What Does CLM Got To Do With Transition Anyway?

Elizabeth Lang, MEd BCBABucks County Intermediate Unit #22

All of the Materials Can Be Found At:

http://clmandtransition.wikispaces.com/

BLINK

CONTINUUM*

HIGH CREATIVITY

OPPORTUNITIES

LOW CREATIVITY

OPPORTUNITIES

CAPTURINGINITATION

OPEN ENDED

CONTRIVINGENVIRONMENT

HELPING

DIRECTIVE

PROMPTING

FORCED COMPLIANCE

RESTRAINT

MOST CHOICE

LITTLECHOICE

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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.

BUT FIRST, BIG IDEAS

CLMElementsBig Picture

TransitionRoadmapExamples of Grids

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

PATTAN ROADMAP

Example Transition Grid

Example Transition Grid

A spin on the examples

Current Example Purpose? CLM Spin

Utilize self-monitoring/self-reflection strategies with a self and match

Behavior Problem?

Engagement?

Observer- match

Participator- semi directed

Develop work related social skills

Pairing?

Initiating?

Participator- non-directed

Problem Solver- mand

Use of prompting and hand over hand assistance to participate in functional curriculum

Engagement?

Content Mastery?

Listener-Adhere to (Follow Teacher Direction)

Problem Solver- Operate (Manipulate Items)

Your Turn

Your Turn

Your Turn

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.

Phrases for early independence

Scope and

SEQUENCE

A REPERTOIRE SCREENER

SKILL-Performs the response

USABLE (SKILL)-Performs the response to the criteria required or in the required context.

A DAY TO DAY ACTIONS SCREENER

SKILL-Performs the response

USABLE (SKILL)-Performs the response to the criteria required or in the required context.

Another Example of Gathering Information

ADL grid

ADL grid

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.

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

SELECTION

What is the question or what do you need to find out about?

1) What are the individual’s usable skills?2) What task oriented skills are needed to be more

marketable?3) What soft skills are needed to keep a job?4) 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?

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

DECISIONS

1. WHAT IS REQUIRED PERFORMANCE LEVEL?

2. DETERMINE CRITERIA- DIMENSION

3. DECIDEa. STOPb. STAYc. CHANGE

4. ASSESS FOR (GOOD/BAD) DECISIONa. REPEAT STEPS 1-3

USABLE

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

DIMENSIONS

My top 7

1. Follow Directions*

2. Accept Feedback*

3. Applies Feedback

4. Ignore Distractions*

5. Persistence

6. Sets Goals*

7. ID and respond to motivation of others

*Some are derived from Geoff Colvin’s definition of a calm learner

TOP 7 in CLM terms

Ready to work CLM Repertoires

Follow Directions

Accept Feedback

Apply Feedback

Ignore Distractions

Persistence

Sets Goals

ID and respond to motivation of others

TOP 7 in CLM terms

Ready to work CLM Repertoires

Follow Directions Participator, Listener- Adhere to

Accept Feedback Participator, Listener

Apply Feedback (Participator), Listener, Problem Solver,

Ignore Distractions Participator, Observer, Listener

Persistence Participator, Problem Solver

Sets Goals (Participator), Talker, Writer, Observer

ID and respond to motivation of others

Participator, Observer

TOP 7 in CLM terms

TOP 7 in CLM terms

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

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.

MATCHING STRENGTHS

STUDENT JOB

Repertoire Interest or Skill Repertoire Job task

Scripting Food

Follow a schedule

Flowers

Matching Cards Filing

What skills are needed?

“BEARLY” BAGGING IT

http://clmandtransition.wikispaces.com/Matching+people+and+jobs

CONTINUUM*

HIGH CREATIVITY

OPPORTUNITIES

LOW CREATIVITY

OPPORTUNITIES

CAPTURINGINITATION

OPEN ENDED

CONTRIVINGENVIRONMENT

HELPING

DIRECTIVE

PROMPTING

FORCED COMPLIANCE

RESTRAINT

MOST CHOICE

LITTLECHOICE

PRFMT

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All of the Materials Can Be Found At:

http://clmandtransition.wikispaces.com/

THANK YOU