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) supports to grow academ ically, socially, em otion ally, an d Mission Statem en t beh aviorally, th rough a structured, supportive, an d en rich in g learn in g en viron m en t.
What is M AP ? Behavioral 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
M AP - Goals ● MPS academ ic rigor ● Studen t em powerm en t ● Collaboration an d com m un ication ● Paren tal support
History of M AP 2016 2016 2010 2010 2011 2011 Trans nsition n Kdg-3rd g Kd d grade de 6th-8th g 6t grad ade 3r 3rd-5th g grad ade classroom oom classroom oom classroom oom classroom oom Charles H Bullock Charles H Bullock Renaissance Middle School Charles H Bullock Pilot program Inclusion focus Continuum of established services K-8
Team work BCBA Vestibulum congue Yearly training Counselor Vestibulum congue Vestibulum congue in crisis Principal Students m anagem ent and Families (CPI) Ongoing Teachers Vestibulum congue Vestibulum congue Paraprofessionals weekly m eetings and refresher trainings
Social and Em otional Interventions ● In dividual an d group coun selin g ○ Sh are con cern s ○ Explore ch allen gin g topics ○ Practice n ew skills ● As n eeded ch eck- in session s ○ Crisis coun selin g ○ De- escalation support ● On - goin g h om e- sch ool com m un ication an d collaboration ○ Paren ts an d fam ilies ○ Oth er support profession als
Behavioral Interventions 1 2 3 4 5
How M AP helps students handle challenging situations Proactive Crisis - Level 2 Crisis - Level 1 ● Teach copin g strategies in ● ● CPI train ed staff h elp Studen ts are determ in ed th e classroom , durin g studen ts de- escalate to be a poten tial dan ger to in dividual, group verbally self or oth ers coun selin g, an d social skills ● ● Provide academ ic or Verbal de- escalation ● Role play an d m odel beh avioral support tech n iques un successful appropriate beh aviors, with ● ● Listen , set boun daries Ph ysical CPI tech n iques or feedback an d reflection ● Rem ove audien ce, h an dle Ch ill Zon e (m on itored an d ● Provide structured, situation s privately discon tin ued wh en n o rein forcin g en viron m en ts to ● Teach able m om en ts lon ger a dan ger) en courage success ● Reflect an d re- establish com m un ication
Academ ic ● Com m unication and collaboration with general education teach ers at CHB ● Academ ically ch allen gin g ● Skills n eeded to succeed in all settin gs ● Least restrictive en viron m en t ● Th ough tful an d system atic in clusion of studen ts
By the num bers Over 90 90% 30 30% 45 45% Ov Of students in MAP have fully Of students currently enrolled Of students in MAP have in MAP are beginning transitioned to mainstream remained in district inclusion classrooms ● Positive peer models ● Increased self esteem ● Foster a sense of ● Build friendships ● Access to general community in Montclair ● Access to MAP supports education academic rigor ● Remain with siblings, while in general education ● Self management friends, and neighbors settings
CHB and M ap - Com m un ity Staff video
A Parent’ s Perspective How h as MAP affected you an d your ch ild?
A Parents’ Perspective “ 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 .” - An drea
A Parents’ Perspective “ 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.” - Eileen
A Parents’ Perspective “ 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.” - Sam an th a
A Parents’ Perspective “ 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.” - Joan n a
A Parents’ Perspective “ 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 district. We were lookin g for a sm all class size an d on e th at would n ot on ly 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 3 rd 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 . . .” - Jada
A Parents’ Perspective “ 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.” - Maureen
A Parents’ Perspective “ 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” - Om ayra
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