Elementary EBD Programming

EBD academic aligned curriculum

Revised proactive behavior management system

Compliance MDE citations related

to EBD

Itinerant EBD teacher LRE Reduction of dismissals

and suspensions Over identification of

African-American males in EBD

Achievement

EBD Focus on the ABCs for 2010-11

Consistency in academic programming and schedules

Positive, community building teaching practices

Proactive behavior management

Data collection

Alignment of EBD programming

Environmental Management

Behavior Management

Affective Education

Individualization & Personalization

Academics

Career/ Life Skills/ Transition

Council for Exceptional Children (Researched based) Quality Indicators for EBD Programs

Essential Classroom Materials

Academic Curriculum

Assessment

Academic & Schedule Requirements

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

Review of District Expectations…

We use data to:

- Plan for instruction- Plan for intervention- Align with standards- Increase access to

general education

Types of data collection:

- In and out of class behavior logs

- Data sheets- MAP- MONDO- Whole to Part

Using Student Data

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

Components of Behavior Data Collection

Turn and share with 2-3 others ideas for behavior data collection

Be prepared to share with the group!

CARES Skills for Social Skills Instruction

Level System

Behavior Data Recording (in & out of class)

Aligned Point Sheets & Notes Home

NEW & IMPROVED for PROGRAM ALIGNMENT

Elementary EBD Behavior Intervention Program Model:

CooperationAssertionRespectEmpathySelf-Control

Creating a positive classroom community

Group establishment of rules

Set schedules and routines

Minimizing downtime

Clear, concise directions Teaching desired

behaviors Proximity control Engaging curriculum Verbal prompts and

praise

Goals of CARES Programming:

Essential Teaching Practices for the Special Education

ClassroomThe following practices are used to teach CARES behaviors. The CARES model is about teaching social skills and safely managing misbehaviors.

-Builds social skills - Builds a positive, inclusive community-- Builds academic readiness - De-escalates potential behavior problems

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1. Morning Meeting

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.

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

3. Academic Choice

4. Teacher LanguagePositive, Clear & Respectful

Telling Asking

Judging Describing

Reactive Proactive

We model for students the appropriate way to talk and handle anger when we use a calm and even tone at all times.

Reminding Language

Reinforcing Language

Redirecting Language

Teacher Language

5. Classroom Organization

6. Parents and Families- Teachers must communicate regularly with families- Use clear, non-judgmental language

New skills, as well as previously taught concepts, must be modeled by adults and students.

7. Interactive Modeling

Take a Break•Used for minor rule

infractions•Time in break depends

on student needs•Student is invited back

to the group

Restitution•“How can you fix the

situation?”•Both feelings and

property can be broken and need to be fixed

Loss of Privilege•The privilege that is

taken away should be tied to the privilege that was abused

8. Logical ConsequencesRespectful, Relevant & Reasonable

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

Logical Consequences

“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.

Understand that students with EBD will say things to intentionally push

your buttons.

When appropriate, ease tension through

humor.

Provide opportunities for students to “save

face”.

Set consistent limits and be sure that

students know them.

Ignore minor misbehavior

Generate 3-5 rules as a class

Teach and practice the rules

Refer to the rules daily

11. Creating Rules

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

The First Six Weeks…

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

Ways to Introduce and Teach CARES Skills

Level System

Quickly reinforces behavior

Based on daily point

sheet

All students begin the week on Level 2

Multiple level drops are a team decision

Level 1

Less than 70% of points

Restricted privileges

Level 2

71-84% of points

Moderate privileges

Level 3

85% or more points

All privileges

LEVEL SYSTEM

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

School Store Safe Club/ High Flyers Choice Time Basketball Service Learning Community/Team Building Activities Structured Recess

Proactive Program Wide Management Systems: Ways to Motivate the Use of the Level System

Point SheetClass Coopera-

tionAssertion Respect Empathy

Self-ControlStar Skill

** 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

In-Class Take a Break Procedures

Get in and out quickly

Minimize engagement

Don’t take things

personally

Practice Systematic Supervision

Use detailed documentation

Tag out when you need to

Intervention Room Basics

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

Intervention Referral Form

Federal Settings I & II Federal Setting III

Building Consistency Across EBD Settings: A Work in Progress…

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

Common Programming Expectations for all EBD Settings

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

Federal Setting I & II Classrooms

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

Unique to Federal Setting III

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

Staff assistance available…

QUESTIONS?? COMMENTS??