You Have to Build the Plane as You Fly It!: Core Components of an Evidence Based Behavior Support Program Part 3

Kaye Otten, PhD, BCBA, Ali Sweitzer, M.Ed., BCBA Author

12/01/2021 Added

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[00:00:02.320]Just a little bit of background,
[00:00:03.610]like the Annette said, this is part three of four.
[00:00:06.360]So if you did not attend the first two,
[00:00:08.460]it is available for you to access the video.
[00:00:11.400]I'm finding that's a really good way to
[00:00:14.710]have people be able to go back over.
[00:00:16.290]It's a lot of information.
[00:00:17.410]We know that,
[00:00:18.640]We are really limited on time 'cause we're also busy,
[00:00:21.040]especially providing services in this,
[00:00:23.930]this interesting pandemic time.
[00:00:25.460]So you have a chance to listen to it again and stop it,
[00:00:28.010]and discuss et cetera.
[00:00:30.330]I kind of a little bit of background,
[00:00:32.720]I started as a gen ed teacher,
[00:00:34.530]then a special education teacher,
[00:00:35.900]and I've been a consultant in public schools
[00:00:38.900]and charter school, public charters
[00:00:40.380]and private for actually a long time now.
[00:00:43.210]So I'm really passionate.
[00:00:44.500]I started my special ed career in a Behavior Support Program
[00:00:48.020]in Millard, Nebraska.
[00:00:49.500]I'm originally from Nebraska.
[00:00:51.388]My email, my website,
[00:00:53.210]if you have any questions about this,
[00:00:54.790]but really what I wanna do is,
[00:00:56.410]is thank all of these wonderful educators.
[00:00:59.180]They are graciously giving of their time
[00:01:01.440]and their expertise.
[00:01:03.010]I know them all.
[00:01:04.350]I've seen their programs.
[00:01:05.460]They're absolutely amazing.
[00:01:07.490]And they have the same passion that I do that we really can
[00:01:10.770]develop good evidence-based behavior support programs
[00:01:13.830]across the full continuum,
[00:01:15.030]and we're seeing great things happen with kids.
[00:01:16.650]So have their emails all there.
[00:01:18.790]And with that, I think questions and chat,
[00:01:22.490]I will be advancing the sites
[00:01:23.840]and I also will be monitoring the chat.
[00:01:26.530]So as we go, go ahead and put your questions in chat,
[00:01:30.390]and we'll try to save a little time
[00:01:31.524]for that at the end as well.
[00:01:33.980]And hopefully we have a lot of information,
[00:01:35.600]but we do have a session four.
[00:01:37.080]So if we feel like we need to slow down
[00:01:39.627]at the answer questions, that's okay.
[00:01:41.230]'Cause we have some time in our fourth session.
[00:01:44.000]So with that being said,
[00:01:45.040]I'm gonna turn it over to
[00:01:46.610]this wonderful group of teachers.
[00:01:49.440]Oh, I'm not, I'm going to introduce first, sorry.
[00:01:51.750]So today, we're focusing on environmental modifications
[00:01:54.980]and structured routines and schedules,
[00:01:57.370]as I'm going out and consulting,
[00:01:59.100]and as I'm talking to the people on the front lines,
[00:02:01.880]we were really seeing that sometimes
[00:02:04.030]people don't put as much importance as they should.
[00:02:06.070]And if you don't have that, that really high structure,
[00:02:09.160]you can't have effective educational programming, right?
[00:02:11.960]So by structuring it,
[00:02:13.970]it's gonna be beneficial to everyone,
[00:02:15.950]not just individuals that exhibit challenging behavior,
[00:02:19.070]and it makes everything safer, more orderly, more calm,
[00:02:22.050]more flexible 'cause we know sometimes
[00:02:23.810]we have to shift in the moment 'cause things happen, right?
[00:02:26.940]So for really, really structured,
[00:02:28.500]we can make those changes at moments notice
[00:02:30.610]and definitely more efficient.
[00:02:32.350]So everything just works like a well oiled machine
[00:02:35.310]and makes instruction and learning more efficient
[00:02:38.000]and effective.
[00:02:38.870]And now I will turn it over to our teachers.
[00:02:43.540]Okay, thanks, Kaye.
[00:02:44.373]Can you hear me?
[00:02:47.290]Yes, I can.
[00:02:48.340]Okay.
[00:02:49.280]This is my classroom.
[00:02:50.935]I probably would have been some kind of,
[00:02:52.750]if I could design classrooms for a living,
[00:02:54.940]I would absolutely do it.
[00:02:56.150]I'm a little type A
[00:02:57.207](chuckles)
[00:02:58.040]as well.
[00:02:59.300]I have a self-contained.
[00:03:01.260]I'm at a level three program
[00:03:02.610]with ESU3 in La Vista, Nebraska.
[00:03:07.600]So I have third, fourth, and fifth graders
[00:03:09.460]in these classroom pictures that you're gonna see,
[00:03:12.730]and I'll just quickly go through
[00:03:14.180]what you see in these pictures.
[00:03:15.560]I've written a little,
[00:03:17.580]just I have a little write-up by each one.
[00:03:19.330]If you go back and you wanna look at something
[00:03:20.910]a little more closely.
[00:03:22.520]I have desk clusters in my room.
[00:03:24.820]We honestly don't spend a lot of time at our desks.
[00:03:27.310]We have kidney shaped tables for each grade level.
[00:03:31.280]We usually meet at our desk clusters for like
[00:03:33.980]just team meetings, class meetings,
[00:03:37.050]or conferences, that kind of thing,
[00:03:40.370]check-in and check-out.
[00:03:41.290]But otherwise, we don't really sit
[00:03:42.570]at those tables very often.
[00:03:44.290]And then I have,
[00:03:45.123]can you go back just one second more, Kaye?
[00:03:51.820]For mailboxes, I use those color coded drawers right there,
[00:03:55.010]and then I have caddies for all those supplies
[00:03:57.210]at each desk cluster,
[00:03:59.460]and then the green and red folders for those little,
[00:04:02.980]oh, those little folders on the side of the mailbox,
[00:04:06.000]in that second picture.
[00:04:07.020]Those are their check-in and check-out slips.
[00:04:08.890]So it's real easy for them to grab those
[00:04:10.680]when they come in in the morning.
[00:04:11.950]All right, Kaye, next one.
[00:04:16.430]Each kid has their own caddie with their name on it,
[00:04:18.690]and their scissors, glue, everything.
[00:04:20.940]That first picture is my social skills area in my room.
[00:04:24.340]So when we have social skills time,
[00:04:26.080]we are all moving to that area of the room,
[00:04:28.800]and there's about six of us right now.
[00:04:31.960]I just use stadium seats, and it's just easy.
[00:04:35.080]I lower the tables.
[00:04:36.190]I take the legs off of these tables, just lower them.
[00:04:39.020]So we are all sitting relatively close and on the ground.
[00:04:43.460]I also have a small group workspace.
[00:04:45.800]That table right there,
[00:04:46.920]I got that from a business that was going out.
[00:04:51.760]I didn't have to pay for it.
[00:04:53.200]I hauled it over,
[00:04:55.530]and that's where kids can play games,
[00:04:57.020]sometimes I have one-on-one conferences with kids
[00:05:00.590]or art projects that are going on.
[00:05:03.070]That next one, Kaye.
[00:05:08.340]This is a really easy way to section off kids
[00:05:12.290]who are really distracted
[00:05:16.136]or maybe I have to move them away from others.
[00:05:19.640]I just go to my gym teacher and I asked for a gym mat.
[00:05:23.210]I had my principal a couple of years ago,
[00:05:25.070]just actually purchased me a couple of gym mats,
[00:05:27.990]and they make really great, easy moveable dividers.
[00:05:32.170]If they get knocked over, it's not a big deal.
[00:05:34.900]So I've used these pretty often.
[00:05:36.450]That's just at a regular table
[00:05:38.100]where we're teaching regular instruction
[00:05:40.260]and this kid knows to just get the mat.
[00:05:43.600]'Cause he knows he's so easily distracted.
[00:05:45.320]He kind of like just wraps himself up in that mat
[00:05:47.640]and just pulls right up to the table.
[00:05:49.730]And that second picture is someone that's just have,
[00:05:52.019]it's just had to move away from the group.
[00:05:54.590]So great dividers, easy.
[00:05:59.610]That next one, Kaye.
[00:06:00.470]There we go.
[00:06:03.400]We are in almost a garage type areas,
[00:06:05.860]so we have a lot of fluorescent lighting.
[00:06:08.840]So I like cozy or lighted spaces.
[00:06:12.410]I found this bunk bed on like a buy sell trade site.
[00:06:15.810]I got it for el cheapo,
[00:06:17.020]I have a big enough room that I can do something like that.
[00:06:19.210]But I've had a number of kids when they have to take a quiz
[00:06:22.360]or a test or whatever they like to sit under this
[00:06:25.060]and this kind of little nook area.
[00:06:27.550]So I have lots of little spaces like this
[00:06:30.440]built into my classroom where there's just lower lights,
[00:06:33.820]kind of nook areas.
[00:06:42.070]I really try to have well-defined areas in my classrooms.
[00:06:47.340]So that first picture you're looking at is really
[00:06:51.070]for checking out at the end of the day.
[00:06:53.380]So we have a whole process.
[00:06:55.670]I'm sure like many of you do,
[00:06:57.300]where kids go, they put up percentages,
[00:07:00.420]their behavior logs, it's all in one place,
[00:07:03.120]any information that they need to access
[00:07:05.570]on their IEP or data,
[00:07:06.870]it's all right there in that place that you see
[00:07:09.580]in that first picture.
[00:07:11.080]Then we also have, I use the outside of my cabinets.
[00:07:13.630]So I have those black cabinets in my room.
[00:07:15.900]I utilize every space I possibly can.
[00:07:19.280]So this is just another area where they're checking out.
[00:07:21.860]This is more of a reward area
[00:07:24.190]where they come do things like bingo
[00:07:27.980]and goal getters and all that kind of fun stuff.
[00:07:30.980]It's a little separated
[00:07:32.190]from where they're doing their checkout.
[00:07:40.400]This is also in my social skills area.
[00:07:44.790]I make it really easier,
[00:07:46.440]try to make it easy for kids and myself.
[00:07:49.430]I do a lot with Superflex.
[00:07:51.220]So each of those book bins has the books
[00:07:54.740]that are related to an unthinkable.
[00:07:56.860]So if I have kids working on anger or not being distracted,
[00:08:01.800]those kids they're labeled by the name of that unthinkable,
[00:08:04.340]and they can just go right over and pick those books
[00:08:07.020]right out of our social skills library.
[00:08:10.570]Easily retrievable.
[00:08:14.810]So this is what I was talking about.
[00:08:16.440]Each in our classroom,
[00:08:17.790]I have three of these kidney shaped tables.
[00:08:21.710]This happens to be my third grade area.
[00:08:24.230]And this is where kids are getting their instruction.
[00:08:27.540]That second picture is a bookshelf.
[00:08:29.880]I hate messy desks.
[00:08:32.830]I can't (chuckles)
[00:08:33.750]I can't stand it.
[00:08:35.250]And then kids would have to constantly,
[00:08:36.950]they'd forget something,
[00:08:37.930]they'd have to go back to their desk.
[00:08:39.080]It would take forever to find it.
[00:08:40.380]So we have it in our classrooms
[00:08:42.970]so that all their materials are right there
[00:08:44.820]at those bookshelves next to the table
[00:08:47.470]where they're getting instruction.
[00:08:50.440]It's just easy to find.
[00:08:51.780]They don't have to get up and walk all the way back
[00:08:53.350]to their desk to get those things.
[00:08:55.160]The other thing is,
[00:08:56.260]the kids don't move.
[00:08:57.300]So this is third grade.
[00:08:58.890]We rotate, the staff rotates in our room.
[00:09:01.490]The kids remain at the same table all the time.
[00:09:04.150]It's the teachers who rotate.
[00:09:06.760]And we usually rotate one to two weeks,
[00:09:09.790]but the kids never moved.
[00:09:11.230]They are always in the same spot.
[00:09:14.930]Next.
[00:09:19.590]I use a one of those little doorbells you can plug in,
[00:09:24.220]and I just use that handheld clicker,
[00:09:26.130]and that is a really easy way.
[00:09:28.200]I don't have to raise my voice or call out.
[00:09:29.900]I just hit that doorbell button
[00:09:31.530]and kids know they've got just about a minute
[00:09:34.070]to transition to the next subject,
[00:09:36.900]and that's been really, really handy.
[00:09:40.070]I started that this year.
[00:09:42.644]I also sectioned off kids in my room,
[00:09:44.700]because we operate on a level system.
[00:09:47.590]My lowest level for kids is behind those curtains.
[00:09:51.770]I just went and bought a couple of shower curtains
[00:09:55.170]and a shower pole and put it across two cabinets.
[00:09:59.790]And then I can easily section off
[00:10:01.430]like where my safe rooms are.
[00:10:02.920]And then any kid who just on a lower level,
[00:10:05.900]that is not allowed to be within the classroom.
[00:10:09.390]And that's just was a really easy way to section off
[00:10:11.850]my classroom with that shower rod and curtains.
[00:10:23.170]Okay, for environmental modifications,
[00:10:26.240]Steph and Kris,
[00:10:27.073]we are both in a K8 life skills setting
[00:10:31.030]at a level three building.
[00:10:34.390]All of our slides and pictures
[00:10:36.170]can be adapted to a resource setting as well.
[00:10:39.800]That was our previous experience.
[00:10:41.530]You can see on this slide,
[00:10:44.010]just making sure you're having designated spots for breaks,
[00:10:47.370]calm down area and sensory supports.
[00:10:52.000]We utilize our hallway,
[00:10:53.690]which is a shared space in our building
[00:10:56.710]with other classrooms,
[00:10:57.740]and we utilize that for our sensory path.
[00:11:00.600]You can see those Velcro visual marks.
[00:11:05.000]There are little bear claws.
[00:11:07.130]We switch our sensory path up as the kids get bored with it.
[00:11:11.650]So I would say probably we try to do it
[00:11:14.250]every three to four months,
[00:11:15.530]depending on our students and what their interest is.
[00:11:22.110]Most of the stuff we found for that was just like Carrie,
[00:11:26.830]finding it on buy, sell trade, or Facebook selling,
[00:11:30.910]the trampoline and the balance beam were both found there.
[00:11:35.160]And then on the left,
[00:11:36.420]you can see our little break area in our classroom
[00:11:39.770]where students go.
[00:11:41.410]We also run on a level system.
[00:11:43.820]So their privileges for level one, our toy breaks,
[00:11:47.780]and all of our materials for that are in that space.
[00:11:58.710]We use a lot of flexible seating
[00:12:00.150]in our classroom during morning meeting and rug time.
[00:12:03.730]We really need to provide really good spots for them
[00:12:06.250]to be kind of,
[00:12:07.467]and so they stay in their spots, more of a defined spot.
[00:12:11.530]One is just a regular cube chair.
[00:12:13.640]The other picture shows that orange round circular thing
[00:12:16.280]that looks like a sled.
[00:12:17.630]It is a sled.
[00:12:19.420]We found that last year on Amazon for pretty cheap,
[00:12:22.640]and it really works for some of our older students
[00:12:24.920]that got a little bigger for those cute chairs.
[00:12:27.380]They can cross their legs in it.
[00:12:28.790]It has a defined spot
[00:12:30.120]and they still have a little bit of wiggle room
[00:12:32.260]at the same time,
[00:12:33.120]which has been extremely helpful for them
[00:12:35.180]to stay in their spot on the rug.
[00:12:37.740]The next picture, our portable desks.
[00:12:41.680]My husband actually just made these for us.
[00:12:43.950]It is a whiteboard on top and a crate on the bottom.
[00:12:48.440]So then you can just bring your dry erase marker
[00:12:51.250]and they can do the work on the board if they need to erase,
[00:12:55.210]or it can be kind of like a clipboard.
[00:12:57.310]They have been absolutely wonderful
[00:12:58.810]because you can move them anywhere.
[00:13:01.000]We have them in our safe rooms.
[00:13:02.510]We have them literally all over the place.
[00:13:04.190]You can put them in a hallway
[00:13:05.760]and then they just stack in the corner
[00:13:07.230]when they're not being used.
[00:13:10.070]This next slide is a picture of a desk.
[00:13:12.580]We use as many things as we can to be flexible
[00:13:18.020]and to use our space the best we can.
[00:13:21.550]So what we have our big Lego blocks that we use
[00:13:24.300]to block off areas that we need to,
[00:13:27.390]if we need kind of a barrier or a wall to enclose a space,
[00:13:31.140]we use just about any material we can find in our classroom.
[00:13:34.892](laughs)
[00:13:40.610]Okay, a couple things here.
[00:13:42.430]You can see, you know,
[00:13:43.530]the lovely fluorescent lights in all of our classrooms.
[00:13:47.770]These have really been game changers for us.
[00:13:51.430]These are just those fluorescent light overlays.
[00:13:54.100]We have these on all of our lights
[00:13:56.350]and it just dims the room a little bit.
[00:13:58.990]The nice thing about these is they don't really get used
[00:14:02.530]and abused.
[00:14:03.380]I mean, you have them forever once you have them,
[00:14:06.640]and they're really easy to put up, take down.
[00:14:09.400]We never take them down.
[00:14:10.380]They'd go up at the beginning of the year.
[00:14:11.780]We take them down if we're moving classrooms
[00:14:13.620]and that's about it,
[00:14:14.700]but that's been really nice,
[00:14:16.180]just having that environmental modification
[00:14:18.100]for those students that
[00:14:19.770]the bright lights kind of get difficult for.
[00:14:23.620]And then Velcro carpet spots,
[00:14:25.760]you can really use anything,
[00:14:27.850]you can probably make your own.
[00:14:29.960]These have just been really helpful.
[00:14:31.310]We use them as markers on where they are going to sit
[00:14:35.810]at our morning meeting and closing circle rug.
[00:14:38.240]We rotate them weekly.
[00:14:40.970]And then we also use them where they line up
[00:14:44.290]to make sure that they're just giving their peers
[00:14:46.980]that designated space that they need to,
[00:14:49.800]and it just kind of eliminates of those behaviors.
[00:14:52.560]We also use those on our sensory path that you saw
[00:14:55.150]on the last couple of slides
[00:14:58.389]and really can be used for anything.
[00:15:00.640]So those have been really helpful,
[00:15:18.520]Sallye, are you there?
[00:15:26.788]I'm not Sure.
[00:15:29.860]I can speak for Sallye.
[00:15:31.060]She was having some,
[00:15:31.899]a couple of us had some technical difficulties.
[00:15:34.540]In Sallye's classroom,
[00:15:35.605]that first picture is a calm down spot.
[00:15:39.379]And again, she just used the gym mats,
[00:15:42.540]but the thing I love about it is she just used
[00:15:44.970]two file cabinets and put the gym that between them.
[00:15:48.630]I've also seen last year.
[00:15:49.800]She also used like a shower curtain bar
[00:15:52.500]and then had a curtain there.
[00:15:53.920]And it was a great little nook for kids also
[00:15:56.180]to go and just calm down.
[00:15:58.440]She also has a break area in her classroom,
[00:16:01.930]and those are large sand timers.
[00:16:05.560]If you were interested in them,
[00:16:07.420]they're called time in a bottle.
[00:16:11.500]It's watchtimepass.com.
[00:16:14.320]They are awesome sand timers.
[00:16:17.060]They are fabulous sand timers,
[00:16:19.840]and they have them in like
[00:16:20.790]1, 2, 3, 5, and 10 minute increments.
[00:16:23.680]All right, Carrie, I'm back,
[00:16:25.440]but I'm on Steph's and Kristen's computer.
[00:16:27.870]Okay.
[00:16:28.703]Sorry, my computer is acting up with Zoom today.
[00:16:31.420]So thank you for explaining that first slide
[00:16:36.460]with the gym mat.
[00:16:38.880]I don't know if you explained,
[00:16:39.920]but that little last section of that gym mat
[00:16:42.270]actually closes.
[00:16:43.280]So if kids need like a little door,
[00:16:45.420]that's been really handy this year.
[00:16:48.520]So you can go to the next slide.
[00:16:53.501]The next part is just,
[00:16:55.240]I know we've already shown some lower area workspaces.
[00:16:58.760]I found this coffee table at a garage sale for like $2
[00:17:03.010]and the kids absolutely love it to do puzzles
[00:17:06.500]or just artwork, or sometimes they even take their work.
[00:17:09.200]They asked to leave their normal desk
[00:17:11.320]and just sit down there.
[00:17:12.300]So that's been kind of a nice area
[00:17:13.860]as an alternate workspace.
[00:17:16.250]And then that second picture
[00:17:18.290]is just a desk that's kind of quartered off a little bit
[00:17:23.230]where we did use it for some writing activities.
[00:17:26.150]But when I have a student that's kind of needing,
[00:17:29.350]maybe he just needs a little bit of space away.
[00:17:32.140]We've started using it as another alternate workspace,
[00:17:36.180]just wandering eyes,
[00:17:38.020]or just kinda needs to be away for a little bit.
[00:17:40.410]We've used it as just another place for him to work.
[00:17:45.870]All right, next slide.
[00:17:49.317]The first box is just kind of like a task box,
[00:17:52.950]but not as specific as a task box.
[00:17:55.490]It just has different literacy activities
[00:17:57.790]and math activities that kids have been taught
[00:17:59.700]how to work independently.
[00:18:01.390]And so we might just say,
[00:18:02.810]you're gonna do box one, two, and three today.
[00:18:05.420]And then when they're done with an instruction,
[00:18:07.230]maybe they get done early.
[00:18:08.930]They go and they're able to independently get those boxes.
[00:18:14.000]I'm not gonna call them task boxes,
[00:18:15.630]'cause they're not like that,
[00:18:17.090]but they're more just like independent work tests.
[00:18:20.400]The next picture is just kind of some sensory items
[00:18:22.780]that kids can have access to,
[00:18:24.760]liquid timers on the top,
[00:18:26.670]some sand, tactile things.
[00:18:30.190]If they are needing those items like for a break,
[00:18:33.530]they're pretty easy to access.
[00:18:36.180]And then the last one,
[00:18:37.210]if you can see those are actually whiteboards
[00:18:40.200]in a two by four piece of wood
[00:18:42.730]that you just notch out the middle.
[00:18:46.790]I actually obtained those from another teacher,
[00:18:48.720]her husband made those and she didn't want them anymore,
[00:18:51.310]but you can actually, I have about five sets of them.
[00:18:54.540]The thing I like about them as opposed to folders
[00:18:56.880]is I can see what all the kids are doing,
[00:19:00.090]but they can't see each other.
[00:19:01.300]So like, if I'm giving a test,
[00:19:03.354]I can see all their work and their answers,
[00:19:07.030]but the kids can't.
[00:19:08.310]Well, when a folders up,
[00:19:09.440]I'm kind of having to stand over and look,
[00:19:11.140]because it's blocked off for me.
[00:19:12.820]So those have come in handy as well.
[00:19:17.700]Next slide.
[00:19:19.910]Oh, and it's Kelli.
[00:19:23.410]I'm having difficulty too.
[00:19:25.030]So I'm here with Carrie.
[00:19:27.120]I do a secondary classroom.
[00:19:28.570]We do rotation.
[00:19:29.520]So our kids actually rotate from room to room.
[00:19:32.480]Similar to a secondary classroom might work.
[00:19:36.540]In my home room,
[00:19:37.470]I wanted to give them a space that was just theirs,
[00:19:40.470]but that I also had access to,
[00:19:43.610]and we don't do lockers.
[00:19:44.860]So we had some extra file cabinets.
[00:19:47.460]So each student has a file drawer that I can lock,
[00:19:53.640]and then I can also monitor
[00:19:54.970]who was coming in and out of that drawer.
[00:19:57.520]So each student has that.
[00:19:58.550]We decorated them just like we would a normal locker,
[00:20:01.410]but this is their personal belongings.
[00:20:03.360]So their cell phone goes in here,
[00:20:05.590]headphones off and go in there.
[00:20:07.390]And then any of their schoolwork,
[00:20:08.620]just like they would do in a locker,
[00:20:10.250]in a normal classroom setting.
[00:20:16.980]I also do a data wall, very similar to Carrie,
[00:20:19.690]but you can see ours looks a little different.
[00:20:22.490]Students are responsible for putting up their data each day.
[00:20:26.310]You can come in the room and see exactly
[00:20:28.240]what level of students on,
[00:20:29.780]what their daily percentages have been.
[00:20:32.610]And then up above,
[00:20:33.820]we have our daily privileges that go with each level.
[00:20:37.620]Those privileges are big carrots in our rooms.
[00:20:40.270]So it shows any adult who comes in the room,
[00:20:44.070]what that student has privileges for
[00:20:46.670]and what can and cannot do at each level,
[00:20:49.890]as well as what might earn you a drop down to another level.
[00:20:54.770]One of our pages up there that's kind of hard to see
[00:20:56.970]is our fines lists.
[00:20:58.260]So any student that breaks one of those things
[00:21:02.440]can also lose money,
[00:21:03.800]which is another positive thing that works well
[00:21:08.280]in our classroom.
[00:21:09.113]They have a checkbook which I have access to.
[00:21:11.530]It is a digital checkbook,
[00:21:13.380]but they can get fined where they have to pay out money.
[00:21:16.230]If they rip papers,
[00:21:17.450]if they tear something up,
[00:21:20.210]if something gets broken,
[00:21:22.060]we even have fines for technology use,
[00:21:24.590]if you're on an inappropriate website
[00:21:26.520]or using technology inappropriately,
[00:21:28.560]you can get fined for that and lose out on money.
[00:21:37.970]We have to try to keep our students organized,
[00:21:40.900]we have certain places where students
[00:21:42.610]have access to whatever's available in that spot.
[00:21:45.300]So the first picture is just a wire file folder holder,
[00:21:51.520]which actually works really well for their laptops.
[00:21:53.960]So those are our classroom laptops for each student,
[00:21:57.440]it's their responsibility to get plugged in.
[00:21:59.250]And if they don't get their laptop plugged in,
[00:22:02.370]it's not ready for them the next day,
[00:22:04.010]and that is a huge privilege for them.
[00:22:06.630]They really enjoy having access to the laptop.
[00:22:08.740]So it's been a good responsibility creator for them.
[00:22:11.740]The other side is due to COVID.
[00:22:14.270]We had to limit use to our waterfall fountain.
[00:22:17.400]So we've got access to water, school supplies,
[00:22:20.520]calculators, headphones,
[00:22:22.800]anything that a student might need to be successful.
[00:22:33.410]All right, can you guys hear me?
[00:22:37.550]Yes, I can hear you.
[00:22:39.480]Perfect.
[00:22:40.630]All right, so this is my classroom,
[00:22:42.600]and I am the teacher for
[00:22:44.980]Westsides Elementary Behavior Program,
[00:22:47.490]and most of my kiddos are of the ED population.
[00:22:53.080]So as you can see in these pictures,
[00:22:55.890]I also use the file cabinets
[00:22:57.860]and different cabinets to break apart my spaces,
[00:23:01.147]and I was fortunate enough to have the dividers.
[00:23:04.000]So each of my kiddos has their own space
[00:23:06.980]that when they come in,
[00:23:08.470]they get to decorate,
[00:23:09.310]and that's their space for when they're here.
[00:23:11.670]And we also run on a level of systems.
[00:23:13.610]So as they begin to transition out of my program,
[00:23:16.870]that's when they get to move out to the other desks,
[00:23:20.760]you can kind of see what the tall cabinet
[00:23:22.580]in that top right hand corner, that tall cabinet.
[00:23:25.540]So like those desks don't have a full divider.
[00:23:28.150]So as they're moving up in the level system,
[00:23:30.480]they get more freedom.
[00:23:38.470]These are our office and safe spaces.
[00:23:42.570]And for the most part, we use these as their breaks.
[00:23:46.280]So I don't have my kids use sensory tools
[00:23:50.130]and stuff for their breaks when they're feeling frustrated.
[00:23:53.330]We try more of the silent coping strategies
[00:23:56.160]so they can ask to just go to an office.
[00:23:57.890]And when they're feeling frustrated,
[00:23:59.140]they can walk out of my classroom
[00:24:00.270]and go have their own alone time,
[00:24:02.420]which is used quite a bit today.
[00:24:04.760]And they just go in there
[00:24:05.870]and they use all of their strategies that we've worked on
[00:24:08.040]in social skills that we have listed.
[00:24:11.270]And then when they're ready,
[00:24:12.260]as long as they have not zeroed out,
[00:24:14.020]they just come on back to class.
[00:24:20.730]So this is our level system and road that we kind of run on.
[00:24:24.850]My kids actually know it better than I do.
[00:24:27.260]So they all make a Bitmoji
[00:24:28.900]and then as our level systems,
[00:24:31.420]our level system moves up each day,
[00:24:33.030]they moved their piece and they're responsible for
[00:24:34.960]if their meet their goal then they move their piece.
[00:24:38.790]And I'm trying to see that middle one says,
[00:24:41.110]and then it's pretty defined for when they have
[00:24:43.380]like an office behavior,
[00:24:44.400]if they just need to leave and gather themselves,
[00:24:46.240]and then come back or if it's a zero behavior
[00:24:48.150]and then they need to work their way back
[00:24:49.392]into the classroom.
[00:24:51.090]And then they're green, yellow, and red is for their
[00:24:54.300]types of rewards or reinforcements that they get
[00:24:56.730]and the level of reinforcement,
[00:25:04.670]This is our sensory room,
[00:25:06.430]and when I was taking pictures,
[00:25:07.544]it was in use.
[00:25:08.800]So I apologize.
[00:25:09.749]It was kind of a mess.
[00:25:11.290]We have lots of different like pillows
[00:25:13.170]and the sequence pillows and trampoline.
[00:25:17.060]This is where our kids do our Legos
[00:25:18.530]or when they use their reinforcement time.
[00:25:20.960]So they can go into this room with all of the fun,
[00:25:23.249]different games and stuff that they can get out.
[00:25:26.517]And then this is where we keep our flexible seating options.
[00:25:29.210]My kiddos have to pay for their flexible seating
[00:25:32.057]and earn it,
[00:25:34.510]and then it gets brought into my classroom.
[00:25:36.400]And then when they're done with it for the day,
[00:25:37.640]then they take it back.
[00:25:38.940]And this picture in the bottom right corner
[00:25:42.290]is my teaching partners classrooms.
[00:25:43.940]So she kind of has it set up the same way
[00:25:45.960]where her kids each have their own specific seat
[00:25:48.323]at her round tables.
[00:25:49.800]And then the teachers move around the kiddos.
[00:26:03.630]So I teach at ESU Seven
[00:26:05.583]and the level three program.
[00:26:08.020]And I have the luxury of,
[00:26:09.350]we have a whole building for programming
[00:26:11.250]and not just a classroom,
[00:26:12.740]but I've also been in a classroom that housed
[00:26:15.890]the whole program at a middle school.
[00:26:18.780]So on the left, you can see my instructional area,
[00:26:23.190]and that's one thing that I expect for my students
[00:26:25.320]for at least part of the day,
[00:26:26.770]is that they are at a desk
[00:26:29.880]appropriately handling instruction.
[00:26:32.532]We have small groups that we'll pull out for academic
[00:26:35.510]and other activities,
[00:26:37.790]but I do like to have at least part of the day
[00:26:39.430]where they are working on those skills of being seated
[00:26:42.150]at a desk in a group using skills to access
[00:26:46.870]the things that they want and need in that context.
[00:26:51.030]I think it's easier for my kids to kind of fall apart
[00:26:55.180]and get relax or not meet the expectations we have
[00:26:59.010]when they're sitting in a less formal situation.
[00:27:03.350]So this has been good.
[00:27:05.380]Over to the left,
[00:27:08.430]you can see that's where I have all the things
[00:27:10.993]that the kids could possibly need.
[00:27:12.820]And that's part of our instruction
[00:27:15.510]and skills also is just practicing,
[00:27:18.283]asking for and getting the things you need,
[00:27:21.510]understanding what would be acceptable to get up
[00:27:24.760]and take care of on your own,
[00:27:26.220]what things you need to ask for,
[00:27:29.114]what times it's appropriate to get up
[00:27:31.560]and do things on your own without asking.
[00:27:34.590]And when you should really be asking an adult
[00:27:37.250]before you leave.
[00:27:38.410]I also, you can see we have the sand timers
[00:27:42.020]on the top of the cabinets.
[00:27:44.490]We found those do hold up very well.
[00:27:47.320]There are some that have a metal center
[00:27:49.650]that hold up a little better to being thrown the knees.
[00:27:52.540]So that's an option if you're looking into them
[00:27:55.190]and are able to get the metal center
[00:27:57.620]that holds up a little better.
[00:27:59.540]But you can also see our metronome is up there,
[00:28:01.780]and there's a menu of activities the kids can do,
[00:28:05.280]depending on where they're at emotionally,
[00:28:08.650]as far as perking up, calming down,
[00:28:11.460]or you know, that they're focused
[00:28:14.550]and they need to stay focused.
[00:28:19.470]Next slide.
[00:28:21.630]This is the area on the other side of those shelves,
[00:28:24.520]and it is just partitioned off with bookshelves.
[00:28:28.980]We do a lot of things over here,
[00:28:31.420]centers for my younger students happen here.
[00:28:34.620]I have an older student that likes to come over here to work
[00:28:39.066]a little bit away from distractions.
[00:28:42.410]You can see that we have pillows and bean bag there.
[00:28:45.180]It's also a break area for the kids
[00:28:48.690]at different times of the day.
[00:28:50.250]So it gets used a lot for a lot of different things,
[00:28:53.340]just a separate area to do things with kids.
[00:29:02.106]So I think that you've probably seen a lot
[00:29:07.240]of seating options.
[00:29:09.920]If you look at the picture on the left,
[00:29:12.740]we discovered this accidentally,
[00:29:14.520]I was having some students help me adjust desks
[00:29:17.510]and this young man accidentally let go
[00:29:21.180]and it lowered all the way.
[00:29:22.540]And we found the kids really love that.
[00:29:25.370]So just by removing the bolt that holds the desks
[00:29:29.090]at different levels,
[00:29:30.150]he can lower it all the way to the ground.
[00:29:32.020]And I have several kids that just feel more comfortable
[00:29:36.120]when they're on the ground as far as just being,
[00:29:40.810]meeting all those sensory needs
[00:29:42.070]and having all the supports in place.
[00:29:43.800]So this was an accidental discovery
[00:29:45.970]with our desks for floor seating.
[00:29:48.490]We have a rocking chair
[00:29:50.620]and the kids asked and asked for a rocking chair,
[00:29:54.080]but I found that actually a lot of the adults that come in
[00:29:58.160]and out of the classroom enjoy sitting there
[00:30:00.730]when they're calling down.
[00:30:03.320]Anne, we have a question in the chat.
[00:30:05.914]Sure.
[00:30:06.747]It says the blue chairs are great,
[00:30:08.360]do they rock or wobble?
[00:30:12.270]They spin and roll.
[00:30:17.700]So yeah,
[00:30:21.210]they have a little bit of give for rocking,
[00:30:22.980]but they're not really designed for it,
[00:30:24.750]but they spin and roll.
[00:30:26.680]I actually love those,
[00:30:27.890]because all my students are on rolling chairs.
[00:30:30.040]So if they move to a different table or a different area
[00:30:32.450]or the hallway to work
[00:30:34.780]their chair with the basket underneath
[00:30:36.570]for all their supplies
[00:30:37.820]can just go with them wherever it is they're working.
[00:30:40.120]So those were a great find.
[00:30:43.680]Another thing I really recommend
[00:30:45.050]are these larger whiteboards,
[00:30:46.640]especially for my high school,
[00:30:49.020]middle school, and high school students,
[00:30:50.290]where we're doing a more complicated math
[00:30:53.610]and need a little more space to really work out equations.
[00:30:57.600]Those larger whiteboards allow me to do it
[00:30:59.730]with a student in the hallway
[00:31:01.330]or in a separate area of the classroom or at their seat,
[00:31:04.810]without having to take up the classroom whiteboard.
[00:31:09.200]On the right, you'll see our standing desks
[00:31:11.230]with the foot swing.
[00:31:13.270]And those are great too.
[00:31:14.770]I find that a lot of my students don't really choose to
[00:31:19.950]or need to stand a lot,
[00:31:21.250]but that foot swing has been a really amazing thing.
[00:31:25.540]So sometimes we actually just put a chair at those desks
[00:31:28.200]where students can have that,
[00:31:30.060]that swing for their feet.
[00:31:37.780]So this is one of the perks of having our program
[00:31:40.700]in a building instead of just in my classroom,
[00:31:42.990]is we have a room.
[00:31:44.770]We call this our Wholeness Room.
[00:31:47.940]I think often they're called sensory rooms,
[00:31:49.277]and we opted for wholeness because we serve both kids
[00:31:53.230]with autism and a lot of mental health issues.
[00:31:56.100]And it's also used for meeting those emotional needs
[00:32:00.340]as well as the sensory needs,
[00:32:02.750]but it was nice.
[00:32:03.630]We had some grant money,
[00:32:04.580]so we were able to get some nice things
[00:32:07.220]that swing from the ceiling has been amazing to have.
[00:32:12.540]But on the left,
[00:32:13.540]you see that we actually have a privacy pop,
[00:32:16.585]and parents can buy those for kids' beds,
[00:32:19.950]but that's been huge for some of our kids that really need
[00:32:22.650]like that totally dark calm place.
[00:32:26.050]We just have some gym mats and pillows in there,
[00:32:28.540]and if they need it, they can zip themselves into that area
[00:32:32.650]for that, that dark quiet, if they're needing it.
[00:32:36.510]On the right,
[00:32:37.343]I don't know that you can see it very well.
[00:32:39.950]The kids really love these.
[00:32:41.870]They're light up bubble walls.
[00:32:44.800]They weren't too pricey to have,
[00:32:47.640]but I felt like they really are nice as far as being used
[00:32:52.010]for lighting and just watching for the kids.
[00:33:03.740]So we call our safe rooms, our dignity rooms.
[00:33:07.269]I also call them the rooms of requirement.
[00:33:10.490]We don't just use these as a safety intervention
[00:33:15.270]or for safety spaces kind of at a premium even
[00:33:19.250]in the building.
[00:33:20.083]So we will use these if kids need a quiet place to go play,
[00:33:24.900]or if they wanna go and work on their own.
[00:33:28.585]But the good thing is they're also designed for safety.
[00:33:31.820]So the rooms have no outlets or wiring inside of them.
[00:33:36.720]There's an outlet right outside.
[00:33:38.100]So if a kid needs to plug in their Chromebook,
[00:33:40.500]they can plug it in and work in that room,
[00:33:43.240]but there's no outlets or wiring.
[00:33:45.050]The walls are made of an easily clean material
[00:33:48.530]on the concrete floors.
[00:33:50.860]So we do a lot of schoolwork and some playing
[00:33:54.580]and a lot of requested breaks in these areas,
[00:33:57.770]but they also can function for safety purposes.
[00:34:01.710]If you can see on the left picture, the door handle,
[00:34:05.270]I think this is the third building
[00:34:09.060]and the third set of dignity rooms I've had.
[00:34:11.980]I think this has the lock that I prefer the most.
[00:34:15.850]If you are having to do any sort of seclusion,
[00:34:19.780]it requires that a person is actually holding the lever
[00:34:23.560]for the door to be secured.
[00:34:25.140]So the door can't be secured unless there is someone there,
[00:34:28.990]it's impossible for it to get locked,
[00:34:30.890]and someone to be left in a room.
[00:34:33.370]The doors are really reinforced
[00:34:37.820]and have the small plexiglass windows
[00:34:39.620]and it looked really institutional.
[00:34:41.770]So those are just magnetic curtain rods.
[00:34:45.010]We use to make it look a little bit less institutional,
[00:34:50.600]but those pop right off.
[00:34:51.700]If we have a situation where we're needing
[00:34:53.519]to be able to look into the room through the window.
[00:34:56.840]Okay, Sue has a question.
[00:34:58.860]So many grades seeing options on other resources,
[00:35:01.210]is there listing of these and were to get?
[00:35:04.200]I would suggest Sue,
[00:35:06.340]'cause we have the name of each teacher on the slide,
[00:35:09.690]and then I would just email them and say,
[00:35:11.050]where did you get them?
[00:35:11.883]Or how did you make them?
[00:35:13.360]We could probably put a list together,
[00:35:14.647]but that would be the quickest.
[00:35:16.650]Yeah, I would say the one thing I can say is when
[00:35:20.350]I ordered the classroom seating,
[00:35:22.860]most of it came from Eakes,
[00:35:24.360]but I could definitely get brand names
[00:35:27.180]and specifications for you.
[00:35:32.610]Okay, I do not have my own classroom.
[00:35:36.270]So a lot of these pictures either came from
[00:35:39.910]our structured teach training that we do
[00:35:42.900]through the network or other classrooms that I have been in.
[00:35:47.410]So these are just some ways to structure up the environment,
[00:35:51.460]to help students be successful.
[00:35:54.070]So on this bus picture,
[00:35:56.410]you can see there's expectations
[00:35:57.940]of what's expected on the bus,
[00:35:59.690]a boundary line, so they stay in their area,
[00:36:05.130]which is kind of similar to the tape on the floor,
[00:36:07.470]the little feet in front of the backpack.
[00:36:12.160]Those can be taking into things,
[00:36:17.430]yes, that's in an elementary school in front of a backpack,
[00:36:20.320]those little feet.
[00:36:21.153]But think about, if you have a student who is working on,
[00:36:25.110]bagging groceries at a grocery store or something,
[00:36:27.170]and they need to stay in one spot.
[00:36:28.760]So these can all be used in all different settings.
[00:36:33.030]This is just a structured locker for a student to show,
[00:36:36.860]I need this color of materials for this class
[00:36:39.870]and it's all in there color coded,
[00:36:50.010]go ahead, Kaye.
[00:36:55.120]Again, more color coding stuff on the top right there
[00:36:58.410]with for Monday, I need all these things
[00:37:01.730]and everything that is for Monday is in the red.
[00:37:04.980]A couple other arrangements with just classroom materials.
[00:37:09.560]So this is a little work area on the left for somebody
[00:37:12.597]and just using some shelving units to close off an area
[00:37:17.830]for a student to learn,
[00:37:20.330]and then some dots on the floor.
[00:37:21.617]You see dots on the floor and all kinds of classrooms,
[00:37:24.260]but helping kids stay in line and nowhere to go.
[00:37:35.360]Again, just using tape,
[00:37:36.840]I swear duct tape and file cabinets can go really far.
[00:37:42.630]So using duct tape to show,
[00:37:44.210]this is my work area,
[00:37:45.560]on the left is kind of what is expected first then,
[00:37:48.690]right next to that little duct tape area.
[00:37:50.950]Again, using on the right,
[00:37:52.870]using some shelves to block off an area for a student,
[00:37:56.430]and then even noticing that there's tape on the desk
[00:37:58.870]to help that student know how to organize their work
[00:38:02.230]when they're working
[00:38:09.240]Again, these are just lots of different examples
[00:38:11.690]of how to use the things within your environment
[00:38:15.200]to help close off a lot of classrooms that I am in
[00:38:18.440]and are those ACP programs where kids are not necessarily
[00:38:23.080]in the general education classroom as much as their peers,
[00:38:27.120]and so where they need a separate work area
[00:38:29.870]for that direct instruction or independent work time.
[00:38:32.810]So just showing how you can use some of the things
[00:38:37.360]you probably already have in your class to make areas
[00:38:40.860]for students to be successful in.
[00:38:50.680]Again, different areas.
[00:39:02.620]And then really quick.
[00:39:03.860]Kaye, go back to that other one.
[00:39:05.750]This one on the right.
[00:39:08.640]Oh nope, go ahead.
[00:39:10.550]Forward one more.
[00:39:11.740](chuckles)
[00:39:12.760]Thank you.
[00:39:14.450]This one right here has all like the verbal behavior stuff.
[00:39:19.100]I am seeing that a lot more in classrooms that I go into
[00:39:22.980]for the adults to help them be successful,
[00:39:26.810]and you know how to prompt
[00:39:28.230]when I'm doing an inter verbal and stuff.
[00:39:30.195]So definitely having,
[00:39:34.130]not just things to help students be successful,
[00:39:36.990]but any visual supports for adults as they're working with
[00:39:42.185]these students to help them be consistent when teaching
[00:39:46.460]is really beneficial.
[00:39:47.460]So making sure you think about visuals for adults too.
[00:39:58.230]Is this the video, Kaye?
[00:39:59.560]So this is a video of a middle school classroom,
[00:40:02.520]and this teacher had just started as it was her first year
[00:40:07.820]in the ACP classroom at the middle school.
[00:40:09.810]And she was concerned because she said,
[00:40:12.270]I'm getting all these students that had one-on-one pairs
[00:40:15.633]in elementary school,
[00:40:17.180]and that's not the case here,
[00:40:18.470]and they all need all this individual support.
[00:40:21.730]They all need verbal behavior
[00:40:24.310]and they all need independent workstations and all of this.
[00:40:28.540]So we set up her classroom and made it.
[00:40:31.400]So there was like three
[00:40:35.090]little valley ways that set up for three kids
[00:40:41.650]to be doing independent workstations at a time.
[00:40:45.160]So that one adult could kind of manage that
[00:40:48.350]so that it wasn't, I don't know,
[00:40:50.310]it was just really organized.
[00:40:51.180]So I just took a little video scan of students working,
[00:40:54.110]everything in her classroom was color coded.
[00:40:56.400]So their verbal behavior,
[00:40:57.820]if one student had all their verbal behavior stuff
[00:41:00.810]in an orange bin, in an orange binder,
[00:41:03.700]then their structured teach shelf had orange tape on it.
[00:41:09.650]So it was easy for all the adults to be consistent.
[00:41:12.990]Their locker had orange, their schedule was on orange paper.
[00:41:17.090]So it was just helped with consistency and structure,
[00:41:19.620]and the whole classroom for adults and students.
[00:41:22.330]So this is just a little scan of her,
[00:41:25.300]of some of her kids doing independent work type.
[00:41:28.490]I'm trying to start it, but I don't know.
[00:41:31.490]Maybe like right in the middle,
[00:41:33.140]I don't know, when I put it in the.
[00:41:35.140]Can you see it? Nope.
[00:41:37.240]Okay.
[00:41:38.073]I could hear it though.
[00:41:39.170]I think I have to stop sharing my screen
[00:41:41.620]and then share it from my desktop.
[00:41:44.680]Oh, shoot, sorry to be a pain.
[00:41:46.810]No.
[00:41:47.643]And if you don't want to,
[00:41:48.480]I know they have access to the,
[00:41:50.200]they have access to it.
[00:41:51.100]I think we have time.
[00:41:53.270]So I'm gonna try if I can't do it, then I will come back.
[00:42:02.330]Shoot, there it is.
[00:42:03.890]So I think I have to share again
[00:42:08.640]and this time show the video.
[00:42:10.030]Yep, I think this will work.
[00:42:12.160]And I got to get stay on then.
[00:42:16.200]Okay, do you see the video now?
[00:42:18.110]Yes.
[00:42:18.950]Okay, perfect.
[00:42:23.430]Oh wait.
[00:42:24.263]This is totally not the one I was explaining.
[00:42:27.348](laughs)
[00:42:28.970]Do you wanna? Okay,
[00:42:29.803]this is totally a different thing than I was explaining.
[00:42:32.170]I thought I put a different video in here.
[00:42:33.930]Anyway, this is an elementary classroom
[00:42:35.700]with kids that needed multiple areas.
[00:42:37.890]So scratch everything that I said before that,
[00:42:40.330]about the video that I thought I put in here.
[00:42:42.540]But it was still good information, Ali.
[00:42:44.580]So even if you don't have the video.
[00:42:45.934](Ali laughs)
[00:42:50.420]Yeah, so there was one kid's class area.
[00:42:53.090]There is another kid right there, but he wasn't in there.
[00:42:56.100]So his was shut off and then another kid.
[00:42:57.810]So just using different materials
[00:43:02.490]that you probably already have
[00:43:05.640]to create spaces.
[00:43:08.740]All right, back to the presentation.
[00:43:12.580]And I think that was,
[00:43:15.260]and we're in really good time.
[00:43:16.210]We were shooting for 4:20.
[00:43:19.220]So we are in good shape.
[00:43:21.450]Anne did say, the visuals for the adults
[00:43:24.080]were really good ideas.
[00:43:24.913]She put that in the chat and I could not agree more.
[00:43:27.270]I can not tell you how much power
[00:43:30.210]having visuals for adults on things like
[00:43:33.114]Ali and I shared last time,
[00:43:34.410]reminding people about differential reinforcement
[00:43:36.910]and what that means, the verbal behavior operants
[00:43:39.180]if that's something that you're working on
[00:43:40.860]with some of your kids.
[00:43:42.790]Adults respond really well to visuals as well.
[00:43:44.920]So yeah, that's a big one.
[00:43:46.720]All right, we're to the second part.
[00:43:48.450]If anybody has questions in the chat
[00:43:50.432]for specifically environmental modifications,
[00:43:53.170]obviously, it's not rocket science,
[00:43:56.860]but seeing all the different ways that people do things,
[00:43:59.600]make things on their own,
[00:44:01.760]how creative they are about,
[00:44:03.770]so many times when I'm going into to programs,
[00:44:06.130]they say, well, we don't have a budget.
[00:44:08.220]Making sure that we're thinking outside the box,
[00:44:11.330]but it is possible to do it.
[00:44:12.810]And so again, you have everybody's email addresses,
[00:44:15.410]if you saw something that you really, really wanted
[00:44:18.610]more information about just email back particular teacher.
[00:44:20.725]And I know that they're happy to share.
[00:44:23.700]So now we're getting started with structured routines
[00:44:26.550]and schedules, right?
[00:44:28.530]So why is that so important?
[00:44:30.611]So everybody knows throughout the day
[00:44:33.290]exactly what they're supposed to be doing.
[00:44:34.590]So like Carrie said,
[00:44:36.160]it's up to that point by point map to follow.
[00:44:38.890]Downtime is like the worst antecedent.
[00:44:42.110]So if we have that really structured schedule
[00:44:44.730]and everybody's staying engaged in something meaningful,
[00:44:47.400]you're really gonna reduce your problem behavior.
[00:44:49.660]It gives students that predictability they need
[00:44:52.820]so that they don't experience as much anxiety,
[00:44:55.170]frustration, and worry.
[00:44:57.680]Research is very clear that especially people
[00:45:00.240]that struggle with challenging behavior,
[00:45:02.070]mental health issues, et cetera,
[00:45:04.030]maybe experienced trauma,
[00:45:05.400]they really need that structured predictability.
[00:45:08.850]And it helps with oppositional defiance students,
[00:45:10.581]'cause when you set it up
[00:45:12.160]and you stick to it and you're predictable,
[00:45:13.640]there's really not a whole lot
[00:45:15.980]of power struggling going on, right?
[00:45:17.890]And increases work, production, compliance,
[00:45:19.730]and engagement for sure
[00:45:21.480]which then leads to higher academic performance
[00:45:24.240]as a result of that improved focus and attention.
[00:45:27.300]And it also teaches students
[00:45:28.420]some of those executive functioning skills
[00:45:30.550]that we can just build into our day.
[00:45:32.290]Some of the time timers,
[00:45:34.720]the sand timers,
[00:45:35.640]and the visual timers,
[00:45:36.520]it really helps kids kind of predict time
[00:45:39.930]and manage that time and those resources
[00:45:42.820]and improves the organization.
[00:45:43.980]So when we think of,
[00:45:45.890]I do a whole workshop on executive functioning deficits,
[00:45:48.850]been doing this for a really long time
[00:45:50.810]and pretty much it's every kid that I've ever worked with,
[00:45:53.050]has one or more a weak or missing skills in the area
[00:45:56.840]of executive functioning.
[00:45:57.890]So improving their organization
[00:46:00.310]and all of those related skills is really important.
[00:46:04.300]So going back to Carrie.
[00:46:07.640]Okay, so one of our structured routines,
[00:46:09.880]one of the things that we do in our classroom is
[00:46:12.610]students keep what I call a Fabulous Five.
[00:46:15.330]And I have them keep these things
[00:46:17.160]in the corner of their desk, like all the time.
[00:46:19.320]I never want these things to go inside their desk.
[00:46:23.360]And that includes a homework folder,
[00:46:26.610]their assignment notebook, or planner,
[00:46:29.690]their gold card, which is what we use to track behavior
[00:46:32.190]and then a pencil pack for all their writing utensils,
[00:46:35.930]erasers, and then an accordion file.
[00:46:37.570]That accordion file then is just,
[00:46:39.570]they have every subject right inside that file,
[00:46:42.400]and so every time it is instructional time,
[00:46:45.360]I always remind them to bring their fabulous five.
[00:46:48.670]And then there's a fine, if they don't have
[00:46:51.720]one of those items,
[00:46:53.760]'cause these are just things that we automatically
[00:46:55.740]have to have every time we have instruction.
[00:46:58.440]I mentioned earlier that we have check-in
[00:47:01.150]and check-out slips.
[00:47:03.306]For the most part, my students can read and check off.
[00:47:07.840]I have in the past used pictures,
[00:47:10.200]this particular group of kids that I have
[00:47:12.050]of third through fifth graders don't need the pictures,
[00:47:14.210]but otherwise I can certainly modify that.
[00:47:16.100]And it just goes right in order.
[00:47:18.670]And I asked them, they have to check it off,
[00:47:21.770]and then they're near staff.
[00:47:25.280]And so staff looks over those lists,
[00:47:26.910]make sure everything's done.
[00:47:28.160]But that happens at the beginning at the end of every day.
[00:47:32.760]And not knowing if,
[00:47:35.575]or the recording is gonna have chat access.
[00:47:37.772]I'm not as familiar.
[00:47:39.270]Anne had a suggested to make friends with custodians
[00:47:41.660]and maintenance people.
[00:47:42.493]They're really good resource for hand me downs things,
[00:47:45.577]and I couldn't agree more.
[00:47:47.060]So thanks for that, Anne.
[00:47:53.570]We also have, I have a little sign
[00:47:56.480]right by the door.
[00:47:57.810]It looks like two, but that's just a front and back.
[00:47:59.850]I have an informal line,
[00:48:01.830]which is just hands are at your sides
[00:48:04.090]and you can still have some quiet chat.
[00:48:05.970]And then I have, what's called a formal line
[00:48:08.400]and their hands are behind their back,
[00:48:10.170]and there's no talking to wherever we're walking,
[00:48:12.940]going to.
[00:48:14.360]So we do have specific ways that we even walk in a line.
[00:48:18.170]We also, every Monday,
[00:48:20.320]as part of our social skills routine
[00:48:23.400]on Mondays is Marvelous Mondays,
[00:48:25.070]we set a class wow goal
[00:48:28.030]and you can easily make one of these posters.
[00:48:31.630]Mine doesn't look quite like that.
[00:48:33.070]Mine's an actual poster that I purchased that says
[00:48:35.370]wow goal, which is just within one week.
[00:48:38.520]And then that's posted every week.
[00:48:40.070]And if I forget, they remind me.
[00:48:42.590]It is just become one of the things
[00:48:45.070]that we automatically do on Mondays.
[00:48:53.590]We even have a routine for when kids are earning time,
[00:48:56.620]back into the general education classroom,
[00:49:00.110]and we just call it Mainstreaming Madness.
[00:49:01.520]So because we're at a level three,
[00:49:02.880]we're not even within a public school building.
[00:49:05.600]So as they're adding time,
[00:49:07.650]their pictures are over on the left.
[00:49:09.600]This is a great way to keep kids motivated
[00:49:11.850]to go back to their buildings,
[00:49:13.660]'cause oftentimes even in,
[00:49:16.130]even in public school,
[00:49:17.974]in a self-contained behavior classroom,
[00:49:20.730]it's really hard sometimes to get kids motivated,
[00:49:23.210]to go back out.
[00:49:24.043]They're feeling good,
[00:49:25.170]they're feeling successful, safe, secure in your classroom.
[00:49:28.830]So we put this in place where it's basically they're moving
[00:49:32.170]every time they're adding time in their building
[00:49:34.800]or adding a class.
[00:49:36.540]It's like they move up in the club
[00:49:38.600]until they get to what we call the diamond status.
[00:49:41.570]And really they're not spending any time here
[00:49:44.110]at our program at all.
[00:49:47.390]And then with each move,
[00:49:49.900]depending on where they are at the end of the quarter,
[00:49:52.700]there's big rewards in place every quarter,
[00:49:55.560]depending on which club that they're in.
[00:49:57.400]And that's a really big deal.
[00:49:59.540]We video them when they move their picture.
[00:50:02.310]Their pictures are covered in that slide, you see,
[00:50:04.970]but they move their picture as they move in clubs.
[00:50:08.030]And that's been super powerful to get kids motivated
[00:50:12.560]to go back to their buildings.
[00:50:14.910]I also, this sounds so crazy.
[00:50:17.380]I read, not this part.
[00:50:18.780]I do read the students every day
[00:50:21.190]and I allow them to keep their hands busy during that time.
[00:50:25.060]But I'm super specific about what they can do,
[00:50:28.060]because I hate being interrupted when I read.
[00:50:31.170]So I don't allow loud toys, loud things.
[00:50:33.700]So I have found even writing this list out and saying,
[00:50:36.480]these are the things that you can do,
[00:50:37.920]and it's non-negotiable.
[00:50:40.690]So I know I'm type A,
[00:50:42.580]I have to have these kinds of routines in my classroom.
[00:50:46.750]Next.
[00:50:52.450]I also have a lot of safe room paperwork,
[00:50:57.810]that, that picture off to the side.
[00:50:59.613]That's about a three page document.
[00:51:02.490]It's not super long.
[00:51:03.660]We call them a Hassle Log,
[00:51:04.910]or I call it a Hassle Log,
[00:51:06.800]because I have to fill out paperwork
[00:51:08.620]if the student is using the safe room particularly,
[00:51:10.710]if we have seclusion minutes.
[00:51:12.230]I ask kids to fill out paperwork as well.
[00:51:14.510]So it's a hassle for them to fill out the paperwork as well.
[00:51:19.160]Honestly, this is a great report for me.
[00:51:21.360]It's kind of like a mini FBA,
[00:51:22.980]because the kids are writing down.
[00:51:25.040]They're indicating what time of the day this occurred,
[00:51:27.990]what the trigger was?
[00:51:29.170]Who was the person involved?
[00:51:30.520]What did they want?
[00:51:32.010]And everything's pretty much multiple choice,
[00:51:34.530]but that is something that every time
[00:51:36.430]a student is having to access the safe room
[00:51:38.760]or have seclusion minutes that they have to fill out.
[00:51:42.010]We also have very specific rules that we practice
[00:51:45.110]just like a fire drill or a tornado drill lockouts,
[00:51:48.640]any of that.
[00:51:49.473]We practice these whenever we get a new student.
[00:51:51.610]What it looks like when you have to access the safe room.
[00:51:54.950]So we have specific rules for entering, remaining in,
[00:51:59.360]and exiting the safe room.
[00:52:02.660]We also have in our room what's called,
[00:52:05.250]we just called it Code Charlie.
[00:52:07.410]That way, if we have to,
[00:52:09.740]if more than one staff has to really interact
[00:52:12.820]with the student and either we're in a restraint
[00:52:16.000]or we have to get to a safe from quickly,
[00:52:18.650]I can easily call out a Code Charlie,
[00:52:21.030]and all the other students in the classroom.
[00:52:23.460]No, just drop what you're doing
[00:52:25.480]and move to a designated spot
[00:52:27.010]that's outside of our classroom.
[00:52:28.520]And we practice a Code Charlie,
[00:52:30.190]just like we practice what it looks like
[00:52:31.880]if you had to go to the safe room.
[00:52:35.385](Kaye faintly speaking) They would just know.
[00:52:36.440]Yeah?
[00:52:37.290]I said, can I make a comment about the hassle log?
[00:52:39.322]Yes.
[00:52:40.310]That's amazing for that
[00:52:42.330]ongoing functional assessment.
[00:52:45.110]I work with so many people that are like,
[00:52:46.950]there's only one function,
[00:52:47.940]it's the same function every time.
[00:52:49.140]And I'm like it isn't.
[00:52:50.510]So getting their,
[00:52:52.855]their take on what has happened, I think it's,
[00:52:54.950]that's awesome.
[00:52:55.790]I love that.
[00:52:56.650]Yes, one of my favorite questions,
[00:52:59.370]because there at the bottom,
[00:53:00.600]it'll say on the bottom of that first page,
[00:53:02.130]it says, what did I want?
[00:53:03.590]And so there are things listed,
[00:53:04.920]like I want it to be sent home.
[00:53:06.650]And oftentimes that's the response that we get.
[00:53:09.580]And I make it very clear as we're going through this that,
[00:53:12.580]that is just not going to be an option in this program.
[00:53:16.740]In fact, it will be the opposite.
[00:53:18.130]You'll actually spend more time after school here.
[00:53:21.170]But the question I really appreciate on this hassle log
[00:53:24.460]comes near end, when it says,
[00:53:25.880]did you get what you wanted?
[00:53:27.740]And 100% of the time, it's a no.
[00:53:31.040]And that makes for really great conversations with kids,
[00:53:34.930]about ways to do things differently the next time
[00:53:37.627]and the work doesn't go away.
[00:53:39.280]It's there waiting for you when you get back.
[00:53:42.312]We have a question.
[00:53:43.320]We have a question. Yeah.
[00:53:44.153]Can you identify an example
[00:53:46.380]of what the procedures are for Code Charlie?
[00:53:50.180]What is the expectation of the student in a safe room
[00:53:52.630]and Barb, if that's not clear,
[00:53:54.240]you can jump on to,
[00:53:55.170]because I know you have speaking privileges.
[00:53:59.150]That was perfect. Okay.
[00:54:01.490]Right, I hope I answered that, Barb.
[00:54:03.270]The expectations in the safe room for us are
[00:54:05.610]the shoes come off.
[00:54:08.020]I've been in situations where we have a ceiling
[00:54:09.970]for our safe room,
[00:54:10.803]and I'm currently in a situation
[00:54:12.010]where we don't have ceilings in our safe room,
[00:54:14.940]but regardless, we always ask for shoes to come off.
[00:54:19.080]Sometimes we'll even ask for jackets or coats
[00:54:21.300]or we'll remove those and belts to come off.
[00:54:25.030]We ask that students sit against our back wall
[00:54:27.370]in our safe room area, quietly for a certain amount of time.
[00:54:31.830]When that happens, we are happy to open that door.
[00:54:37.190]We have a line kind of drawn,
[00:54:39.510]kind of naturally in the floor, I should say.
[00:54:42.600]So students know not to cross that line.
[00:54:45.420]As far as Code Charlie students know,
[00:54:48.970]just to drop what they're doing.
[00:54:51.240]They don't ask us,
[00:54:52.350]what can I take this?
[00:54:53.360]Or should I take my homework?
[00:54:54.610]There is no conversation at all.
[00:54:56.100]They know it is almost like an emergency situation.
[00:55:01.150]So they put down whatever they're doing.
[00:55:03.070]They leave very quietly from our classroom
[00:55:05.270]and go to a different classroom.
[00:55:07.140]And then we have practiced with that teacher.
[00:55:09.070]Like where do you want them to sit when they come in?
[00:55:12.020]So sometimes it's on a rug,
[00:55:13.890]it's usually in one area.
[00:55:15.450]And then there is a basket of things
[00:55:18.080]for those kids to do once they get to that classroom.
[00:55:21.190]I hope that answered your question.
[00:55:23.350]And I have a question too, Carrie.
[00:55:25.570]So I know there's some people here from Kansas.
[00:55:27.750]I'm pretty familiar with some of the safeguards in Kansas.
[00:55:31.780]And you talked about the paperwork
[00:55:33.000]that you have to fill out.
[00:55:34.820]Can you talk a little bit about
[00:55:36.030]when you talked about the kids' paperwork,
[00:55:37.365]what paperwork do you fill out and who do you,
[00:55:39.820]who do you make sure gets copies of that
[00:55:42.600]as far as follow up?
[00:55:44.210]Yeah, we do fill out paperwork.
[00:55:47.660]So it's gonna include things like
[00:55:50.560]the time that the student went into the safe room,
[00:55:52.760]whether a restraint was needed,
[00:55:54.670]if there is seclusion,
[00:55:56.130]if you just even close the door.
[00:55:57.830]We track how many minutes.
[00:55:58.990]We have whiteboards that we've put up right outside
[00:56:02.060]of our safe room with the pens,
[00:56:04.770]and a clock right there
[00:56:06.660]so we can see that time easily, get it written down.
[00:56:11.480]We also indicate what behavior got the student
[00:56:16.240]to the safe room.
[00:56:17.510]We have a spot on our paperwork
[00:56:19.480]where we can really be quite detailed about
[00:56:21.660]what happened just prior to event.
[00:56:23.890]We also list out things that occurred in the safe room,
[00:56:29.980]what behaviors
[00:56:32.680]we saw the student engage in inside the safe room.
[00:56:35.710]We also list out things like what kinds of things
[00:56:41.820]we did as a staff, prior to them coming to the safe room.
[00:56:47.400]Did we give them a redirect?
[00:56:50.850]Did we give them an option?
[00:56:52.420]Did we set a timer?
[00:56:53.730]So on that form, we are also listing out things
[00:56:56.150]that we did as a staff
[00:56:57.480]prior to having to go to the safe room.
[00:57:00.040]We also list a specific, if there was a restraint or a hold,
[00:57:04.590]or we had to move a certain way.
[00:57:06.060]We are very detailed in that information.
[00:57:08.260]Then we enter that,
[00:57:09.540]I have paper copies 'cause I just,
[00:57:12.030]I like the hard copy,
[00:57:13.110]I do it by paper first.
[00:57:14.430]And then we enter it into our particular computer system.
[00:57:19.090]And then our principal gets that information right away
[00:57:23.240]and can review those.
[00:57:34.490]Okay, so we'll go through some of our
[00:57:36.840]daily routines and then some of our instructional routines.
[00:57:41.109]Our children have a defined area in the room
[00:57:45.090]where they do check-in and check-out every day.
[00:57:47.933]You can see a picture of where they're checking out
[00:57:49.800]or there's that goal card area.
[00:57:52.230]This is all near our calendar area as well.
[00:57:54.580]So it's kind of all visually up for them.
[00:57:57.840]They can put in their sharp.
[00:58:01.100]If they didn't have to go to the safe room that day,
[00:58:03.520]earn a sticker and check-out.
[00:58:06.750]We also have a designated spot on the side of a file cabinet
[00:58:10.690]that we just magnet their classroom jobs,
[00:58:12.870]which get changed every Monday.
[00:58:15.030]And then we can easily change out our schedule
[00:58:19.178]as we need to,
[00:58:20.130]because those are magnet onto the file cabinet.
[00:58:25.035]Also, the goal getters is a daily routine
[00:58:27.560]we do every morning when they check-in,
[00:58:29.890]they know to go check-in,
[00:58:31.250]to hang up their backpack,
[00:58:32.190]check-in for lunch, check-in for their zones,
[00:58:34.120]and then they do their goal getters.
[00:58:36.070]This all happens before they get to their desks
[00:58:39.820]for their morning work.
[00:58:41.410]And this is a good way to just reflect on their expected
[00:58:46.160]and unexpected behaviors.
[00:58:48.020]This is also earning them a class-wide incentive
[00:58:51.700]of earning a classroom pet
[00:58:54.550]is our current incentive.
[00:59:03.200]This, this is our learning targets wall.
[00:59:05.900]This is for our core instruction
[00:59:07.250]for that reading and math time.
[00:59:10.300]We set instructional time for about 15 to 20 minutes,
[00:59:14.870]and then they have independent time after that.
[00:59:17.010]So they see a teacher for that amount of time,
[00:59:19.330]and then they have independent time either before
[00:59:21.510]or after that for reading and math.
[00:59:24.210]Up on the wall,
[00:59:25.610]as you can see that picture, we have that set,
[00:59:29.260]and in each one of those little squares,
[00:59:31.760]it is what the student is working on for their instruction,
[00:59:35.860]and then what the student will be doing
[00:59:37.450]for their independent time.
[00:59:40.520]We have found from this year or from last year to this year
[00:59:44.150]that we need to shorten up some instructional time
[00:59:46.460]and do some more one-on-one stuff.
[00:59:48.770]So we shortened it to about 15 to 20 minutes,
[00:59:51.360]and then added on our independent work time
[00:59:54.230]as well for each one of our students.
[00:59:59.460]The picture on the bottom right
[01:00:00.700]is just the schedule that the teachers use.
[01:00:02.900]So that just keeps us on track to know
[01:00:04.670]who's going to speech,
[01:00:05.503]who's, you know, going to those different areas
[01:00:08.100]and how we're rotating.
[01:00:12.970]This instructional routine.
[01:00:14.230]So these are the things that our students
[01:00:15.950]are typically doing for their independent time.
[01:00:18.930]So after they transitioned from their instructional
[01:00:21.680]small group or one-on-one time with their teacher,
[01:00:24.410]they're gonna go over to their independent.
[01:00:27.390]We try to keep each student going to the same space
[01:00:30.244]for his or her independent time.
[01:00:32.580]So that each day is not different,
[01:00:34.290]and that's just giving them a nice routine.
[01:00:36.690]The buckets there,
[01:00:37.570]they're the color coded buckets.
[01:00:38.540]Those are just their individual buckets of work.
[01:00:40.930]So they might have a task box in there.
[01:00:43.560]They might have a worksheet.
[01:00:46.110]They might just have a day where they're doing an IXL
[01:00:48.510]or a math or reading practice on Seesaw.
[01:00:53.230]The pictures on the left are photo boxes,
[01:00:57.580]you can get these at Hobby Lobby, I believe.
[01:01:01.920]Hobby Lobby, Amazon, Target, I think sold them.
[01:01:05.540]So there are photo boxes, but we use them.
[01:01:08.030]You can find a lot of teacher pay teacher tasks boxes.
[01:01:11.320]That's been really helpful.
[01:01:12.960]We've created some of our own.
[01:01:14.540]We also use our resources in our buildings.
[01:01:18.470]We asked our speech pathologists to give us some,
[01:01:21.460]we've asked our OT to create some,
[01:01:23.510]just so that we can have more options for our students.
[01:01:26.820]And then as we see what they need,
[01:01:29.260]these boxes also are great for morning work.
[01:01:32.510]You can see in,
[01:01:34.800]to the right of the boxes,
[01:01:36.110]it's just a zipper pouches that someone sewed for us.
[01:01:40.960]We don't sew,
[01:01:41.793]but if you do sew, (laughs)
[01:01:42.850]you can just sew them.
[01:01:43.683]They're just zipper pouches.
[01:01:44.720]And we just found that that was better than
[01:01:46.900]gallon plastic baggies.
[01:01:48.670]Just because they rip.
[01:01:49.890]They rip and fall apart,
[01:01:51.490]and these are durable and they will last.
[01:01:54.070]We have a question.
[01:01:55.640]Can you speak about the pet incentive?
[01:01:58.110]Can each student have their own pet?
[01:01:59.670]Are you speaking about time with the classroom pets?
[01:02:02.460]So cool.
[01:02:04.850]They are earning a classroom pet.
[01:02:07.520]So as you can see in that picture,
[01:02:09.920]it's a fish tank actually.
[01:02:11.960]And they're earning hermit crabs.
[01:02:13.600]Everything that we do revolves around sharks
[01:02:16.190]or some kind of ocean life.
[01:02:17.780]So we decided hermit crabs would be a great pet.
[01:02:20.630]So as they go through,
[01:02:23.972]they earn stickers for not earning each one of
[01:02:27.922]those behaviors.
[01:02:29.130]So that 9, 17, 18, and 20.
[01:02:30.920]So they can earn four stickers a day,
[01:02:33.180]and they they're just little fish stickers we put on.
[01:02:35.400]So they have now earned the tank,
[01:02:38.100]then they will earn the things that go in the tank
[01:02:40.630]and then they will slowly earn the hermit crabs.
[01:02:43.300]So we're hoping by Christmas, January-ish,
[01:02:45.590]they have gotten their hermit crabs.
[01:02:56.540]This picture just kind of shows different tasks,
[01:02:59.590]being done, independent work time, being done.
[01:03:02.680]This for us did not happen overnight for sure.
[01:03:05.570]The tasks definitely have to be on their independent level,
[01:03:08.710]just almost low independent level.
[01:03:13.630]We rotate through them weekly.
[01:03:15.290]They go from an iPad.
[01:03:17.210]We have games that they can play.
[01:03:18.520]They have hands on activity as well as written tasks.
[01:03:22.020]They're very short.
[01:03:23.150]Sometimes there's even two tasks
[01:03:25.150]within that 15 minute period.
[01:03:27.130]Like if you get a hands-on task done within that time,
[01:03:30.260]now you can do a game that you prefer,
[01:03:34.040]a math game that you prefer.
[01:03:35.640]So everything is very, very short.
[01:03:37.990]We reinforce with expected behaviors
[01:03:40.910]when they are observed
[01:03:42.030]and students are spaced out through their need.
[01:03:44.400]We are definitely lucky enough to have a pair of that
[01:03:47.150]helps through this,
[01:03:48.470]but we have really built independence in our students.
[01:03:52.210]In one of the quarters,
[01:03:53.043]you can see our portable desk being used.
[01:03:55.500]Those are amazing,
[01:03:56.360]because you can just kind of throw them out anywhere
[01:03:58.370]and they can sit down and do the writing.
[01:04:01.260]They can do math on the table, whatever they need.
[01:04:16.210]The next slide just shows
[01:04:17.580]some of our other spaces that we use for instructional time.
[01:04:22.610]We have a couple of those tables, horseshoe-shaped tables,
[01:04:25.970]and then those are the student desks.
[01:04:29.840]And it kind of goes back to that morning check-in,
[01:04:31.840]we didn't have that on the other side,
[01:04:33.170]it was more of the check-out.
[01:04:34.150]But in the morning
[01:04:34.983]they know exactly the things that they're supposed to do.
[01:04:37.300]There's visuals that show them,
[01:04:39.180]and again, it doesn't happen overnight.
[01:04:40.840]It started, you know,
[01:04:41.700]it took a lot of practice at the beginning of the year,
[01:04:45.400]and then they're sitting,
[01:04:46.260]you can see that they're spaced out.
[01:04:49.590]And we do rotate desks every Monday,
[01:04:52.210]just to keep them rotating.
[01:04:54.190]They kind of get, you know,
[01:04:56.290]they either get sick of each other
[01:04:57.347](chuckles)
[01:04:58.180]or they pick on the same people,
[01:04:59.970]or, you know, they're silly with the same friends.
[01:05:02.540]So we try to rotate them frequently.
[01:05:04.730]All of those visuals help them know what to do
[01:05:08.560]in the mornings before morning meeting happens.
[01:05:11.490]As far as instructional time,
[01:05:13.420]we use the space we have.
[01:05:15.020]So we use tables,
[01:05:16.010]sometimes, you know, if there's a situation,
[01:05:17.770]we're out in the hall with portable desks,
[01:05:19.510]sometimes we're just on the floor together with a group,
[01:05:22.160]or one-on-one,
[01:05:24.340]just depending on what is going on
[01:05:26.350]in the classroom at that time or what our students need.
[01:05:37.470]Okay.
[01:05:39.000]This is Sallye again,
[01:05:40.600]even though I'm on Steph and Kristen's computer.
[01:05:42.950]And I don't know if I mentioned before,
[01:05:44.210]but I do the K12 program at a level three program.
[01:05:48.910]So most of my kids are also verified ED.
[01:05:52.760]I have also students with autism,
[01:05:55.160]but some of the instructional routines that I have
[01:05:58.210]are similar to what you've already heard.
[01:06:00.370]I do also a check-in and check-out routine in the morning
[01:06:04.500]and at the end of the day with these little slips,
[01:06:08.780]but I also have on the right hand side,
[01:06:11.980]there's a picture of every one of those same things.
[01:06:15.300]There's a visual of the same thing.
[01:06:16.620]So if kids come in as non-readers or low readers,
[01:06:19.677]they can also access the visual,
[01:06:22.550]but they also have to use the check-in slip.
[01:06:25.110]So then eventually they can start pairing that together,
[01:06:28.540]and then they can just start using that check-in slip.
[01:06:31.870]So by the end, after they've used it in a couple of months,
[01:06:35.470]they can start accessing just the check-in slip,
[01:06:38.080]but the visuals always stay up there,
[01:06:40.370]just to promote some more independence,
[01:06:43.120]but they check-in and check-out.
[01:06:45.260]We try to get them pretty independent
[01:06:47.880]as they move through the year.
[01:06:50.550]I also have all my things.
[01:06:52.770]Go ahead, that was fine.
[01:06:54.070]You can go to the next slide.
[01:06:56.430]I also have all my check-in and check-out stuff in one area.
[01:07:00.290]So that it's,
[01:07:01.150]nope, go back one,
[01:07:05.110]go back one side please.
[01:07:08.830]Yep, so everything is in one area
[01:07:11.670]and I try to keep it pretty similar to.
[01:07:15.550]Go forward one slide.
[01:07:16.695](laughs)
[01:07:22.290]One more slide.
[01:07:23.123]Yep, right there.
[01:07:24.180]Stay right there for one second.
[01:07:25.910]I'm not sure what's happening.
[01:07:27.410]I don't think you're seeing exactly the same time as me.
[01:07:29.720]So is this what you want? Yeah.
[01:07:30.980]What's up their hot and cold lunch?
[01:07:32.390]Okay. Yep.
[01:07:33.400]Sorry.
[01:07:34.250]That's okay.
[01:07:35.910]Everything's kind of in one area
[01:07:37.450]and I try to keep it hopefully similar
[01:07:39.900]to what might be in a regular ed classroom,
[01:07:41.940]because my intent is that these kids will go back
[01:07:44.740]eventually, once they gain the skills that they need.
[01:07:48.070]So just thinking about hot and cold lunch,
[01:07:50.970]thinking about where you would hang your backpack up,
[01:07:53.450]all those similar things that you might do
[01:07:55.610]in a regular classroom,
[01:07:56.870]and so getting them independent to do these things
[01:07:59.140]on their own, but keeping it very routine.
[01:08:04.590]Go ahead.
[01:08:10.750]I also have these little tubs,
[01:08:12.820]which are just those cheap little drawers
[01:08:14.840]you get from Walmart or Target,
[01:08:16.490]and I call them Morning Tubs.
[01:08:18.170]So as kids arrive,
[01:08:20.190]they might be coming in at different times.
[01:08:22.360]So in the morning, they each have the same exact things.
[01:08:25.560]Sometimes Legos, puzzles, Wiki Stix, sensory putty.
[01:08:30.670]I have little magnetics in there right now.
[01:08:33.350]There's multiple things in there,
[01:08:34.420]but everybody has the same thing.
[01:08:36.490]Once they get their check-in slip done
[01:08:38.170]and if they need breakfast, they can eat breakfast.
[01:08:40.750]They get to go pick something out of the morning tub.
[01:08:43.490]It's pretty non-academic,
[01:08:46.350]and they get to do that,
[01:08:47.610]and we do that for about 10 minutes,
[01:08:49.830]12 minutes until everybody's arrived.
[01:08:52.740]It's been nice connect,
[01:08:54.650]it kind of gets them acclimated
[01:08:56.250]to being back at school for the day.
[01:08:58.520]I also have a student that sometimes needs
[01:09:00.580]some extra sensory in the morning.
[01:09:02.640]So that allows us to get that built in
[01:09:05.050]so that that student isn't missing calendar every time.
[01:09:09.210]So it gives us just a little extra wiggle room.
[01:09:12.110]Kids are still engaged, doing stuff,
[01:09:14.310]but then that student gets their sensory routine,
[01:09:17.220]and then we can still start the day on time
[01:09:19.210]with academics or rug time or calendar.
[01:09:23.800]It's been kind of a nice buffer
[01:09:26.050]where we're not just like doing a bell work,
[01:09:28.860]but they need, some kids need breakfast
[01:09:31.650]and some kids need this,
[01:09:32.710]and so we just needed some little buffer time,
[01:09:34.790]but they're still getting to chat
[01:09:36.530]and getting some of that,
[01:09:38.010]that kind of stuff out of the way
[01:09:39.280]before we actually start our instructional day,
[01:09:41.400]and that's worked out well in our room.
[01:09:44.860]Okay.
[01:09:50.895]Another thing I do is they check-in their feelings,
[01:09:52.970]and I did this when I was a resource teacher for 12 years.
[01:09:57.010]We checked in and used zones of regulation,
[01:09:59.040]which I'm sure a lot of you are familiar with.
[01:10:02.400]And so all I do is take pictures of the kids,
[01:10:04.960]laminate them and staple them to popsicles sticks.
[01:10:07.530]And then I use colored cups
[01:10:09.900]and they can check-in after I've taught them
[01:10:11.630]what the different zones mean.
[01:10:13.970]So every morning they put
[01:10:16.250]their little stick in a colored cup.
[01:10:19.830]And even throughout the day,
[01:10:22.050]sometimes they'll go over
[01:10:23.280]and they'll move their stick to a different color.
[01:10:25.900]And they want to let me know that their feeling
[01:10:28.200]has changed throughout the day.
[01:10:30.410]So we check-in
[01:10:31.430]and then we talk about what zone they're in
[01:10:33.300]and how they're feeling every single morning
[01:10:35.050]during calendar.
[01:10:36.610]And then sometimes a student
[01:10:38.080]will get to be the feelings, help her,
[01:10:39.570]and then they get to start asking another student
[01:10:42.130]or all of the students how they're feeling.
[01:10:44.490]And it just builds that self-awareness, talking about,
[01:10:47.210]we don't all feel the same way, big feelings,
[01:10:50.080]little feelings.
[01:10:51.080]It opens up the door to a lot of things with
[01:10:54.250]how our body feels.
[01:10:56.640]When do we do our best work?
[01:10:57.780]What zone are we in?
[01:10:58.660]So all kinds of stuff was zones of regulation
[01:11:02.270]and self-awareness.
[01:11:03.960]So we do that every single day.
[01:11:08.400]Okay.
[01:11:09.233]All right.
[01:11:11.090]So I'm on Carrie's computer.
[01:11:14.024]I do, as I said,
[01:11:15.290]I do a secondary classroom
[01:11:16.530]and we rotate from between different classrooms.
[01:11:18.870]And again, similar to what Sallye said,
[01:11:20.990]we try to keep it looking how it might look
[01:11:23.760]in a regular school.
[01:11:24.670]So we've got our school schedule set up there
[01:11:26.540]with the subjects and where everyone needs to go
[01:11:29.390]and what they need to be doing.
[01:11:31.410]We've got a check-in system.
[01:11:33.600]There's always something put up on the front board
[01:11:35.460]for them to answer or to respond to
[01:11:38.040]as they are getting their morning jobs done
[01:11:40.010]as they kind of trickle in each morning,
[01:11:42.350]and then they also have a check-out process.
[01:11:45.260]At our level, the check-out process,
[01:11:47.140]kids are totally up their own cards,
[01:11:49.050]doing their own math.
[01:11:50.930]They put it into a digital data collecting system
[01:11:54.450]on their own,
[01:11:55.630]which is verified by the adults
[01:11:57.360]and they do their own checkbook.
[01:11:58.960]That's all part of their checkout system.
[01:12:01.840]And so those are part of our routines and expectations.
[01:12:06.524]I also try to build up that executive function
[01:12:10.870]and being a problem solver
[01:12:12.040]because they will ask me every day,
[01:12:14.480]what is the date?
[01:12:15.640]And so just where do you see a calendar?
[01:12:18.100]Where could you find the date?
[01:12:19.210]Trying to help them be their own detective of,
[01:12:22.290]that's not a question they need to ask.
[01:12:24.050]They can use the things around the room
[01:12:26.040]to be able to help them.
[01:12:36.760]Here I am.
[01:12:40.060]Okay.
[01:12:40.893]So I'm Barb Gross,
[01:12:44.159]I am a behavior and autism consultant
[01:12:48.320]as well as a PBIS coach
[01:12:53.210]for 8 to 10 different rural school districts.
[01:12:57.580]So a lot of what I do is different than you will see here,
[01:13:03.810]because one, I wish I had access to all this information
[01:13:08.880]when I actually had my own classroom.
[01:13:11.710]So I'm kind of jealous when I see some of these classrooms
[01:13:14.590]and think how nice it would have been had I had this.
[01:13:18.690]But I also have the opportunity
[01:13:21.530]to go to a lot of different schools
[01:13:24.020]and see a lot of different visual representations
[01:13:28.589]of how they're presenting their classrooms.
[01:13:32.880]The other thing is unlike Brook Valley,
[01:13:37.460]our students, a lot of our rural districts only have,
[01:13:42.190]a few students where some of these procedures
[01:13:46.060]seem to make sense.
[01:13:47.490]And so we're really kind of getting to put out the message,
[01:13:52.710]the visual supports are appropriate
[01:13:56.500]and necessary for a lot of kids.
[01:13:58.800]And that it isn't just related to students
[01:14:01.770]on the autism spectrum or students who are IED,
[01:14:06.610]that it works for a lot of different students
[01:14:10.220]and can even be for just about any student.
[01:14:13.550]And I like to equate that to the ideas,
[01:14:16.560]if you're driving
[01:14:18.250]and you're six blocks away from a stop sign,
[01:14:22.290]it's the stop sign that you see first
[01:14:24.690]and that visual representation of it
[01:14:27.670]versus the actual word stops.
[01:14:30.600]So I think it's just helpful for students to understand,
[01:14:35.430]it helps them when they have that visual representation.
[01:14:39.680]So they're on the left,
[01:14:40.873]they're just some examples of,
[01:14:45.690]those cute lights that you can,
[01:14:49.070]I saw these ones at Costco, really cheap.
[01:14:52.470]I think a pack of six.
[01:14:55.140]The probably the most expensive part would be having to
[01:14:58.350]keep using, changing the batteries in it.
[01:15:01.930]The classroom rules there in the middle
[01:15:04.750]with the different visual representations for,
[01:15:09.180]I think that was the preschool class.
[01:15:11.730]And then same on the right,
[01:15:15.320]that was an example of one of our rural districts,
[01:15:18.690]preschool classroom,
[01:15:19.940]just a routine that they use for that particular center,
[01:15:25.020]which was the easel center, the art center.
[01:15:29.180]Okay, you can go next slide.
[01:15:33.710]Oh, I must have squeezed in between someone.
[01:15:35.730]So Ashley's up.
[01:15:38.840]All right.
[01:15:40.870]So for our instructional routines,
[01:15:43.140]a lot of what we do in my classroom,
[01:15:45.330]I stole from Carrie.
[01:15:46.520]So I didn't want to be redundant.
[01:15:50.200]One of the differences though is that for my kiddos,
[01:15:52.480]since they are not a level three
[01:15:54.320]and we are kind of an in district behavior program.
[01:15:57.590]So my kiddos come from all 11 elementary schools
[01:16:00.520]and our program is supposed to run
[01:16:02.860]like I guess the shortest would be 45 days.
[01:16:05.120]So it could be fairly quickly,
[01:16:06.420]just depending on how quick
[01:16:07.470]they learn their behaviors and whatnot.
[01:16:10.110]So having the clear expectations for them to know
[01:16:14.700]when they go back to their school,
[01:16:17.220]how they move up a level,
[01:16:18.350]what incentives they learn on each level.
[01:16:21.346]And then those visuals, again,
[01:16:23.220]like you guys have all talked about for the office
[01:16:25.190]and zero out behaviors.
[01:16:34.850]And so like I was talking about all of my kiddos.
[01:16:37.360]So right now my classroom is three through six.
[01:16:40.820]So I have six kids, all various of those grades.
[01:16:46.130]So we have lots of kids who are running different schedules,
[01:16:49.410]and since they're coming from different homeschools,
[01:16:51.860]having each kid's schedule that they run each day
[01:16:55.320]and kind of mocking it along with their homeschools
[01:16:58.840]has been really helpful,
[01:17:00.070]just so that they're not getting into a schedule here.
[01:17:03.360]And then when they transitioned back,
[01:17:04.770]their schedules completely thrown off.
[01:17:07.740]It's been really difficult or not difficult,
[01:17:10.270]but just scheduling for all of our adults.
[01:17:12.490]As you can see, all these color codes over here
[01:17:14.160]has been a challenge for us,
[01:17:16.700]but making sure that their schedules stay the same
[01:17:20.311]and their expectations stay the same.
[01:17:22.670]And we have lots of visuals
[01:17:23.950]and different types of things
[01:17:25.033]so that they know their expectation,
[01:17:27.100]regardless of what adult is with them
[01:17:30.340]has been really helpful,
[01:17:31.390]especially just for the diversity of all the staff,
[01:17:35.100]and all the time staff aren't the same
[01:17:36.970]or when we have a crisis situation or whatever,
[01:17:39.580]you never know when staff is going to change.
[01:17:42.430]So keeping their schedule
[01:17:43.546]and expectations concrete has been really helpful.
[01:17:57.470]So this is a pretty generic schedule that I have
[01:18:01.716]for what's happening in my classroom.
[01:18:04.470]It shows where the teacher is and where the para is.
[01:18:08.650]And then we usually also have an additional para
[01:18:10.530]to help with a crisis or breaks
[01:18:14.680]or anything else that comes up.
[01:18:17.740]Having everything laid out has been really important for us
[01:18:20.390]with COVID and working with a lot of different mothers.
[01:18:24.330]It's not unusual that a couple of times a week,
[01:18:27.010]we end up with a sub for the sub.
[01:18:29.920]So having it all broken down where anyone that comes in
[01:18:34.450]could look and see where they should be,
[01:18:36.870]what kids they should be with is hugely helpful.
[01:18:40.210]It's a big support for the staff
[01:18:41.920]to be able to support the kids well.
[01:18:53.640]Sometimes when I look at other teacher's things,
[01:18:57.503]a little inadequate, but this works well for my kids.
[01:19:00.300]It's really basic.
[01:19:01.430]It's our whiteboard,
[01:19:02.610]but everything that they might need to know is up there
[01:19:06.690]and they all tend to come in and right away check
[01:19:08.970]and see what's going on.
[01:19:10.820]Our schedule is on there.
[01:19:12.830]Different age groups are in different colors.
[01:19:14.620]So it shows where they're at or what they're schedule
[01:19:17.160]to be doing at that time.
[01:19:18.413]It shows our current value.
[01:19:21.220]So when they earn bonus points or bonus dollars,
[01:19:23.670]they get double for that.
[01:19:25.340]Any upcoming events we do restorative practices.
[01:19:29.180]So the keeper of the circle is up there.
[01:19:31.220]Therapies,
[01:19:34.916]they depend on this a lot.
[01:19:38.010]My system is really not complicated as you can see,
[01:19:40.630]it's just markers on the whiteboard.
[01:19:50.500]I think you've probably seen this several times,
[01:19:53.090]but it's been huge to break down everything
[01:19:56.910]that we want them to do.
[01:19:58.840]At the moment, I have a lot of wheelers
[01:20:01.550]and dealers and negotiators.
[01:20:03.280]So having this has been really helpful to fall back on.
[01:20:07.970]Well, let's go back and look,
[01:20:09.160]what are the expectations when you go to lunch
[01:20:12.890]or when you're putting your things in your locker?
[01:20:15.080]And I've had groups of kids where we would even have it
[01:20:18.470]broken down to how I blow my nose in the classroom.
[01:20:21.680]So just as you go along,
[01:20:25.210]working on creating these for everything
[01:20:28.110]is hugely helpful as a reference and a visual,
[01:20:32.220]and just to fall back on for that whole sub,
[01:20:37.000]sub for the sub situation,
[01:20:38.440]when there's people that aren't totally familiar.
[01:20:41.040]It's easy for them to maintain the same expectations.
[01:20:50.210]So we've kind of talked about this already,
[01:20:52.320]and we're running short on time.
[01:20:54.200]So I'm just gonna go ahead.
[01:20:55.550]You guys can read that
[01:20:56.383]and we've kind of covered that in the intro section.
[01:20:59.968]So we're talking about schedules.
[01:21:01.170]You've seen some examples already,
[01:21:03.470]like I said, you'll have this to refer to
[01:21:06.140]and we're gonna I think Ali might be our last one.
[01:21:11.810]Yeah, so again,
[01:21:13.410]my pictures are more representative of kids
[01:21:18.660]that have more individualized programs throughout the day.
[01:21:22.510]So just making sure that they know
[01:21:27.160]what is expected of them throughout the day.
[01:21:31.190]We know that kids feel safe
[01:21:34.150]and do better when they can predict things
[01:21:36.990]and things are consistent.
[01:21:39.000]So these are just some different examples
[01:21:41.330]of different kinds of schedules that you could utilize
[01:21:44.116]throughout the day.
[01:21:45.110]There's pictures, schedules.
[01:21:48.210]They put them in the finished bin
[01:21:49.690]or put them on the finished side when they're done.
[01:21:56.490]Go ahead.
[01:21:58.560]Just more examples.
[01:22:01.810]They start off as picture schedules,
[01:22:03.730]and then they, you know, there's some with writing,
[01:22:06.480]they can check these ones off.
[01:22:07.800]So depending on the ability of your kiddos,
[01:22:11.750]you would make it match what their needs were.
[01:22:21.300]Just a reminder to don't post a routine
[01:22:23.130]without teaching it.
[01:22:24.060]So a lot of times we need to teach kids
[01:22:26.400]how to use the schedule and the importance of it.
[01:22:30.110]And remember, we can do this
[01:22:32.820]in whole day schedules or mini schedules,
[01:22:36.060]and just to remind her about that prompting.
[01:22:38.820]So when we're teaching,
[01:22:39.800]we might be doing a lot of verbal training and whatnot,
[01:22:45.880]but as they grow more independent in their schedules,
[01:22:49.240]we want to fade that verbal prompting,
[01:22:52.537]and so that the only prompt they need
[01:22:54.770]would be these visuals.
[01:22:58.510]So these are just examples of mini-schedules.
[01:23:00.580]Again, another mini-schedule for a morning routine.
[01:23:05.530]These are better than adults
[01:23:06.790]providing prompts for each step.
[01:23:10.390]And I think this is super important.
[01:23:11.750]We don't outgrow our need for visuals,
[01:23:14.060]but what our visuals look like may be different,
[01:23:17.500]but we all benefit from them.
[01:23:18.720]Meaning we use schedules all the time
[01:23:21.540]through our life, on our daily lives.
[01:23:24.730]So teaching kids how to use them and be successful,
[01:23:28.910]no matter what level they are,
[01:23:30.240]and to keep using them as they grow in their independence.
[01:23:40.040]This is just for work system routines.
[01:23:42.710]I've heard a lot of people talk about
[01:23:44.100]that independent work time.
[01:23:45.610]And I think it was Sallye and or maybe Kristen
[01:23:49.730]and Steph were talking about they start really low,
[01:23:52.680]like their lowest independent.
[01:23:53.790]And I think it's really important that
[01:23:55.850]we build independent time in our student's schedule,
[01:23:58.920]because they need to learn to do things on their own.
[01:24:01.510]So I like how you said, you start really, really low
[01:24:04.120]on things that they can do independently.
[01:24:06.600]But when we're creating those systems,
[01:24:08.220]we just wanna make sure that we're able to answer,
[01:24:10.980]or students are able to answer these four questions.
[01:24:14.320]So they know what work they need to do, how much work,
[01:24:17.860]what does it look like when it's done?
[01:24:19.330]How do I know when I'm done?
[01:24:20.440]And then what happens next?
[01:24:21.680]That reinforcement part that we know is super important,
[01:24:25.060]and this was taken from the structured teach
[01:24:27.480]training that we do.
[01:24:29.720]And then here's just some ways,
[01:24:30.970]some pictures of samples of how to set up
[01:24:32.720]some of those work systems.
[01:24:43.040]Same thing, just some picture examples.
[01:24:48.460]And then another thing, sorry, Barb.
[01:24:50.140]I know this is your part.
[01:24:52.320]I wish today as the day went on, I'm like,
[01:24:55.020]oh, I should have added this.
[01:24:55.910]I should have added this,
[01:24:56.790]but you know, that's how my brain goes.
[01:25:01.190]I know I shared it with group five last time,
[01:25:03.200]but really utilizing a CAPS form is so beneficial
[01:25:06.440]for students and for adults.
[01:25:07.918]So if you haven't heard of the CAPS form,
[01:25:10.240]which is the Comprehensive Autism Planning System,
[01:25:14.820]look into it,
[01:25:15.653]reach out to me if you have any questions,
[01:25:17.050]I'd be happy to show you some examples.
[01:25:19.210]I showed a group five last time, like I said,
[01:25:21.270]but that helps all parties involved
[01:25:24.180]and it's just a great tool to use.
[01:25:27.850]Okay, I'm done.
[01:25:30.150]And I'm just going to say, I agree with Ali.
[01:25:32.010]We just had a student today that we,
[01:25:36.740]and like I said, we don't have a lot of students
[01:25:41.045]who, you know, we don't have like a large number of students
[01:25:45.830]in any one school where we would utilize a CAPS
[01:25:49.970]or a visual schedule per se.
[01:25:52.440]But when we were developing a plan
[01:25:56.570]for this new student today
[01:25:59.620]and talking about when they have subs,
[01:26:01.970]or people come in,
[01:26:04.060]she has a one-on-one para who is very,
[01:26:06.540]she has very high needs and the services are pretty intense.
[01:26:10.680]So having that CAPS is an outline of her entire day
[01:26:15.920]and what types of supports are in place
[01:26:18.600]and what types of things they need to be careful of
[01:26:23.670]as far as allergies or sensitivities.
[01:26:25.920]So, yeah, I'm a big proponent of a ziggurat model
[01:26:30.240]and CAPS as well.
[01:26:32.940]A lot of the classes I go into,
[01:26:34.820]our preschool environments,
[01:26:38.290]because I work a lot with students with autism,
[01:26:41.200]and so that's primarily where those characteristics are,
[01:26:47.820]or starting to see some difficulty in the school setting.
[01:26:52.190]This is just an example of one of the classrooms
[01:26:55.000]and one of our schools where she was teaching social skills
[01:26:59.190]and using the visuals to talk about
[01:27:03.820]what are some things that are red choices
[01:27:06.020]and what are some things that are green choices.
[01:27:07.810]So I don't know if you saw it on Sallye and Carrie's,
[01:27:12.240]and I think also the other two ladies
[01:27:15.830]that are in that same program.
[01:27:18.710]They talk a lot about expected and unexpected choices.
[01:27:22.590]Just getting that uniform type of language,
[01:27:26.210]expected, unexpected, safe hands,
[01:27:29.650]red choices, green choices,
[01:27:31.160]just having some sort of universal language that's easy
[01:27:34.280]and appropriate for that age level.
[01:27:37.460]And we're gonna run of time here,
[01:27:39.280]but we only- Yeah.
[01:27:40.113]Have a few left.
[01:27:40.946]So we're gonna go ahead and keep going.
[01:27:43.560]Just so we have a full recording,
[01:27:46.800]but we're gonna go just a couple minutes past,
[01:27:48.710]so go ahead.
[01:27:49.700]Okay, and the rest of mine are just
[01:27:52.690]examples of visual schedules.
[01:27:54.110]So one on the far left is one that you would typically see
[01:27:57.770]in a gen ed classrooms.
[01:27:59.100]So I thought I'd put that up there
[01:28:00.450]because sometimes I do go into classrooms
[01:28:03.560]where I'm doing my PBIS coaching part.
[01:28:07.590]And I don't see what you see on the left,
[01:28:11.360]which as part of PBIS, as far as, you know,
[01:28:16.790]what's laid out as far as the structure
[01:28:18.730]and expectations of the course of the day.
[01:28:21.330]So that's just your standard schedule that is identified
[01:28:27.060]on the classroom whiteboard,
[01:28:29.760]and then the middle,
[01:28:31.010]just a little bit more specific for a particular student.
[01:28:36.370]And then on the right is the token board
[01:28:40.400]that could be utilized for a student
[01:28:42.060]who perhaps needs high levels of reinforcement
[01:28:45.670]that you're working on to a listed target behavior.
[01:28:51.830]You can go the next one.
[01:28:54.890]Simple first then board,
[01:28:57.140]and then there's a preschool.
[01:28:59.510]I love this.
[01:29:00.380]I'm at this came through the pyramid model.
[01:29:03.540]This particular school went through an intense process
[01:29:06.960]with using the pyramid model for behavior,
[01:29:09.970]and they created, that's a visual schedule,
[01:29:13.250]and each one of those cards is a part of the day.
[01:29:16.150]So that's very detailed
[01:29:18.320]and really helps the preschoolers identify
[01:29:22.480]what they have done and what's yet to come
[01:29:25.700]in pretty extensive details.
[01:29:27.360]So they say by about the middle of the second semester,
[01:29:32.840]the kids still like to utilize it,
[01:29:34.820]but they're already really good with identifying
[01:29:38.240]what that schedule is.
[01:29:43.900]And the left is just some examples of tasks,
[01:29:48.320]tasks boxes that are big for students
[01:29:52.980]that we are trying to improve,
[01:29:57.663]decrease their dependence on perhaps a one-on-one para
[01:30:01.840]or having access to staff more frequently.
[01:30:07.450]Those boxes are designed for students
[01:30:09.730]to be able to initiate that task independently.
[01:30:14.420]And then on the right,
[01:30:15.940]that's an example for this particular child
[01:30:19.130]of priming before he went out to recess,
[01:30:22.060]he was frequently engaged in unsafe behavior
[01:30:25.640]out on the playground,
[01:30:27.140]as far as aggression towards peers,
[01:30:29.950]they would read,
[01:30:30.840]she created a social story with him
[01:30:33.770]as a star of the social story,
[01:30:35.300]engaging in appropriate behavior
[01:30:36.910]and safe behavior out on the playground.
[01:30:39.760]And then they would read that before they went out
[01:30:42.010]to the playground each day.
[01:30:43.390]So that's an example of priming
[01:30:45.880]where you just kind of prep him
[01:30:47.910]to engage in that expected behavior.
[01:30:50.410]And then there could be a reinforcer
[01:30:54.200]for that being the case.
[01:30:55.600]So that could even be a part of the social story that
[01:30:59.160]when the student does that
[01:31:00.900]he earns us reinforcer.
[01:31:03.490]Okay, so we just went a couple of minutes over,
[01:31:05.900]but I appreciate that sticking with us
[01:31:08.040]so we can have that full recording
[01:31:10.380]that people can access later.
[01:31:11.750]And, of course, they'll have access to the handout,
[01:31:14.130]or redo, have people's email addresses for questions.
[01:31:19.630]Anything else for the good of the cause, Annette?
[01:31:24.700]No, not that I can think of.
[01:31:26.270]Thanks everyone.
[01:31:27.330]Thank you, Kaye and team,
[01:31:29.190]this has been phenomenal
[01:31:30.450]and thanks to all of you who joined us today.
[01:31:32.610]And somebody in the chat,
[01:31:34.230]can you speak?
[01:31:35.900]Yeah, so certificates of attendance link.
[01:31:37.660]So thank you, Megan.
[01:31:38.890]All right, thanks everybody.
[01:31:40.080]Hope it was helpful.
[01:31:41.670]Email if you need some more help or have questions.
[01:31:45.270]Thank you.

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You Have to Build the Plane as You Fly It!: Core Components of an Evidence Based Behavior Support Program Part 3

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