Comprehensive Social Emotional Support Program at Wertheimer Middle School
Utilizing a highly-trained staff, the Social Emotional Support Classroom at Wertheimer Middle School provides comprehensive behavior support and social skills instruction to meet students' specific needs. The program focuses on promoting positive behaviors and self-monitoring skills essential for success in the academic setting and beyond. Meet the dedicated teacher, Mr. Breaux, and paraprofessionals, Ms. Mitchell and Ms. T, who are devoted to helping students grow in self-regulation skills and effective communication. The program also includes a Leveling System with specific criteria and rewards to encourage and track student progress.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
E N D
Presentation Transcript
SESC Social Emotional Support Classroom Room A30 Social Emotional Support Classroom utilizes highly-trained staff who provide comprehensive behavior support and social skills instruction to meet the specific needs of students. This highly specialized program promotes the acquisition of the positive behaviors and self-monitoring skills necessary for present and future success in the general education academic setting and beyond.
SESC Teacher Mr.Breaux . Helo Parents and Students, My name is Tywain Breaux. I will be the Social Emotional Support teacher at Wertheimer Middle School for the 2020-2021 school year. I look forward to helping each and every student grow in their self-regulation skills and become effective communicators. Overall, I love assisting my students to learn their strengths and develop their weaknesses. I grew up in Houston s 3rd Ward community where I attended Jack Yates Senior High School. I graduated from Louisiana Tech University, where I majored in Sociology. While attending college I had the privilege of working with the troubled youth in the Lincoln Parish area. The youth really motivated me to change my career towards education. I wanted to help students who had behavior challenges in school. I received my certification in Special Education with a concentration in Behavior Management. I have been teaching since Fall 2009. My first five years in education were in HoustonISD. My family and I decided to make a move to the Richmond/Rosenberg area where I began my career with LCISD. I started teaching in the district Fall 2014. When not working with students, I am at home with my lovely wife Cynecia and my two awesome sons: Kobe and Kade. Both of my kids attend nearby schools in LCISD. I have many fond memories of this wonderful school district. I will be leaving my Hutchison Elementary family where I was there for six wonderful years. Last year I was fortunate to be named the 2019-2020 Teacher of the Year for Hutchison Elementary. I am very happy and excited to start a new chapter at Wertheimer for the 2020-2021 school year.
SESC Paraprofessionals Ms. Mitchell & Ms. T Support Staff at Wertheimer Middle School for the 2020-2021 school year. Our team looks forward to helping our students grow in their self-regulation skills and become effective communicators. Overall, we love assisting our students to learn their strengths and develop their weaknesses. We look forward to growing with you this school year.
The Leveling System LEVEL DESCRIPTION LEVEL CHANGE CRITERIA REWARDS LEVEL 1 INTERVENTION **Previous fully self-contained students** ALL instruction and MEALS in self- contained classroom Escort at all times outside SESC classroom End of level 1; observation and selection process for 2 outclasses begins (see manual pg.8) FOR ALL LEVELS ** points are calculated at the end of the day** Must maintain 52 out of 58 points (90%) for each objective for 5 cumulative school days If a student moves to level 1 more than once during a grading period, they must meet minimum points for 10 cumulative school days. Free time to draw or read for 15 minutes Access to preferred item for 15 minutes (NO electronics unless specified in BIP) Access to classroom store (1x per day) Mystery motivator FOR ALL LEVELS ** Students may only access SESC store on days they meet their point criteria **
The Leveling System LEVEL 2 BEGINNER **Previous Self-contained students with some out classes** Student attends 2 outclasses Once minimum criteria are met, and additional observations are completed student will add 2 additional outclasses This continues until all classes are outclasses At that start of this level the student will check-in for breakfast, eat lunch in SESC classroom and check-out prior to dismissal, by the end of this stage these supports will be phased out Student will be escorted when in the SESC classroom at all times unless attending an outclass (restroom, water, etc) Every step (2a,2b,2c) the student must maintain a minimum of 54 out of 58 points (93%) for each objective for 10 cumulative days in the SESC class AND 2a. 2 outclasses, stops after school check-in 2b. (2 additional outclasses) all 4 outclasses. Eats lunch with general education peers 2c. (any remaining outclasses) any of the outclasses in which problem behaviors have occurred until plan of action is in place. Stops before school check-in/breakfast Access to all previous level rewards Access to treasure box (limited to twice per week) Access to classroom store (limited to twice per day) o If a student has earned 27 points by the end of interval 14 then they can access the classroom store o At the end of the day if the student has earned a total of 54 points then they can access the store again. Access to preferred items (includes computer time) for 20 minutes
The Leveling System LEVEL 3 ADVANCED **Previous PASS students** Students attending all outclasses Breakfast and lunch with general education peers No check-in or out Must maintain a minimum of 56 out of 58 points (97%) for each objective for 45 cumulative school days. Access to all previous rewards Teacher/coach assistant Lunch with a teacher (1 per semester) Access to preferred items (includes personal electronic, video game, computer) for 20 minutes Access to preferred activity time (PAT)
The Leveling System LEVEL 4 INDEPENDENT/ SELF- MONITORING Students are attending all outclasses Breakfast and lunch with general education peers Students begin self-monitoring on level 4 day 31 Must maintain a minimum of 56 out of 58 points (97%) for each objective for 60 cumulative school days. Access to all previous rewards Lunch with preferred campus staff (1 per semester) Campus t-shirt (limit 1 per school year) Skip a homework SESC (limit 1 per week)
Student Monitoring There is a tendency to say that students are monitored every 15 minutes. There are several reasons why students are not monitored on what is considered a fixed ratio schedule (FR) of every 15 minutes. Instead students who are in the SESC program are monitored by the SESC Teachers and Paras on a variable ratio schedule (VR). The ratio can be an average of every 10, 15, 25, etc. minutes. The frequency of the student s target behavior along with the severity will determine the variable ratio schedule. SESC Monitoring is only for the student s Tier III target behaviors identified on the Behavior Intervention Plan. However, during monitoring, notations can and should be made of other frequently occurring problem behaviors. The classroom teachers should address any Tier I, Tier II, and non-target Tier III problem behaviors, as they would with any other student in the class. Conceptualize the needed monitoring for students in this manner: Based on the typical bell schedules for elementary and secondary schools, there are 29 possible monitoring intervals when using a 15-minute interval schedule.
