Think Rubik’s Cube     Initially, squares of the same color are all over the place.  The master puzzler takes the cube in hand, and one turn at a time, converts the chaos into a predetermined, organized structure. The cube may have one solid color on each side, or may have patterns depending on the puzzler’s skills. Each strategic move positions colored squares in a location so that at the final turn, the cube is in the desired order.

Development              In a broad since, human development can be

& Rubik’s Cube            thought of as a Rubik’s Cube. Our genetic code controls when and how development occurs. Fine orchestration of a multitude of complex and timely activities occurs to ensure that at birth, the human body is fully equipped and operational, or as we often call “normal.” Now, an individual is ready to master developmental milestones—walking, talking, speaking, reading, reasoning, etc. As we grow, an individual’s strengths, weaknesses, attitudes, and self-esteem influences achievement.  

When the genetic code is compromised, the end result may be different. (Traumatic events, such as car accidents, sports injuries, etc., can also change the body’s ability to function normally.) Individuals with physical, mental, and/or emotional disabilities now must also take on the challenges of growing up. Their path to achieving the normal milestones is often long, difficult, and slow.

The Classroom           Just like solving Rubik’s Cube, there are many approaches to educating children. Acknowledging the special needs of children who have developmental differences is essential if these children are to succeed.  

The Self-contained Classroom at Joe K. Bryant Elementary is dedicated to children who need personalized, one-on-one guidance so they can be more successful in their academic, life skills, and/or behavior education. The uniqueness of each student’s needs is built into the child’s Individual Education Plan (IEP) and/or Behavior Intervention Plan (BIP), and together these documents are the foundation for the child’s education. Progress is reported every six weeks, and a committee (including parents, school staff, and service providers) convenes at least annually. Team collaboration is key to establishing the most appropriate educational program for the student.

Our goal is to empower students. Our experience shows that empowered children achieve. We witness miracles—“extremely outstanding or unusual events, things, or accomplishments” (Webster). Children in the Self-contained Classroom can outgrow our services and transition to other classrooms.

Ultimately, the more our students are empowered to take charge of themselves, the greater their opportunity to learn, generalize new skills, and participate in the various communities within Joe K. Bryant Elementary.

Multi-sensory            Our students learn best with visual,

Learning                    auditory, hands-on, tactile, and/or kinesthetic concrete activities. Innovative ways are used to get the senses involved. For example, skipping rope to learn skip counting (i.e., counting by 2s, 3s, etc.), writing in salt trays, selected computer programs for practicing skills, etc. Concepts from Bloom’s Taxonomy, The Six Writing Traits, and Stasny’s method for solving word problems are incorporated when appropriate. Learning can be delivered in a group or individual setting, depending of the nature of the skills to be taught and students. People from other classrooms may also work with our students.

Classroom                  Positive classroom management techniques

Management              guide students in their daily routines. Incentives and rewards are given for both academic and behavioral accomplishments. Empowering and building self-confidence helps students learn appropriate behaviors for various kinds of situations and encourages them to become responsible for their behavior.

The standard rewards that students can earn are: Choice Wall, Blue Ribbon (academics) cards, On Target cards (behavior), academic achievement bonuses, classroom cash, shopping at the classroom store, and a Friday afternoon movie with popcorn or other snack. Student-specific awards, such as time with a special toy or a book, can also be earned. We incorporate the principles of Joe K. Bryant Elementary’s school-wide code of excellence for behavior into our classroom.

The Self-contained Classroom staff sets the tone for this positive environment. Praise and rewards are always the first response. However, sometimes stronger interventions are necessary. The staff follows a hierarchy of interventions including teaching replacement behaviors, giving the student time to calm down, and imposing natural consequences. Each student has a Behavior Intervention Plan (BIP) for additional interventions that are student-specific. 

Keeping in Touch       Communication is another key to the student’s success in the classroom. Two-way communication between the staff and the home enables us to build an environment where the child feels safe and comfortable. For example, knowing when a student did not sleep well the night before or is off medication signals the staff to be prepared for divergent behaviors. Communication also provides an opportunity to discuss behavior and determine whether or not the behavior is observed across multiple environments or if it is isolated to one. The main communication vehicles in the Self-contained Classroom are: daily updates, phone calls, conferences, and annual ARD meetings.

Open Door Policy       The Self-contained Classroom has an open door policy for visitors. "Visitor" is defined an individual who is not assigned to the daily care of the children in the classroom, including school staff, therapists, parents, and others. Visitors are welcome at any time without prior notice. Visitors must follow school policies and sign in at the office before coming to the classroom; they will not be allowed in the classroom without the proper identification from the office. Visitors other than school staff are asked to complete the Visitor's Log upon their arrival. The staff may ask visitors to remain in a specific area of the classroom...some of our students may react to new people in their environment.  If the circumstances warrant, the staff of the Self-contained Classroom may ask the visitor to return at another time. Visitors are expected to respect this request for the safety of the individuals in the classroom.

? ? ? ? ? ? ? ? ?

Questions?                Use the button at the top of this web page to send a message to the staff of the Self-contained Classroom.