Competent Learner Model - PowerPoint

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					Competent Learner Model

          Erin Jerardi
   BCIU #22 Induction Project
          Project Description
 ABA/VB Classroom in Palisades School District
 Added to the Competent Learner Model Project
 To examine how to ease the change of the autistic
  support classroom to improve student success and
  decrease teacher/staff anxiety in the process.
   Competent Learner Model
Goal of CLM:
  To implement effective and sustainable
    educational programs for children with
       challenging learning problems in
     a multi-component package for
    addressing the individual learning
   needs of students who have difficulty
      participating in typical learning
      Competent Learner Model


 Applied Behavior Analysis (ABA)
 Analysis of Verbal Behavior
 Direct Instruction
 Precision Teaching
      Competent Learner Model

 Curriculum
   Learner assessments
     Competent Learner Repertoire Assessment (CLRA)
     CLM Placement Test
   Effective teaching strategies
 Staff training
   Course of Study
   Coaching
   Collaborative consultation
    On-site Coaching Provides:
 A partner for problem-solving through PaTTAN external
  CLM coach, internal BCIU CLM coach, Classroom
  Special Education Teacher, Instructional Assistants,
  Related Service Providers (Speech, OT, PT)
 Successful implementation of the model in the
 Assistance in assessing and developing programs for
 Demonstration of instructional techniques
CLM Scope and Sequence
    The Seven CLM Repertoires
 Talker
 Listener
 Observer
 Reader
 Problem Solver
 Writer
 Participator
  Instructional Conditions

 independent work or play
 instructor is close by in case help is needed
 instructor is leading the lesson
  students are working or playing together
  What will a CLM lesson look
What to Teach
  Talker, Observer, Listener, Problem Solver, Reader,
   Writer, Participator

Where to Teach
  Teacher-directed, Semi-directed, Peer-directed, and Non-

How to Teach
  Curriculum, Instructional Materials, Physical Structure
   and Teacher Delivery
          Impact to Student
 Participation Skills: CLM made us ask the question,
  “What can they do without us being in close contact?” We
  taught the students to not only engage in one-on-one
  learning environments, but also small group and
  individual learning sessions. Students were directed
  using the district curriculum and Direct Instruction.
  Students were included with general education students
  with an instructional assistant who worked to fade back
  as much as possible.
 Manding: Students were taught to request for items and
  actions they wanted and needed, but they were also
  taught that they may need to wait for those items/ actions
  at times.
            Personal Growth:
            Trust the Process!
   This experience has taught me how to embrace a
     new classroom model that I did not fully understand
     in the beginning. I learned to “trust the process” and
     work with staff members to do the same.

 Follow instructions with in the curriculum, consult with
  PaTTAN coaches, BCIU coaches, and other CLM
  teachers to problem solve.
         Expansion of Project
 I think it would be valuable for a new teacher or coach,
  to see what we have done in the classroom in
  Springfield elementary School. The classroom was
  transferred from a strict ABA-VB classroom to a Autistic
  Support Classroom meeting the needs of it’s students
  in the most appropriate way possible: by meeting them
  right where they are.

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