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Looking for In-Class Observation Tools to Show Specific Needs for Intervention
Interveners and Qualified Personnel
Hello Colleagues. I am hoping that I can clearly state a current need I have, and that somebody might point me in a direction to meet this need. A few years ago an academic student moved from a more segregated site to her home school, and that transition was supported by a one-to-one paraprofessional. As part of her duties, she acts as an intervener. Her training came a bit at a time through the OHOA modules (still onoing) and some TA to her and the team from our project. She continued to have other classroom and school duties. As she and the student acclimated, learned new technology, etc, the student did not need as much "close" support. The one-to-one is learning to step back, and I have observed some success, but work in that area is still needed. Some staff do not fully understand the intervener role. There are multiple opinions (including with the family) as to which student behaviors and needs are related to "tween" issues, deaf-blindness, etc, and some opinions that many needs can be filled by technology or other supports instead of an intervener. At the recent IEP meeting, family requested and were supported in having the one-to-one receive university intervener training. Some staff would like documentation that an intervener is needed with DATA, and family and staff want an student-alone observation done with data. I agreed to do so, to support the family and their request for advanced training for the one-to-one. SO, to my request... The one-to-one and I, at the beginning of the school year before any routine is set, will follow the student and use an observational checklist to see WHERE and WHAT the student misses. The TVI and TDHH are sending me samples specific to their disciplines (which might be somewhat relevant in this case), and I thought the IEP Discussion Checklist could also be distilled into some items, but this team is looking for some concrete data, in various environments. Does anybody have a deaf-blind checklist? If it helps, this student with be in 5th grade, uses speech (2 cochlears), LP (but also braille), a variety of technologies, and is very bright and coming into her own with self advocating with the use of microphones during peer discussions, etc... Any suggestions would be appreciated!