Competent Learner Model
Erin Jerardi
BCIU #22 Induction Project
Project Description
 ABA/VB Classroom in Palisades School District
 Added to the Competent Learner Model Project
 To examine how to ease the change of the autistic
support classroom to improve student success and
decrease teacher/staff anxiety in the process.
Competent Learner Model
Goal of CLM:
To implement effective and sustainable
educational programs for children with
challenging learning problems in
a multi-component package for
addressing the individual learning
needs of students who have difficulty
participating in typical learning
environments
Competent Learner Model
Effective
 Applied Behavior Analysis (ABA)
 Analysis of Verbal Behavior
 Direct Instruction
 Precision Teaching
Competent Learner Model
 Curriculum
Sustainable
 Learner assessments
 Competent Learner Repertoire Assessment (CLRA)
 CLM Placement Test
 Effective teaching strategies
 Staff training
 Course of Study
 Coaching
 Collaborative consultation
On-site Coaching Provides:
 A partner for problem-solving through PaTTAN external
CLM coach, internal BCIU CLM coach, Classroom
Special Education Teacher, Instructional Assistants,
Related Service Providers (Speech, OT, PT)
 Successful implementation of the model in the
classroom
 Assistance in assessing and developing programs for
learners
 Demonstration of instructional techniques
CLM Scope and Sequence
The Seven CLM Repertoires
 Talker
 Listener
 Observer
 Reader
 Problem Solver
 Writer
 Participator
Instructional Conditions
Non-Directed
independent work or play
Semi-Directed
instructor is close by in case help is needed
Teacher-Directed
instructor is leading the lesson
Peer-Directed
 students are working or playing together
What will a CLM lesson look
like?
What to Teach
 Talker, Observer, Listener, Problem Solver, Reader,
Writer, Participator
Where to Teach
 Teacher-directed, Semi-directed, Peer-directed, and Nondirected
How to Teach
 Curriculum, Instructional Materials, Physical Structure
and Teacher Delivery
Impact to Student
Achievement
 Participation Skills: CLM made us ask the question,
“What can they do without us being in close contact?” We
taught the students to not only engage in one-on-one
learning environments, but also small group and
individual learning sessions. Students were directed
using the district curriculum and Direct Instruction.
Students were included with general education students
with an instructional assistant who worked to fade back
as much as possible.
 Manding: Students were taught to request for items and
actions they wanted and needed, but they were also
taught that they may need to wait for those items/ actions
at times.
Personal Growth:
Trust the Process!
 This experience has taught me how to embrace a
new classroom model that I did not fully understand
in the beginning. I learned to “trust the process” and
work with staff members to do the same.
 Follow instructions with in the curriculum, consult with
PaTTAN coaches, BCIU coaches, and other CLM
teachers to problem solve.
Expansion of Project
 I think it would be valuable for a new teacher or coach,
to see what we have done in the classroom in
Springfield elementary School. The classroom was
transferred from a strict ABA-VB classroom to a Autistic
Support Classroom meeting the needs of it’s students
in the most appropriate way possible: by meeting them
right where they are.