Building Culture

Building Culture

Investment, Behavior Management, and Empowerment

August 10, 2010

2

Where are We?

In other words, we are now going to turn our attention to the first part of our Inclusion Vision:

Inclusion teachers will deliver rigorous, standards aligned content and instruction on independent learning goals in all inclusion classes regardless of the

inclusion situation. Inclusion teachers will also build student empowerment in the inclusion setting. Ideally, CMs will long term plan standards-based instruction

and differentiated content in collaboration with their co-teacher and deliver both effectively. If such long term planning is not possible due to challenges in working with a co-teacher, they will deliver effective standards-based instruction by teaching on the

fly using toolkits and teach differentiated content during pull out sessions.

Monday, Aug 9

Intro, Norms, Expectations, culture for SPED PD ongoing and at summit (1.5) 10 RSC 101(1.5) 10

Case Mgt: Caseload and SPED Law 101, Part 2 (1) 10

Tuesday, Aug 10Inclusion 101 (1.5) 09-10

Inclusion: Co-teacher relationships, Part I (2) 09-10

Inclusion: Toolkit teaching on the fly (2) 09-10

Inclusion: ILG teaching, part 1 (1) 09-10

Inclusion: Culture/Management/Investment (1) 09-10

Inclusion: Month 1 Ready Planning, synthesis (1) 09-10

Wednesday, Aug 11

Literacy: Intro to balanced literacy (2.5) 10

Literacy: Phonics and more (2.5) 09

3

Objectives

Special educators will be able to:

• Understand that culture, through investment and behavior management, must be taught and reinforced in all inclusion placements daily.

• Select and create strategies for ways to build culture in an inclusion setting.

• Revisit and internalize the behavior management cycle.

• Describe reward and consequence systems

• Explain individual behavior systems

• Describe and visualize the steps to deescalating students

• Create a rough draft culture plan

4

Opening

• Meet Ryan

• Meet Malik

5

Agenda

• (5 minutes) Opening

• (5 minutes) Bucket Review

• (3 minutes) Academic Investment Overview

• (15 minutes) Academic Investment: I Want

• (15 minutes) Academic Investment: I Can

• (30 minutes) Behavior Management

• (5 minutes) Closing

6

Agenda








7

Overview of Inclusion Buckets

Inclusion

Situation

Bucket One Bucket Two Bucket Three

Definition

50/50% agency between regular and sped teacher

75/25% agency between regular and sped teacher

OR25/75% agency between regular and sped teacher

Less than 25% sped teacher agency

Planning Can pre-plan content and ILG instruction

Can pre-plan EITHER content or ILG instruction

Can pre-plan neither content or ILG instruction

Execution

Fully pre-planned unit plan that melds grade level content with ILGs

Partially pre-plans content and/or ILGs but has to teach on the fly sometimes using toolkits or ILG crate

Teaching content and ILGs on the fly based on what teacher does using toolkits and ILG crate

Assessing

Unit and Final exams Unit for content and ILGs and Final exams

Unit for content and ILGs and Final exams

Deliverables Needed

Calendar with two strands: content and ILGs fully preplanned*

Calendar with two strands: content and ILGs partially preplanned*

Calendar with two strands: content and ILGs added in based on what teacher teaches and which students come to class*

Co-teaching Relationship Strategic Plan



Great----Co teacher Relationship ----Tricky

If you are in bucket three, the culture you

plan relies on you rather than the

classroom space.

If you are in bucket two, the culture you plan relies on you

AND/OR the classroom space.

If you are in bucket one,

the culture you plan relies on

the classroom space.

8

Agenda








9

Academic Investment Overview

Investment = Results + Goals

IN OTHER WORDS

Investment = “I can” + “I want”

Take notes on y our Building

Culture Guide, Number 1

10

Academic Investment Overview, Continued

• Getting them to WANT it and believe they CAN do it!

• Remember Ryan and Malik… How do we get our kids to be as invested as them?

I WANT I CAN

–Age appropriate visual–Identity related to the goal–Incentive for reaching goal

- Evidence of progress- tracking and celebrating progress

11

Agenda








12

Academic Investment: I Want

Check out what this can look like

1

3

2

4

Take notes on your Building Culture Guide,

Number 3

2

13

Academic Investment: I Want Continued

“They are really excited about seeing their growth on the chart, even arguing who

will grow the farthest. I can't believe how much of a difference it made to put up a poster and show them their growth. We

are all, for the first time, on the same page in terms of excitement of growing

as readers.”

- Craig Duchemin

14


• “I want” means having a classroom or special Identity

• Your goal is what makes your class or working with you unique, so students need to be able to identify with both the goal and your work with them as a means to hitting the goal

• Having a classroom or identity based on the goal helps students feel supported and part of a community centered around the same values

Elementary Identity Examples: Secondary Identity Examples:

• Team Success

• Lightbulb Lab

• Shooting Stars

• Reading Rockstars

• Shakespeare Scholars

• College Ready Juniors

• Algebra II Masters

Bottom Line

Kids need to feel like they are working toward something exciting and meaningful

15


• Which bucket does each picture on your Building Culture Guide, Number 3 represent?

• How can we build “I want” in each bucket?

Use your Building Culture Guide,

Number 4 to take notes during discussion


16

Agenda








17

Academic Investment: I Can

Beginning of the year

• Diagnose: A HUGE part of investment is showing kids where they are, which makes the goal urgent! Be real- show them were they are.

• Share the path to goal: Explain what you will do and what it will take to reach your goal.

Throughout the year

• Give evidence of progress: consistently assess your kids and share the results with them

• Celebrate: Celebrate their progress at EVERY milestone. This proves to them that they can learn!


Number 5 to take notes

How can we build “I want” in each bucket?


18

Academic Investment: I Can, Continued

• This is HARD, but it works– If you fail, keep going– Show kids evidence of learning

and getting closer to the goal– Celebrate

• Pitfalls– Blow off the goal– Not believe in your goal– Students don’t believe in

themselves

What can you do to avoid these pitfalls?

Phil and Val’s kids have “I can”!

Xavier has “I can”!

19

Agenda








20

Behavior Management

Good behavior management comes when you have the following:

• Good instruction

• Rules and consequence System(s)

• Implementation of the Behavior Management Cycle

• Individual behavior plans for students who need it

• De-escalation method



21

Behavior Management, Continued

The first and best behavior management strategy is good

instruction!

22


Your rules and consequence system must have:

1. 3-5 Clear, positive, explicit rules

2. Positives Incentive for following rules

3. Negative Incentives (consequences) for not following rules

23


Examples of clear, positive, explicit rules:

Elementary Secondary

•Raise your hand to speak•Eyes on the speaker•Keep hands and feet to yourself•Bring pen and paper each day•Use smart words- no put downs allowed

•Raise your hand to speak

•Focus on the speaker- keep your eyes open, and mouth closed

•Come prepared with pen and paper

•Be present, be on time each day

•Keep electronics silent and hidden.

•Use smart words- no profanity allowed

•Be polite- greet teacher upon entering, use please, thank you, and excuse me, say goodbye when leaving

24


Elementary and/or Secondary

•Individual incentive

•Class/group incentive

•Homework pass

•Phone call home

•Sticky note praise

•Verbal praise

•Silly things!: victory dance, click your heels

•Individual praise during conference

•Tracker: attendance, homework completion, etc.

Positive Incentives for following rules:

25


Implementation of the Behavior Management Cycle

26


Step 1: Give Explicit Instructions

•Get all students’ attention I need mouths closed and all eyes on me

•Tell kids what to do and how to do it–Keep it short and sweet–They must be able to repeat directions like a bulleted list

As we write notes, I need mouths closed, all eyes on me, and all that is on my board on your paper

•Check understanding Demarcus, what are my instructions for this time?

•Cue students to start Alright, notes begin now

27


Step 2: Narrate Behavior

Start within 2 seconds of the directions -

Use strong teacher voice My expectations are

What I need to see is

Consistently narrate student who has difficulty following directions

I see students walking back to their seats silently.

Students at table three already have their booksout.

Tremaine has his paper out, mouth closed, and eyes on me

Incorporate positive reward system All Shakespeare scholars followed instructions right immediately and have earned a check.

28


Step 3: Take Corrective Action

Respond immediately -

Firmly restate directions and provide consequence as a choice

My directions were ‘stay in your seat when you’re working’, Carlos; you have chosen a lunch detention.

Take corrective action EVERY TIME a student is disruptive (be consistent!)

-

Catch them being on task and narrate I love how Jerome is reading silently,

Thank you group 3 for taking out your pen and paper, closing your mouths and looking at me.

Prepare for them to test limits

-Move in: Reinforce one on one

-Move out: Have chat outside class

-Stay calm

-Don’t argue

-Have a back up plan

29


Watch two teachers executing the Behavior Management Cycle

• Mr. Zimmerli

• Ms. Copley

What steps of the Behavior Management Cycle do you see them demonstrate?

30


Individual Behavior Plans

• The Behavior Management System will be sufficient for 80% of your students

• The other 20% (or student with externalized emotional disabilities) may require an addition individual behavior systems

Individual Behavior Plans are:

• Individualized and personal to a specific student

• They are co-created between teacher, student, and parent (as appropriate)

• They are only positive! Students can only earn points and they can never lose them

31


• Check out a sample behavior plan

• Listen to Tony discuss how his plan helps him

BEHAVIOR OBJECTIVES9-10

10-11

11-12

1-2

2-3

3-4 Totals

Remain seated in class

Follow teacher directives- initiate tasks when first presented

Complete assignments

Work quietly without interfering with classmates

Use appropriate verbalizations to express feelings

TOTALS Daily Total

32


De-escalation

• ALL students can behave. However from time to time a student may escalate.

• This happens when a student still is not responding to consequences or the behavior management cycle and gets angry.

Steps to de-escalating:

1. Make sure all other students are occupied

2. Go over to escalated student, in a very calm voice say, “I know you are upset, how can we make you feel peaceful- I know this feeling isn’t good (DON’T ask what is wrong- focus on calming energy)

3. Find a peaceful, replacement behavior- sitting in the corner, peace pass to a neighboring teacher, writing out feelings in a journal, stress ball, reading a book, putting your head down, but give a time limit.

4. Remind that you want to help them calm down so they can continue to work and grow toward his/her goal.

33


Good behavior management comes when you have the following:

• Good instruction

• Rules and consequence System(s)

• Implementation of the Behavior Management Cycle

• Individual behavior plans for students who need it

• De-escalation method

How can we manage our students’ behavior in each bucket?




34

Agenda








35

Closing

• What are you excited about when you think about building culture in an inclusion setting?

• What are you nervous about when you think about building culture in an inclusion setting?

• Choose your favorite brainstormed idea, write it on a sticky and post it on the poster

Date post:	30-Jan-2016
Category:	Documents
Upload:	alton
View:	51 times
Download:	0 times

Building Culture

Documents