M ontclair Ach ievem en t Program (MAP) Charles H Bullock - - PowerPoint PPT Presentation
M ontclair Ach ievem en t Program (MAP) Charles H Bullock Elementary School Th e Mon tclair Ach ievem en t M ontclair Program is com m itted to providin g studen ts with Ach ievem en t disabilities th e n ecessary Program (MAP)
Charles H Bullock Elementary School
Th e Mon tclair Ach ievem en t Program is com m itted to providin g studen ts with disabilities th e n ecessary supports to grow academ ically, socially, em otion ally, an d beh aviorally, th rough a structured, supportive, an d en rich in g learn in g en viron m en t.
A beh avioral an d th erapeutic education al program for studen ts strugglin g to m an age beh aviors an d regulate em otion s in th e m ain stream en viron m en t Behavioral
2010 2010
3r 3rd-5th g grad ade classroom
Pilot program established 2016 2016
Trans nsition n classroom
Inclusion focus
6t 6th-8th g grad ade classroom
Renaissance Middle School
2011 2011
Kd Kdg-3rd g d grade de classroom
Continuum of services K-8
Charles H Bullock Charles H Bullock Charles H Bullock
Vestibulum congue Vestibulum congue Vestibulum congue Vestibulum congue Vestibulum congue
BCBA Counselor Teachers
Paraprofessionals
Principal
Students and Families
Yearly training in crisis m anagem ent (CPI) Ongoing weekly m eetings and refresher trainings
○ Sh are con cern s ○ Explore ch allen gin g topics ○ Practice n ew skills
○ Crisis coun selin g ○ De- escalation support
○ Paren ts an d fam ilies ○ Oth er support profession als
5 4 3 2 1
Crisis - Level 2 Proactive
th e classroom , durin g in dividual, group coun selin g, an d social skills
appropriate beh aviors, with feedback an d reflection
rein forcin g en viron m en ts to en courage success Crisis - Level 1
studen ts de- escalate verbally
beh avioral support
situation s privately
to be a poten tial dan ger to self or oth ers
tech n iques un successful
Ch ill Zon e (m on itored an d discon tin ued wh en n o lon ger a dan ger)
com m un ication
education teach ers at CHB
Of students in MAP have fully transitioned to mainstream classrooms
education academic rigor
Of students currently enrolled in MAP are beginning inclusion
while in general education settings Of students in MAP have remained in district
community in Montclair
friends, and neighbors
Ov Over 90
Staff video
“ At on ly 6 years old an d by first grade, everyon e h ad essen tially given up on m y ch ild. It was devastatin g, as a paren t to feel like you didn ’t h ave an yon e th at could h elp, let alon e th in kin g th at n obody could see or believe wh at I did. Th at m y ch ild was am azin g, sweet, kin d, an d in telligen t an d deserved better. Sh e was sim ply in crisis an d n eeded h elp.” “ To say th ese am azin g h um an bein gs h ave ch an ged m y ch ild’s life is an un derstatem en t of im m en se proportion . I believe th ey h ave n ot just ch an ged, but saved h er life. Th ey h ave given h er back h er life. Th ey saw in h er wh at n obody else h ad even tried to see. Th ey saw th e REAL h er th at wan ted to sh in e, but n eeded to learn th e tools n ecessary to fun ction at sch ool an d receive h er education .”
“ He h ad a difficult start in life. Because of th is early traum a, h is figh t or fligh t respon se is on overdrive. He h as difficulty regulatin g h is em otion s, atten din g to sch ool work, an d dealin g with frustration . Th is presen ts as loud, volatile tan trum s.” “ With in five m in utes of th e tour, m y h usban d an d I kn ew th is was wh ere our son belon ged. For th e first tim e, we felt listen ed to an d supported. Dr. Augustyn iak, Dr. Furn ari, Ms. Wosch in ko, Mr. Barry an d Mr. Araton un derstan d our son . Th ey sh in e a ligh t on h is stren gth s an d h elp h im cope wh en th in gs are difficult for h im . Th ey’re th e first teach ers th at m ade h im feel good about h im self, an d h e’s in th ird grade.”
“ Raisin g an y ch ild can be a ch allen ge. Raisin g a ch ild with special n eeds can feel daun tin g, th an kless, an d overwh elm in g at tim es.” “ As a fam ily, we learn ed h ow to best h elp our son at h om e, th rough MAP’s guidan ce an d beh avioral plan s. MAP is part of our fam ily, trusted an d adored in th eir carin g an d patien t ability to brin g guidan ce to our strugglin g ch ildren . Th ey work h ard to h elp cultivate h is path toward positive ch oices an d outcom es for h im self, our fam ily an d our com m un ity.”
“ I was aware from th e tim e m y son was in pre- k th at h e h ad som e ch allen ges. Th ey were n ot obvious ch allen ges, n o outward sign s of disability. My son was really brigh t, but h e could n ot con trol h is im pulses.” “ Midway th rough kin dergarten , I learn ed about th e MAP program at Bullock. I m et with Drs. Furn ari an d Augustyn iak an d Ms Wosch in ko, wh o was th e classroom teach er. I was given th e opportun ity to observe th e class. It seem ed like th is program could be a life raft for m y son ’s education . Th is is wh en m y son ’s life ch an ged. If it weren ’t for th e MAP program an d all of th e tools at its disposal, m y son would h ave to be sen t out of district to a private beh avioral sch ool.”
“ At th e tim e of our son ’s diagn osis, we kn ew th at we h ad to get h im in to a program th at h e could ben efit an d grow from an d our in itial goal was with in
support h im to grow academ ically, but also on e th at can support h im socially, em otion ally, an d beh aviorally. We were fully com m itted to m akin g th is work an d take th is team in as OUR VILLAGE.” “ Today, we are h appy to say th at our son is in a 3rd grade gen - ed class, readin g at grade level, h as a th irst for learn in g, socially active, playin g on team sports an d willin g to support h is fellow studen ts. I don ’t kn ow wh at oth er program would’ve given h im an d us th e tools to support th is academ ic, social, em otion al an d beh avioral growth . If th at isn ’t MAP, I don ’t kn ow wh at is . . .”
“ I can n ot even coun t th e am oun t of ph on e calls, em ails an d texts I received on a daily basis regardin g h is disruptive beh avior in th e classroom . Oth er paren ts were con tactin g th e teach ers due to th eir ch ildren bein g afraid of th e kid wh o gets th e classroom evacuated. All of th is really took a toll on h is self esteem an d self con fiden ce, an d h e began to h ate sch ool” “ Upon visitin g, on e th in g I n oticed righ t away were th e sen sory frien dly classroom s, th e sm all class sizes an d spaces for h im to go to th at h ave th e ability to rem ove extern al stim ulation so h e can decom press wh en in sen sory overload. We are ever so grateful th at as a result of th e MAP program an d staff m y son is able to n ot on ly atten d, but th rive in a public sch ool in h is h om etown with h is peers an d n eigh bors, an d th at truly m ean s th e world to us.”
“ For kin dergarten , we decided to en roll h im in a sm all private sch ool because, due to h is social an xiety, we th ough t h e would ben efit from a sm all, con tain ed sch ool en viron m en t with in dividualized atten tion . However, by secon d grade, it was clear th at h is sym ptom s were escalatin g an d th e private sch ool didn ’t h ave th e resources or experien ce to h an dle th em .” “ Wh en our son started th e MAP @ CHB we realized h e was in an en viron m en t th at was flexible, com passion ate an d un derstan din g of h is issues but also serious about settin g an d ach ievin g goals. Th e atten tion , patien ce an d perseveran ce of th e CHB MAP staff was like n oth in g we’ve seen before. MAP is passion ate about fin din g solution s an d th e righ t in terven tion for each ch ild both beh avioral an d academ ically”
“ I began receivin g calls th at m y son was h ittin g, spittin g, run n in g out of class, breakin g th in gs etc after just a couple days. It was obvious th at th e tran sition in to th e n ew sch ool was a lot for m y 5 year old to h an dle alth ough I didn ’t kn ow at th e tim e it was m uch deeper th an just th at.” “ Th e staff th ere h as all played a very im portan t role in m y son ’s growth an d developm en t over th e last 6 years. Th ey h ave truly becom e a part of our fam ily. So m uch so th at after th e first full week of sch ool, m y son begged to go back to visit everyon e th ere & to be able to sh are with th em h ow well h e is doin g at h is n ew sch ool. I’m forever th an kful to everyon e at CHB th at ever played an y part in m y son ’s life for carin g, lovin g, educatin g, an d supportin g n ot on ly h im but m yself as well.”
“ He h ad m ost of spen t first grade un der h is desk. He was overwh elm ed an d
teach ers gave up tryin g to teach h im , an d h e en ded th e year with 1s in all subjects.” “ Th e MAP years were n oth in g sh ort of a gam e ch an ger. Th e class in corporated everyth in g h e n eeded to actually learn : a sm all en viron m en t, in tegrated data- driven beh avior plan s, specialized in struction , sen sory- aware classroom s, an d dedicated tim e for social skills an d 1:1 coun selin g. Most of all, th ey h ave looked for th e best in h im an d h eld a m irror so h e could see it too. Th ey h ave loved h im like on e of th eir
“ Th is program h as en abled m y gran dson to learn to read an d do m ath , wh en h e arrived as a kin dergartn er in Ms. Wosch in ko' s class un able to sit in side a classroom at all. He is n ow in secon d grade, learn in g at grade level. Th e MAP program h as literally saved our lives.”
“ As an adopted ch ild, m y oldest son faced several struggles in h is developm en t. He h ad difficulty con trollin g h is em otion s, sittin g still, an d com pletin g h is work. Sch ool was very ch allen gin g for h im .” “ My son was on e of th e first studen ts in MAP. Upon fin din g out about th e program , we decided as a fam ily th at th is would be th e best solution for h im . Durin g h is years at CHB h e began to flourish . He tran sition ed to gen eral education wh ile at Bullock sch ool an d n ow is a h igh h on or roll studen t in th e 7th grade an d is curren tly bein g
wh at else is. ”
“ My son en tered th e program in th e m iddle of h is secon d grade year. He was beh in d academ ically an d h ad sign ifican t beh avior ch allen ges. At h is previous sch ool, h e h ad ch allen ges alm ost daily.” “ With in a couple of weeks in th e MAP program , m y son ’s beh avior ch allen ges were alm ost n on existen t. He m et h is beh avior goals, m ade m an y n ew frien ds an d progressed academ ically. Th e MAP program com pletely tran sform ed m y son ’s life. It h as ren ewed m y con fiden ce in public sch ool education . I can n ot im agin e a better program .”