Curriculum Issues with Students with Emotional and Behavioral Disorders E. Paula Crowley, Illinois State University Beverley H. Johns, MacMurray College Presented to Ohio CCBD Saturday, June 27, 2009

Curriculum Issues with … Lets take a few moments to remember the children and adolescents we care about QgTado&feature=related QgTado&feature=related

Mappig This Session Mapping This Session Teachers Thinking Individualized Goals and Objectives Meaningful and Relevant Curriculum Maximizing the Potential of Instruction Parent and Professional Partnerships Teacher Role Hope Engaged Time Self-management Students thinking Social skills

Mapping This Session – in more detail In this session we will discuss five data based essential aspects of effective curriculum development for students with emotional and behavioral disorders. We will address: the role of the teacher as an essential change agent the importance of teachers thinking that focuses on both long- term and short-term goals implementing meaningful and relevant curriculum considerations for maximizing the potential of instruction as a unique component of the curriculum parent and professional partnerships as an essential component for effective curriculum for students with EBD Audience participation as well as references for future study will be provided.

The role of the teacher as an essential change agent Bullock, Ellis and Wilson Fink and Janssen McIntyre and Battle Among many others in our field who have provided us with evidence about the role of teachers when teaching students with EBD lYWMEM lYWMEM

Curriculum Development and Behavior Management oAOAuk&feature=related oAOAuk&feature=related Curriculum Development Behavior Management

Curriculum for students with behavioral disorders Relevant Engaging Vibrant Effective Authentic Learning Success Teachers of students with emotional and behavioral disorders have an opportunity to transform human lives (p. 6). Johns, Crowley, & Guetzloe (2002). Effective Curriculum for students with emotional and behavioral disorders, Denver, CO: Love. p. 6.

Long-term and short-term individualized goals and objectives The priority of an individualized education - IDEA

Strength-based Interest-based Function-based curriculum Age appropriate curriculum Meaningful and Relevant Curriculum

The Central Role of Teaching Social Skills Based on assessmentskill deficit, performance deficit, fluency deficit Why is it hard to teach social skills The Teachable MomentSocial autopsy Recognition of appropriate skills Teacher as a Role Model Direct instruction Special projects Conflict Resolution Self-Management

The Language of Hope Modeling Using positive materials Special topics within the curriculum Mentoring by positive and responsible individuals Integrated and meaningful projectsservice learning A Curriculum of Hope

Engaged time Engaged timeportion of instructional time that students spend directly involved in learning activities. Transition time Accurate teacher schedule Watching for time wasters in the day

Self-Management Self-Management Organizational skills based on preferences Student monitoring of following rules Goal setting Problem solving techniques Time estimation Graphing progress WATCH Proofreading Reflection

More on self- management Self-talkaffirmation statements, attributions Self-advocacy Conflict resolution Stress reduction Journaling

Activities that are higher level Problem based learning Literature groups Compacting Contracts Media literacy Higher level questioning Higher-level thinking

Working with families … Crisis assistance Ideas for getting parents to school Providing information and resources to parents Making families welcome at school Effective parent conferences dos and donts

Endnote Opportunity is missed by most people because it is dressed in overalls and looks like work. Thomas A. Edison