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Elementary EBD Programming. EBD Focus on the ABCs for 2010-11. Itinerant EBD teacher LRE Reduction of dismissals and suspensions Over identification of African-American males in EBD Achievement. EBD academic aligned curriculum Revised proactive behavior management system Compliance
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EBD Focus on the ABCs for 2010-11 • Itinerant EBD teacher • LRE • Reduction of dismissals and suspensions • Over identification of African-American males in EBD • Achievement • EBD academic aligned curriculum • Revised proactive behavior management system • Compliance • MDE citations related to EBD
Alignment of EBD programming • Consistency in academic programming and schedules • Positive, community building teaching practices • Proactive behavior management • Data collection
Council for Exceptional Children (Researched based) Quality Indicators for EBD Programs • Individualization & Personalization • Academics • Career/ Life Skills/ Transition • Environmental Management • Behavior Management • Affective Education
Academic & Schedule Requirements • Essential Classroom Materials • Academic Curriculum • Assessment
Review of District Expectations… • 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
Using Student Data Types of data collection: • In and out of class behavior logs • Data sheets • MAP • MONDO • Whole to Part We use data to: • Plan for instruction • Plan for intervention • Align with standards • Increase access to general education
Components of Behavior Data Collection 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
Turn and share with 2-3 others ideas for behavior data collection Be prepared to share with the group!
NEW & IMPROVED for PROGRAM ALIGNMENT CARES Skills for Social Skills Instruction Level System Behavior Data Recording (in & out of class) Aligned Point Sheets & Notes Home
Elementary EBD Behavior Intervention Program Model: Cooperation Assertion Respect Empathy Self-Control
Goals of CARES Programming: • Clear, concise directions • Teaching desired behaviors • Proximity control • Engaging curriculum • Verbal prompts and praise • Creating a positive classroom community • Group establishment of rules • Set schedules and routines • Minimizing downtime
Essential Teaching Practices for the Special Education Classroom 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
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.
3. Academic Choice • 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
6. Parents and Families - Teachers must communicate regularly with families - Use clear, non-judgmental language
7. Interactive Modeling • New skills, as well as previously taught concepts, must be modeled by adults and students.
Logical Consequences 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
“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.
11. Creating Rules • Generate 3-5 rules as a class • Teach and practice the rules • Refer to the rules daily
The First Six Weeks… • 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
Ways to Introduce and Teach CARES Skills • 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
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
Proactive Program Wide Management Systems: Ways to Motivate the Use of the Level System • School Store • Safe Club/ High Flyers • Choice Time • Basketball • Service Learning • Community/Team Building Activities • Structured Recess
In-Class Take a Break Procedures ** 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
Intervention Referral Form • 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
Building Consistency Across EBD Settings: A Work in Progress…
Common Programming Expectations for all EBD Settings • 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
Federal Setting I & II Classrooms • 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
Unique to Federal Setting III • 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
Staff assistance available… • 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
