Review
Illinois Service Resource Center
A Technical Assistance Center of the Illinois State Board of Education
S e r v i n g C h i l d r e n W i t h A H e a r i n g L o s s A nd Emotional/Behavioral Challenges
847-559-8195 Voice
847-559-9493 TTY
800-550-4772 Helpline (24 Hour)
Email: [email protected] Internet site: www.isrc.us
Spring 2007 Edition
A
Note from the Director:
From the State Board of Education’s State
Improvement Plan to demonstration of
measurable improvement, expectations and
requirements for improvement abound.
This issue of the ISRC Review looks at ways in
which services and resources have improved for
students with a hearing loss plus behavioral/
emotional challenges.
Technological improvements allow students with
a hearing loss to communicate via videophone,
providing access to direct communication with
each other and with service providers.
Students with a hearing loss in Lake County will
have access to improved behavior support systems
at a program-wide level, while families and
educational teams of students with a hearing loss
will have access to an improved selection of items
available from the ISRC library.
Data collected on individual students receiving
technical assistance from ISRC demonstrates
measurable improvements in individual student
behavior. Some of these successes are shared in
this issue.
Cheri Sinnott, LCSW
ISRC Director
In This Issue
Page 2. Data Collection Indicates Improvement
Page 3. Video Phones Provide Access To Services
Page 3. ISHI Awards Technology In Classroom
John Powers Center Will Be
ISRC Demo Site For PBIS
Positive Behavior Interventions and Supports (PBIS)
programs are increasing in prevalence throughout
Illinois and the country. In Illinois, 587 school districts
have chosen to implement PBIS (as of June 30, 2006).
These are school-wide behavior support plans to teach
and reinforce expected behaviors.
The Illinois State Board of Education (ISBE) has
recommended a best practice for programs serving
students who are Deaf or Hard of Hearing (D/HH) to
also develop program-wide behavior support plans. As
a technical assistance center of ISBE, the Illinois Service
Resource Center (ISRC) will be providing support to
D/HH programs in developing program-wide behavior
support plans.
John Powers Center, the D/HH program of the Special
Education District of Lake County (SEDOL), has agreed
to become ISRC’s demo site for PBIS.
An orientation for the entire staff was held in April.
Next, a four member Leadership Team attended two full
days of training through PBIS University. Team
members decided on the program’s three overall
behavioral expectations which are: Be Respectful, Be
Responsible and Be Safe.
In the fall, there will be a kickoff event to introduce
PBIS to the students. There will be lessons each week
known as “Cool Tools” to reinforce the various
components of the behavioral expectations. Students
will learn how to demonstrate respect, responsibility and
safety in different areas of the school, such as in
classrooms, hallways, bathrooms, lunchroom and
playground.
Data Collection Indicates Individual Student Improvement
The Illinois Service Resource Center (ISRC) provides technical assistance to educational teams and families of students
with a hearing loss and emotional/behavioral challenges. ISRC team members work with educational teams and
families to develop service plans which may include wraparound-type home school teams. Behavior intervention
Decrease In Referrals And Suspensions
number of suspensions/referrals
strategies are reviewed and
coordinated between home and
school.
Data is collected on
individual behaviors to track
improvement.
One student receiving service this
year had received ten disciplinary
referrals and four suspensions in
the first three months of school.
12
10
8
6
A plan was put in place to reward
4
appropriate
behavior.
One
behavior of concern was the
2
student responding when he was
not called on or initiating
0
conversations at inappropriate
Time 1
Time 2
Time 3
times. The student was given
three green squares to use each
 How many disciplinary referrals in the past three months?
class period. Each time he spoke
▲ How many in-school suspensions in the past three months?
without being called on, he had to
“pay” a green square. Any left
over at the end of the class period
were put in an envelope. When
he accumulated 25 squares he earned a pre-determined reward. After using his three squares, he did not lose additional
squares when he spoke too often.
he accumulated 25 squares, he
Anothera pre-determined
student had difficulties
earned
reward. following routines, and was refusing consequences for inappropriate behaviors. His
teacher began prompting the student by giving warnings when there would be a change in activities. This provided the
student with an opportunities
opportunity to think
Socialization
are about changing activities twice before being asked to transition from one subject
another feature of the video
to another. Prompting made transitions much easier
Improvement
In Ability
phones.
Teachers in various
partsTo Follow Routine
for him.
of the state can set up meetings
As the graph depicts, students often will test an
Everyday
between
students. This will be
intervention by increasing inappropriate behavior
especially helpful for students
before responding in an appropriate manner.
1-4 X per week
who feel isolated and do not have
access to activities where there
Data collection on these and other students help the
1< X per week
are
other students with a hearing
ISRC demonstrate measurable impact of services
loss.
and interventions.
Never
Time 1
Time 2
Time 3
 Difficulty following routine
If you are working with a student who has both a
hearing loss and behavioral/emotional challenges,
technical assistance is available at no cost from
ISRC for both educational teams and families. For
more information contact 847-559-8195.
- ISRC Review Page 2 -
Sorenson Video Phones Provide Access To Direct Services
Communication barriers abound when attempting to locate services for students with a hearing loss. For example,
students in need of a mental health therapist or psychiatrist often need to travel for hours to be seen by a
professional who knows sign language. Video phones are providing many of these students with direct access to
service by a professional who can communicate in sign language. For example, instead of traveling to Chicago to
be seen by a signing psychiatrist, a student can use a video phone to communicate in sign language directly with a
psychiatrist.
Socialization opportunities are another benefit of the video phones. Teachers in various parts of the state can set
up meetings between students. This will be especially helpful for students who feel isolated and do not have
access to activities where there are other students with a hearing loss.
ISRC technical assistance is also available via video phone. Team members are available, at no cost, for
consultation regarding behavioral concerns of students with a hearing loss. Many schools with programs for
students who are deaf/ hard of hearing (D/HH) have already had video phones installed (see list on ISRC Pinup).
The phones are available at no cost for D/HH programs from Sorenson (www.sorenson.com).
ISHI Offers Technology Recognition Awards
Illinois Supervisors of Programs for Hard of Hearing/Deaf Individuals (ISHI) created a Technology Recognition
(TecRec) Award in 2003/04 to identify and promote teachers who use of technology in the classroom as a teaching
Call
TechConnect
at 800-852-5110
v orsince
217-522-9966
tty for more information.
strategy.
The competition
has had a v/tty
great(Illinois
responseonly),
from 217-522-7985
the field and has
been held annually.
Each year, three authors of winning projects receive a $500 award. These awards are presented at the Illinois
Teachers of Deaf/Hard of Hearing Individuals (ITHI) conference. Judges look at creativity and how projects relate
to curriculum. Additional considerations are to choose a variety of age levels/abilities and different types of
technology to show the many ways teachers can incorporate technology into their lessons.
The three winners of the $500 stipend for the 2006-2007 school year were: Melissa Wells (LICA) for a website
intended for general education teachers working with students who have cochlear implants; Dana Dudzik,
(Eisenhower Coop) for a Power Point reading lesson that makes innovative use of Power Point and a dry erase
board; and Beth Marta (Eisenhower Coop) for a Power Point presentation describing use of Smart Board technology
for a math unit on counting money.
The judging committee included: Karen Bogdan, NIA; Joann Kort, Schaumburg District 54; Debbi Quain,
Southwest Cook Cooperative; Merry Schainblatt, LICA; Peg Singleton, Eisenhower Cooperative; Becki Streit,
LICA; and Angie Titus, Illinois School for the Deaf. Michelle Hoversten of Kent State University puts submissions
on the website for judges to view, then compiles scores for the judges’ panel.
The winning projects for each year can be viewed on line at: http://deafed.net/pagetext.asp?hdnpageid=130
The deafed.net website offers many additional resources, including a database of teaching modules that can be used
by teachers. Projects may be viewed by subject matter at: http://www.deafed.net/PageText.asp?hdnPageId=215
For more information regarding the Tec Rec Award, contact: Becki Streit at [email protected].
- ISRC Review Page 3 -
New HI Behavior Specialists
Become ISRC Team Members
The Illinois Service Resource Center is pleased to welcome two
new HI Behavior Specialists to the team. Dr. Daniel Friedman
joined the team on April 1 and Raven Shewalter will join at the
beginning of the 07-08 school year.
Dr Friedman previously worked at the Mental Health & Deafness
Scott Nolan Center, a psychiatric inpatient unit for individuals
with a hearing loss. He received his Doctorate in Clinical
Psychology at the Argosy University.
ISRC Staff
Cheri Sinnott, LCSW
Dr. Steve Vaupel
Dr. Daniel Friedman
Alison Mansfield
Charles Snyder
Josh Pryor
Melissa Perez
Director
HI Behavior Specialist
HI Behavior Specialist
Data Specialist/
Librarian
Data Specialist
Data Specialist
Admin. Assistant
Raven Shewalter has been teaching high school students in the Northern Illinois Association D/HH program, and also
has experience working with elementary school aged students who have both a hearing loss and behavioral challenges.
She has been a member of the NIA HI Behavior Team, participating in the ISRC HI Behavior Team trainings four
times per year.
Learn more about services and resources available from the ISRC
www.isrc.us
Illinois Service Resource Center
A Technical Assistance Center of the Illinois State Board of Education
Video Phone Contacts
Coop/Schools
Location
Phone Number
Chicago Public Schools
Bell Elementary School
(773) 534 5150
Chicago Public Schools
Kinzie Elementary School
(773) 579-0700
Chicago Public Schools
Whitney Young High
School
Eisenhower Coop
Nathan Hale Intermediate
Illinois School for Deaf
ISD High School Library
ISRC
ISRC
LADSE
Hinsdale South High School
(773) 534 -7500
(708) 388-4710
(217) 479-4242
(847) 559-0110
(630) 468-4000
LICA
John Hersey High School
(847) 718-0262
Marion Schools
Marion High School
(618) 9972472
NIA, Rockford
East High School
(815) 229-2161
NIA, Rockford
Lincoln Middle School
(815) 229-2400
NIA, Rockford
Rolling Green Elementary
(815) 229-2881
NIA, Hanover Park
Parkwood Elementary
School
Urbana Middle School
(630) 830-3730
(847) 986-3100
SEDOL
Grayslake North High
School
Hawthorne Middle School
SEDOL
John Powers Center
(847) 680-8320
PACE
SEDOL
(217) 384-3685
(847) 680-8320
New ISRC Library Items Available
*Items are mailed to patrons with return postage included*
Deaf Culture
An Introduction to American Deaf Culture: Rules of Social Interaction [video]
Provides an introduction to social interaction among deaf people. Includes introductions, attention-getting behavior,
leave-taking behaviors, and information about TTY's. Each topic is introduced through the use of demonstrations, role
playing, and interviews
Oxford Handbook of Deaf Studies, Language, and Education
A comprehensive and accessible overview of the diverse field of deaf studies, language, and education. The handbook
consists of specially commissioned essays on topics such as language and language development, hearing and speech
perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with
individuals who are deaf or hard of hearing.
Deaf Proverbs: A Proverbial Professor's Points to Ponder
Deaf humorist Ken Glickman`s collection of traditional proverbs and personal observations about the Deaf community
Sign Language
Bravo ASL! Curriculum [video]
Learn sign language by watching the interactions in a deaf family. Instructor also demonstrates signs. Each tape
includes introduction to new vocabulary, visit with the family, cultural and grammatical notes, and a practice session.
Family Sign Language and Informational Video Series [video]
This program is designed for hearing families of deaf and hard-of--hearing children. It offers a plethora of helpful,
encouraging, research-based information for families who desire to communicate fluidly and naturally with their child
... In ten lessons, the series emphasizes not only the development of signs but of full language --specifically, American
Sign Language
Other
Shape Up 'n Sign [video]
An exercise videotape in sign language for deaf and hearing
children. http://216.70.190.41/surpass/websafari.exe/detail?Database=database&SID=7D64EC7856081C17&MARCN
um=737&Level=4&Record=28&Call=BF432.3.G365%202006&Cat=DEFLT&List=N&Bag=4