June 08 1

Competent Learner Model

Overview

June 08 2

Today you will learn…

• What is the CLM• What is the goal of the CLM• What are the foundations of the CLM• Who benefits from the CLM• What are the components of the CLM• What repertoires does the CLM curriculum

include• Who can participate in the CLM project• What is the role of the CLM coach

what it is

what’s behind it

the benefits

the pieces

the skills

who’s in

who does what

not one day

a year

more

What is CLM?

June 08 15

Competent Learner Model

a multi-component package for addressing the individual

learning needs of children who have difficulty participating in typical learning environments

So what’s the big deal?

Effective

Sustainable

It works.

If you commit

Fidelity

June 08 22

Competent Learner Model

Goal:To implement effective and

sustainable educational programs for children with challenging learning

problems

What’s behind it

June 08 24

Competent Learner Model

• Applied Behavior Analysis (ABA)

• Analysis of Verbal Behavior

• Direct Instruction

• Precision Teaching

Effective

Foundation

June 08 25

Tucci Learning Solutions

What can competent individuals do?

“Core of Learning”

Repertoires

How do we teach that?

June 08 29

Components of CLM

1. Learner assessments

2. Supplemental curriculum with effective teaching strategies

3. Staff training with coaching and collaborative consultation

4. Coaching and Implementation guidelines

Sustainable

The pieces

Lots of pieces

June 08 32

Pick up only what you need

June 08 34

Components of CLM

1. Learner assessments

2. Supplemental curriculum with effective teaching strategies

3. Staff training with coaching and collaborative consultation

4. Coaching and Implementation guidelines

Sustainable

June 08 35

CLM Learner Assessments

• Competent Learner Repertoire Assessment (CLRA)

• Curriculum Placement Test

Competent Learner Repertoire Assessment

CurriculumPlacement

Test

CurriculumPlacement

Test

June 08 36

(CLRA) Competent Learner Repertoire Assessment

June 08 37

CLRA Status Chart (per level)

June 08 38

CLRAsTALKER 0 1 2 3 4 5 0 1 2 3 4 5 0 1 2 3 4 5 0 1 2 3 4 5 0 1 2 3 4 5

.001(e)

.002(e).003(i)

.004(i)

.005(i)

.006(i)

.007(i)

.008(i).009a(i)

.009b(i).010(i)

OBSERVER

.101(t)

.102(t)

.103(t)

.104(t)

.105(t)

.106(t)

.107(t)

.108(t)

.701(im)

.702(ms).703(s)

Learner: Date:Pre-1

Competent Learner Repertoire Assessment: Summary Chart

RATING SCALE: 0 = No opportunity to observe; 5 = Repertoire mastered & performed consistently; 4 = Repertoire establish BUT

requires further development across people, places and items; 3 = Repertoire established BUT rarely performed across people,

places, & items; 2 = Repertoire established but response ONLY approximated; 1 = Repertoire NOT established.

Levels :Bobby

Level 4Level 2 Level 3Pre-1 Level Level 1

Assessors:

CLRA Summary Chart(across levels)

June 08 39

CLM Placement Test

June 08 40

CLM Reinforcer Survey

A Tool That Allows Us To Organize Our

Results By…

• Categories or Types of Reinforcement

• Value Ratings Per Reinforcer

• Potentially Aversive Stimuli

June 08 41

Assessments are used to answer:

1. What Repertoires Are To Be Developed (Strengthened, or Weakened)?

2. Are There Adequate Stimuli To Affect Change?

3. What Supplementary Contingencies Will be Delivered Given the Type of Programming Required?

4. How Can Parts of the Instructional Conditions be Arranged and Re-arranged Given the Required Contingencies or Programming?

June 08 42

CLM Learner Profile

Guides instructors through the formulation

questions for designing

programming

June 08 43

Components of CLM

1. Learner assessments

2. Supplemental curriculum with effective teaching strategies

3. Staff training with coaching and collaborative consultation

4. Coaching and Implementation guidelines

Sustainable

June 08 44

Supplemental Curriculum

Pre-1, Lessons 1-16Level 1, lesson 17-36

Participator, Lessons 1-36

Worksheets for Designing Contingencies

June 08 45

CLM Curriculum Components

• Scope and Sequence

• Lessons

• Formats

June 08 46

CLM CurriculumScope and Sequence

June 08 47

CLM RepertoiresA dynamic combination of behaviors

June 08 48

The Seven CLM Repertoires

• Talker

• Listener

• Observer

• Reader

• Problem Solver

• Writer

• Participator

June 08 49

CLM LessonA group of objectives for two or more repertoires

June 08 50

CLM FormatA written description of what is expected of the instructor and the learner during every lesson for each repertoire

June 08 51

CLM Formats help us know…

• What to Teach – Talker, Observer, Listener, Problem Solver, Reader,

Writer, Participator

• Where to Teach– Teacher-directed, Semi-directed, Peer-directed, and

Non-directed

• How to Teach– Curriculum, Instructional Materials, Physical Structure

and Teacher Delivery

June 08 52

CLM Format

• Teacher behaviors

• Learner behaviors

• Task requirements

• Criteria

June 08 53

RepertoireA dynamic

combination of behaviors

LessonA group of

objectives for two or more repertoires

FormatA written description of what is expected of the instructor and the learner during every lesson for each repertoire

June 08 54

Components of CLM

1. Learner assessments

2. Supplemental curriculum with effective teaching strategies

3. Staff training with coaching and collaborative consultation

4. Coaching and Implementation guidelines

Sustainable

June 08 55

CLM Staff Training

Course of Study

COS Unit 1-8 COS Units 9 & 10

June 08 56

Staff Performance Checkouts

• Checks for mastery of concepts targeted in units

• Provides opportunities for knowledge to be applied through assignments and role-playing

• Allows time for discussion and problem-solving

June 08 57

Components of CLM

1. Learner assessments

2. Supplemental curriculum with effective teaching strategies

3. Staff training with coaching and collaborative consultation

4. Coaching and Implementation guidelines

Sustainable

June 08 58

CLM Coaching

Unit 100 Coaching Binder

June 08 59

On-site Coaching Provides:

• Successful implementation of the model in the classroom

• Assistance in assessing and developing programs for learners

• Demonstration of instructional techniques

• A partner for problem-solving

June 08 60

Collaborative Consultation

• Team expertise supports the student and classroom

• Collaboration among parents and educators increases the likelihood of student success

June 08 61

Implementation Checklist

• Provides a step by step guide to the implementation of all components of the CLM

June 08 62

Four Phases of

CLM Implementation

June 08 63

Common tasks across all phases

Complete CLM Course of Study Units

Setup or refine classroom schedule

Implement programming

Collect specific types of data

Monitor learner and staff progress

CLM Implementation: A work in Progress

Do the units, making subtle changes to your

teaching as you go.

June 08 65

Phase 1Introductory COS Unit

and/or training day

Existing or general class schedule

Existing programming, conditioning staff & environment to have value plus

supplemental contingencies if needed

Reinforcer assessmentsCLRA data

Existing data collection and progress monitoringOnsite coaching and team meetings

Do what you’re doing, but make them really, really want

to be with you

June 08 67

Phase 2

COS Units 1 - 5

Refine schedule to include activities to focus on participation

Begin to imbed instruction of CLM repertoires into existing activities and routines

Finish CLRA’s & Conduct CLM placement testCollect participation data

Refine data tools to monitor progress in CLM curriculum

Onsite coaching, checkouts and team meetings

June 08 68

Phase 3

COS Units 6 - 10

Refine schedule to include all 4 instructional conditions

Increasing instruction of CLM repertoires across day in all activities and routines across

4 instructional conditions and PPI’s

Direct measurement of programming to develop repertoires

Create or refine data systems to monitor overall learner progress across IEP

Onsite coaching, checkouts, ISPC’s and team meetings

June 08 69

Phase 4

COS Units 11 - 12

Instructional Schedule in place across4 instructional conditions

Instruction of CLM repertoires & supplemental contingenciesAcross day in all activities and routines across

4 instructional conditions and PPI’s

Direct measurement of programming todevelop and weaken repertoires

Refine data and progress reporting systems to monitor overall learner progress across IEP

Onsite coaching, checkouts, ISPC’s and team meetings

Not there yet.

June 08 71

June 08 72

LESALearning Environment Status

Assessment

An ongoing classroom progress monitoring tool

June 08 73

June 08 74

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Components of CLM

1. Learner assessments

2. Supplemental curriculum with effective teaching strategies

3. Staff training with coaching and collaborative consultation

4. Coaching and Implementation guidelines

Sustainable

Where to Start?

Forms• Reinforcement

Survey• Permission Slips • Schedule Parent

Overview (Back to School Night)

Classroom Setup• Becoming a valued

instructor• Post Reinforcement

Charts• Schedules

– Post– Adhere to– Plan to Modify

June 08 76

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Participation in the CLM project

June 08 78

Entire Classroom Teams

• Classroom teachers• Paraeducators• Speech and Language Therapists• Occupational Therapists• Physical Therapists• Parents• Administrators• Psychologists• Behavior specialists

Teams

Families

June 08 81

Family Involvement

A foundation of the CLM is the belief that teams benefit from having common language, knowledge, skills and competencies to create success for learners across people, places and items.

Families must be provided with opportunities to learn about the CLM and be provided with resources to assist them in utilizing the skills taught at school to support their family priorities and routines at home and in the community.

June 08 82

Behavioral Health Agency Staff

Agency staff assigned to a student within aclassroom, with agency permission

May:• Go through the Course of Study units• Checkout on the units with classroom staff• Apply strategies when working with students

May not:• Remove CLM materials from the classroom• Copy CLM materials• Become certified CLM coaches

June 08 83

CLM internal coaches roles and responsibilities

• Work in the classroom one day per week• Follow CLM implementation checklist• Implement the CLM with fidelity• Support and coach staff toward competency in

delivery of the CLM• Systematically decrease support to classroom

staff as their knowledge and performance skills progress

Coaching

help for you when you need it

June 08 85

What can I expect from my PaTTAN coach?

Your PaTTAN coach will:• Work in the classroom with you up to 2 days per

month• Assist in adhering to the implementation steps

found in the Implementation Checklist• Provide coaching and support to you by

modeling all aspects of the CLM implementation

Coaching

help for you when you need it