Community Based Instruction (CBI) Teacher - Secondary

What We Do

The Spring ISD Community Based Instruction (CBI) program is designed to teach functional, age appropriate, skills to students with significant cognitive impairments and other significant developmental disabilities within inclusive school and community settings. The design of this program is to provide an alternative curriculum which enhances the independent living and self care skills of the student. Although this curriculum focuses on functional academics it is also meant to prepare the student to lead successful and personally fulfilling lives as adults.


  1. Develops and implements instructional plans to assist students in learning and mainstreaming skills, utilizing programmed materials, etc.
  2. Develops and implements instructional materials.
  3. Implements individual behavior management plans.
  4. Maintains up-to-date record keeping on student progress.
  5. Contacts parents on student progress.
  6. Maintains classroom areas and equipment to facilitate and/or enhance learning.
  1. Organizes and transports students on community trips.
  2. Develops toilet training, diapering, and clean up procedures, as needed.
  3. Implements and monitors plan for feeding or feeding instructions.
  4. Utilizes therapeutic holding when necessary.
  5. Assists with the implementation of programs developed by related services personnel.
  6. Maintains the confidentiality of student and parent information.
  7. Provides support to students in regular or resource classrooms.
  8. Provides support to regular classroom teachers, as needed.
  9. Develops schedule for community based instructional aide.
  10. Maintain flexible working relationship and provide support to the community based instructional aide.
  11. Maintain bus license, CPR, and medication training.
  12. Takes part in an initial series of Life Skills training sessions and subsequent training as directed by special education supervisor.
  13. Performs other appropriate duties as assigned by the building administrator.

Major Responsibilities and Duties:

  1. Teach alternate curriculum based on prerequisites and essence skills of the TEKS.
  2. Teach student independent living skills such as self care, vocational and social/interpersonal skills and functional skills.
  3. Provide appropriate opportunities for the students to be engaged with peers in academic and non academic settings
  4. Develop IEP goals and objectives based on formal and informal evaluation methods.
  5. Serve as a member of the Admission, Review, and Dismissal Committee when appropriate providing all necessary paperwork.
  6. Maintain appropriate data collection, every grading period and keep grades current.
  7. Progress reports for grades on students at the 3 week or 4 ½ week mark to be sent home
  8. Provide parents with written information regarding student progress on IEP goals and objectives at least once per grading period, according to district and ARD guidelines.
  9. Maintain complete and accurate paperwork needed for compliance purposes in the campus student folder.
  10. Maintain lesson plans, or data collection forms indicating objectives addressed, activities planned, and attendance.
  11. Prepare and incorporate lesson plan materials and materials needed for student IEP goals and objectives.
  12. Collaborate as needed with campus personnel and Related Services to provide the most appropriate services for students with suspected or confirmed communication disabilities.
  13. Ensure the implementation of the students IEP (including: accommodations, personal care, individual behavior management plans, etc.)
  14. Perform other duties as assigned by the campus. 

Beginning of the Year Procedures

Where to Begin? Before School Starts


·         Look through all your student folders:

o   Review Schedule of Services page to create your classroom schedule

§  Students inclusion time

§  Related Service time     

o   STAAR Alt 2 Testing Subjects

o   Review IEP Goals and objectives

§  Create your data sheets for the 1st 9 weeks

§  Give Para-Professionals copies and review student IEP goals and objectives

o   Review and make copies of Modifications/Accommodations page and BIPS

§  Each Inclusion Teacher will need a copy (including PE/Fine Arts Teacher)

§  Review and explain any modifications to the Para-Educators

§  Review and explain any modifications to the teachers-especially if  the student will be going independently

o   Fill Out and Distribute Verification of Receipt of Accommodations and Modifications-must be done by September 4th

§  Each inclusion Teacher will need to sign Verification of Receipt of Accomoodations form

§  Make a folder for your Fine Arts Teachers to keep in their classrooms

§  Turn in Originals to the Records Room at the first of the year

·         Create your Schedule

§  Create whole group times when most students are in the classroom

§  Meet with Inclusion Teachers to see what specific time they are having the subject that your student will be in-to determine most appropriate amount of time for the student to be in general education

·         Whole Group Time

·         Workstations

·         Computer Lab

·         Lunch/Recess

·         Fine Arts

§  Must haves in your schedule

·         Academic Subjects

·         Independent Work Time

·         Work with Teacher Time (Goals and Objectives)

·         Whole Group Time

o   ELA/Social Studies

o   Math/Science

·         Personal Health –throughout the day

·         Leisure Skills

§  Decide when staff lunches will be and your conference period

§  Create Student Schedule-picture or check list

o   Contact Service providers to see what days they will be on your campus

Community Based Classroom Expectations

Classroom Structure

  • Furniture arranged to clearly define classroom work areas. 
  • Classroom should be kept neat and orderly with student assuming responsibility for materials. 
  • Classroom is arranged so all students may be supervised at all times.


Group Instruction

Academic content areas:

  1. Purpose—to teach the students to sit during group activities, keeping their hands and feet to themselves, and answering the teachers questions (receptively or expressively) 
  2. The lesson should be 20-30 minutes long 
  3. There should be a group lesson for the content areas that each grade level teaches
      • Language Arts
        • Reading 
        • Writing
      • Social Studies 
      • Math and Science 
      • Science 
      • Health 
      • Vocational 
      • Social Skills:
        • Purpose—to work on skills needed for attending, playing, turn taking, and communication
        • Can be done in a large group and/or small group   
        • Can be done by reading a book, acting out the parts, or playing a game                                                                             


Independent Work Stations

1. Purpose—to have the students’ complete activities (number of activities or a time frame). The students should finish all the work before leaving the area. If there is any reason a student has to leave the room (lunch, CAMP, Inclusion) the staff should take out activities.
2. The staff should be positioned around the room or behind the students when doing independent work
      • There should be no verbal prompting only physical/gestural prompting
      • Staff should not be talking with the students
      • You can give verbal praise
3. The students sit a designated table/desk to complete the work. The work is in containers next to/on the table/desk or across the room on a shelf if traveling.
      • The student should work from top to bottom and left to right 
      • The student takes the first picture/icon and matches it to the appropriate container, takes the task out of the container and completes it. The student puts the task away or in the finished box. The student continues until all pictures/icons are gone. 
      • Students should never take completed work apart! Think of this as a Job! 
4. How to complete the work system
      • Take off 1st icon, find the corresponding icon on a work container, complete the work, place finished work in work container, put container up (back on shelf or in finished box) 
      • Take off 2nd icon, find the corresponding icon on a work container, complete the work, place finished work in work container, put container up (back on shelf or in finished box) 
      • Take off 3rd icon, find the corresponding icon on a work container, complete the work, place finished work in work container, put container up (back on shelf or in finished box) 
5. Types of activities
      • Activities should be ones that the student is able to complete independently or with minimal physical prompting 
      • Activities can be academic, functional, self-help related, fine motor related 
      • Activities can be matching, sorting, patterning, color/cut/paste, puzzles 

Direct Instruction/Work With Teacher

1. Work with Teacher—the teacher should work with each student at least 1 time per day for up to 30 minutes. The time would depend on the student’s ability to sit and work or depend on the opportunity to work with the student one on one (2 times a day for 20 minutes would be best practice for our students with significant cognitive, language and behavioral needs)

2. Purpose—the teacher should be working on the following skills:

a.       IEP goals and objectives

b.      Communication Skills: Receptive and Expressive language and Requesting

c.       Compliance skills

d.      Self Help Skills

e.      Academic Skills Deficits

3.       The teacher should have a container for each individual student that will include the following items

a.       The materials needed to teach each task or IEP objective

b.      Data collection sheets for each objective

4.       Data collection sheets should be used a minimum of 2 times a week

a.       These data sheets should be kept in the work with teacher area

5.       This area should be blocked off as much as possible to help with distractions. 

6.       Student should be taught to get and return the container to increase independent skills

7.       Reinforcement should be used at this time—if edibles are used the teacher can have a box with all edibles in it that stays in this location.


Small Group/Work with Para

1. Work with Para—the para can work with each student during the center/work with teacher/work with para rotation for 10 minutes multiple times throughout the day (depending on the rotation schedule).
2. Purpose—the para should be working on the skills that the student has already acquired during work with teacher sessions, fine motor skills, or daily living/self-help skills.
3. The teacher should prepare a container for each group of students that will include the following items

a.       The materials needed to teach the activity

b.      Data collection sheets for each objective

4. This can be done at a table in the classroom.

5. Students can be taught to get and return the container to increase independent skills

6. Reinforcement should be used at this time—if edibles are used the teacher can have a box with all edibles in it that stays in this location.


Work Stations

1.        Centers should follow an individual center schedule

a.       A picture schedule they carry with them during center time

b.      Students should match the picture icon to the picture icon or pocket next to the center they are working in.

2.       Would like to see a minimum of 10 workstations

3.       Should last for a minimum of 15 minutes

4.       A timer should be used.

5.       Centers should be appropriate for the students functioning level and also as age appropriate as possible

a.       Have appropriate content areas in the work station rotation

b.      Have appropriate activities

6.       Center Ideas

a.       Areas to focus on:

i. Content Areas (Reading, Writing, Math, Science and Social Studies)

ii. Sensory/Fine Motor

iii. Computer

iv. Functional Skills

v. Music

vi. Small Group Games

b. Ways we can create centers

i. Use of activities on poster board around the room (e.g. Matching, Sorting, Sequencing, Pictures made into Puzzles)

ii. File folder games

iii. Puzzle station

iv. Tubs/Baskets/Binds/Tote Trays with activities


Schedules and Transitions

    • Student schedules are visibly posted within the classroom. 
    • Schedules reflect minimum unstructured time. 
    • Staff Class schedules are posted and depict planning period, lunch breaks and shows that all students are supervised by adult. 
    • Evidence exists that student schedules are routinely used.


Individual Student Picture/Word Schedule

 1.       Individual Schedules—Each student should have a schedule with objects, pictures or words (depending on what is most appropriate for that student)

2.       Purpose of a schedule—to establish a visual map of the student’s day.  This schedule should help the student understand where it is he is expected to go and what he is expected to do in that area, along with reducing behaviors during transition times. 

3.       The student should be taught to use the picture schedule in the beginning.  Once the student understands how to check his schedule and where to go for each task, the staff should try to only use gestural or physical prompts.

4.       Steps in Checking Schedule

a.        Student takes top icon off of their schedule strip

b.      Student takes icon to corresponding area

c.       Student stays in area until time to transition

d.      Staff Says: “Check your schedule”

5.       Use prompting sequence when needed


Communication Skill Development

      • Core Vocabulary being used throughout the day. 
      • Individual communication systems are being used (if applicable). 
      • Communication systems are being used during whole group instruction (if applicable).


Reinforcement System

      • Reinforcement menus are posted in the classroom. 
      • Students are making choices for their reinforcement (before activity starts or after earned). 
      • Penny Boards used with each student


1. Students should be placed on a reinforcement schedule that is appropriate for them.

2. The purpose of reinforcement is to increase or decrease a desired behavior.

3. Preference Assessment—should be completed to identify what the student likes, this is not to say that what they like is exactly reinforcing

4. Is the item a reinforcer?

a.       An item is a reinforcer only when it increases or decrease a target behavior

     5.       Types of Reinforcers

a.       Social—high fives, hugs, verbal praise

b.      Tangible—edibles and toys/activities

6. Reinforcement System—every student should be on a reinforcement system, usually a token system of some kind (Penny board, stickers, stars, etc)

7. Penny Boards

a.       Purpose for use of Penny Boards: Bridge the time gap between the behavior and the delivery of backup reinforce

b.      Penny Boards will be used in One-on-one teaching when introduced.

c.       Once students have mastered the penny board in One-on-one teaching, the penny boards will be generalized to Large Group Instruction, then Small                       Group Instruction, then all day long.

    8.       Steps in Penny Board

a.       Introduce penny board as a task.

i. EX. Puzzle, penny board placed in front of student, teacher asks student to give her the pennies, student is then reinforced.

ii. Once student has the concept of giving the pennies, the penny board then becomes a part of the reinforcement.

b.      All 5 pennies are on the board.  Student completes the desired amount of tasks (start off with one task and then add as the student is ready), the teacher will then say “Pay me the pennies”.  The student will pay the teacher the pennies and receive the reinforcer.

c.       Once the student has the concept of paying and receiving, start making him/her earn the pennies.                              

i. 4 on the board, earn 1

ii. 3 on the board, earn 2

iii. 2 on the board, earn 3

iv. 1 on the board, earn 4

v. 0 on the board, earn all 5

Classroom Behavior Management System

  • Behavior consequences/reinforcements are posted, clearly defined, and developmentally appropriate. 
  • During group activities behavior is managed by adults not leading the group. 
  • Verbally and nonverbally reinforce appropriate student behavior by all staff. 
  • Inappropriate student behavior is redirected by all staff members.


  • Purpose of sensory or movement breaks is to get the students moving and their brain ready for work. This time is meant to give the students the sensory input needed in order to concentrate on the next task.
  • Students should be provided with sensory/movement prior to next task. This can be done during the transition or before the activity starts. This can be done at their work stations, at the carpet, or during the actual transitions


 Clear Expectations of Classroom Areas 

1. Purpose is to have visual of the expectations for each area of the classroom.
2. Expectations should include:
a. Voice Level
b. How to ask for help
c. What is the expected activity
d. How can the student work or move in the area
e. What does his participation look like

Additional Information

1.       Self-Care/Social Skills Development

    • · Social skills are being actively taught and reinforced over the course of the day and included embedded peer to peer 
    • · Social opportunities during group activities/routines. 
    • · Self-care skills are being actively taught and reinforced throughout the day—focusing on independence for each child

A.      Hygiene/Grooming (Bathroom/Teeth/Washing Hands

1. Purpose of the bathroom is to teach the students the sequence of going to the bathroom and then washing his hands (see task analysis sheet for bathroom)
2. Students can and should use the toilet in the area of the classroom; unless there is a need for more privacy (changing diaper or pull up), or behavior (elopement) issues.
3. If the student’s need prompts we can add a picture sequence schedule in the bathroom or near the sink. This will allow for more gestural prompts rather than verbal prompts

B.      Breakfast/Lunch/Snack

1. Purpose of breakfast and lunch is to teach the students to be independent when going through the lunch line, inputting the breakfast/lunch number, getting their condiments and utensils, taking the tray of food to the table/classroom, sitting throughout the designated lunch time, using the spoon and fork correctly, using a napkin appropriately, keeping the lunch table clean, and throwing away the tray when finished

2. The students shuld be taught the sequence if going through the lunch line
  • Use task analysis to see where they are in the sequence.

3. The students need to ask for what they want when in the lunch line—by verbally asking for what they want, by using an individual picture menu or core/fringe vocabulary
  • Students can be given a picture menu of the lunch choices for the day, and then choose a milk, main entre’, vegetable and fruit. Then student’s can then show the cafeteria staff or the staff member working with the student.
4. The students should be taught how to input the lunch number

5. The students should be taught how to use the condiment pumps using prompts

6. The students should be taught to carry their own tray to the table—the trays are often flimsy, so students can carry a tray with handles that the lunch tray could sit in.

7. When teaching the students to sit throughout the lunch time, the staff should bring in a bag of activities for the students to do while waiting for peers to finish their lunch.



Giving Directives


·         Give directive one time

o   Do not keep repeating the directive over and over again until the student complies

·         Give short directions

o   “Check your schedule”

o   “Line up at the _____”

·         Use correct grammar

·         Avoid question directives

o   “Can you push in your chair?”

o   Give the student an opportunity to say “No”

·         Avoid “Let’s” directives

o   “Let’s cleanup”

o   The student might assume that you are going to complete the directive with them

·         Use a pleasant but firm voice….AVOID using a loud voice

·         Be in position to make the student follow the directive

·         Do not discuss the directive

·         Use prompts to assist with directive


2.       Teaching Strategies

 ·         Prompts we can use—These are prompts we can use with any activity in and outside of the classroom

1.       Physical Prompts

a.       Physically manipulating the student /students body part to complete the task

2.       Positional Prompts

a.       Placing items closer to the student for the student to complete the task

3.       Picture Prompts

a.       Pictures of the answers are used during comprehension questions

4.       Verbal Prompts

5.       Gestural Prompts

a.       Pointing to the correct answer


Teaching a new skill prompting sequence—We always start with the most invasive prompt when teaching a new skill. We want the student to be successful the first time

1.       Full Physical Prompt

2.       Partial Physical Prompt

3.       Verbal Prompt

a.       Full Verbal Prompt

b.      Partial Verbal Prompt

4.       Gestural Prompt

5.       Independent

·         Maintaining an acquired skill prompting sequence—We want to use the least invasive prompt when maintaining an acquired skill

1.       Independent

2.       Gestural Prompt

3.       Verbal Prompt—want to avoid using verbal prompts because these are harder to fade!

4.       Partial Physical Prompt

5.       Full Physical Prompt

·         Forward Chaining—a chaining procedure that begins with the first element in the chain and progresses to the last element (A to Z). 

1.       You start with the first element A.

2.       Once the child can perform the element (and has been reinforced for performing this element) you have him perform the first and second (A and B) and reinforce this effort. 

3.       You will not teach A and B separately, we teach them together.

4.       Continue teaching the next element until the task is complete.

·         Backward Chaining—a chaining procedure that begins with the last element in the chain and precedes to the first element. 

1.       You start with the last element (Z).

2.       Once the child can perform the element (and has been reinforced for performing this element) you have him perform the last and next to last (Y and Z) and reinforce this effort.

3.       Continue teaching until the task is complete.





Campus Responsibilities

    • Follow all campus guidelines and handbook 
    • Morning/Afternoon duties 
    • Attend Meetings 


·         Have a calendar to keep track of ARDs, Staffings, etc.

·         Have the following information accessible at all times at each campus:

1.       Spec Ed directory and phone numbers

2.       PPCD Connection Meeting Dates

3.       SISD Calendar

4.       Relevant Flow Charts for procedures



Daily Procedures


Communication Journal

    • Sent home daily 
    • Form for Non-Verbal Students—hyperlink
    • Form for Verbal Students--hyperlink

Classroom Preparation

·         Schedules posted

·         Large group materials ready

o   Social Skills

o   Math/Science

o   Language Arts/Social Studies

o   Art

o   Leisure

·         Centers set up

·         One on One area/materials ready

·         Independent Work/Activity Book tasks ready—change out daily




Weekly Procedures

Preparation of Next Week’s

·         Lesson Plans (link to Unique)

·         Change work stations if needed

·         Have all copies made

·         Prepare any materials for accommodations or modification

·         Quick glance at the calendar to see if Annual ARD meetings are coming up, this will allow time to collaborate with all support staff

·         Update Medicaid on Estar

·         Check ICS logs for students who are going out to inclusion

·         Work on materials for STAAR Alternate 2 based on timeline developed at the beginning of the school year.

·         Check in with any inclusion teachers to see how students are doing and if there are any that is needed for the upcoming week-this can be done face to face or through email.

Data Collection

·         Taken  a minimum of 2 times a week

·         Use data collection sheets


·         Number of grades should be determined by campus

·         Grading rubric 3, Grading rubric 4

Classroom Meeting

·         Teacher and Paras reviewing the week to discuss

o   Student progress

o   Student behaviors

o   Social skill needs

o   Self help needs



End of Reporting Period

Progress Reports

·         Update progress reports in Esped for all IEP goals and objectives that have been implemented more than 4 weeks

·         Data Collection

·         Create new data sheets for the next grading period-keep old data sheets in students working folder (not red folder)

·         Update grades in Eschool and submit to campus according to the time line. 

·         Both report card and Goals and Objectives Progress Reports should be sent home at the end of the reporting period




End of Year Procedures

Student’s Campus Folder

·         Make sure student’s campus are in the correct order and you have follow the procedure



·         Follow school expectations for cleaning and preparing your room for summer

·         Create boxes of ESY materials for students who will be attending the summer program

·         Lock up all materials and programs in a safe and secure location


Follow all End of Year Check Out procedures from your Team Leader


Additional Resources