Transcript Elementary EBD Programming - Saint Paul Public Schools

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EBD academic aligned
curriculum
Revised proactive
behavior management
system
Compliance
MDE citations related
to EBD
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Itinerant EBD teacher
LRE
Reduction of dismissals
and suspensions
Over identification of
African-American
males in EBD
Achievement
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Consistency in academic programming and schedules
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Positive, community building teaching practices
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Proactive behavior management
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Data collection
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Environmental
Management
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Individualization &
Personalization
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Behavior Management
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Academics
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Affective Education
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Career/ Life Skills/
Transition
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Essential Classroom
Materials
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Academic Curriculum
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Assessment
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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
We use data to:
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Plan for instruction
Plan for intervention
Align with standards
Increase access to
general education
Types of data collection:
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In and out of class
behavior logs
Data sheets
MAP
MONDO
Whole to Part
Data collection refers to written documentation of
academic and behavioral progress (excludes
Intervention logs)
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Target behavior
Frequency
Intensity
Duration
Level of independence/ Level of support needed
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
Cooperation
Assertion
Respect
Empathy
Self-Control
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Creating a positive
classroom community
Group establishment of
rules
Set schedules and
routines
Minimizing downtime
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Clear, concise directions
Teaching desired
behaviors
Proximity control
Engaging curriculum
Verbal prompts and
praise
The following practices are used to teach CARES behaviors.
The CARES model is about teaching social skills and safely
managing misbehaviors.
1. Morning Meeting
-Builds
social skills
- Builds a positive, inclusive community
-- Builds academic readiness - De-escalates potential behavior problems
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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.
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Students are provided as
much choice as possible
throughout the day
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Choices are given in an
effort to:
◦ Help students learn how to
make good choices
◦ Decrease power struggles
◦ Increase interest in learning
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 Reinforcing Redirecting
Language Language Language
5. Classroom Organization
- Teachers must communicate
regularly with families
- Use clear, non-judgmental
language
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New skills, as well as previously taught concepts, must
be modeled by adults and students.
Take a Break
Restitution
Loss of Privilege
• Used for minor rule
infractions
• Time in break
depends on student
needs
• Student is invited
back to the group
• “How can you fix
the situation?”
• Both feelings and
property can be
broken and need to
be fixed
• The privilege that is
taken away should
be tied to the
privilege that was
abused
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
Understand that
students with EBD
will say things to
intentionally push
your buttons.
When appropriate,
ease tension through
humor.
Set consistent limits
and be sure that
students know them.
Provide opportunities
for students to “save
face”.
Ignore minor
misbehavior
10. Problem Solving Strategies
When working with students, staff must
remain calm at all times and role model
appropriate behaviors.
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Generate 3-5 rules as a
class
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Teach and practice the
rules
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Refer to the rules daily
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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
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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
Quickly
reinforces
behavior
Multiple
level drops
are a team
decision
Level
System
All students
begin the
week on
Level 2
Based on
daily point
sheet
Level 1 Level 2 Level 3
Less than
70% of
points
71-84% of
points
85% or
more points
Restricted
privileges
Moderate
privileges
All
privileges
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Any display split into
three separate sections
can work
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Some ideas include:
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Race track
Pocket charts
Clothes pins
Frogs and lily pads
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School Store
Safe Club/ High Flyers
Choice Time
Basketball
Service Learning
Community/Team Building Activities
Structured Recess
Class
Cooperation
Assertion
Respect
Empathy
SelfControl
Star Skill
** All in-class interventions should be attempted prior to
using out-of-class intervention
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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
Get in and out
quickly
Minimize
engagement
Don’t take
things
personally
Practice
Systematic
Supervision
Use detailed
documentation
Tag out when
you need to
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Learning Centers will pilot SWIS, a new web based
system for Intervention data
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Continue to document use and length of restrictive
procedures
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Intervention Referral Form has some discrepancies
between Bottom Line Behavior language and SWIS
language
Federal Settings I & II
Federal Setting III
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Implementing Elementary EBD Behavior
Intervention Program Model (CARES) with fidelity
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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
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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
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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
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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