The Invitation to Change model for supporting people struggling with substance abuse issues provides a similar framework that we see in Greene's ALSUP/Plan B model. You may find this model for empathic listening more accessible than the others shared. Since addiction almost always begins in adolecence, researchers have begun classifying it as a delayed learning disability. If schools could catch and address the lagging skills that get in the way of students' success without brain altering substances, we might face fewer issues with addiction later down the line. Food for thought.
Schoolwide
For all students, staff members, and settings
Designed to reduce problem behaviors
Increases instructional time
A feeling of safety
Respect
Engagement in learning
Involvement in school life
Shared vision
Involvement of teachers, students, and families
ier 2 addresses at-risk behavior.
focus on specific groups of students and the underlying issues that may be causing the behavior.
Tier 2 interventions parse out the hidden causes behind negative behavior and provide support in changing those behaviors.
Tier 2 – Secondary Prevention:
Group supports for some students
Specialized interventions for students demonstrating at-risk behavior
Prevents worsening of problem behaviors
These interventions target students who exhibit high-risk behavior.
ndividual plan created to address specific academic or behavioral concerns.
Tier 3 – Tertiary Prevention:
ndividual support for a few students
Specialized interventions for students with high-risk behavior
Designed to reduce severity of ongoing problem behaviors
Inclusive teaching refers to pedagogy that strives to serve the needs of all students, regardless of background or identity, and support their engagement with subject material. Hearing diverse perspectives can enrich student learning by exposing everyone to stimulating discussion, expanding approaches to traditional and contemporary issues, and situating learning within students’ own contexts while exploring those contexts. Students are more motivated to take control of their learning in classroom climates that recognize them, draw relevant connections to their lives, and respond to their unique concerns (Ambrose et. al, 2010).
Examine Implicit Biases - Instructors can consider their own attitudes towards students and strive to minimize negative impacts. This process can involve actively monitoring interactions with different types of students, implementing policies like name-blind grading and inter-rater grading to minimize the impact of bias, and maintaining high expectations for all students.
Maintain Awareness of Classroom Diversity - Instructors can develop and maintain their awareness and understanding of various racial and socioeconomic factors in their classes, as a way to test their implicit bias, ensure equal access for all their students, and even enrich classroom discussion.
Add a Diversity Statement to Syllabus - Instructors can address diversity issues head-on during the first class session by inviting students to discuss the syllabus in earnest; explaining the teaching philosophy with regards to other inclusive teaching methods; and outlining classroom ground rules for respectful classroom discussions and an inclusive community.
The survey results can be broken down into three overarching themes: parent engagement along with synchronous and asynchronous strategies. The responses uncovered the following best practices to address the needs of students with learning differences.
“Parents seem to be more invested as they take part in their child’s programming,”
Parents can see the skills their children are working on and can carry them over more effectively.”
increasing engagement during live, virtual, synchronous meetings.
IEP goals and objectives may not be the student’s preferred virtual learning activity.
Virtual book clubs:
Start virtual meetings with a fun, engaging activity:
Visuals, routines, schedules:
I create individualized weekly schedules for my students,
ncluded in these schedules are their assignments and expectations with links to documents, websites, or other materials in a centrally located document. These schedules assist the students and caregivers with pacing, planning, organization, and task completion, among other functional skills.”
While SEL alone will not solve longstanding and deep-seated inequities in the education system, it can help schools promote understanding, examine biases, reflect on and address the impact of racism, build cross-cultural relationships, and cultivate adult and student practices that close opportunity gaps and create a more inclusive school community. In doing so, schools can promote high-quality educational opportunities and outcomes for all students, irrespective of race, socioeconomic status, gender, sexual orientation, and other differences.
SEL is more then just emotional learning. It can be used to promote educational equity.
SEL should be woven in not a separate skill set, taught only once during the day.
There is no known cure for PDD. Medications are used to address specific behavioral problems; therapy for children with PDD should be specialized according to need. Some children with PDD benefit from specialized classrooms in which the class size is small and instruction is given on a one-to-one basis. Others function well in standard special education classes or regular classes with additional support.
There is no known cure for PDD. Medications are used to address specific behavioral problems; therapy for children with PDD should be specialized according to need.
The diagnostic category of pervasive developmental disorders (PDD) refers to a group of disorders characterized by delays in the development of socialization and communication skills. Parents may note symptoms as early as infancy, although the typical age of onset is before 3 years of age
Symptoms may include problems with using and understanding language; difficulty relating to people, objects, and events; unusual play with toys and other objects; difficulty with changes in routine or familiar surroundings, and repetitive body movements or behavior patterns.
No matter where they obtain their education, they need an appropriately differentiated curriculum designed to address their individual characteristics, needs, abilities, and interests.
Content consists of ideas, concepts, descriptive information, and facts. Content, as well as learning experiences, can be modified through acceleration, compacting, variety, reorganization, flexible pacing, and the use of more advanced or complex concepts, abstractions, and materials.
To modify process, activities must be restructured to be more intellectually demanding.
collection of resources you’re finding helpful and wanted to share
collection of anti-racist resources for educators,
ALL students need and deserve characters who look like them and experience life’s challenges in a way that reflects their own
equally important that students explore cultures and experiences different from their own
use empowerment tools
Teaching Tolerance’ is a plethora of free and easy-to-access resources for anti-bias education. It offers lessons and strategies to ground my instructional practices in equity and social justice
c
onversation starters, reflection questions, even writing prompts that have empathy embedded into them, can help people of all ages break through the paralysis of not knowing what to say and/or the fear of saying something insensitive or offensive
address the intersectionality of antiracism and educational technology, along with its importance for educators regardless of where they fall in their career.
Be the equity leader in the building
onversation of racism will show up in your hallways. Deal with it. Do the work.
c
stand in the gap for students
alking about race is a college/career readiness skill
In the early 1980’s, there were important advances in the design and application of interventions for challenging behavior. These advances were driven by research on innovations in approaches for behavior change and shifts in cultural values about the use of aversive and dehumanizing intervention practices with vulnerable populations. The non-aversive technology that emerged in the late 1980’s and early 1990s for addressing the challenging behaviors of individuals with severe disabilities was referred to as positive behavioral support (PBS). This approach included the use of functional assessment, antecedent manipulations, teaching strategies, and changes in reinforcement contingencies with a focus on achieving lifestyle changes as the outcome of intervention.
ffers guidelines for making informed decisions about what practices
are optimal and ensures comprehensive instructional design practices that can address
a full range of learning abilities and disabilities present in any group of students.
is a framework for instruction that prioritizes
the design and development of curriculum that is effective and inclusive for all learners
by considering differences in mental, physical, and cognitive abilities during the
planning process.