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Corespectation 21 st Century Mindset Susan McCallum Amy Brown Betsey Fawbush

Corespectation 21 st Century Mindset Susan McCallum Amy Brown Betsey Fawbush. What’s the Problem?. Factory Model Mentality Assembly line, division of labor, specialization Newtonian Paradigm Downshifting Crystallized Intelligence . By Directive. “SPED”

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Corespectation 21 st Century Mindset Susan McCallum Amy Brown Betsey Fawbush

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  1. Corespectation21st Century MindsetSusan McCallumAmy BrownBetsey Fawbush

  2. What’s the Problem? Factory Model Mentality • Assembly line, division of labor, specialization • Newtonian Paradigm • Downshifting • Crystallized Intelligence

  3. By Directive “SPED” PL - 94-142 Most Appropriate Least Restrictive “General Education” PBIS RTI AND…… of Course……NO Child Left Behind

  4. How Implemented PL - 94-142 Regular Education Least Restrictive PBIS RTI Most Appropriate All Children Left Behind No Child Left

  5. Public School ModelWhat It’s Been Factory Model Mentality “Blueprint for mismanaged intelligence.” - K. Merriman, 2010

  6. Public School ModelWhat It Needs to Be Three Story Intellects • Build better behaviors • and better brains • using CORESPECTATION

  7. Where There’s Trouble… “Consultants battle cry….where there’s trouble, there’s opportunity” T. McCallum, 1999 Call in the Consultants…. SPED that is…

  8. SPED as Consultants Consultants…… 1. Define the problem. NO MORE FACTORIES!! 2. Develop an ‘attack’ plan/ fix-it plan which includes organic and dynamic, real time: tools, roles, and prototype plan. 3. Deliver a user’s reference guide. It’s the client’s job to write user’s manual.

  9. Fix-It Plan …. Look in the Mirror START WITH A HOME GAME “Want to see your kids? Look in the mirror.” - Ron Jadron

  10. Look in the Mirror First What Makes an Effective Educator? All levels First year through master educators All styles Introvert through extrovert ‘ …all over the map …” - Jonathan Mooney, Short Bus

  11. COrespectationConnection ‘No matter expertise, style, or personality…all are masters of connection.” • Jonathon Mooney, Short Bus “Masters of connection through empathetic communication.” Brown, Fawbush, McCallum, ongoing…..

  12. CoRESPECTationRespect “Those that give respect, get respect.” -Tony Soprano, The Sopranos “Those that respect themselves, give respect, and get respect” (think 2 way mirror) - S. McCallum, 2011 and all my “teachers” through the years

  13. CorespectATIONExpectation Expect the Best of Yourself Front Side Mentality Expect the Best of Others Rigor, Challenge, Three-Story Intellects “ ‘Fix’ behavior, the rest follows. “ - Brown, McCallum 2012

  14. Build Three Story Intellects(from BEHAVIOR up) There are one-story intellects, two story intellects and three story intellects with skylights. All fact collectors who have no aim beyond their facts are one-story men. Two-story men compare, reason, generalize, using the labor of fact collectors as their own. Three-story men idealize, imagine, predict – their best illumination comes from above the skylight. Oliver Wendelll Holmes

  15. Halftime Brain BreakWooooWhooo • Relax • Regroup • Retool • Refresh • MUSIC by the Four B.. Babes, The Happy Song

  16. CORESPECTATION Delivery Model 1. Tool = PBIS, for all, by all 2. Roles = SPED as consultants 3. Prototype Plan = based on organic, dynamic, real-time CORESPECTATION 4. User’s Reference Guide = references/materials to aid you in designing your own organic, dynamic User’s Manual for your program/population/environment

  17. CORESPECTATIONDelivery Model • Tool = PBIS FOR ALL, BY ALL, with CORESPECTATION

  18. PBIS…the rest will follow MAKE CONNECTIONS….the rest will follow… 94-142 implemented as it should be…. Least Restrictive balanced with Most Appropriate RTI implemented as it should be….. Rigorous Academics that build Three Story Intellects “Fix Behavior FIRST, the rest will follow..” Brown, McCallum 2012

  19. CORESPECTATIONDelivery Model 2. Roles = SPED is the mentor/collaborator CIRCLE HERE CIRCLE OF POWER Administration SPED General Education Parent Student Organic, Fluid, Dynamic, Real time, non-hierachial, ongoing PROCESS

  20. CORESPECTATION Delivery Model 3. Prototype Plan SHOCKER …. NEWS FLASH……. There is no hard-and-fast answer….however what doesn’t work FACTORY MODEL STUDENTS-AS-END-PRODUCTS

  21. SHOCKER/ Newflash LIFE is not a turn key system/end product thing……. …….students aren’t either SO……. NO TURN-KEY KIDs NO TURN-KEY ANSWERS

  22. CORESPECTATON Delivery Model 4. User’s Manual “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.’’ - Chinese Proverb

  23. Build Better BehaviorsBy Building Better Brains Time to build a better brain for a lifetime of success. EXECUTIVE FUNCTION User’s Manual

  24. Woo Whooo #2 Neuroplasticity for Life • Executive Functioning Area is where to direct

  25. Neuroplasticity for Life • Executive Functioning Instruction to build better, dynamic skills in…

  26. Neuroplasticity for Life • Executive Functioning Processing to create sheathing = NEUROPLASTICITY for life

  27. “Production” Flowfor Effective Teachers 1. Brains Walk in the Room 2. PBIS - Behavior Intervention with CORESPECTATION 3. END GOAL…. Is a PROCESS.. NOT A Product NEUROPLASTICITY

  28. Bronowski Executive Brain Functioning • Separation of Affect Don’t personalize 2. Prolongation • Connecting with related events 3. Internalization • Sifting bucket of options 4. Reconstitution • Analyze, synthesize, decide output

  29. Separation of Affect • Ability to separate fact from feeling (Recognize your feeling) • Affect from content • Form from substance

  30. Prolongation • Symbolic fixing to past experience • Requires working memory • ‘On the fly’ development of bucket of options based on past memories • Stop and Think

  31. Internalization • Sorting, sifting bucket of options • “Talk among yourselves” • Delayed responding allows self-talk to be utilized (Go into your shell and take three deep breaths)

  32. Reconstitution • Analyze, synthesize, and recompile options • Determine response, output, behavior (Come out of your shell and think of a solution)

  33. Proverbs “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime. ‘’ - Chinese Proverb

  34. Behavior ModificationGone Bad Behavior Modification, gone bad, maybe Skinner-like….. “Give a person an intervention and you ‘fix’ him for a moment in time (maybe)…’’ - Brown, McCallum 2012

  35. Behavior Modification-Gone Good PBIS with CORESPECTATION…. an ongoing process “Teach a person a self-reflective, self-initiated intervention process, and you …… empower them with a tool that transcends time and place; one that provides for a lifetime of ongoing success.’’ - Brown, Fawbush, McCallum, Younker- 2012

  36. References Bellanca, J., & Fogarty, R. (1991). Blueprints for thinking in the cooperative classroom. (2 ed.). Palatine, IL: Skylight Publishing, Inc. Caine, R. N., & Caine, G. (1997). Education on the edge of possibility. Alexandria, VA: Association for Supervision and Curriculum Development. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: HarperCollins Publishers. Doidge, N. (2007). The brain that changes itself. New York, NY: Penguin Group. Meltzer Lynn. (2010). Promoting executive function inthe classroom. New York, NY: The Guiltfor Press. Mooney, J. (2011, March). In S. Skoning (Chair). Keynote address. Presentation devlivered at University of Wisconsin Oshkosh Planting the seeds of inclusion: supporting the growth of all children. Schwartz, J. M., & Begley, S. (2002). The mind & the brain: Neuroplasticity and the power of mental force. New York, NY: ReganBooks. Starkman, N., Scales, P. C., & Roberts, C. (1999). Great places to learn. Minneapolis, MN: Search Institute. Turnbull, H. R. I., & Turnball, A. P. (1979). Free appropriate public education: Law and implementation. Denver, CO: Love Publishing Company. Vannoy, S. W. (1994). The 10 greatest gifts i give my children. New York, NY: Fireside. Willis, J. (2006). Researched-based strategies to ignite student learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.ascd.org

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