Fairview South School. Learning Targets Obtain an overview of current PBIS implementation Learn...
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- Slide 1
- Fairview South School
- Slide 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)
- Slide 3
- Proactive Approach Systematic Approach/Framework Improved
Social Culture Practices-Data Based Decision Making Consistent
Environment for All (student/staff) PBIS Core Elements
- Slide 4
- 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
Essential Components of the Universal Level
- Slide 5
- 2012-2013 Office Calls
- Slide 6
- Proactive Positive Reinforcement Marty Emery/Tiwana
Mueller
- Slide 7
- Expectations ClassroomHallwayCafeteriaBathroom Be Safe Quiet
hands and feet Walk on right side or Green side Quiet hands and
feet Stay in my seat until dismissed Quiet hands and feet Keep
water in sink Keep area clean Be Respectful Use quiet voice Keep
personal space Greet others if greeted Use quiet voice Keep
personal space Eat my own lunch Use quiet voice Keep personal space
Respect others privacy Be Responsible Keep moving Check schedule
Carry my items Carry tray with two hands Clean up my own area Take
items back to classroom Flush toilet once Wash and dry my hands Put
garbage in trash can. MAKE A GOOD IMPRESSION BE A STAR
- Slide 8
- Hallway Be Safe Quiet hands and feet.Walk on the right or green
side. Be Respectful Use quiet voice.Keep personal space. Greet
others if I am greeted. Be Responsible Keep moving.Check
schedule.Carry my own items. MAKE A GOOD IMPRESSION BE A STAR
- Slide 9
- Cafeteria Be Safe Quiet hands and feet.Stay in my seat until
dismissed. Be Respectful Use quiet voice. Keep personal space. Eat
my own lunch. Be Responsible Carry tray with two hands. Clean up my
own area. Take items back to classroom. MAKE A GOOD IMPRESSION BE A
STAR
- Slide 10
- : Date: Reason: Bathroom Be Safe Quiet hands and feet. Keep
water in sink.Keep area clean. Be Respectful Use quiet voice.Keep
personal space.Respect others privacy. Be Responsible Flush toilet
once.Wash and dry my hands. Put garbage in trash can. MAKE A GOOD
IMPRESSION BE A STAR
- Slide 11
- Direct Instruction of Skills Watch Personal Space Video Clips-
View PBIS Cool Tool Example Lessons
- Slide 12
- Date: Behavior: Personal Space Lesson : Hula Hoop Space Ship
Purpose of lesson (what you want students to learn) a)To practice
respecting others personal space. b)To understand that we each have
our own personal space area in a room. c)To show it may be
difficult to do things when others are in your personal space.
Classroom activity/procedure (modeling, role playing, writing,
etc.) 1.Show students a hula hoop and tell them this is a personal
space ship. 2.Choose a volunteer who thinks they would be a good
pilot. a)Give student hula hoop and place it around his/her waist.
b)Ask if he/she has enough room for all of the controls. c)Ask the
student to fly around the room in the personal space ship d)Choose
a few more volunteers and add those students, one at a time, into
the personal space ship. e)Ask the pilot if he/she can fly just as
well with a space load of passengers as when he/she was the only
one on board. f)Discuss why the pilot had more and more trouble
flying his/her personal space ship with each passenger added. g)Ask
students what they learned and what they understand about personal
space needs. Teaching Tools / Resources / Examples (materials; what
you need for the lesson) 1.One hula hoop Follow up / Reinforcement
ideas (students demonstrating understanding of new skill) 1.School
staff practices personal space with students in various settings
within the classroom and school. 2.Staff rewards students with Good
Impression Star Awards when they observe respect of personal space
of others. Cool Tool Lesson
- Slide 13
- Date: Behavior: Personal Space Lesson : Bubbles Purpose of
lesson (what you want students to learn) a)To practice respecting
others personal space. b)To understand that we are different sizes
and that some people require more personal space than others.
Classroom activity/procedure (modeling, role playing, writing,
etc.) 1.Begin with blowing bubbles. 2.Explain that everyone has
their own personal space bubble. 3.After blowing a few bubbles, pop
a couple with your fingers/body. 4.Ask students the following while
they look at blown bubbles. a)What do they notice about the size of
the bubbles? (different sizes) b)What happens when we get to close
and touch a bubble? (The bubble pops) c)Relate how we are different
sizes and that when others get to close to us it may lead us to
become angry or upset if our bubble (personal space) is popped.
Teaching Tools / Resources / Examples (materials; what you need for
the lesson) 1.One bottle of bubbles. Follow up / Reinforcement
ideas (students demonstrating understanding of new skill) 1.School
staff practices personal space with students in various settings
within the classroom and school. 2.Staff rewards students with Good
Impression Star Awards when they observe respect of personal space
of others. Cool Tool Lesson
- Slide 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
- Slide 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 15
- Slide 16
- Themes and literature selected Unit 1: ChangeUnit 2: Values and
decision making Unit 3: Social justice Unit 4: Global awareness
Fiction- Holes Fiction- Outsiders Fiction- Number the Stars
Fiction- Dragon Wings Nonfiction- We Beat the Street: How a
Friendship Pact Led to Success Nonfiction- Neighbors Nonfiction
play- The Diary of Ann Frank Nonfiction play- Sadako and the
Thousand Paper Cranes Poem- Still I Rise Poem- Dreams Poem- When we
turn out the light Poem- One Tribe Research- Changes Research-
Gandhi Research- Danish Resistance Movement Research- Immigration
16
- Slide 17
- Vocabulary using Time Delay Video clips from Dr. Mims 1.
Receptive http://mast.ecu.edu/modules/ps/lib/media/video01.ht ml 2.
Expressive http://mast.ecu.edu/modules/ps/lib/media/video02.ht ml
http://mast.ecu.edu/modules/ps/lib/media/video02.ht ml
- Slide 18
- Post Reading Response Options
- Slide 19
- Response Options for Students
- Slide 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
- Slide 21
- Create a poem I can ___ can make a differenceIeveryone We can
all have____ peacehappiness I will not____ fighthate I can be
the___ one boy girl Who changes ____the worldpeople
- Slide 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
- Slide 23
- Work Center Update Kathy 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.
- Slide 24
- Work Center Kathy 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
- Slide 25
- Project Launch is a community-based program, predominately for
18-21 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.
- Slide 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)
- Slide 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
- Slide 28
- SKILL: COMMON CORE ESSENTIAL ELEMENTS RATING & Date
COMMENTS Safety Skills -Stays with supervisor when required -Walks
safely in parking lots and on streets -Uses a cell phone to call
for help or 911 -Recognizes a stranger -Describes who is safe to go
with -Is safe among strangers -Maintains appropriate social
distancing -Summons help when needed -Demonstrates emergency skills
stays calm, follows a plan or supervisors directions, and
demonstrates how to reach emergency contacts Level I AA Students
will: EERI.11 12.3. Match informational sources. Ex. Match media
danger warnings (e.g., radio or television for tornados) to warning
signs (e.g., Directions to go to basement during a tornado
warning.). Example of Transition Assessment for Safety
- Slide 29
- SKILL: COMMON CORE ESSENTIAL ELEMENTS RATING & Date
COMMENTS Social/Interpersonal Skills -Responds to greetings
appropriately -Greets people (initiates greetings) -Demonstrates
appropriate ways to get attention -Acknowledges directions,
greetings, etc. Level I AA Students will: EESL.1112.1.c. With
guidance and support, ask or answer questions during a discussion.
Ex. Answer questions posed by peers during a discussion (e.g., yes
or no, single words, activate a voice output device with
preprogrammed messages, point to a picture). EESL.1112.1.d. Make a
comment or claim during a discussion. Ex. Agree with something a
peer says by indicating, yes! Ex. Use a preprogrammed communication
device to make a comment during a discussion. -Initiates
conversations on appropriate topics Level I AA Students will:
EESL.1112.6. Communicate in a variety of contexts. Ex. When working
with a related services provider, select a symbol from an array of
options to communicate a choice of activities. Ex. Use
communication devices to communicate using language. Level II AA
Students will: EESL.1112.6. Communicate in a variety of contexts
and tasks using complete sentences when asked. Ex. Expand oneword
response to a complete sentence when asked (e.g., The student says,
more and expands it to say, I want more. When asked.). -Maintains
conversation with acknowledgements and questions on topic Level II
AA Students will: EESL.1112.1.c. Ask and answer questions during a
discussion. Ex. During a discussion, use preprogrammed questions on
a multiple message voice output device to ask questions or peers
(e.g., Why? When did that happen? How do you know?) and responds to
questions by pointing to prepared responses or using the device to
construct responses. -Stays on Topic Level I AA Students will:
EESL.1112.1.b. Follow rules during discussions with peers. Ex. Take
turns during the discussion by both listening to others and adding
own comments. Ex. Ask questions when he or she needs clarification
using preprogrammed questions on a multiple message communication
device. Example of Transition Assessment for Social/Interpersonal
Skills
- Slide 30
- Thank you Friends of Fairview South Questions? Exit slip
completion