Beginning A New Special Education Program

Over the summer (yes, the summer “vacation” that teachers get) my co-teacher and I took a well-known in-school special education program and developed it into a whole new thing.  She and I have been working together for the past 5 years, and we were both hired to work in a new school for this year, in an already established program.  What we came up with takes a little bit from where we used to work, and mixes it with some new concepts.

We collaborated online in order to make sense of, and establish a behavior management program for our high school students (who are mostly emotionally disabled, but also may be on the Autism spectrum).  By hiring two teachers, the school doubled the amount of students in our program, so we needed to fully establish our system.  We come from a school program that has been well-established (and respected) since 1981, so it was important for us to make sure we have a tight system.  We first decided what our core values would be:

  1. Demonstrate and foster compassion, respect, responsibility, and integrity.
  2. Work cooperatively and collaboratively with peers and adults within the school and greater community to support academic, personal, and social development.
  3. Make decisions that will positively influence social, emotional, and physical health and well-being.
  4. Understand choices have consequences
  5. Understand and exhibit citizenship in order to be a contributing member of a democracy and of a global community.

Then we found state standards and transferable skills that would help us be able to measure our core values:

Based on the following from the VT Framework of Standards:

Respect 3.3 Students demonstrate respect for themselves and others.

Healthy Choices 3.5 Students make informed, healthy choices that positively affect the health, safety, and well-being of themselves and others. This is evident when students: ddd. Assess personal health in terms of stress, and develop an approach or plan for managing stress;  eee. Demonstrate refusal and negotiation skills to enhance health, and to avoid potentially harmful situations;

Teamwork 3.10 Students perform effectively on teams that set and achieve goals, conduct investigations, solve problems, and create solutions (e.g., by using consensus-building and cooperation to work toward group decisions).

Interactions 3.11 Students interact respectfully with others, including those with whom they have differences.

Conflict Resolution 3.12 Students use systematic and collaborative problem-solving processes, including mediation, to negotiate and resolve conflicts.

Dependability and Productivity 3.14 Students demonstrate dependability, productivity, and initiative. This is evident when students: a. Attend school on a regular basis; b. Complete assignments on schedule; and c. Participate in classroom and group discussions.

Taking Risks 2.8 Students demonstrate a willingness to take risks in order to learn.

Persevering 2.9 Students persevere in the face of challenges and obstacles.

Vermont AOE Transferable Skills/Graduation Proficiencies and Performance Indicators

Clear and Effective Communication

Self-Direction

Creative and Practical Problem-Solving

Responsible and Involved Citizenship

Informed and Integrative Thinking

Next we wrote our statement of purpose, which took many drafts to complete:

The SOL Program is committed to creating a classroom environment that is built on the principles of being safe, respectful, and productive. By creating an environment that values each student as an individual and as a collective member of the classroom community, we are helping students achieve mastery in the skills and knowledge that are essential to becoming empowered citizens of a diverse and ever-changing world.

Then we created our rubrics based on our three core areas (safety, respect, productivity), which was not an overnight process (you know what I mean if you’ve ever developed rubrics from scratch).  Our rubrics referenced transferable skills and state standards as well as social competencies developed by teams at the high school which our program serves.  We

What took even longer was developing scales which we and our students will use to rate our three core areas.  We plan on using our behavioral data to be 10 or 20% of a student’s grade in the core areas we teach (that hasn’t been fully decided yet).  While we want the students to earn their grades through academics, we strongly feel that behavior plays a role as well–as it does in life.  Think about the people who get job promotions:  they are the ones leading others or putting in extra time and effort; they are the ones with good social skills–so using behavioral data as part of a student’s grade is realistic.

We also plan on doing standards based grading–which also took a chunk of time to develop.  We have a 4 point grading scale; students will rate themselves, but we will also rate how well they meet the standards for each skill within the projects we do in class.  Our rating scale transfers to letter grades (since our school still uses that system for transcripts).  We still have work to do to further develop our rating scales (and I’m sure there will be much tweaking), but we have a great start and we will be ready to work with students in two weeks when school begins.

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The Problem With Reluctant Learners

Turning reluctant readers and writers into intrinsically motivated students isn’t going to happen when students are wondering where their next meal is coming from or if dad is going to beat mom again tonight.  Those situations put kids into survival mode; no one learns anything new in survival mode.   I work with students who are all in poverty and who all have a lack of intrinsic motivation when it comes to anything academic–well, we middle class people see it as a lack of intrinsic motivation, but in reality it’s survival mode.   In addition to poverty, or sometimes as a result of poverty, my students have all experienced significant trauma in their first three years of life–trauma like that significantly inhibits a child’s ability to function emotionally and behaviorally “normal” because for at least their first three years of life their basic needs were unable to be met.  Making reading and writing important is not a high priority (at first) for me; teaching my students skills to handle their emotions and building relationships with them is the highest priority I have.  Every teacher needs to have a trauma informed classroom; here’s why:  a student cannot learn if he or she is in distress; unfortunately, distress is the norm for students from significantly traumatic backgrounds.  Until our country addresses the underlying reasons for kids living in distress (like poverty), then we’re always going to have kids falling behind in education.  Raising the stakes and suggesting that Common Core standards create an equal playing field and produce children who can think the way corporations want them to think and will be ready for a career or college is absurd until we deal with the culprits that cause long term trauma in children.

The first thing I do is form a relationship with the student because that is what is going to be my “fall-back” when all else fails.  Once the relationship is formed, then we can begin to work on reading and writing.  To do that, I have to know the student’s interests so I can hook them in to the topic.  I’ve had students learn to read books for younger siblings; I’ve had students write “instruction manuals” for younger students.  Doing something for an authentic audience is the only thing that works with the population I have.  When they wanted to complain about the lack of choice in the school lunches, we worked on letters to the director of food service.  When they want to find out about something, that’s when they will read and write–it has to be important and relevant to them personally.  That’s when I see something more like intrinsic motivation.

Complex Trauma and How it Looks in the Classroom

One of my 8th grade students has significant difficulty regulating his emotions, more than other students at the school anyway.  Thankfully, this is a student who receives special education services and who attends an alternative school, yet, his behavior even stretches our abilities to effectively work with him sometimes.  This is the start of his third year at our school, so his pattern of behavior is quite well-known and predictable now.  We also have been trained in complex trauma (there is lots of information here) so we are better at addressing the behavior.

This student comes to school every day and is able to start each day being appropriately social with peers and staff.  During our morning meeting (where we use the Responsive Classroom model) he is an active participant and has a positive attitude.  But anything unpredictable or unstructured can trigger him;  he has even told staff (when he is calm) that his thoughts can intrude and trigger him. Once he is triggered, he begins his downward spiral. What he shows outwardly at first is loud sighing or groaning about the school work or the class expectations, or he might start calling himself stupid because a task is hard for him.  Then he will yell at peers (even though they are using normal voice tones to ask questions and complete their work) to quiet down because he can’t concentrate, and when they respond to him, it’s to tell him to quiet down.  This causes him to lash out with threats and name calling (which might then trigger trauma responses from them, and then everyone escalates).  His language becomes inappropriate for school. Then he becomes extremely oppositional, refusing to leave the room to regulate, continuing to openly challenge students, roaming the hallway, calling people names. When he finally gets into a separate space long enough to work with someone to regulate, it takes quite some time for him to get to a point where he can return to class and meet expectations.

Sometimes he walks out of the school building and goes home before the end of the school day; other times he is able to make it to the end of the school day even though he didn’t complete much work in any of his classes.  When he is on task and participating in class he is focused and can ignore little distractions in order to complete his work.  Sometimes this focus will last all through the morning and into the afternoon; sometimes it lasts only for a few minutes of a class.  Sometimes his oppositional behavior lasts through consecutive class periods; sometimes he goes through this behavior cycle within the span of one class period.   This behavior in a mainstream school would end up getting him sent out of the classroom or suspended; he would also probably be referred for a risk assessment.

Staff usually intervene once he begins his loud sighing or groaning, but there are many factors throughout the day that can affect how quickly we teachers respond to this student:  we may be helping other students with their school work; we may be helping other students regulate their own behavior and work through their issues; we may be introducing a lesson and giving instructions.

This is a quick fact sheet that provides good information about how to help a student like this.  Here are some pointers that are included on the fact sheet:

  • Model respectful, non-violent behavior and relationships.
  • Provide many genuine choices to increase sense of self-efficacy and self-control.
  • Be clear about expected behaviors; teach rules and expected behaviors explicitly. Remember, repetition is key. Children who have experienced complex trauma will likely take longer to generalize a skill than their peers.
  • Avoid using words when a child is disregulated. Consider walking, rocking, etc. as an intervention until the student is regulated.
  • Develop a system for consequences that is not punitive. Consequences should be logical and designed to teach, not punish. Avoid power struggles.
  • If behavior is a consistent problem, consider having a functional behavior assessment conducted to determine triggers and develop a behavior intervention plan.

There is a lot of information here about this type of behavior and how to respond; it’s not information that most teachers readily have because it’s not something that they usually need.  I am a special education teacher working in an alternative school, so this information has helped me do my job better.  I share it because it is useful to know, and it can help all teachers decode the meaning behind some outrageous behaviors they see (no matter how rare they might be in a mainstream setting).

Tips for Working with Tough Kids and Their Parents

As a teacher of students with significant emotional and behavioral challenges, I’ve found that it is imperative to form good working relationships with the parents of my students.  As part of our alternative school program, parents meet every two weeks with the special education “team.”  We call these meetings “home conferences;” it doesn’t mean that we meet with the parents at home–it just means that we have a home-school meeting with all the players on the student’s team.  

2The best thing you can do to work with parents of tough kids is to remember that they might not have the same values as you do.  Some of the parents I have worked with over the years are people who aren’t necessarily people I think are the best role models, but I look beyond that and understand that they are doing the best they can with the resources they have.  Listen to them; let them download their worries to you, and be someone they can lean on.  Don’t try to make them fit into a middle class mold.  Shake their hand when you meet them, smile at them warmly, and ask them about themselves.  Their child might be difficult in the classroom, and you need the parents on your side.  

Set up regular meetings that are based on all of the good things the student has accomplished.  These meetings might only be 10-15 minutes long, but you will quickly become well-liked when you are sharing positives about their child in person. Parents of your difficult students have often had difficulties back when they were in school, so school is a negative and scary place to be.  When you communicate positive accomplishments, the parents aren’t as afraid of school personnel.  You will need to have at least 40 positive communications “in the bank” with a tough kid before you have a negative communication with that child; otherwise it will be an uphill climb to build a relationship with that student and to have them trust you.  The same can be said for working with a parent of a tough kid; build up the positives so that when things get difficult and you have to give some negative feedback, the parent trusts you.

Relationship is key.  In order to work best with a tough kid, you have to build a solid relationship with them because you will be relying on that when their behavior gets difficult.  A tough kid is not going to follow your directions and listen to you because you are the “authority.”  You have to show that kid that you can be trusted.  You have to be a safe person for the tough kids.  In the classroom, tell the child, “thank you for (insert compliment),” or “I like how you (insert compliment).”  Be specific with your feedback, so that it shapes the positive behavior you want.  Try to ignore minor attention seeking behaviors.  

Likewise, if you are a principal who only sees your students occasionally or when they have been “bad,” then you aren’t going to garner respect from the tough students.  Stand in the hall in the morning and greet each student as he or she enters the building; go to student homerooms to say hello, or talk to them while they eat breakfast (or eat with them).  If you work in an alternative school, this is even more important.  Go into classrooms and compliment students who are on task and show interest in their work and accomplishments.  I don’t know how many times since we’ve gotten our new principal that the students will ask where she is, or they will comment on the fact that she only comes into a classroom when someone is in trouble.  Students notice, and teachers can’t hide it.  Further, if you are a principal of tough kids, go to the positive parent-teacher meetings and be a presence in the room when there is good news; if you only go to the meetings where there is “bad news,” again, you aren’t going to build any trust with the parents or the students.  A case in point:  our principal doesn’t go to many parent-teacher meetings; I’ve had parents in the spring of the school year who never remember meeting the principal; I’ve also had parents say to me that they don’t want her at a meeting because they don’t trust her.  Because she’s an authority figure in the school, they especially don’t trust her; they see her just like they’ve seen all authority figures in the past:  not on their side.

No matter what type of school you work in, and no matter what type of principal you have, you need to build the strongest relationships with your toughest students and their parents.  Those are the people who need to know that you are a safe person who is on their side so that when times get tough, they can trust that you have the best interest of their child at heart. 

Complex Trauma and Mental Health in Students

The students I work with have significant emotional and behavioral challenges.  At our school, the staff has been getting training in being a trauma-informed learning environment.  Our local mental health service providers have worked with us and been a good resource for us in this endeavor.  We also were given a good web resource with tons of information about how mental illness affects kids, and how it looks in the classroom.  Further, there is an entire resource on complex trauma; those are the kinds of kids that I work with daily.  Now that I can see behavior through a trauma “lens,” it helps me remember that behavior is a message, and I need to figure out what the behavior is telling me.  

Complex trauma is when children are exposed to a traumatic event multiple times; this is different than a one time traumatic event which may cause Post-traumatic Stress Disorder (PTSD).  Complex trauma means that a child has been exposed repeatedly, over time, and some of these events include:  neglect, bullying, physical and sexual abuse, chronic mental or physical illness, chronic family fighting, an incarcerated parent, the effects of poverty, homelessness, and maternal stress during pregnancy.

The effects of complex trauma on the brain are staggering.  There can be attachment problems; that means that these children can have a hard time making and keeping friends, or they can have a hard time with social boundaries and cues.  There can be self-regulation problems; this means that they can have a hard time managing emotions, or they can have problems knowing when they are hungry or full, or they have difficulty self-soothing and controlling their impulsivity.  There also can be problems with their competency which means they may have difficulty planning and organizing; they can have a lack of an ability to problem-solve, difficulty processing language, or they may have low self-esteem.  

What we are coming to learn is that complex trauma affects the brain and its growth.  When children who are affected by complex trauma are “triggered,” their primitive brain is activated which puts them into “fight or flight” mode; the part of their brain that allows them to think and act is “turned off.”  It is nearly impossible for a child in this state to think rationally.  But you can help. There are many strategies that you can use in your classroom. The following excerpt comes from the Students First Project: “Helping children self-regulate is a primary goal for work with children impacted by complex trauma. A key strategy to support the skills necessary for self-regulation is adult attunement to the child’s emotional state. Attunement is the ability to accurately read and respond to the child’s emotions rather than behavior. Adults also need to mange their own feelings and responses to children’s behavior and model the affect we want the children to learn. Establishing a safe and supportive environment (home, school and community) is critical. Consistency, predictability, and establishment of routines will help develop this sense of safety. Also, it is difficult for children who have experienced complex trauma to generalize skills so repeating interventions and strategies is critical to success.”

The Students First Project has listed many of the most difficult behaviors that students exhibit, with links to information and strategies for your classroom.  Becoming “trauma-informed” has really helped my teaching practice because I’ve been more patient and understanding with students.  Even if you don’t work with students with complex trauma, you probably have students with ADHD, depression, anxiety, or one of the many other issues that affect children and make it difficult for them to achieve their best in the classroom.