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With Open Arms

With Open Arms. Developing Staff Learning Teams in Support of At Risk Students Mary Schlieder Norris School District 160 www.schoolswithopenarms.com. Who?. Repeated behavior problems Don’t respond to regular classroom behavioral support systems Principal’s “sidekicks”

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With Open Arms

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  1. With Open Arms Developing Staff Learning Teams in Support of At Risk Students Mary Schlieder Norris School District 160 www.schoolswithopenarms.com

  2. Who? • Repeated behavior problems • Don’t respond to regular classroom behavioral support systems • Principal’s “sidekicks” • Chronically unsuccessful students • Alphabet soup: ADD, ASD, OCD, ODD, PTSD, BPD, SPED, CD, NBS, PIT--

  3. Why? • Affect teacher’s ability to teach • Take time away from other students • Take time away from administration • School safety concerns • Federal mandates-IDEA • Costly to school districts-NCLB • Costly to society

  4. IDEA Individuals with Disabilities Education Act Free public education Least restrictive environment Between 1995 and 2005 increase from 45% to 52% in the number of students with disabilities in general classroom at least 80% of the time. U.S. Dept. of Education National Center for Education Statistics, 2007

  5. Why bother? “Special needs students do better academically and socially in general education classrooms than comparable students in non-inclusive settings.” Baker, E.T., Wang, M.C., and Walberg, H.J. (1994). The effects of inclusion on learning. Educational Leadership, 52(4), 33-35.

  6. No Verification? RtI: Response to Intervention • Shares responsibility for helping child find success • Focus on prevention of academic failure • Frequent progress measurement • Use of intensive research based interventions • Avoids “wait-to-fail”—Children receive help in • regular classroom immediately. • Provides broader range of supports in regular • classroom • VanDerHeyden, A., & Jimerson, S. (2005). Using response-to- intervention to enhance outcomes for children. California School Psychologist, 10, 21-32.

  7. Some things to think about…. • Dropouts from the class of 2008 in NE will cost the state nearly 1.3 billion in lost wages. Alliance for Excellence in Education, 2009 • Prison cost-1 yr. Nebraska-$34,850.20 Nebraska Dept. of Correctional Services, 2009 • Autism Study-3 indicators of success • Living on own • Employed • Has two or more friends

  8. Strategy Overview • Learn specific learning team implementation techniques for maximum benefits • Apply to specific at risk student examples • Become familiar with effective literature selections for learning team use

  9. What is a Learning Team? • Small, collaborative group of staff working together in a disciplined way to focus on a central issue. • Focus on teacher learning to address student needs • Builds rapport, trust, and support DuFour, R., (2004). Whatever it takes. Bloomington, IN: National Education Service.

  10. Case Study: Adam

  11. The Myth of Lazinessby Dr. Mel Levine Neurodevelopmental dysfunctions of the brain can affect the following areas: • Motor function • Attention • Memory • Language • Mental Energy

  12. Joey Pigza Swallowed the Keyby Jack Gantos(ADD)

  13. Structured Learning Teams • Keep teams small. • Choose/rotate leaders. • Leader sets schedule, emails study prompts ahead of time, facilitates meeting • Identify problem(s) to be solved • End of meeting-share idea implementation commitment-Who will do what? • Beginning of next meeting-share successes, concerns, collaborate, develop plans

  14. Plan for Adam • Demystify strengths and weaknesses • Provide materials management system • Allow to leave classroom after direct instruction • All homework done at school • Assignments written on board • Specific praise • Tests taken in resource room • Allow sports participation • Tutor ELL elementary aged students

  15. Results? • Participated in sports all 4 years • Improved scores on assessments • Graduated from high school • Maintained after school and summer employment • Volunteered with elementary students throughout high school • Currently attending university

  16. Case Study Caleb

  17. The Curious Incident of the Dog in the Nighttime(Asperger Syndrome) By Mark Haddon

  18. Jackson Whole Wyomingby Joan Clark(Asperger Syndrome)

  19. Look Me in the Eye:My Life with Aspergersby John Elder Robison

  20. With Open Arms: Creating School Communities of Support for Socially Challenged Kids By Mary Schlieder

  21. The Plan… • Seat in rear of classroom • Allow to arrive late to classes • Allow to leave when needed • Multiple copies of paper assignments • Hand out gum and tissue when needed • Provide opportunities for expanded science research/projects • Provide individual math class • Implement Circle of Friends peer mentor group

  22. Results? • Fewer meltdowns • More time spent in class • Increased social interactions with both peers and teachers • Extracurricular participation-ACADEC/Quiz Bowl • Volunteers in preschool • Improved scores on assessments

  23. But wait!Shouldn’t learning teams be focusing on the data?

  24. Case Study: Brian

  25. The Explosive Childby Dr. Ross Greene(behaviors)

  26. Behavior Baskets Non-negotiable Negotiable Of No (worth meltdown) (Learning Concern Taking Place) Right Now Basket A Basket B Basket C

  27. Brian’s Baskets Non-NegotiableNegotiableNo Concern -no aggression -amount of work -where work allowed required is done - disruptions -where to -locker keep supplies -eat in caf. -who writes -PE

  28. There’s a Boy in the Girl’s Bathroomby Louis Sachar(Behaviors)

  29. Results? • Increased time in regular classroom • Passing all classes • Passing state standard assessments • Socializes with other students • Less support required on assignments

  30. Nineteen Minutes by Jodi Picoult www.jodipicoult.com “Nineteen Minutes” “Fishbowl Discussion”

  31. Learning Teams in Supportof At Risk Students Just do it! Study guides available at: www.schoolswithopenarms.com

  32. Helpful Websites: • www.asperger.net • www.schoolswithopenarms.com • www.explosivechild.com • www.drhallowell.com

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