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Fairview South School

Fairview South School. Fairview South School. Learning Targets. Obtain an overview of current PBIS implementation Learn about recent professional development and applications Gain an understanding of current Work Center jobs Learn about new Transition Checklist (18-21).

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Fairview South School

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  1. Fairview South School Fairview South School

  2. Learning Targets • Obtain an overview of current PBIS implementation • Learn about recent professional development and applications • Gain an understanding of current Work Center jobs • Learn about new Transition Checklist (18-21)

  3. PBIS Core Elements • Proactive Approach • Systematic Approach/Framework • Improved Social Culture • Practices-Data Based Decision Making • Consistent Environment for All (student/staff)

  4. Essential Components of the Universal Level Primary Prevention –positive expectations across all settings to increase positive behaviors & decrease negative behaviors. -Rules stated in positive terms -Rules based on observable & measurable behaviors -Rules simple & age/developmentally appropriate -Rules kept to a minimum Instructional Emphasis – social skills are taught in the same way as academic skills. Classroom Management – Teaching classroom routines & cues, active supervision, frequent pre-corrections & reminders, & high rates of positive reinforcement. Data driven decision making – Using data to identify problem areas, pattern of student behavior, effects of interventions, & ongoing progress monitoring

  5. 2012-2013 Office Calls

  6. Proactive Positive Reinforcement Marty Emery/Tiwana Mueller

  7. MAKE A GOOD IMPRESSION “BE A STAR”

  8. MAKE A GOOD IMPRESSION “BE A STAR”

  9. MAKE A GOOD IMPRESSION “BE A STAR”

  10. : Date: Reason: MAKE A GOOD IMPRESSION “BE A STAR”

  11. Direct Instruction of Skills • Watch Personal Space Video Clips- • View PBIS Cool Tool Example Lessons

  12. Cool Tool Lesson

  13. Cool Tool Lesson

  14. Staff Professional Development • Dr. Pamela Mims-Emerging Options for Teaching LA • Discussion/demonstration by Mindy Knippel • CESA #1 Autism Training- Kate McGinnity • Discussion by Cortney Youngblood

  15. Dr. Pamela Mims-Emerging Options for Teaching English/Language Arts • Middle School Thematic Units linked to general education • Vocabulary: Time delay • Read aloud: Literature- novel adapted as chapters, nonfiction, poem for unit • Comprehension: Systematic instruction, Direct Instruction • Writing (Persuasive & Narrative): Graphic Organizers • Research: KWHL chart

  16. Themes and literature selected

  17. Vocabulary using Time Delay Video clips from Dr. Mims • Receptive http://mast.ecu.edu/modules/ps/lib/media/video01.html 2. Expressive http://mast.ecu.edu/modules/ps/lib/media/video02.html

  18. Post Reading Response Options

  19. Response Options for Students

  20. Response Options for Writing • Students can • write their answers • Say their answer for someone else to write • Circle answers • Paste words, symbols, or photos

  21. Create a poem I can ___ can make a difference I everyone We can all have____ peace happiness I will not____ fight hate I can be the___ one boy girl Who changes ____ the world people

  22. Lights! Camera! Autism!Cortney Youngblood What and who are you videotaping? -video of student -video of another preferred individual “Research has found that the use of video modeling (including self modeling and peer modeling) can have a great positive impact in the areas social communication, daily functioning skills, and academic performance on children with various disabilities . . .” Benefits: -proven more effective than live modeling -faster rates of acquisition -promotes generalization Ideas for implementation: • Feedforward= way to introduce new skill or behavior • Positive Self Review= reinforce/support student fluency or performance • Transition video= preparation for upcoming transitions • Desensitization video= exposure to overcome anxiety or targeted fear

  23. Work Center UpdateKathy Davis Vision: Provide all students with the opportunity to learn and practice vocational skills. Goal: Increase the length of on-task behavior and task completion, increase use of individual work schedules, decrease the need for staff prompting and increase individual independence.

  24. Work CenterKathy Davis Demonstration • The use of a structured work system approach provides the students with visual supports that help clarify: • What is the work I have to do? • How much work do I have to do? • When am I finished? • What comes next? • Technology in the Work Center

  25. Project Launch is a community-based program, • predominately for18-21 year-old students • who are preparing for life as adults. • This program will assist our students in becoming • active members of their communities. Leslie Gray *Students in the Launch Program routinely work in a variety of environments including in the school Work Center, at a Goodwill Work Development Program and on a rotating basis at three different community volunteer sites. *Students use recreation/leisure sites in the community such as the YMCA, restaurants, stores, parks, libraries, etc. to develop social, communication skills and consumer skills, increase their fitness levels, and to find recreational activities that they enjoy in the community.

  26. *The Launch curriculum was developed to increase students’ skills in the following areas so that they can more fully participate in their families & communities. *Safety Skills *Vocational Skills *Social/Interpersonal Skills (including communication and behavioral skills) *Community Skills *Recreation/Leisure Skills *Daily Living Skills (including self care, eating, cooking and home related skills)

  27. *We created a Transition Assessment to measure the progress our students were making in the areas the Launch Program focuses on to prepare our students for transition to the adult world. *Other teachers will be able to use this assessment to measure their students’ growth in the functional areas of their curriculums. *Where applicable we aligned our transition assessment to the Common Core Essential Elements (CCEE)/School Skills. *Rating Scale: 3- Independent or Mastered (Able to Problem Solve) Uses a Visual Sequence (VS) 2- Emerging or Inconsistent Performance or Needs Gestural Prompts (G), Verbal Prompts (V), Pictured Prompts (P) 1- Needs Physical Assistance or Direct Supervision 0- Not Observed or Not Attempted

  28. Example of Transition Assessment for Safety

  29. Example of Transition Assessment for Social/Interpersonal Skills

  30. Thank you Friends of Fairview South • Questions? • Exit slip completion

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