Special+Education

PLC Notes

10/4/13 Went over Professional Learning SMART goal.

10/11/13 Handwriting without tears with Kristen Manfredi Presentation and handout given Interactive website given

10/17/13 Chapter 1 of the Book Different Brains/Different Learners attendance: Phyllis O'Connell, Heather Hatchenberg, Debra Karlberg, Virginia Hershman, Kerri Karlberg, Kristen Manfredi

Understanding Different Brains- Understanding what runs the brain. Parts of the brain can be changed (the operating system)

10/24/13 Chapter 2: The Brains Key Operating Systems Social reasoning, theory of mind, empathy How to maximize results when workign with students "The champs mindset"

11/7/13 Baseline Edge Input our group goals for PLC Sped attendance: Phyllis, Debbie, Kristen, Heather, Virginai, Kerri

11/14/13 Discuss chapter 2 Postive social interaction need to be taught Need for hope Takes practice to focus Next week : read ch. 3 attendance: Phyllis, Debbie, Kristen, Heather, Virgina, Kerri

11/21/13 ODD Summarized key points Began discussion on students we currently service and how to help them How teachers can work with these types of students Decided to send ODD chart to teachers Attendance: Kristen, Heather, Debbie, Phyllis

12/5/13 Discussed pieces of evidence Methods of sharing with colleagues What evidence we would like to share to help teachers reflect on theri own style of teaching with respect to behavior attendance: Phyllis, Debbie, Kristen, Heather

12/19/13 OD Virginia gave her persectives on ODD big point: Don't engage with ODD student when in rage attendance: Debbie, Phyllis, Heather, Virginia

1/2/14 Laura spoke about Baseline Edge attendance: Debbie, Phyllis, Heather, Kristen

1/9/14 Discussed Chapter 4 attendance: Kerri, Debbie, Phyllis, Virginia, Heather, Kristen

1/16/14 Discussed Chapter 4 attendance: Debbie, Phyllis, Heather, Kerri, Kristen

1/23/14 Input into Wiki Chapter 4 Chapter 5 next week attendance: Debbie, Phyllis, Heather

1/31/14 Discussed ODD Did a case study We discussed nonconfrontational strategies to use when behaviors occur attendance: Kristen, Debbie, Heather, Phyllis

2/6/14 The Out of Control Learner

young diagnosis? May have more than one disorder hurt people, animals, and property with zero regard Treatable over time intervention start early around kindergarten to grade 2 attendance: Kerri, Phyllis, Heather, Kristen, Debbie

March 20, 2014

Chapter: The Demotivated Learner Discussed stress and it's effects on learners- Chronic/Acute/PTSD The Amygdala and other brain structures are highly involved in our response- e.g. amygdala involved in memory/emotion and can recreate past (reactivate the stressful event). Children are largest group in PTSD category It is not the actual event that is stressful but the interaction of our coping skills and the event. Why some people reactive different to the same event. Children from low income backgrounds have fewer coping skills than children in higher socioeconomic backgrounds. Early exposure to traumatic conditions are internalized and if reinforced can profoundly impact personality. The greater the exposure to threat the LESS blood that flows to the areas of brain needed for thinking and learning. This means that distressed students are filled with emotions, but not able to resolve their problem (use of their primitive brain and more glucocorticoids are secreted b/c of stress).

As a result of this discussion, the PLC discussed how stressed out students aren't learning. We pondered: attendance: Debbie, Phyllis, Kristen
 * We need to discuss as a school how we can provide more + consequences.
 * PBIS works. Praise Paws were used and appear to help shape + behaviors in a + way.
 * How can everyone help create a + learning climate? The lunchroom, hallway and overall respectful way of treating each other (students/staff).
 * How do teachers feel about not taking away recess?
 * Are we doing all we can for + learning environment?

May 22, 2014

Discussed: Ways to motivate students who are unmotivated; Ways to motivate teachers to use more positive reinforcement, rather than take away recess and other student rights.

Debbie K discussed ILAC (I am lovable and capable); Every student has a sign that says ILAC. The sign is ripped when someone is - to that student; The sign piece is placed back on when a + happens to that student from someone; Next year's Plan: Continue reading __Different Brain, Different Learners__ and discuss with staff: Staff presentation: ILAC sign review; Exercise influence on brain; Discuss: Taking away recess is counterproductive to benefits of exercise. Here are some positive reinforcer ideas as alternatives. attendance: Debbie, Phyllis, Kristen and Heather