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What Does CLM Got To Do With Transition Anyway?

What Does CLM Got To Do With Transition Anyway?. Elizabeth Lang, MEd BCBA Bucks County Intermediate Unit #22. All of the Materials Can Be Found At:. http://clmandtransition.wikispaces.com /. BLINK. CONTINUUM*. OUTCOMES:.

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What Does CLM Got To Do With Transition Anyway?

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  1. What Does CLM Got To Do With Transition Anyway? Elizabeth Lang, MEd BCBA Bucks County Intermediate Unit #22

  2. All of the Materials Can Be Found At: • http://clmandtransition.wikispaces.com/

  3. BLINK

  4. CONTINUUM*

  5. OUTCOMES: 1) How CLM develops learner competencies essential for any job and daily life. 2) Explore CLM materials shared to use for Transition Assessment in PLAAFP. 3) Match strengths to potential jobs or environments. OVERALL: Apply new information and your ideas in a can do way to your current teaching of Transition Skills.

  6. BUT FIRST, BIG IDEAS • CLM • Elements • Big Picture • Transition • Roadmap • Examples of Grids

  7. CLM Elements • Developed while the author was working with ADULTS from a state hospital. • Independent “Competent Learner” • Focuses on: • The LEARNER • What are the critical areas of an adult’s life as a FULLY functioning citizen? • What are the critical features of a LEARNER being competent? • Developing the skill INDEPENDENTLY through a TRUE SCOPE and SEQUENCE • Skill building from strengths NOT prompting

  8. PATTAN ROADMAP

  9. Example Transition Grid

  10. Example Transition Grid

  11. A spin on the examples

  12. Your Turn

  13. Your Turn

  14. Your Turn

  15. OUTCOMES: 1) How CLM develops learner competencies essential for any job and daily life. 2) Explore CLM materials shared to use for Transition Assessment in PLAAFP. 3) Match strengths to potential jobs or environments. OVERALL: Apply new information and your ideas in a can do way to your current teaching of Transition Skills.

  16. Phrases for early independence

  17. Scope andSEQUENCE

  18. A REPERTOIRE SCREENER SKILL- Performs the response USABLE (SKILL)- Performs the response to the criteria required or in the required context.

  19. A DAY TO DAY ACTIONS SCREENER SKILL- Performs the response USABLE (SKILL)- Performs the response to the criteria required or in the required context.

  20. Another Example of Gathering Information

  21. ADL grid

  22. ADL grid

  23. OUTCOMES: 1) How CLM develops learner competencies essential for any job and daily life. 2) Explore CLM materials shared to use for Transition Assessment in PLAAFP. 3) Match strengths to potential jobs or environments. OVERALL: Apply new information and your ideas in a can do way to your current teaching of Transition Skills.

  24. ASSESSMENT • Selection of Tool- Why are parts of CLM able to be used universally for students • Administration- Information gathering tools usable for any educator (and especially those in Transition) • Decision Making- Using the information to make summative and formative decisions for Transition Planning

  25. SELECTION What is the question or what do you need to find out about? • What are the individual’s usable skills? • What task oriented skills are needed to be more marketable? • What soft skills are needed to keep a job? • What supports are in place and need to be reduced? Make a list- what are the 5 top bare bone needs to keep a job?

  26. Administration Who- Student, Teacher, Parent, Agency Rep, Job Coach Where/How- Direct Observation is best When- Summative or Formative What- Using CLM Circle to formulate assessment questions What-Using Job Aid to formulate accommodation questions

  27. DECISIONS • WHAT IS REQUIRED PERFORMANCE LEVEL? • DETERMINE CRITERIA- DIMENSION • DECIDE • STOP • STAY • CHANGE • ASSESS FOR (GOOD/BAD) DECISION • REPEAT STEPS 1-3

  28. USABLE It’s NOT enough to know it, you have to be able to use it.

  29. DIMENSIONS

  30. My top 7 • Follow Directions* • Accept Feedback* • Applies Feedback • Ignore Distractions* • Persistence • Sets Goals* • ID and respond to motivation of others *Some are derived from Geoff Colvin’s definition of a calm learner

  31. TOP 7 in CLM terms

  32. TOP 7 in CLM terms

  33. TOP 7 in CLM terms

  34. TOP 7 in CLM terms

  35. INFO ON “TOOLS” • Hand Tools: Operated by using your hand. Pencil, pen, ruler, calculator, eraser, silverware, tooth brush, paper towel dispenser, soap dispenser, toilet paper dispenser, paint brush, crayons, colored pencils, markers, manual pencil sharpener, scissors, squeeze ball, fidget toys, etc. • Power Tools: Operated by electricity or rechargeable capabilities. Electric pencil sharpener, rechargeable toothbrush, AAC device, remote control toys, timer, clock, watch, light switch, push button switches, microwave, toaster, electronic toys, etc. • Reference Tools: A resource you use to access accurate information. Dictionary, thesaurus, icon schedule, icon communication book, classroom schedule, clock, watch, timer, computer/internet, icon choice boards, library card catalogue, visual token economy, etc. • Objects: Anything used but NOT for intended function. Apple, toy car, spoon, bed, door, sink, banana, basket, cup, toilet, window, toy truck, etc. From CLM Core Learning Cheat Sheet

  36. OUTCOMES: 1) How CLM develops learner competencies essential for any job and daily life. 2) Explore CLM materials shared to use for Transition Assessment in PLAAFP. 3) Match strengths to potential jobs or environments. OVERALL: Apply new information and your ideas in a can do way to your current teaching of Transition Skills.

  37. MATCHING STRENGTHS

  38. What skills are needed?

  39. “BEARLY” BAGGING IT • http://clmandtransition.wikispaces.com/Matching+people+and+jobs

  40. CONTINUUM*

  41. All of the Materials Can Be Found At: • http://clmandtransition.wikispaces.com/

  42. THANK YOU

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