1. Practical Strategies for Supporting Diverse Learners WECA Conference 2015

2. Logistics  Agenda  Breaks  Lunch  Ground Rules  Handouts Links https://www.cesa10.k12.wi.us/index.php?Prog=SDocument&Task=I nit&ID=580 https://www.cesa10.k12.wi.us/index.php?Prog=SDocument&Task=I nit&ID=580

3. Who are we?

4. Who are you?  Stand up when your role is named:  Parent or Grandparent  Supporting one or more children with special needs  Teacher/Assistant  Director or Administrator  Family Provider  Group Provider  4K Teacher  Licensing Specialist  Program Support Teacher or Consultant  Regional or State Role  Other?

5. Hopes for today Work with the people at your table Meet & learn from new people On a sticky note complete this: I hope today……

6. Learn MORE about yourself Adult Preference Sensory-Motor Checklist

7. Adult Preference Sensory-Motor Checklist Discussion What did you learn about yourself as you completed the Sensory Checklist? Are your items clustered in a certain category of sensory input? Consider how often, how long, how much, and with what rhythm (fast, slow, uneven, even) you use these inputs to change your state of alertness. What could all of this mean for your students?

8. Let's Consider the Senses Positive Supports for ALL Kids! Prezi

9. Define Diverse Learners Introduce yourself to everyone at your table Discuss what you think of when you think “Diverse Learners” Prepare post it notes with characteristics of diverse learners Be ready to share

10. The three components of Developmentally Appropriate Practice Individually Appropriate Developmentally Appropriate Socially/ Culturally/ Linguistically Appropriate Recommended Practices in Early Intervention/Early Childhood Special Education Camille Catlett 2015 modified

11. Diverse learners….  Enhance  Enrich  Expand  Confuse  Challenge  Test PositivesConcerns

12. Activity Complete the My Diverse Learners Handout Use child initials to respect confidentiality Identify ways this child enriches you or your program Identify challenges Identify the people and resources you can use to help

13. https://vimeo.com/118072510 From Desired Results Access Project http://draccess.org/videolibrary

14. Welcome to Holland Activity Read the passage Discussion

15. The CORE of a Good Life Community connections and participation Opportunities to explore and pursue our interests Reciprocity in our relationships Enjoyment in our lives

16. CORE Disability Rights Wisconsin Let’s talk about having CORE conversations about CORE relationships with parents raising young children.

17. Community Let’s talk about how families live, work and play and connect with extended family members, neighbors, friends and other community members.

18. Opportunity Let’s talk about how children and families will have chances to learn while pursuing interests and interacting and participating in everyday opportunities and activities.

19. Reciprocity Let’s talk about how children will make a contribution in everyday interactions and relationships.

20. Enjoyment Let’s talk about how children and families will live as they want to live, finding fun, pleasurable interactions and supportive relationships to balance the challenges life brings.

21. Guided Conversations Real life outcomes Focused experiences Meaningful outcomes Natural relationships Encouragement to think about the future

22. A Thinking Guide to Inclusive Childcare 22 Consultants and directors will Read pages 38-40 and Appendix 6 Gp.1- Read pages 6-9 and Appendix 2 Gp.2- Read pages 10-16 and Appendix 3 Gp.3- Read pages 16-23 and Appendix 4 Gp.4- Read pages 36-38 and Appendix 5 When done write on a sticky an insight or idea and post it on the chart. Disability Rights Wisconsin

23. Lunch Think about what we have discussed this morning? Talk with someone about the child or children you are focused on in positive ways. Think about something you want to find out when you get back.

24. Description of Problem Behavior Some behavior(s) are a problem because of how often they occur (frequency), or how often they last (duration), how severe they are (intensity), or because of when and where they occur (time and place).

25. Activity Write down a problem behavior on a sticky note Post it on the chart paper

26. Challenging behaviors are... -Any repeated pattern of behavior that interferes with learning or activities. -Behaviors that are not responsive to the use of developmentally appropriate guidance procedures.

27. Challenging behaviors look like... Prolonged Tantrums Physical and Verbal Aggression Disruptive Vocal and Motor Behavior Property Destruction Self-Injury Noncompliance Withdrawal

28. Antecedents Antecedents are those external and internal events that occur prior to a student demonstrating a problem behavior. Antecedents increase the likelihood of the problem behavior occurring.

29. Antecedents

30. Underlying Skill Deficits

31. Why children engage in challenging behavior... Challenging behavior COMMUNICATES -used instead of language by a child who has limited social or communication skills Challenging behavior WORKS -gaining access to something or someone or -avoiding something or someone

32. Function of Behavior Obtain/Gain/Request >An object, activity or person >Help or information >Social interaction >Sensory stimulation Avoid/Escape >A demand, activity or person >Sensory stimulation >Social interaction

33. Not sure about the function? Ask yourself… >What would make the challenging behavior stop? >Is it something you would provide or allow the child to access? (function is to obtain) >Or is there something to remove? (function is to avoid) >Or can you allow the child to leave? (function is to avoid) If you are still unsure, collect more data in the same context. Some challenging behaviors may begin around one function (e.g., escape) and continue to serve another function (e.g., gain attention)

34. Reinforce Replacement Behaviors Meaningful consequences and strategies to reinforce the replacement behaviors: -tangible (e.g. stickers) -verbal (e.g. recognition) -token (e.g. points) -symbolic (e.g. child of the month) Activity: Share out ideas!

35. Selecting Prevention Strategies Strategies to make routines or activities easier for the child and to soften the triggers Change the environment to reduce the likelihood that challenging behavior will occur. Preventions that fit in the natural routines and structure of the group situation or family. Soften triggers or change the triggers so they do not cause the child to display challenging behavior.

36. Response Strategies Brainstorm ideas about how to respond to challenging behavior when it occurs To Respond to New Skills: -Plan for Time and Attention -Descriptive Feedback -Quiet Areas -Giving Choices -Other Ideas? In Response to Challenging Behavior: -Giving Choices -Redirecting Children -Using Visuals -Designing Engaging Activities -Other Ideas?

37. Proactive Strategies Proactive strategies are accommodations and interventions that can be used to reduce the likelihood a child’s “problem behavior/s” will occur. These strategies support the likelihood of preferred or replacement behaviors occurring. Skill teaching strategies!

38. Time in Vs Time out

39. Skill Teaching Strategies Skills to be taught to the child that he/she can be successful in settings, activities, and/or events in which the “problem behavior” is occurring. Communication Skills Social/Emotional Skills Self Advocacy Skills Coping Skills

40. What if the behavior was a CLUE and not a problem?

41. What is our purpose?  Increase the child’s:  Engagement in learning  Social Relationships  Independence (Robin McWilliam)

42. NAEYC-DEC Inclusion  National Association for the Education of Young Children and the Division for Early Childhood of the Council for Exceptional Children  Access  Participation  Supports

43. Video (12 minutes) Get out a copy of the Here’s the Situation Handout. Take notes as you get ideas for Adaptations

44. 44

45. One process-Three tools  Assessment information-What you know and what you will learn about the child.  Maximize Daily Learning Opportunities  Planning Instructional Sequences Embedded throughout the day.  Review effectiveness and repeat

46. One process-Three tools Consultants and directors join Sara Jane. Others Pick one set of handouts. Work by yourself or in pairs to complete a daily schedule matrix. Planning to Embed in Daily Activities

47. Mia’a Everyday Learning As you watch write down: What might be the goals? What routines were used to embed learning opportunities?

48. Evaluating the Process

49. Let’s Take a Break Break 2:15-2:30

50. Activity Complete the My Diverse Learners Handout Turn to side 2 What skills need to be taught and how might I teach them? What visual supports will help this child, my class or me? What sensory issues should I be aware of and how might I support sensory needs? Use the presenters and other in the room to expand your ideas.

51. Visual Supports: Make ‘n Take THINK CHOOSE CREATE Make 'n Take Options

52. Share with those at your table the visual you made and how you might use it. Identify ideas that others should hear. Know that each table will have 2 or 3 minutes.

53. Contact us Sara Jane Lee sjlee2@madison.k12.wi.us Mary Joslin maryjanejoslin@gmail.com Jessica Lawinger jessicathanas@gmail.com

54. Thanks