With Open Arms Developing Staff Learning Teams in Support of At Risk Students Mary Schlieder Norris...
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Transcript of With Open Arms Developing Staff Learning Teams in Support of At Risk Students Mary Schlieder Norris...
With Open ArmsDeveloping Staff Learning Teams
in Support of At Risk Students
Mary SchliederNorris School District 160
www.schoolswithopenarms.com
Who?
• Repeated behavior problems• Don’t respond to regular classroom behavioral
support systems• Principal’s “sidekicks”• Chronically unsuccessful students• Alphabet soup: ADD, ASD, OCD, ODD, PTSD,
BPD, SPED, CD, NBS, PIT--
Why?
• Affect teacher’s ability to teach• Take time away from other students• Take time away from administration• School safety concerns• Federal mandates-IDEA• Costly to school districts-NCLB• Costly to society
IDEA
Individuals with Disabilities Education Act• Free public education• Least restrictive environment• Between 1995 and 2005 increase from 45% to
52% in the number of students with disabilities in general classroom at least 80% of the time.
U.S. Dept. of Education National Center for Education Statistics, 2007
Why bother?
“Special needs students do better academically and socially in general education classrooms than comparable students in non-inclusive settings.”
Baker, E.T., Wang, M.C., and Walberg, H.J. (1994). The effects of inclusion on learning. Educational Leadership, 52(4), 33-35.
No Verification? RtI: Response to Intervention
•Shares responsibility for helping child find success•Focus on prevention of academic failure•Frequent progress measurement•Use of intensive research based interventions•Avoids “wait-to-fail”—Children receive help in regular classroom immediately.•Provides broader range of supports in regular classroom
VanDerHeyden, A., & Jimerson, S. (2005). Using response-to-intervention to enhance outcomes for children. California School Psychologist, 10, 21-32.
Some things to think about….• Dropouts from the class of 2008 in NE will cost
the state nearly 1.3 billion in lost wages. Alliance for Excellence in Education, 2009
• Prison cost-1 yr. Nebraska-$34,850.20 Nebraska Dept. of Correctional Services, 2009
• Autism Study-3 indicators of successLiving on ownEmployedHas two or more friends
Strategy Overview
• Learn specific learning team implementation techniques for maximum benefits
• Apply to specific at risk student examples• Become familiar with effective literature
selections for learning team use
What is a Learning Team?
• Small, collaborative group of staff working together in a disciplined way to focus on a central issue.
• Focus on teacher learning to address student needs
• Builds rapport, trust, and support
DuFour, R., (2004). Whatever it takes. Bloomington, IN: National Education Service.
Case Study:
Adam
The Myth of Laziness by Dr. Mel Levine
Neurodevelopmental dysfunctions of the brain can affect the following areas:
• Motor function• Attention • Memory• Language• Mental Energy
Joey Pigza Swallowed the Keyby Jack Gantos
(ADD)
Structured Learning Teams
• Keep teams small.• Choose/rotate leaders.• Leader sets schedule, emails study prompts
ahead of time, facilitates meeting• Identify problem(s) to be solved• End of meeting-share idea implementation
commitment-Who will do what?• Beginning of next meeting-share successes,
concerns, collaborate, develop plans
Plan for Adam
• Demystify strengths and weaknesses• Provide materials management system• Allow to leave classroom after direct instruction• All homework done at school• Assignments written on board• Specific praise• Tests taken in resource room• Allow sports participation• Tutor ELL elementary aged students
Results?
• Participated in sports all 4 years• Improved scores on assessments• Graduated from high school• Maintained after school and summer
employment• Volunteered with elementary students
throughout high school• Currently attending university
Case Study
Caleb
The Curious Incident of the Dog in the Nighttime
(Asperger Syndrome)
By Mark Haddon
Jackson Whole Wyomingby Joan Clark
(Asperger Syndrome)
Look Me in the Eye:My Life with Aspergersby John Elder Robison
With Open Arms: Creating School Communities of Support for
Socially Challenged KidsBy Mary Schlieder
The Plan…
• Seat in rear of classroom• Allow to arrive late to classes• Allow to leave when needed• Multiple copies of paper assignments• Hand out gum and tissue when needed• Provide opportunities for expanded science
research/projects• Provide individual math class• Implement Circle of Friends peer mentor group
Results?
• Fewer meltdowns• More time spent in class• Increased social interactions with both peers
and teachers• Extracurricular participation-ACADEC/Quiz
Bowl• Volunteers in preschool• Improved scores on assessments
But wait!Shouldn’t learning teams be focusing on the data?
Case Study:
Brian
The Explosive Childby Dr. Ross Greene
(behaviors)
Behavior Baskets
Non-negotiable Negotiable Of No(worth meltdown) (Learning Concern
Taking Place) Right Now
Basket A Basket B Basket C
Brian’s Baskets
Non-Negotiable Negotiable No Concern-no aggression -amount of work -where work
allowed required is done- disruptions -where to -locker keep supplies -eat in caf.
-who writes -PE
There’s a Boy in the Girl’s Bathroom
by Louis Sachar(Behaviors)
Results?
• Increased time in regular classroom• Passing all classes• Passing state standard assessments• Socializes with other students• Less support required on assignments
Nineteen Minutes by Jodi Picoult
www.jodipicoult.com“Nineteen Minutes”
“Fishbowl Discussion”
Learning Teams in Supportof At Risk Students
Just do it!Study guides available at:
www.schoolswithopenarms.com
Helpful Websites:•www.asperger.net
•www.schoolswithopenarms.com
•www.explosivechild.com
•www.drhallowell.com