new school or a new schooling experience and can be used days or months before the student arrives as well as through-out the school year.
School Preview Many students with autism will profit from seeing, experiencing, and learning about the school before they show up on the first day. This is an effective strategy for students who are changing schools or for
those who will be going to a certain classroom for the first time. A student can pre-view the school using many different tools. Some learners might appreci-ate a videotape of the school and its rooms, complete with short interviews with his new teachers. Other students like to tour the school themselves and meet teachers face to face before school officially starts. Still others may want to hear siblings, parents, or friends tell them about the school. Students may also be interested in reviewing brochures of the school, newsletters from the previous year, and/or the school’s website (if one exists).
Surveys Before the year begins or during the first few days of school, many teachers ask students and their families to complete a survey. (continued on next page)
The Capital Area Quarterly
4
July – September 2010
(continued from previous page) The purpose of this tool is to help the teacher become more personally acquainted with students and to make an immediate connection with families. Some teachers may choose to administer different surveys to students and parents while other teachers may de-sign a survey that families and students complete to-gether. While a survey would undoubtedly help a teacher learn more about his student with autism, many teachers choose to use surveys with every student in the class. When considering using a survey, teachers will want to focus on learning styles, interests, needs, strengths or even on student ideas for the classroom. Although questions will vary by age group, possible questions include: How do you learn best? What hobbies do you have? What scares or upsets you? What kind of expertise do you have (e.g., skate-
boarding, karate, collecting bugs, drawing)? What do you need to be comfortable in my class-
room? What do you want to learn this year? What is your least favorite part of the school day? What is your favorite part of the school day? If one or more students cannot write, the teacher, parent or support person can allow learners to sub-mit visual surveys. Students might draw pictures, create a collage, or submit photographs or a video in response to the survey questions.
Routines and Schedules Some students will profit from the development and implementation of written schedules, picture calen-dars, or the use of a daily planner. As one of my for-mer students explained to me: “School is very stimu-lating and a lot of noises and disorganization for me. So I need to get used to new places and have a sched-ule”. Teachers should talk often to students about how time will be used in the classroom. They should also try to give students with autism as much warn-ing as possible when they are going to alter the class schedule or when a substitute will be teaching the class. All students in a given classroom may benefit from knowing more about the schedule. Having in-formation about what content will be taught and
what activities will take place in any given day or week can help any student become a better planner and time manager. Teachers can make going over the daily schedue a regular part of the daily routine in any classroom; even taking a few seconds to review this information can make a difference in the learning of some stu-dents.
Personal Portfolio Students who have unique needs and abilities may want to introduce themselves to a teacher through the use of a portfolio. Portfolios may include photo-graphs, artwork, writing or schoolwork samples, lists of favorite things, or even video or audiotapes. A portfolio can be an especially helpful tool for stu-dents who do not speak or use a reliable communica-tion system. I worked with one young man, J.D., to assemble a portfolio he would use as he transitioned from high school to the work place. This young man did not speak and those who met him for the first time often struggled to connect with him. When his teachers first accompanied him to his new school, J.D.’s peers began asking them questions about him: Did he understand them? Did he have any interests? The teachers decided that J.D. needed a way to rep-resent himself so that they didn’t need to serve as his voice and liaison. In order to facilitate this process the teachers worked with J.D. to create a portfolio that he could use to introduce himself to new people and to interact with those he already knew. J.D.’s portfolio included: Four pages of photographs (J.D. with family and
friends; snapshots of him playing soccer at a com-munity park; J.D. working with peers on a biol-ogy experiment, vacation photos from the Rock and Roll Museum in Ohio)
A short “resume” outlining some of the classes he took in middle school
A list of his favorite movies and compact discs A “Learning About Autism” pamphlet J.D. got at
a conference A glossy picture of the Green Bay Packers, J.D.’s
favorite football team Portfolios can be in paper, audio, or video form, formal or informal, a few pages or dozens of pages, include only current information and artifacts or serve as a cumulative record of the student’s life.
Funding for this publication is provided by the Louisiana State Department of Education.
The Capital Area Quarterly
“By learning we teach, by teaching we learn.”
5
July – September 2010
Get a fresh start on keeping up with your child’s progress this school year. Learn more about progress monitoring.
What is progress monitoring? Progress monitoring is a scientifically based practice that is used to assess students’ academic performance and evalu-ate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. How does progress monitoring work? To implement progress monitoring, the student’s current levels of performance are determined and goals are identified for learning that will take place over time. The student’s academic performance is measured on a regular basis (weekly or monthly). Progress toward meeting the student’s goals is measured by comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed. Thus, the student’s progression of achieve-ment is monitored and instructional techniques are adjusted to meet the individual students learning needs. What are the benefits of progress monitoring? When progress monitoring is implemented correctly, the benefits are great for everyone involved. Some benefits in-clude: accelerated learning because students are receiving more appropriate instruction; more informed instructional decisions; documentation of student progress for accountability purposes; more efficient communication with families and other professionals about students’ progress; higher expectations for students by teachers; and fewer Special Education referrals. Who should be practicing progress monitoring? Anyone who is interested in improving results for children should be implementing progress monitoring. Whether you are a regular educator, special educator, related service provider, administrator, or family member, you should be in-terested in implementing research-based progress monitoring practices. What challenges face progress monitoring? Educators and families need information about the effectiveness of progress monitoring that would encourage them to adopt the practice. Teachers and other practitioners need support in translating progress monitoring research into easily implemented, usable strategies. (continued on next page)
Cynthia Chesterfield Lead IEP Facilitator for Inclusive
Education and Therapeutic Recreation Resource
Specialist
Kara Shupe IEP Facilitator for Inclusive
Education
The Capital Area Quarterly
6
(continued from previous page) Technical assistance on progress monitoring must transfer knowledge in ways that accommodate differences in background, training, and beliefs, as well as differences in the nature and philosophy of the instructional programs and practices already in place. This information dissemination must take place in a variety of formats, in usable forms, and at different levels of specificity. Are there other names for progress monitoring? Progress monitoring is a relatively new term. Some other terms you may be more familiar with are Curriculum-Based Measurement and Curriculum-Based Assessment. Whatever method you decide to use, it is most important that you ensure it is a scientifically based practice that is supported by significant research.
If you have any questions please contact Families Helping Families of Greater Baton Rouge or The National Center on Response to Intervention: Email: [email protected] Toll Free: (877) RTI-4-ALL
Web site: http: www.rti4success.org
SIG Notes… is a new resource brought to you by the Louisiana State Improvement Grant (LaSIG) to share current examples of best practice happening throughout the state. These examples are easy to replicate and can be imple-mented in your school or district tomorrow! Many can be implemented with little or no up-front cost while still having a positive impact on your school or district. Below is a real-life example of what a school and/or district is doing to improve overall results for students, families, and their community. If you have questions, would like additional information, or if you have something to share, please contact us. Call our office at (225) 578-2805 or visit us online at www.lasig2.org (continued on next page)
July – September 2010
The Capital Area Quarterly
7
(continued from previous page)
Accessible Instructional Materials (AIM): Are your systems in place for ALL students?
Requirements The Individuals with Disabilities Education Act (04) requires that all students with print disabilities be provided their core instructional materials in an accessible format. Furthermore, IDEA requires that these materials be provided to students in a timely manner, which, in Louisiana, is defined as “at the same time” that students without print disabili-ties receive their materials. This is a tall order, and school systems across the state are working across multiple levels (e.g., school administrators, text book coordinators, central office personnel) to ensure that the AIM requirements are met. Students with Significant Disabilities Did you know AIM requirements also apply to students with the most significant disabilities who have print disabili-ties, including those who participate in LEAP Alternate Assessment, Level 1? In the past, the program content for these students focused strictly on functional skills. These students are now required to have access to the general edu-cation curriculum/academic standards, and special consideration must be given to the instructional materials needed to access to this content. For many students, this will entail the use of print supported by pictures, symbols, and graphics to convey ideas; materials available in an electronic format; and materials, which support engagement by students with motor impairments. Getting Everyone on Board Are your systems in place for the start of school year 2010-2011? What about your school building level administra-tors, classroom teachers, reading coaches, text book coordinators, IEP facilitators, central office personnel, and family members? Do they all understand their roles and responsibilities related to AIM? For further information and assis-tance in meeting AIM requirements, refer to the following: Louisiana AIM http://www.louisianaschools.net/lde/eia/2977.html Significant Disabilities Access Guide (http://sda.doe.louisiana.gov) Nanette Olivier ([email protected]) Donna Broussard ([email protected])
Examples of AIM in Action! Tarheel Reader – sample material www.tarheelreader.org Sample photographs of AIM for students with significant disabilities http://sda.doe.louisiana.gov/ResourceFiles/
Literacy/AIM%20examples_pictures.ppt
Sample video clips of AIM “in action” for students with significant disabilities
Identifying Vocabulary Using Symbols: http://sda.doe.louisiana.gov/ResourceFiles/Literacy/Identifying%20Vocabulary%20Using%20Symbols.wmv
Reading Electronic Reader: http://sda.doe.louisiana.gov/ResourceFiles/Reading%20Electronic%20Reader.wmv
Symbol Manipulation: http://sda.doe.louisiana.gov/ResourceFiles/Literacy/Symbol%20Manipulation%20Increases%20Attention.wmv
July – September 2010
The Capital Area Quarterly
8
Our Journey Our journey began on February 8, 2007; I gave birth to our “ little miracle” Jackson, he was born with a rare orthopedic condi-tion, Arthrogryposis Multiplex Cogenita. Jackson was diagnosed in-utero at 20 weeks gestation. We had never heard the word and we definitely couldn’t spell it. That afternoon, I went home and scoured the internet for any information I could find on AMC and I happened upon a site-www.amcsupport.org. There were women there, who had stood in my shoes, moms to children with AMC, dads who were playing baseball with their child, who had the same diagnosis, and adults, who were living independ-ently. It was the brightest spot that day and has been for our family over the past 3 years. We have attended the AMC Annual Convention held in Texas, Ohio, Philadelphia and will attend Orlando later this year. The Conventions have been a blessing and the support we receive throughout the year from the AMC message boards and weekly chats have been our “lifeline”. The web-site was started by a mom with a daughter who has Arthrogryposis and over the past 5 years has become a non-profit organiza-tion helping families across the globe. The original site was launched June 30, 2005; so the group decided to celebrate the first Arthrogryposis Awareness Day on June 30, 2010. It was an undertaking that took Facebook and other social media to the ex-treme; members of AMCSI posted over and over again about wearing blue and telling the world about Ar-throgryposis. Since the condition is so rare, many doctors don’t know enough about it to give appropriate and responsible information to parents. I posted, along with all of my “AMC Family” for those who’s lives Jackson had touched, to please wear blue in support of us and Arthrogryposis Awareness Day. When I woke up on the morning of June 30 ,2010 and looked at my Facebook, I was overwhelmed, to see all the people supporting us was amazing. But as the day went on, it was a non-stop flow of pictures, text and e-mails of not only our family, but people from high school classmates to co-workers donning blue in support and to drive awareness, it was beyond my wildest dreams. One of the pictures I love the most of that day is this one, with my “FHFGBR Family”. To all who participated—-thanks again for the support!
The Coca-Cola Way
One of Coca‐Cola's core values reads: "Involvement in the community is a re‐sponsibility that is considered to be a
privilege."
The “Coca-Cola Way” is a true all-employee effort to encourage teamwork in the work place as well as their local community. The Baton Rouge Coca-Cola em-ployees met in small groups and created their mission statement and core values. Each year individual depart-ments or groups within a department come up with their own goals for the year.
This year the Sales Department Business Development Managers, have chosen FHFGBR as the local charity to support because of our involvement in the commu-nity. One of their core values listed reads: "Involvement in the community is a responsibility that is considered to be a privilege".
Through its "Coca-Cola Way" program, Baton Rouge Coca-Cola is selling red wristbands with the inscription “Family”. Proceeds from the sales are going to FHFGBR. Wristbands cost $5 and are also available for purchase through our center. If you would like to show your support of
FHFGBR by proudly wearing the red wristband, call our center today at (225) 216-7474. Orders of 3 or more may be mailed to you at no additional charge.
SUPPORT FHFGBR BY
PURCHASING A WRISTBAND
July – September 2010
The Capital Area Quarterly
9
July – September 2010
IEP Boot Camp Presented by Cindy Arceneaux
Monday, August 30, 2010 9 am—11:30 am
Family Service Center 9794 Bains Road, Rm 107
St. Francisville, LA
Friday, September 10, 2010 10 am—2 pm
Ascension Parish Library 40300 Hwy. 42 Prairieville, LA
To register call 1-800-766-7736
College Sports Night September 17, 2010 Independence Park
7505 Independence Blvd. Donation: $5/person
Luau August 20, 2010
Independence Park 7505 Independence Blvd.
Donation: $5/person
Sunshine Socials For adults 18 and over
Includes: DJ, Food, and Drinks 225-926-4659
The Capital Area Quarterly
10
July – September 2010
Parents, Please share with your child’s teacher
Executive Educator Program
through LSU’s College of Education This program integrates traditional university instructional models with a dynamic market driven model, to better serve
our colleagues and Louisiana’s students and families.
For More information: Kara Hill 225-578-2298 or [email protected] Wendy Allen 225-578-8444 [email protected]
Regional and State Advisory Committee Meetings
(RAC/SAC)
These meetings are open to the public and will provide you with the opportunity to become informed of system change as it pertains to
Developmental Disability Services. .
Regional Advisory Committee Meetings CAHSD—Developmental Disabilities
4615 Government St. Bldg. 2 Baton Rouge, LA 70806
2nd Floor, Library Conference Room September 7, 2010 9:30—11:30 a.m.
State Advisory Committee Meetings
July 14, 2010 12:00—3:00 p.m. OCDD Bienville Bldg. Room # 893
628 N. 4th Street Baton Rouge, LA 70802
September 8, 2010 12:00—3:00 p.m.
(By Telephone)
For more information: Kim Kennedy 225-201-0696
The Capital Area Quarterly
11
DATE/TIME EVENT LOCATION CONTACT
July 5, 12, 19 10:00 a.m.— noon
TR Adaptive Interactive Days: Movie Mondays
North Sherwood Theatre 3140 N. Sherwood Blvd. Baton Rouge, LA
Edwin Morton 225-926-4659 [email protected]
July 6, 13, 20 10:00 a.m.— noon
TR Adaptive Interactive Days: World Class Sports
Independence Park 7505 Independence Park Blvd. Baton Rouge, LA
Edwin Morton 225-926-4659 [email protected]
July 7, 14, 21 10:00 a.m.— noon
TR Adaptive Interactive Days: Wii Wednesdays
BREC Administration Bldg. 6201 Florida Blvd. Baton Rouge, LA
Edwin Morton 225-926-4659 [email protected]
July 8, 15, 22, 29 BREC Inclusive Kickball League BREC’s Flannery Park Softball Fields 801 Flannery Road Baton Rouge, LA
Edmond 225-926-4659 Brooke 225-927-0855
July 8,15, 22, 29 6:00 p.m.—7:00 p.m.
BREC Dog Obedience Classes Raising Cane’s Dog Park at City-Brooks Community Park 1442 City Park Ave. Baton Rouge, LA
BREC 225-218-0918
July 10, August 14, September 11 2:00 p.m.—4:00 p.m.
Autism Society - Greater Baton Rouge Chapter
Jones Creek Library 6222 Jones Creek Road Baton Rouge, LA
Beryl Hebert 225-273-3984
July 10, 17, 24, 31 9:00 a.m.—10:00 a.m.
BREC Dog Obedience Classes Burbank Dog Park at Burbank Sports Complex 12400 Burbank Drive Baton Rouge, LA
BREC 225-218-0918
July 14 12:00 p.m.—3:00 p.m.
State Advisory Committee Meeting OCDD 628 N. 4th Street, Room #893 Baton Rouge, LA
Kim Kennedy 225-201-0696
July 20 9:30 a.m.—2:30 p.m.
Free Training to help People with Disabilities and the Elderly in Emergency Shelters
LA Capital Area American Red Cross 4655 Sherwood Common Blvd. Baton Rouge, LA
Jeanne Abadie 1-800-960-7705 ext. 130
July 24 10:00 a.m.—1:00 p.m.
Back to School Expo Family Services of Greater Baton Rouge 323 E. Airport Ave. Baton Rouge, LA
Family Services 225-201-8888
July 25 4:00 p.m.—7:00 p.m.
Circle Civitan Dance Western Hoedown
American Legion Post 38 151 S. Wooddale Blvd. Baton Rouge, LA
Linda Corkern 225-275-6687
August 16 6:30 p.m.—8:30 p.m.
Baton Rouge Aspergers Meetup www.meetup.com/aspergers-226/
Crystal Lyon Salon Studios 11854 Coursey Blvd. Baton Rouge, LA
Susie Labry 225-235-7879 [email protected]
August 20 6:00 p.m.—9:00 p.m.
BREC Sunshine Social: Luau Independence Park 7505 Independence Park Blvd. Baton Rouge, LA
Edwin Morton 225-926-4659 [email protected]
August 30 9:00 a.m.—11:30 a.m.
IEP Boot Camp Family Service Center 9794 Bains Road, Rm. 107 St. Francisville, LA
LaPTIC 1-800-766-7736
September 10 10:00 a.m.—2:00 p.m.
IEP Boot Camp Ascension Parish Library 40300 Hwy. 42 Prairieville, LA
LaPTIC 1-800-766-7736
September 17 6:00 p.m.—9:00 p.m.
BREC Sunshine Social: College Sports Night
Independence Park 7505 Independence Park Blvd. Baton Rouge, LA
Edwin Morton 225-926-4659 [email protected]
September 20 6:30 p.m.—8:30 p.m.
Baton Rouge Aspergers Meetup www.meetup.com/aspergers-226/
Crystal Lyon Salon Studios 11854 Coursey Blvd. Baton Rouge, LA
Susie Labry 225-235-7879 [email protected]
July – September 2010
778 Chevelle Drive Baton Rouge, LA 70806
NONPROFIT ORG US POSTAGE PAID BATON ROUGE, LA PERMIT NO. 125
I am very honored to have the opportunity to work with all of you as the Region II LaCAN Leader. I am the mother of three children, two of whom are on the autism spectrum. My youngest son also has Celiac disease, mild cerebral palsy, a seizure disorder, and asthma. Over the past few years, I have become an advocate for individuals with Autism Spectrum Disorder and have recently begun education advocacy for children with develop-mental disabilities as well. Having two sons at very different levels on the spectrum and one son with multiple disabilities has given me a unique perspective on the necessity of advocacy. Like many of you, this is my passion. I am very excited to meet and get to know each one of you so that we can work together with our lawmakers to achieve a bright
and independent future for all of our loved ones. Over the next few weeks, you will be receiving a call or e-mail from me introducing myself. I look forward to working with each of you. You can contact me at (225) 907-1419 or [email protected].
FHFGBR Proudly Welcomes Hillary Toucey New Region 2 LaCAN Leader
Check out this great new resource!
There is a new website forum dedicated for special needs. The website is for buying, selling, trading or donating of special needs
The site is http://www.specialneedsequipmentexchange.com
