Competent Learner Model Competent Learner Model

Erin JerardiErin JerardiBCIU #22 Induction ProjectBCIU #22 Induction Project

Project DescriptionABA/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 environments

Competent Learner Model

Applied Behavior Analysis (ABA)

Analysis of Verbal Behavior

Direct Instruction

Precision Teaching

Effective

Competent Learner Model

CurriculumLearner assessments

Competent Learner Repertoire Assessment (CLRA)CLM Placement Test

Effective teaching strategies

Staff trainingCourse of StudyCoachingCollaborative consultation

Sustainable

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 classroom

Assistance in assessing and developing programs for learners

Demonstration of instructional techniques

CLM Scope and Sequence

The Seven CLM Repertoires

Talker

Listener

Observer

Reader

Problem Solver

Writer

Participator

Instructional Conditions

Non-Directed independent work or play

Semi-Directed instructor is close by in case help is needed

Teacher-Directed instructor is leading the lesson

Peer-Directed students are working or playing together

What will a CLM lesson look like?

What to Teach Talker, Observer, Listener, Problem Solver,

Reader, Writer, Participator

Where to Teach Teacher-directed, Semi-directed, Peer-directed,

and Non-directed

How to Teach Curriculum, Instructional Materials, Physical

Structureand Teacher Delivery

Impact to Student Achievement

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 ProjectI 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.