1. 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

2. 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.

3. 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.

4. 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.

5. Daily Schedule

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

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

8. Classroom Management
Continue to use the best practices listed in the Elementary CALS/FALS Rubrics

9. 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.

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

11. 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!

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

13. 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.

14. 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.

15. 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.

16. 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?

17. 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

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

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

20. 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

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

22. 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.

23. 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

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

25. 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 individual work stations).

26. 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

27. 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

28. 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

29. * Use your existing BCPS username and password to log in.
Wiki
* Use your existing BCPS username and password to log in.