Elementary EBD Programming
description
Transcript of Elementary EBD Programming
Elementary EBD Programming
EBD academic aligned curriculum
Revised proactive behavior management system
Compliance MDE citations related
to EBD
Itinerant EBD teacher LRE Reduction of dismissals
and suspensions Over identification of
African-American males in EBD
Achievement
EBD Focus on the ABCs for 2010-11
Consistency in academic programming and schedules
Positive, community building teaching practices
Proactive behavior management
Data collection
Alignment of EBD programming
Environmental Management
Behavior Management
Affective Education
Individualization & Personalization
Academics
Career/ Life Skills/ Transition
Council for Exceptional Children (Researched based) Quality Indicators for EBD Programs
Essential Classroom Materials
Academic Curriculum
Assessment
Academic & Schedule Requirements
10 minutes Breakfast 15 minutes Morning Meeting 15 minutes Structured Choice Time 15 minutes Recess 30 minutes Lunch 10 minutes Closing meeting/ AVID/ notes home 60-90 minutes Math 90 minutes Readers Workshop 45-60 minutes Writers Workshop 30 minutes Science, Social Work, OT
Review of District Expectations…
We use data to:
- Plan for instruction- Plan for intervention- Align with standards- Increase access to
general education
Types of data collection:
- In and out of class behavior logs
- Data sheets- MAP- MONDO- Whole to Part
Using Student Data
Data collection refers to written documentation of academic and behavioral progress (excludes Intervention logs)
Target behavior Frequency Intensity Duration Level of independence/ Level of support needed
Components of Behavior Data Collection
Turn and share with 2-3 others ideas for behavior data collection
Be prepared to share with the group!
CARES Skills for Social Skills Instruction
Level System
Behavior Data Recording (in & out of class)
Aligned Point Sheets & Notes Home
NEW & IMPROVED for PROGRAM ALIGNMENT
Elementary EBD Behavior Intervention Program Model:
CooperationAssertionRespectEmpathySelf-Control
Creating a positive classroom community
Group establishment of rules
Set schedules and routines
Minimizing downtime
Clear, concise directions Teaching desired
behaviors Proximity control Engaging curriculum Verbal prompts and
praise
Goals of CARES Programming:
Essential Teaching Practices for the Special Education
ClassroomThe following practices are used to teach CARES behaviors. The CARES model is about teaching social skills and safely managing misbehaviors.
-Builds social skills - Builds a positive, inclusive community-- Builds academic readiness - De-escalates potential behavior problems
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1. Morning Meeting
2. Guided Discovery Students are taught daily
routines and proper way to use supplies.
Skills are practiced and reviewed throughout the year.
If a rule is not followed, it is an opportunity for learning, not punishment.
Students are provided as much choice as possible throughout the day
Choices are given in an effort to:◦ Help students learn how to
make good choices◦ Decrease power struggles◦ Increase interest in learning
3. Academic Choice
4. Teacher LanguagePositive, Clear & Respectful
Telling Asking
Judging Describing
Reactive Proactive
We model for students the appropriate way to talk and handle anger when we use a calm and even tone at all times.
Reminding Language
Reinforcing Language
Redirecting Language
Teacher Language
5. Classroom Organization
6. Parents and Families- Teachers must communicate regularly with families- Use clear, non-judgmental language
New skills, as well as previously taught concepts, must be modeled by adults and students.
7. Interactive Modeling
Take a Break•Used for minor rule
infractions•Time in break depends
on student needs•Student is invited back
to the group
Restitution•“How can you fix the
situation?”•Both feelings and
property can be broken and need to be fixed
Loss of Privilege•The privilege that is
taken away should be tied to the privilege that was abused
8. Logical ConsequencesRespectful, Relevant & Reasonable
When applying a consequence, remember to:◦ Show high expectations that the student can learn CARES
behaviors◦Use a calm voice/tone
After the consequence has been applied, remember to:◦Re-teach the skill/behavior◦Welcome the student back/give a fresh start
Logical Consequences
“There is little difference in people, but that little difference makes a big difference. The little difference is attitude. The big difference is whether it is positive or negative.” - W. Clement Stone
“Correction does much, but encouragement does more.” - Goethe
10. Problem Solving Strategies
When working with students, staff must remain calm at all times and role model
appropriate behaviors.
Understand that students with EBD will say things to intentionally push
your buttons.
When appropriate, ease tension through
humor.
Provide opportunities for students to “save
face”.
Set consistent limits and be sure that
students know them.
Ignore minor misbehavior
Generate 3-5 rules as a class
Teach and practice the rules
Refer to the rules daily
11. Creating Rules
Week 1 – Define all CARES Skills Week 2 – Focus on Cooperation Week 3 – Focus on Assertion Week 4 – Focus on Respect Week 5 – Focus on Empathy Week 6 – Focus on Self-Control
The First Six Weeks…
Morning Meeting Role modeling Class skit Puppet show Discuss what it sounds like, looks like, feels like Practice Literature Refer to resource list in handouts
Ways to Introduce and Teach CARES Skills
Level System
Quickly reinforces behavior
Based on daily point
sheet
All students begin the week on Level 2
Multiple level drops are a team decision
Level 1
Less than 70% of points
Restricted privileges
Level 2
71-84% of points
Moderate privileges
Level 3
85% or more points
All privileges
LEVEL SYSTEM
Level System Displays Any display split into
three separate sections can work
Some ideas include:◦Race track◦Pocket charts◦Clothes pins◦Frogs and lily pads
School Store Safe Club/ High Flyers Choice Time Basketball Service Learning Community/Team Building Activities Structured Recess
Proactive Program Wide Management Systems: Ways to Motivate the Use of the Level System
Point SheetClass Coopera-
tionAssertion Respect Empathy
Self-ControlStar Skill
** All in-class interventions should be attempted prior to using out-of-class intervention
The purpose of “Take a Break” is for students to regain self-control and/or compliance
Length of Take a Break is dependent on student Staff will invite student back to join the group In-class intervention (“Take a Break) is documented in
classroom log
In-Class Take a Break Procedures
Get in and out quickly
Minimize engagement
Don’t take things
personally
Practice Systematic Supervision
Use detailed documentation
Tag out when you need to
Intervention Room Basics
Learning Centers will pilot SWIS, a new web based system for Intervention data
Continue to document use and length of restrictive procedures
Intervention Referral Form has some discrepancies between Bottom Line Behavior language and SWIS language
Intervention Referral Form
Federal Settings I & II Federal Setting III
Building Consistency Across EBD Settings: A Work in Progress…
Implementing Elementary EBD Behavior Intervention Program Model (CARES) with fidelity◦Point Sheets (may be adapted in a federal setting I or II)◦Level System (may be adapted in a federal setting I or II)◦Daily notes home◦Out of class◦Documentation of in and out-of-class interventions◦Systematic Supervision
District wide academic and schedule expectations
Common Programming Expectations for all EBD Settings
Mainstreaming more than 21% of the day Restrictive procedures used less frequently Social skills instruction occurs in both the general
and special education classrooms Use of co-teaching when appropriate
Federal Setting I & II Classrooms
In special education classroom for more than 60% of the day
May use more restrictive procedures Increased specialized instruction, more related services
(including mental health services) Separate intervention resources Higher staff to student ratio
Unique to Federal Setting III
Niceta Thomas -- Battle Creek Learning Center Fhonda Hicks – Highwood Hills Learning Center Betsy Braman – Frost Lake Learning Center Jessica Dodge – Maxfield Learning Center Whitney Mason – Rondo Learnng Center Catherine Butcher – Bruce Vento Learning Center Katie Pfalz – Obama Learning Center TBA – Hancock Learning Center Patty O’Neill – General Resource
Staff assistance available…
QUESTIONS?? COMMENTS??