Module 6: Individual Problem Solving for the CTE Teacher

1. Module 6: Individual Problem Solving for the CTE Teacher Lawrence Dennis Robert Baer Dee Sturgill

2. LESSON ORGANIZER MATRIX 3. Last Unit: Module 5: Classroom Strategies for Mixed Ability Classrooms 1. This Unit: Module 5: Individual Problem Solving for CTE Teachers 4. Next Unit: Developing Professional Learning Communities 5. Big Question: What do we do when we get a student who requires individualized interventions? 2. Is about? 6. The Key Concepts 1. Analyze the problem 5. Sensory-Mobility Needs 4. Behavioral Needs 2. Non-motivated 3. Learning Problems • Tasks 7. Self-test Questions • What strategies should be used to analyze an individuals problem? • What are the 4 major causes for the non-motivated child? • What are the major causes of learning problems and how are they address. • What are the 3 major causes of behavior problems and how can each be address • What technology can assist a student with sensory –mobility needs? Lecture learning environments Small group discussion Lecture learning activities Small group discussion Lecture assignments and grading Small group activity

3. Analyzing the Problem • Address the problem, not the child • Positive communications • Ask the student about the specific behavior that has surfaced • Use the matter of fact voice • Connect to employment/work force • Be non-confrontational

4. Analyzing the Problem • Address the student in a safe environment • If they are emotionally upset you should defuse the situations first • Reviewing the IEP • Consult expert assessments • Review student records

5. Group Activity • Group together • Given a category • Analyze the problem • Identify strategies to address the problem by reviewing the slides to assist you. • Report back to the group on the strategies you have selected, referencing slides that helped your group develop the strategies.

6. 6.1. The Unmotivated Student: Causes • Low self-esteem results in withholding effort or procrastinating to avoid failure • Lack of home support may result in students de-valuing education or their learning ability • Peer pressure may result in students de-valuing education or their learning ability • Low classroom expectations results in low self-expectations/boredom

7. a. Dealing with motivation problems related to low self-esteem • Build on strengths –develop assignments that promote the individual’s unique skills (see “Think Tac Toe” and Jigsaw approach, Modules 2-3) • Provide positive feedback at 3:1 ratio to corrective feedback • Provide more frequent feedback (see Module 2) • Promote “errorless” learning through forward or backward chaining approaches (see Module 2) • Avoid grading projects that require a high degree of risk

8. b. Dealing with motivation problems due to lack of parental support • Develop two-way informal communication with parent(s) • Schedule calls just to say, “Hi” and ask if there are any concerns. Take notes and in subsequent calls ask how concerns from last call have progressed • Be aware of parent time constraints (e.g., single parents) and provide options for school projects • Value parents’ input and try to implement their ideas • Reach out to parents through personal invitations to meetings, volunteer opportunities, and training

9. c. Dealing with motivation problems related to peer pressure • Enhance positive peer pressure by involving the student in clubs, student politics, athletics, or peer mentoring • Get to know students’ interests and allow them to use these interests in exploring assignments • Get to know students’ peers and enlist them in motivating the student, if possible • Bring in model or older peers to counteract the messages of negative peers

10. d. Dealing with motivation problems due to low classroom expectations • Use “Think Tac Toe” (Module 2) and assign students to challenging groups • Provide challenging assignments, provide feedback, and allow students to correct • Develop ways that students can self-monitor their performance and challenge them to continuously improve • Goal contracts

11. Goal Contracts • My goal for the week is to: • I meet my goal for the week when: • I did not meet my goal for the week when: • Student signature and Date

12. 6.2. The Student with Learning Problems: Causes • Lack of cognitive strategies • Processing impairments • Cognitive impairments

13. a. Dealing with Learning Needs due to Lack of Cognitive Strategies • Teach how to focus attention and limit distractions • Teach meta-memory strategies such as mnemonics (see Module 1) • Teach meta-comprehension strategies such as REACT (see Module 5) • Teach self-regulation strategies such as check off lists, PACE (see Module 5)

14. b. Dealing with Learning Needs Related to Processing Impairments • Eliminate distractions in students’ work places • Provide self-monitoring strategies to check understanding (e.g., REACT-Module 5) • Provide sound field or preferred seating to increase or improve level of sensory input (see Module 1) • Use errorless learning approaches to avoid learning mistakes (e.g., backward or forward chaining in Module 2) • Provide more frequent feedback to maintain attention (see Module 2)

15. c. Dealing Learning Problems related to Cognitive Impairments • Consult IEP or background records to determine causes of cognitive impairments (Module 4) • For damage to short-term memory use routines, checklists, and palm pilots to cue daily routines or steps in task (see Module 2) • Continuously reinforce the use of these supports • For generalized cognitive impairments use task analysis and chaining (see Module 2) • For all cognitive impairments develop environmental and academic supports (e.g., peer mentors, scaffolded study materials, individual interventions, and practice drill pairing)

16. Some other accommodations for Learning Problems • Highlight important ideas in texts • Identify the main steps or key components through task analyses (see Module 2) • Provide help with note taking (see Module 2) • Let students use concrete materials and objects to learn concepts (see Module 3) • Let students use a calculator or spell checker • Grade content and mechanics separately and give student chance to correct spelling and grammar errors (see Module 5) • Break long assignments into parts with due dates for each (see Module 2)

17. 6.3. The Student with Behavioral Needs: Causes • Avoidance • Attention Seeking • Emotional

18. a. Avoidance Behaviors • If primarily triggered by hypersensitivity and anxiety • Systematic desensitization – expose the student gradually to aversive situations with support such as social stories (Module 1) • If a long history of successful escape from aversive situations • Avoid suspensions or time outs which are reinforcing • Identify realistic goals and provide negative reinforcement (nagging, etc.) coupled with positive reinforcements (earn computer time, etc.) for completion of goals or steps • Phase in self-monitoring approaches (e.g., checklists or goal contracts-Module 5) that give the student greater control • Be prepared for escalation of behavior, especially if behavior has been intermittently reinforced in the past

19. b. Attention Seeking Behaviors • If triggered by need for assurance and recognition by the teacher • Train and reinforce appropriate ways of gaining attention while ignoring inappropriate (e.g., write notes, meet after class) • If triggered by need for acceptance by peers • Try to make teaching more relevant to peer culture without pandering • If achievement is not valued by peers, involve peer mentors, role models, or develop a more personal relationship with the student

20. c. Emotional Behavior Disorders - 1 • If emotions result in excessive anger or agitation • Consult the IEP team, intervention team, or professional to develop a plan (Module 4) • Learn to read agitation cues and intervene early through re-direction and decreasing stimulation (e.g., noise, lights) • At early stage of agitation, stand beside student and use firm matter-of-fact verbal directions • If behavior continues to escalate gently guide student away from the situation using body language • Make sure student is calm and can make eye contact before renewing task activities

21. Some Notes on Autism Spectrum Disorders • Often rituals develop as a way of protecting the student from overstimulation or feared objects • Once established, these rituals are very hard to stop without causing a “meltdown” so: • Use the “broken windows” approach by intervening at the early stages in rituals or agitation before the student becomes too withdrawn or agitated • Use body positioning to calm and re-direct the student and use minimal matter of fact verbal prompts • Provide ways to reassure students through comforting routines and social stories (see Module 1) • Try to eliminate sources of overstimulation whenever possible • Have an emergency plan that is cleared with the IEP team

22. c. Emotional Behavior Disorders- 2 • If emotions result in depression, withdrawal • Consult the IEP team, intervention team, or professional to develop a plan • Provide more frequent reinforcement • Use task analyses to break task into smaller parts • Use supportive encouraging verbal instructions

23. Behavior Contracts-Example [Student name] is expected to follow the teacher's directions the first time she asks him to do something. He/she is expected to do so promptly and with a good attitude. Each time that [Student name] does not meet these expectations, he/she will receive a tally mark for the day on the tracking sheet. These tally marks will determine the rewards and consequences that [Student name] receives, as shown below. • Zero tallies in one day = A chance to choose from the rewards listed below • One tally in one day = A chance to roll the dice for one of the rewards listed • Two or more tallies in one day = Does not get a chance to roll the die that day • We agree to the terms of this behavior contract as set forth above. ___________________ [Teacher Signature] ___________________ [Parent / Student Signature]

24. 6.4. Sensory and Mobility Impairments: • Hearing Impairments • Visual Impairments • Mobility Impairments

25. a. Hearing Impairments • Consult the IEP team, Intervention Team, or Professional • Provide preferential seating for mild hearing impairments • Provide sound fields and note-takers for moderate hearing impairments (see Module 1) • Use FM receiver and note-takers for severe hearing impairments • Provide visual supports, especially in acoustically poor environments (e.g., written instructions, cue cards for “stop” in lab, peer supports, etc.) • See Job Accommodation Network website

26. b. Visual Impairments • Consult the IEP team, Intervention Team, or Professional • Provide preferential seating and better lighting for mild visual impairments • Provide large-print media and computer screen enhancers for moderate visual impairments • Provide audio tapes for severe hearing impairments • Provide supports, especially in work environments (e.g., audio instructions, peer supports, etc.) • Eliminate non-essential elements of the job or assignment that require visual acuity • See Job Accommodation Network website

27. c. Mobility Impairments • Consult the IEP team, Intervention Team, or Professional • Arrange the room to provide a clear path for the wheelchair or student with orthotics • Ensure that the desk, computer, and study supplies are laid out for easy and comfortable access • Provide jigs and other devices to hold work steady • If hand use is impaired, have student use tape recorder or provide note-taker • Eliminate non-essential elements of jobs or assignments that require mobility or fine motor skills • See Job Accommodation Network website

28. Professional Learning Communities • Robert Baer • Lawrence Dennis • Dee Sturgill

29. Three Essential Questions for Professional Learning Communities • Administrators and teachers at all levels had to focus their energies on three critical questions: • “What is it we want all students to learn, • how will we know when they have learned it, • and how will we respond when a student is not learning?” Building a Professional Learning Community DuFour, R (2003). The School Administrator. AASA, May.

30. Implementing the Training • Robert Baer • Lawrence Dennis • Dee Sturgill

31. Developing a Training Committee – A Group Process Model • Forming • Objective: Stakeholders commit to forming around to provide training in on or more modules • Storming • Objective: Stakeholders become engaged as contributors to the group • Norming • Objective: Stakeholders agree on a plan • Performing • Objective: Stakeholders take responsibility for different pieces of the plan • Adjourning/Celebrate • Objective: Stakeholders feel accomplishment and are likely to participate in future training development

32. 1. Forming • Identify the stakeholders • Teachers • Administrators • Special educators • Employers • Related service providers • Parents and students • Adult service providers • Assessment specialists • Other • Meet or talk with key stakeholders individually • Provide copies of training modules before meeting or refer to website www.cteproject.com. • Describe goal (diverse teaching) and get their input • Solicit support for an brainstorming meeting and get tentative dates

33. 2. Storming - Preparation • Schedule storming meeting (try to allocate 1.5 hours if possible) • Set up comfortable room and treats. Get sticky notes and pens • Develop 3-4 key open-ended questions addressing concerns from pre-meetings • Example: How can we deliver training with everyone’s busy schedules? • Example: Where could we hold training? • Example: How can we deliver training so teachers will use it?

34. 2. Storming – the Meeting • Describe brainstorming as a way of generating as many ideas as possible • No such thing as stupid ideas • No criticism or anecdotes please • Appoint a leader, recorder, and time-keeper • Have the leader present the questions and keep group on task • Have the recorder write short versions of ideas on sticky notes with a marker in big letters • The time-keeper should announce the amount of time to be spent on each question and keep the group on schedule • Conduct the brainstorming meeting. The leader should elicit ideas from quiet members • Develop a plan to provide brainstorming results and a tentative plan to members (by meeting or E-mail)

35. 3. Norming • Develop a prototype training plan from brainstorming ideas • Who will take the lead in training? • What modules will be presented? • When will the training be offered? • Where will the training be offered? • How will training be marketed? • Meet or hold a follow up meeting with stakeholders to discuss prototype and revise as needed

36. 4. Performing • Identify training date(s) and times • Notify audience to save the dates • Develop training description or brochure which describes dates, time, location, and topics • Mail or E-mail to audience • Develop registrations (E-mail?) and confirm • Copy handouts (PowerPoint, etc.) and evaluation forms • Set up room (“U” shape makes for better discussion) • Get to training early to ensure everything is working • Provide training • Leave time for evaluation –don’t let training go over-time

37. CELEBRATE

38. Forming: (describe general mission, meet key stakeholders, refine mission, and get commitments, times) • Storming: (schedule meeting and develop guiding questions) • Norming: (develop prototype training idea from storming and distribute) • Performing: (develop steps and assign responsibilities) • Adjourning: (provide recognition and follow up) Career Center PLC Leader Worksheet

39. A Rose by Any Other Name: Professional Learning Communities Many, T (2009). TEPSA News. Jan/Feb, 7-15. Building a Professional Learning Community DuFour, R (2003). The School Administrator. AASA,May. Can Star Teachers Create Learning Communities Haberman, M (2004). Educational Leadership. 61 (8), 52-56. Co-developers: Partners in a study of professional learning communities Capers, M, Cowan, D (2000). SEDL Issues . . . About Change. 8(2),1-8. Retrieved June 18, 2007, from http://www.sedl.org/change/issues/issues82/issues-8.2.pdf. Community: Caution--Teams at work DuFour, R (1999). Journal of Staff Development. 20(2), 57-58. Community: Getting Everyone to Buy In DuFour, R (2001). Journal of Staff Development. 22(4), 60-61. Community: How to Launch a Community DuFour, R (2001). Journal of Staff Development. 22(3), 50-51. Creating a professional learning community: Cottonwood Creek School. Hord, S M. (1998). SEDL Issues . . . About Change. 6(2),1-8. Retrieved June 18, 2007, from http://www.sedl.org/change/issues/issues62/issues62.pdf. Developing a Substantive Professional Learning Community Hinman, C (2006). National Forum of Educational Administration and Supervision Journal. 24(1), 29-35. Educators Must Accept the Challenge to be Professional Muhammad, A (2006). Leading Change-CENMI. Volume 5, Issue 2, 14. From Closets to Community: Our PLC Saga Rigsbee, Cindi (2008). Teacher Magazine. Retrieved July 7, 2008, from http://www.teachermagazine.org. How We Formed Our Community Burnette, B (2002). Journal of Staff Development. 23(1), 51-54. Issues in Restructuring Schools Newman, Fred (1994). Center on Organization and Restructuring of Schools. School of Education, Wisconsin Center for Education Research. Issue Report No. 6, Spring. Launching Professional Learning Communities: Beginning Actions Cowan, D, Leo, T (1999). SEDL Issues . . . About Change. 8(2),1-8. Retrieved June 27, 2007, from http://www.sedl.org/change/issues/issues81/issues-8.1.pdf. Leading Edge: Bring the Whole Staff on Board DuFour, R (2002). Journal of Staff Development. 23(3), 76-77. Leading Edge: Culture Shift Doesn't Occur Overnight-Or Without Conflict DuFour, R (2004). Journal of Staff Development. 25(4), 63-64. Leading Edge: One Clear Voice Is Needed in the Din DuFour, R (2002). Journal of Staff Development,. 23(2), 60-61. Leading Edge: Procrastination Can Sink Even the Best School Improvement Plan: A Few Simple Strategies Can Help Get Those Projects Moving Forward DuFour, R (2003). Journal of Staff Development. 24(1), 77-78. Leading in Professional Learning Communities Eaker, R, Gonzalez, D (2006). National Forum of Educational Administration and Supervision Journa. 24(1), 6-13. Moving Toward the School as a Learning Community DuFour, R (1997). Journal of Staff Development. 18(1), 52-53. 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