22 Jul

2014 Summer CLM Academy

by Rae-Ann Arevalo

This summer has been busy with CLM trainings that focused on strengthening instructional delivery, shaping behavioral vocabulary and learning how to clearly explain the CLM by using every day examples.Thank you Vicci Tucci and my fellow colleagues for helping make the trainings happen. Check out this summer’s CLM Summer Academy Stars from the Monterey, CA region. Looking forward having the training in San Jose, CA next.

Summer Academy Stars

Here are some of the comments that were posted to the Competent Learner Model (CLM) Facebook Page:

Vicci Tucci – “I was so impressed with the participants and instructors when I sat in for just a few minutes of the last CLM Academy this week. I am soooooooooo proud, appreciative, and respectful of all of you!!! Love ya, Vicci”

Kathy Yates Joy – “Great job everyone!”

A group visual project made by the participants at the CLM trainings for the Monterey, CA region at this summer's training.
A group visual project made by the participants at the CLM trainings for the Monterey, CA region at this summer’s training.

photo

2 Jun

Competent Learner Model Conference

CLMers from around the world will be speaking at the PA CLM Conference on June 18, 2014 (e.g., Sicily, Abu Dhabi, Paris, and USA: VA, PA, and CA).

Register VERY soon to attend the PA CLM Conference online or in person on June 18th. By doing so, you can learn about an ABA practice called Generativity; “…the study of conditions that occasion novel behavior and complex behavior ‘for free’.” (Dr. Kent Johnson, 2008). Dr. Janet Twyman will also be speaking about this topic.

final clm con flyer
31 Dec

CLM Academy UAE

Here is a photo of the CLM Academy that was held in UAE in December. Nipa Bhuptani delivered this CLM Academy.

Please welcome our UAE colleagues to our CLM Learning Community!

Back row, from left to right: Jane, Parisa khan, Nipa Bhuptani, Kavitha, Ayesha, Rizwana, and Ibrahim Gamal. Front row, from left to right:  Richanda, Teresa, Hadeel and Paula.
Back row, from left to right:
Jane, Parisa khan, Nipa Bhuptani, Kavitha, Ayesha, Rizwana, and Ibrahim Gamal.
Front row, from left to right:
Richanda, Teresa, Hadeel and Paula.

 

26 Sep

Large Scope and Sequence Chart for Pre-1 Lessons 1-16

Our Large Scope and Sequence Chart for Pre-1 Lessons 1-16 is now available in our website’s corner.

Please take a minute to visit us there. Your coaches’ CID # and password will be required.

http://www.tuccionline.com/staff_corner/coaches_login.php

scope and sequence 1 scope and sequence 2 scope and sequence 3

We also want to take a minute to thank Jennifer Laurito from The Vista School, and her talented group of coaches from PA, for helping us update this very important document, as well as Karrie Hatfield from Tucci Learning Solutions.

They dedicated their effort, time, and knowledge, over the summer to make sure that the Large Scope and Sequence Chart for Pre-1 Lessons 1-16 includes all the updates made to the first 8 lessons.

Thanks CLM Team for all your help and dedication.

12 Aug

EARLY START SERVICES

For Children with Special Needs Birth through 36 months

 

Learning through Doing

with

Caring & Knowledgeable Professionals

Services for PARENTS and CHILDREN

3. Early Start Services

  • Individualized, direct one to one services.
  • Parent/Caregiver training that meets the needs of the child.
  • Development of skills that are necessary for the child’s success in school and later in life.

PARENTS/CAREGIVER TRAINING

Parent and/or Caregiver training programs are individually designed to address the specific needs of the infant or toddler. These needs are identified through parent surveys and interviews paired with assessments completed by the professional members of the team.

Parents or caregivers are an essential part of the Early Start Program team and have an active role in developing their child’s individual learning, behavior or therapy plans.

Parents or caregivers are assured that they will be able to use the relevant techniques and strategies determined to be effective for their child.

EARLY START TEAM PROFESSIONALS

Licensed & Certified:

Early Childhood Specialists

Speech Pathologists

Occupational Therapists

Behavior Specialists

Board Certified Behavior Analysts

Licensed Marriage& Family Therapists 

These specialists along with parents evaluate the child’s functioning level in five developmental areas:

  • Physical development
  • Communication
  • Cognitive
  • Adaptive/Self-help
  • Social/Emotional development

In addition to their formal training, all Early Start team members provided through TUCCI Learning Solutions, have received training in behavior analysis. Behavior analysis is the basis for designing and implementing effective learning, behavior and therapy plans.

REFERRAL for SERVICES

Children may be referred by their family physicians, pediatricians, parents, public health nurses, the child’s local school district, or other agencies, such as the San Andreas Regional Center or community service groups.

2. Early Start Services

LOCATION of SERVICES

All services are provided within a child’s natural environment such as the home, neighborhood park, playground, or community pre-school setting.

FUNDING RESOURCES

  • Tucci Learning Solutions Inc., is vendorized through the San Andreas Regional Center
  • Tucci Learning Solutions, Inc., is an in-network Provider for most majosr Insurance companies
  • Medi-Cal
  • Private Pay (e.g., Parents)

5. Early Start Services

TUCCI LEARNING SOLUTIONS, INC.

Watsonville, CA 95076

Office: (831) 786-0600

Fax: (831) 786-0644

Email: [email protected]

17 Jun

The Competent Learner Model (CLM)

The Competent Learner Model (CLM) is a multi-component, research validated, instructional package containing solutions for solving the major problems faced by educators and parents of children with autism and other significant learning challenges.

The Problems

We know that educators and parents struggle with making important, meaningful progress with the increasing numbers of learners who have autism and other significant learning challenges…sometimes they don’t know where or how to begin.

We know that multidisciplinary professionals working to achieve results for learners with autism and other significant learning challenges often do not work together….they may have competing goals and use  instructional methodologies that contradict each other’s work.

We know that even if teams learn how to implement evidence validated instructional practices, sustaining those practices is often problematic.

The CLM implementation tools provide the replicable steps needed to learn, utilize, extend and innovate with research validated instructional practices.

The CLM Solutions

The CLM Learner Assessments provide the tool needed for Teams to quickly understand the learners’ strengths and challenges and formulate an intervention plan.

The CLM Curriculum provides a tool of carefully organized scope and sequence of skills. This curriculum provides the tool needed for Teams to know what to teach and how to teach it.

The CLM Staff Training and coaching components provide tools needed for teams to speak a common language, agree on a basic methodology and work collaboratively together to achieve important meaningful progress for learners.

Why Act Now

Not only is it our job to educate learners with autism and other significant learning challenges, it is the moral imperative of our time to provide research validated instructional practices that will have the most momentous impact on their lives…every learner has the civil right to be taught skills that will have great utility throughout their lives.

The CLM is the only multi-component package that has the solutions you need to achieve important and meaningful progress for all learners..

What’s Needed to Implement CLM

  • A Team that wants to learn research validated instructional practices.
  • Administrative and parental leadership supporting collaboration and change.
  • A certified CLM Coach.

CLM Implementation Tools

The CLM Implementation tools provide the replicable steps needed to learn, utilize, extend, and innovate with research validated instructional practices.

Course of Study for Instructors

 

 

  Curriculum for Learners

 

 

 

 

 

 

Funding Options 

  • Vendorized through San Andreas Regional Center
  • TUCCi is an in-network provider for most major insurers
  • School districts/programs in California (i.e., Monterey, San Benito, Santa Clara, and Los Angeles counties), Paris, and across Pennsylvania, and Virginia
  • Private pay

“The Competent Learner Model, which came to the school in January 2012, helps students with cognitive, physical, developmental and medical disabilities develop skills that not only foster academic success, but also success in daily life.” 

Kim Walter (VA Reporter) 2013

 
Tucci Learning Solutions, Inc.
6 Hangar Way, Suite A
Watsonville, CA 95076
(831) 786-0600
www.tuccionline.com
www.competentlearnermodel.com
[email protected]
10 Jun

Preparing for life after school

New Teaching Method Helps Students In Real World

Stonewall Jackson High School special education teacher Julie Whitaker, center, looks over the shoulder of student Garrett Lloyd, 15, of Edinburg, while his mother Sheila, right, looks on during class on Tuesday. Garrett has had much success over the school’s implementation of the Competent Learner Model this past school year. Rich Cooley/Daily

 

By Kim Walter

QUICKSBURG – When Julie Neese-Whitaker first met 15-year-old Garrett Lloyd, she realized that he struggled with basic communication and often got so frustrated that he wound up in a ball on the floor.

That behavior wasn’t necessarily new to the Stonewall Jackson High School resource teacher — she had worked with adults and students with multiple challenges for several years.

Now, the recently implemented Competent Learner Model helps Garrett sit happily in his classroom, participating and working toward small goals.

That has Whitaker very excited.

Garrett has Down syndrome and was diagnosed with autism at age 6. He’s been in the Shenandoah County school system his entire life, but has shown more progress in the past year than ever before.

“I think before we would get frustrated, and so would the kids,” Whitaker said in her special education classroom Tuesday afternoon. “But now we have real things to work toward and we know that sometimes it’s better to just stop and take a break.”

The Competent Learner Model, which came to the school in January 2012, helps students with cognitive, physical, developmental and medical disabilities develop skills that not only foster academic success, but also success in daily life.

The model focuses on seven repertoires – talking, listening, observing, reading, problem solving, writing and participating — which impact day to day functional actions.

Teachers undergo intensive training and continuing professional development to keep up with the curriculum and lessons used to move a student through the model.

Students are assessed during the model’s implementation so their teacher knows what part of the curriculum to start with. Whitaker said the flexibility of the curriculum is helpful, as some students are able to make it through a lesson a month, while others move at a much slower pace.

Within each lesson are a number of activities teachers can use to test the growth of a student — the more a student increases in lesson level, the more core repertoires he or she is required to exemplify. Before graduating to the next lesson, a student has to be assessed to prove they’re ready.

Teachers also are equipped with binders of materials and a CLM coach, who ensures successful implementation in the classroom and conducts performance reviews to determine if the educators are meeting pre-established criteria for each unit.

Whitaker credits her CLM coach, Shonnet Brand, with being there “every step of the way,” offering different teaching techniques and activity options. However, Brand said being a coach has taught her a lot in return.

“I work with behavioral analysis, so the education piece of this was very interesting to me,” she said. “These teachers do more than a lot of people imagine.”

Brand said basic subject matter like science, math, and social studies is part of the model, but the main goal is helping students become independent parts of their community.

“Of course things like SOLs are important, but there are so many other skills that these students need to master before leaving school,” she said. “With the model, teachers have ways to incorporate a bit of everything.”

Over the past year, Whitaker has seen so much improvement in Garrett that she presented on his progress during the Shenandoah Valley Regional Program’s CLM meeting in April. It included four other school divisions around Shenandoah County.

“Because of the way assessments are done, we have a visual way of tracking student success,” Whitaker said. “I think that’s what really made me realize that this works. I can look at Garrett’s sheet and see where he needs help, but I can also see how far he’s come.”

Sheila Lloyd, Garrett’s mother, said middle school was particularly tough for her son as he began to withdraw. She said it became normal for her to get about five phone calls a week, if not more, about Garrett refusing to participate or do work in class.

“It was very frustrating because I didn’t see the same struggles at home,” she said. “And then I get calls asking me to help calm him down or persuade him to do work, and I didn’t really know what to say.”

Through the model, Whitaker learned that Garrett did better with several small goals throughout the day so that he was more motivated to continuously do work. He also responded quickly to visual reminders of his daily schedule.

When Lloyd found out her son had done so well with the CLM in just one year, she said she couldn’t help but cry.

“Look at him, he’s happy,” she said as she watched Garrett complete a worksheet with virtually no supervision. “If this is what he can do in a year, I can’t even imagine what he’ll learn during the rest of high school.”

The CLM also is being used in several middle and elementary schools in Shenandoah County. Whitaker said she feels it’s the best thing for local students with multiple disabilities.

“My kids have progressed so much already, so imagine where they would be if they had started on the CLM back in elementary school,” she said. “Honestly, I had my doubts when we started, but this is what we should’ve been doing all along.”

Contact staff writer Kim Walter at 540-465-5137 ext. 191, or [email protected]

16 Nov

CLM Research Poster Presentation

WVU and CLM have come together to produce the poster titled, “The Impact of the Competent Learner Model on the GARS, Vineland, and PLS Outcomes for Children with Autism Spectrum Disorder” being presented at the upcoming AUCD Conference December 2-5 in Washington D.C.

Kudos to Dr. Dan Hursh at WVU for taking the lead on getting CLM Research conducted in addition to all the articles and presentations has has contributed to over the years. It is much appreciated that students at WVU are so involved in carrying out the research projects as well as re-developing CLM Products for General Education Learners. My hats is off to you!

Special thanks to Dana Cihelkova for thinking of submitting this valuable research to AUCD plus all the work that she did in analyzing the data from Vista School in PA. Also, a very special “shout out” to the Vista Director, Kirsten Yurich, who made all of these significant results come about under her leadership as well as her staff members who did all the hard work. Also, I want to recognize Cathy Scutta who has been the supervising Certified CLM Coach at The Vista School for many, many years. Thanks to all of you!

12 Nov

State College Area School District receives CLM Accreditation

Recently, State College Area School District achieved the honor of CLM Accreditation. In the pictures below, we highlight some of the people that helped bring it all together with special thanks to Dr. Cathy Scutta and Vicci Tucci for their vision and guidance.


Pictured Above: (from left) Vicci Tucci, CLM Coaches: Natasha Vogt, Dayna Hughes, Emily Begley, Robin Lallement, Judy Brooks, SCASD Special Education Director Pat Moore
.
.
.


Pictured Above: Paraprofessionals with award: (from Left) Vicci Tucci, Kathy Fenchak, Dina Terrizzi, Lori Roettger, Joy Argo, Rita Van Horn, Debbie Kauffman, Beth Ryves
.
.
.

Pictured Above: (from Left) Donna LeFevre was the PaTTAN Coach for the Teacher/Certified CLM Coach, Natasha Vogt.
.
.
.

Pictured Above: Pat Moore, Administrator for Special Education for SCASD, is wearing the “10 Reasons Why We Love CLM” t-shirt. Can you tell how much they all appreciate the CLM? We love this shirt!!!
.
.
.

Here’s one of my personal favorite pictures from the SCASD Accreditation ceremony – Cathy Scutta attending the event via Skype. Pat Moore contacted Cathy to ask if his school district could be a part of the CLM Project when it first started in 2005, if I am not mistaken. At the ceremony, he expressed to everyone attending how the CLM has contributed to enhancing their special education programming for their learners and educators. Cathy has been instrumental in spreading the CLM. Words do no justice to the amount of gratitude we feel for her efforts. You’re the best Cathy!