Building Culture

Building Culture Investment, Behavior Management, and Empowerment August 10, 2010

Where are We? In other words, we are now going to turn our attention to the first part of our Inclusion Vision: Inclusion teachers will deliver rigorous, standards aligned content and instruction on independent learning goalsin all inclusion classes regardless of the inclusion situation. Inclusion teachers will also build student empowerment in the inclusion setting. Ideally, CMs will long term plan standards-based instruction and differentiated content in collaboration with their co-teacher and deliver both effectively. If such long term planning is not possible due to challenges in working with a co-teacher, they will deliver effective standards-based instruction by teaching on the fly using toolkits and teach differentiated content during pull out sessions.

Objectives Special educators will be able to: • Understand that culture, through investment and behavior management, must be taught and reinforced in all inclusion placements daily. • Select and create strategies for ways to build culture in an inclusion setting. • Revisit and internalize the behavior management cycle. • Describe reward and consequence systems • Explain individual behavior systems • Describe and visualize the steps to deescalating students • Create a rough draft culture plan

Opening • Meet Ryan • Meet Malik

Agenda • (5 minutes) Opening • (5 minutes) Bucket Review • (3 minutes) Academic Investment Overview • (15 minutes) Academic Investment: I Want • (15 minutes) Academic Investment: I Can • (30 minutes) Behavior Management • (5 minutes) Closing

Overview of Inclusion Buckets If you are in bucket three, the culture you plan relies on you rather than the classroom space. If you are in bucket two, the culture you plan relies on you AND/OR the classroom space. If you are in bucket one, the culture you plan relies on the classroom space. Great----Co teacher Relationship ----Tricky

Academic Investment Overview Take notes on y our Building Culture Guide, Number 1 Investment = Results + Goals IN OTHER WORDS Investment = “I can” + “I want”

Academic Investment Overview, Continued • Getting them to WANT it and believe they CAN do it! • Remember Ryan and Malik… How do we get our kids to be as invested as them?

Academic Investment: I Want Take notes on your Building Culture Guide, Number 3 1 Check out what this can look like 2 4 3 2

Academic Investment: I Want Continued “They are really excited about seeing their growth on the chart, even arguing who will grow the farthest. I can't believe how much of a difference it made to put up a poster and show them their growth. We are all, for the first time, on the same page in terms of excitement of growing as readers.” - Craig Duchemin

Academic Investment: I Want Continued • “I want” means having a classroom or special Identity • Your goal is what makes your class or working with you unique, so students need to be able to identify with both the goal and your work with them as a means to hitting the goal • Having a classroom or identity based on the goal helps students feel supported and part of a community centered around the same values Bottom Line Kids need to feel like they are working toward something exciting and meaningful

Academic Investment: I Want Continued Use your Building Culture Guide, Number 4 to take notes during discussion • Which bucket does each picture on your Building Culture Guide, Number 3 represent? • How can we build “I want” in each bucket?

Beginning of the year Diagnose: A HUGE part of investment is showing kids where they are, which makes the goal urgent! Be real- show them were they are. Share the path to goal: Explain what you will do and what it will take to reach your goal. Throughout the year Give evidence of progress: consistently assess your kids and share the results with them Celebrate: Celebrate their progress at EVERY milestone. This proves to them that they can learn! Academic Investment: I Can Use your Building Culture Guide, Number 5 to take notes How can we build “I want” in each bucket?

Academic Investment: I Can, Continued • This is HARD, but it works • If you fail, keep going • Show kids evidence of learning and getting closer to the goal • Celebrate • Pitfalls • Blow off the goal • Not believe in your goal • Students don’t believe in themselves What can you do to avoid these pitfalls? Phil and Val’s kids have “I can”! Xavier has “I can”!

Behavior Management Use your Building Culture Guide, Number 6 to take notes Good behavior management comes when you have the following: • Good instruction • Rules and consequence System(s) • Implementation of the Behavior Management Cycle • Individual behavior plans for students who need it • De-escalation method

Behavior Management, Continued The first and best behavior management strategy is good instruction!

Behavior Management, Continued Your rules and consequence system must have: • 3-5 Clear, positive, explicit rules • Positives Incentive for following rules • Negative Incentives (consequences) for not following rules

Behavior Management, Continued Examples of clear, positive, explicit rules:

Behavior Management, Continued Positive Incentives for following rules:

Behavior Management, Continued Implementation of the Behavior Management Cycle

Behavior Management, Continued Step 1: Give Explicit Instructions

Behavior Management, Continued Step 2: Narrate Behavior

Behavior Management, Continued Step 3: Take Corrective Action

Behavior Management, Continued Watch two teachers executing the Behavior Management Cycle • Mr. Zimmerli • Ms. Copley What steps of the Behavior Management Cycle do you see them demonstrate?

Behavior Management, Continued Individual Behavior Plans • The Behavior Management System will be sufficient for 80% of your students • The other 20% (or student with externalized emotional disabilities) may require an addition individual behavior systems Individual Behavior Plans are: • Individualized and personal to a specific student • They are co-created between teacher, student, and parent (as appropriate) • They are only positive! Students can only earn points and they can never lose them

Behavior Management, Continued • Check out a sample behavior plan • Listen to Tony discuss how his plan helps him

Behavior Management, Continued De-escalation • ALL students can behave. However from time to time a student may escalate. • This happens when a student still is not responding to consequences or the behavior management cycle and gets angry. Steps to de-escalating: • Make sure all other students are occupied • Go over to escalated student, in a very calm voice say, “I know you are upset, how can we make you feel peaceful- I know this feeling isn’t good (DON’T ask what is wrong- focus on calming energy) • Find a peaceful, replacement behavior- sitting in the corner, peace pass to a neighboring teacher, writing out feelings in a journal, stress ball, reading a book, putting your head down, but give a time limit. • Remind that you want to help them calm down so they can continue to work and grow toward his/her goal.

Behavior Management, Continued Use your Building Culture Guide, Number 7 to take notes Good behavior management comes when you have the following: • Good instruction • Rules and consequence System(s) • Implementation of the Behavior Management Cycle • Individual behavior plans for students who need it • De-escalation method How can we manage our students’ behavior in each bucket?

Closing • What are you excited about when you think about building culture in an inclusion setting? • What are you nervous about when you think about building culture in an inclusion setting? • Choose your favorite brainstormed idea, write it on a sticky and post it on the poster

Building Culture