FALS/CALS Primary Training Agenda June 20, 2013 FALS/CALS Primary Training Agenda Welcome Daily Schedule Curriculum Suggested Lesson Preparation Classroom Management Behavior Intervention Plans Behavior Interventionist Involvement Paraeducators/Additional Assistants Attendance Third Party Billing Progress Reports WIKI

Getting Started . . . Know students’ IEPs and Behavior Intervention Plans. Call the regular year teacher to get tips before the child starts. Have a standard routine for the child when he enters your room (Example: Places book in cubby, places name on At School board, etc.) Have a visual schedule for all aspects of the student’s day. Minimize changes and transitions.

Getting Started . . . Use transition cues/supports for activities in the room – checklist, song or music, picture schedule, moving objects. Think of your day in three teaching phases: introduction of concept/group lesson, independent work/small group, 1:1 teacher/staff time. Look at the child’s IEP to determine where goals can be addressed in your phases.

Tips for Success . . . Remember that progress may be incremental or even maintaining a skill. Goal of ESY is to prevent regression of skills. Students with autism will have extreme difficulties if they fall into a pattern of negative behavior/performance. Set short-term, small goals for your room & each student.

Daily Schedule https://bcpsesy.pbworks.com/w/page/26936170/CALS-and-FALS-Resources

https://bcpsesy.pbworks.com/w/page/26025294/FrontPage Curriculum https://bcpsesy.pbworks.com/w/page/26025294/FrontPage

Suggested Lesson Preparation Use the prepared lessons provided in the Unique Learning System Elementary or Intermediate Lesson Plans.

Classroom Management Continue to use the best practices listed in the Elementary CALS/FALS Rubrics https://intranet.bcps.org/offices/special_ed/word/CALS_ELEMENTARY_RUBRIC_UPDATED_9_22_08.doc https://intranet.bcps.org/offices/special_ed/word/FALS_ELEMENTARY_RUBRIC_UPDATED_9_22_08.doc

Use of Visual Strategies Daily Schedule Visual cues provide a structure to increase organization of what you are teaching. Use visuals to show: routine or schedule (daily, mini-schedule, first/then), vocabulary, rules/expectations, choices. Allow students to select a Break Card/Pass (w/ visual cues). Allow students to use a Help Card (w/ visual cues). Create stations or work bins to show task expectations.

More Visual Strategies Allow students to make choices. Display Rules or Expectations

Setting Up Work Stations Set up a clear visual procedure, free from clutter. System should be simple and always consistent. Completed work should go in “finished” location. Great for maintenance skills! Easy way to take data with finished products!

More Work Systems . . . Incorporate color coded schedule for increased visual clarity as well as matching skills.

Inside contains work tasks and other visual cues. More Work Systems . . . Create a “Work Folder” for older or higher functioning students. Front of folder shows simple schedule. Inside contains work tasks and other visual cues.

Prompting What is a prompt? Assistance given to help the student respond correctly. Types of Prompts Least Intrusive Most Intrusive Verbal Gesture Model Physical (Also referred to as Hand over Hand) Tell student what to do Example: Staff says, “Sit down.” Why? Tell student what is expected Allows more independence Gives more details about procedure Nonverbal cue to give specific information (pointing, sign language, or visual cue) Examples: Staff signs “sit down.” Staff points to chair. May show specific location or vocabulary Children with autism are typically visual learners Demonstrating the behavior so it can be imitated You may choose to model part of the action Example: Staff sits down. Shows the student specifically what is expected of them Allows for improved motor imitation Student is bodily assisted through the action or response Example: Staff applies pressure to shoulders so that students bends legs and sits down. Allows child to feel how an action should be carried out Helpful for children with limited motor control Least to Most Theory: Classroom staff should use the least intrusive prompt possible. The eventual goal of instruction is that students are able to respond without prompts. Each student should function as independently as possible, given his or her needs.

Behavior Intervention Plans Please check each student’s records on Tienet to review their IEP and to see if they have a behavior intervention plan.

Best Method Behavior Intervention Prevention! How can context be modified? How can task be modified? How can options be instituted? How can sensory needs be addressed? How can strengths be maximized?

Troubleshooting challenging behaviors ESY Training 2007 Troubleshooting challenging behaviors What could she/he need? Is she/he tired? Is the task too boring? Are there too many stimuli? Is the sensory system being challenged? Are we asking the student to make too many shifts? Are expectations clear? Is amount of work specified? Did I offer a choice? What is the student communicating? Are alternative communication means available? Break Pass, Help Cards

Environmental Supports (Routines) Predictable Routines Consistent routines Transitions Event Structures Clearly defined beginning, middle and end Logical sequence of steps Defined turn-taking

Stressors that may occur in school settings Group participation Amount of time Level of social demands/complexity Sensory tolerance Noise Movement Transitions Number Support

Steps to Handling a Physical Crisis Stay calm Look at environment/context Get help if possible Isolate situation Block and move from strikes Use leverage, momentum and psychological advantage against grabs Use a restraint only to ensure the safety of child or others

Best Way to Handle a Crisis is Not to Get in One in the First Place Prevention Plan Purpose Philosophy

Behavior Management Behaviors are on a spectrum; no single response for all behaviors. Your management style greatly influences current and future behaviors. Good instruction and structure are the best form of preventative management.

Quick Surface Management Give sensory break (deep pressure, noise, movement, something to look at) Have a back-up “aha” task First/Then reward set-up Ignorance is bliss – know what are behaviors to ignore Antiseptic bounce Incompatible action Social story

Behavior Interventionist Involvement Each ESY site has one Behavior Interventionist on staff.

Paraeducators / Additional Assistants Use the paraeducators and additional adults in your classroom effectively. Paraeducators and additional adults can be used to facilitate instruction (i.e. small groups, facilitating transitions between centers, monitoring students @ individual work stations).

Attendance Through STARS Clerical will input student information Classroom teacher responsible for hard copy ESY students not susceptible to being withdrawn due to attendance Reflect attendance on progress reports

Third Party Billing Charles Tyler’s Office says don’t create form in TIENET until after first day of ESY Form is on TIENET Send home to parent, when received back forward to Third Party Billing Office through inter-office mail

Progress Reports Create on TIENET in last week of ESY, send one home with the student, and send one to servicing school for file in student’s record

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