Core It For Meworcesterccss.ss11.sharpschool.com/UserFiles... · Social-Emotional Vocabulary...
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Core It For Me Cedar Chapel Special School
Transcript of Core It For Meworcesterccss.ss11.sharpschool.com/UserFiles... · Social-Emotional Vocabulary...
Cedar Chapel Special School
Snow Hill, MD
Belinda Gulyas
Principal
Bess Cropper
Curriculum Resource
www.cedarchapel.org Wildcats@CCSS_WCPS
“
”
When a flower does not bloom you fix the
environment in which it grows, not the flower.
Alexander Den Heijer
Cedar Chapel Special School
• Public school that serves 55 Worcester County children with the most significant intellectual disabilities ages 3-21
• MISSION: Communication, Structured Learning Environment, and Individualized Education for ALL
• Classroom staff to student ratios from 1:1 up to 3:7
• Teachers, Related Service, and Educational Assistants with
specialized skills
• Student skills are monitored by individual data in order to move students forward
“Leveling the Playing Field”
• Communication
• Structured Learning Environment
• Individualized Education
Communication
Structured Learning Environment
Individualized Education
Before Implementing
School-Wide Core Boards
• School Improvement Planning
• SLO – Social-Emotional Vocabulary
• Life Skills Quarterly Benchmarks
• PBIS Student Behavior
• ELA Quarterly Benchmarks
• Communication Quarterly Benchmarks
Social-Emotional Project
• Clearly Connected to
Communication
• Proactive Strategy for
Student Behaviors
Social-Emotional Vocabulary Library
• Includes 10 high frequency Social-Emotional Words with
• 2 line drawing pictures
• 2 photographs
• Definition, synonyms, and emotion applications
• Used by all staff in order to generalize skills across curriculum
and real-world experiences
Happy
Definition: feeling or showing pleasure or
contentment.
How I feel: I want to smile all the time. I feel
like showing my teeth. I feel like laughing, I
feel like cheering.
My body looks like: Your face is smiling,
your teeth are showing if you have any,
your eyebrows are raised, your arms are
not folded, You wave your arms, you jump
up and down.
Social-Emotional Vocabulary Assessment
A. Identification of Emotional Words
1. Line Drawings
2. Photographs
B. Application of Emotional Words
1. Line Drawings
2. Photographs
C. Description of Emotional Words
59
76
67
82
34
49
72
87 82
90
60
68
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95
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96
79 83
20
30
40
50
60
70
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90
100
A1-ID (Line) A2-ID (Photo) B1-App (Line) B2-App (Photo) C-Describe TOTAL
Social-Emotional Vocabulary Data 14-15
Baseline (Oct) Mid-Point (Dec) Final (Mar)
55% 53% 54%
67% 67% 67%
77% 77% 77%
20%
30%
40%
50%
60%
70%
80%
90%
100%
L.1 Daily Schedule L.2 Safe/Respect./Respons. AVG
Life Skills (Real-World Experiences) Quarterly Progress 14-15
Q1 Q2 Q3
40% 41%
34% 39%
59% 58% 54%
57%
70% 69% 64%
67%
20%
30%
40%
50%
60%
70%
80%
90%
100%
E.1 Vocab. Dev. E.2 Comprehension E.3 Writing Avg.
ELA Quarterly Progress 14-15
Q1 Q2 Q3
46% 46% 45%
60% 58% 58%
68% 66% 67%
20%
30%
40%
50%
60%
70%
80%
90%
100%
C.1 Want/Need C.2 Greets Avg.
Communication Quarterly Progress 14-15
Q1 Q2 Q3
SIP Changes for SY15-16
• Added a WRITING competent to the Social-Emotional SLO Assessment
• Combined Social-Emotional with Expressive Communication
• First Author Writing Curriculum
• Implemented a school-wide data collection system for Student Behavior (School Culture) that tracks both positive and negative…changing school culture
• KickBoard
• Added an Instructional Coach that facilitates school-wide structure implementation, IEP development, and new teacher mentor which also directly correlates to Teacher Observations (Student Engagement)
• Implemented a school-wide Core Language Board
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92
78
89
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62
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80 77
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100
A1-ID (Line) A2-ID (Photo) B1-App (Line) B2-App (Photo) C-Describe TOTAL
Social-Emotional Vocabulary Data 15-16
Baseline 14-15 Baseline 15-16 Mid-Point 15-16 Final 15-16
56
63
26
45
68
82
46
62
20
30
40
50
60
70
80
90
100
SEW Part 1 SEW Part 2 SEW Part 3 TOTAL
Social-Emotional Writing Data 15-16
Baseline (Oct) Mid-Point (Dec) Final (Apr)
KickBoard Data
Teacher Evaluation
Creating a County-Wide Core Board
Struggles
• “When can I stop using this?”
• “They are doing fine with 2 choices.”
• “Two choices gives students more independence.”
• “What do I do with all of this stuff.”
• “There’s no way they will be able to use all of those words/pictures.”
• “The grammar is not right.”
• “Where is the please picture. Students need manners.”
• “If this is a long process that will take time, how will I be evaluated.”
Bridging the
Paradigm Shift
From Nouns to Verbs
Diffusion of
Innovation
Successes
• Core Boards are within arms reach
• Student Engagement increased
• Least Dangerous Assumption
• Behavior and Communication are
Connected
58
45
54
67
55
75
58 50
83
58
42
45
46 25
45
25
25
25
8
17
0
10
0 8
0 0
17 25
8
17
0%
10%
20%
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40%
50%
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70%
80%
90%
100%
Arm's Reach Modeling Exit CommSystem
PragAppropriate
Motor Planning No Repeat Robust System Light TechOption
DisciplinaryReason
Core VocabTaught
Instructional Staff Agreement Survey Results
Embedded Need More Practice Need Assistance
87 87
67
80 80 87
60
13 13
33 13
20 13
40
0 0 0 7
0 0 0
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Arm's Reach Modeling No Repeat Robust System Light Tech Option Disciplinary Reason Core Vocab Taught
Support Staff Agreement Survey Results
Embedded Need More Practice Need Assistance
Cedar Chapel Special School
Snow Hill, MD
Belinda Gulyas
Bess Cropper
www.cedarchapel.org Wildcats@CCSS_WCPS
