Preschool Programs for Students with Disabilities (PPCD) Teacher

What We Do

Preschool Program for Children with Disabilities Classroom Teacher

PPCD is a special education service for children with a disability.  PPCD students have access to the full continuum of services: Inclusion, Self-Contained, and Structured Learning. 

 

Major Responsibilities and Duties:

 

  1. Teach alternate curriculum based on prerequisites and essence skills of the TEKS.
  2. Teach student pre-academics, social/ emotional, building independence with self-help skills, focus on building communication and motor 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 following grade-level grading expectations
  7. 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.
  8. Maintain complete and accurate paperwork needed for compliance purposes in the campus student folder.
  9. Maintain lesson plans, or data collection forms indicating objectives addressed, activities planned, and attendance.
  10. Prepare and incorporate lesson plan materials and materials needed for student IEP goals and objectives.
  11. Collaborate as needed with campus personnel and Related Services to provide the most appropriate services for students with suspected or confirmed communication disabilities.
  12. Perform other duties as assigned by the campus. 

 

 

Beginning of the Year Procedures

COSF

1.      Entry -An Entry COSF form is required for all students between the ages of 3 and 5 who enter special education services. This form must be completed within 30 calendar days of the date services started.

·         Entry COSF forms are to be submitted to the District Compliance Coordinator for Special Education within 7 calendar days of their completion

2.      Exit-An Exit COSF form is required for all students receiving special education services at the end of the school year in which they turn 6. This includes students who turn 6 over the summer and before the first day of school for the next school year. The date of this Exit forms should be the last day of school. 

·         An Exit COSF form is also required for all students who are completely dismissed from special education services before their 6th birthday. The date of this form should be the date of the ARD/IEP meeting that dismissed the child from services. 

·         Students who are not yet six on the first day of school but turn six during the school year are allowed to remain under the PPCD umbrella of services for the remainder of that school year and will have their Exit COSF form completed as of the last day of school for the year in which they turned 6. 

·         Exit COSF forms are to be submitted to the District Compliance Coordinator for Special Education by the date requested. 

Where to Begin? Before School Starts

·         Look through all your student folders:

o   Review Schedule of Services page to create your classroom schedule

§  Complete  Student Profile form (refer to student information sheet)

§  Students inclusion time

§  Related Service time

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 -must be done within the 1st 3 weeks

§  Each inclusion Teacher will need to sign Verification of Modification Receipt

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

·         Create your Schedule

o   Based on the classroom self contained/inclusion/Structured Learning

o   For Inclusion Classroom

§  Need to plan with the Pre-Kindergarten classroom teacher to create a schedule for all the students

§  Collaboration regarding Co-Teaching-subjects, stations and  planning time

o   Self Contained and Structured Learning

§  Check schedule of service page to indicate if student has any out time

§  Kindergarteners going to Fine Arts

§  Must haves in your schedule

·         Independent Work Time

·         Work with Teacher Time (Goals and Objectives)

·         Whole Group Time

o   ELA/Social Studies

o   Math/Science

·         Social Skills

·         Personal Health-built in throughout the day

·         Leisure Skills

§  Decide when staff lunches will be and your conference period

§  Create Student Schedule-picture, word  or check list/agenda*

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

o   Create specific areas that correspond to the student’s daily picture schedule

 

PPCD Classroom Expectations

Classroom Arrangement

·         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.

 

The following areas should be used:

1.       Group Instruction


Student Expectations

Staff Expectations

Materials Needed

·         Check schedule

·         Go to appropriate area

·         Sit in chair/on floor

·         Face the teacher

·         Participate in activity

·         Give directives and prompt using the prompting sequence

·         Teacher up front teaching (giving directives and reinforcing)

·         Para-Educators sitting behind prompting when needed and reinforcing

·         Staff is reinforcing students for participating appropriately

·         The teacher should be the primary one reinforcing so the students are not turning around to seek/get reinforcement

**Teacher needs to have materials ready and in a container labeled Circle Time

·         Materials for Activities

·         Penny Boards

·         Reinforcement Menus

·         Fidgets/Sensory items


2.       Independent Work Stations


Student Expectations

Staff Expectations

Materials Needed

·         Check schedule

·         Go to independent work station

·         Students should be working independently on tasks that they can complete, tasks should be based on acquired skills

·         Give physical/gestural prompts from behind—NO VERBAL PROMPTS

·         Monitor students

·         Use  appropriate reinforcement system for each student 

·         Allow students to become independent

·         Each student should have a work station

·         Each student should have 3 work containers with 1 or more known activities in it

·         These activities need to be changed daily

·         Icons for work to be completed on work station

·         Penny Boards

·         Reinforcement Menus

 


3.       Direct Teacher Instruction (Work with Teacher/WWT) 1:1


Student Expectations

Staff Expectations

Materials Needed

·         Check schedule

·         Go to work with teacher area

·         Stay in the area

·         Participate in the activities

·         Working one on one with students on student specific skills

·         Give directives appropriately

·         Use the prompting sequence when teaching

·         Data collection is taken

·         Materials for  Activities

·         Penny Boards

·         Reinforcement Menus

·         Fidgets/Sensory items


4.       Centers/Work Stations


Student Expectations

Staff Expectations

Materials Needed

·         Check schedule

·         Go to center schedule

·         Follow individual center schedule from top to bottom

·         Stay in the area until timer rings to transition to next area

·         Participate in the activities

·         Give directives and prompt using the prompting sequence

·         Para-Educators and/or teacher is using appropriate language with them throughout the center

·         Staff is reinforcing students for participating appropriately

 

·         Materials for  Activities—these should be changed every week to 2 weeks—depending on the center

·         Should be a minimum of 16 centers around the room

·         Centers need to be rotated daily for each student

·         Penny Boards

·         Reinforcement Menus

·         Fidgets/Sensory items


5.       Small Group Areas (Work with Para/WWP)


Student Expectations

Staff Expectations

Materials Needed

·         Check schedule

·         Go to appropriate area (table—para sits across from student)

·         Participate in activity

·         Para will work on skills that the student has acquired (this is for fluency, maintenance, and generalization of activities)

·         Give directives and prompt using the prompting sequence

·         Use  appropriate reinforcement system for each student 

·         Allow students to become independent

·         Teacher needs to have materials ready and in a container labeled with the student’s name

·         Materials for Activities

·         Penny Boards

·         Reinforcement Menus

·         Fidgets/Sensory items


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 10-20 minutes long

3.       There should be a group lesson for the content areas

a.       Social Skills: for Structured Learning PPCD

                                                               i.      Purpose—to work on skills needed for attending, playing, turn taking, and communication

                                                             ii.      Can be done in a large group and/or small group

                                                            iii.      Can be done by reading a book, acting out the parts, or playing a game

                                                           iv.      Social Skills Lessons:

 

What to teach

How to teach

Looking at the teacher when giving a direction

Read a social story

Following Directions

Model

Safety—Fire Drill

Practice

Requesting

Watch a video

Accepting “No”

 

Saying “Please” and “Thank you”

 

Asking for help

 

Keeping body to self

 

Table manners

 

Sharing/Giving up items/materials

 

Playing with peers

 

Identifying emotions

 

Turn taking

 

 

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

a.       There should be no verbal prompting only physical/gestural prompting

b.      Staff should not be talking with the students

c.       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. 

a.       The student should work from top to bottom and left to right

b.      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.

c.       Students should never take completed work apart! Think of this as a Job!

4.       How to complete the work system

a.       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)

b.      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)

c.       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

a.       Activities should be ones that the student is able to complete independently or with minimal physical prompting

b.      Activities can be academic, functional, self-help related, fine motor related

c.       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.

 

Centers/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 centers

3.       Centers should last for a minimum of 10 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 center rotation

b.      Have appropriate thematic play activities

6.       Center Ideas

a.       Areas to focus on:

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

                                                             ii.      Thematic Play

                                                            iii.      Sensory/Fine Motor

                                                           iv.      Computer

                                                             v.      Functional Skills

                                                           vi.      Music

                                                          vii.      Small Group Games

                                                        viii.      Arts and crafts

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.

 

Student Expectations

Staff Expectations

Materials Needed

·         Students should check their schedule prior to each activity and place the object, picture or word in the corresponding pocket (or place/area)

·         If the student is leaving the classroom (lunch/breakfast, CAMP, bathroom) the pocket or Velcro strip should be placed by the door.

·         Give directives and prompt using the prompting sequence

·         Monitor Students

·         Allow students to become independent

·         Reinforce using Individual Reinforcement System

·         Schedule ready to go

·         Token/Penny Board

 

 

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

 

Work Systems/Social Skills Development-

·         Rotating schedules exist to ensure that students access a variety of centers/activities (60 mins/day)

·         Social skills are being actively taught and reinforced 

Student Expectations

Staff Expectations

Materials Needed

·         Rotate throughout centers and activities with peers   

 

·         Engage in play with students

·         Active participants in centers and activities activating communication and social interacting

·         Allow students to become independent

·         Reinforce using Individual Reinforcement System

·         Penny Boards

·         Reinforcement Menu

·         Picture/Word  Communication system

·         Embedded part of day with peer to peer social opportunities during group activities

·         Independent table activities and centers are meaningful and developmentally appropriate

 

 

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).

·         Vocabulary development with each activity

 

1.       Individual Communication Systems


Student Expectations

Staff Expectations

Materials Needed

·         Use communication system when requesting wanted/needed items 

·         Give directives and prompt using the prompting sequence

·         Monitor Students

·         Allow students to become independent

·         Reinforce using Individual Reinforcement System

·         Penny Boards

·         Reinforcement Menu

·         Picture/Word  Communication system


2.       Core Vocabulary Boards


Student Expectations

Staff Expectations

Materials Needed

·         Use core vocabulary when requesting wanted/needed items 

·         Use core vocabulary when telling what you are doing or where you are going 

·         Give directives and prompt using the prompting sequence

·         Monitor Students

·         Allow students to become independent

·         Reinforce using Individual Reinforcement System

·         Penny Boards

·         Reinforcement Menu

·         Core/Fringe Vocabulary related to specific activity area of the classroom

 



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.  


1.       Clear Expectations of Classroom Areas


Student Expectations

Staff Expectations

Materials Needed

·         Go to appropriate area

·         Participate in activities

·         Give directives and prompt using the prompting sequence

·         Monitor Students

·         Allow students to become independent

·         Reinforce using Individual Reinforcement System

·         Expectations Posted

·         Penny Boards

·         Reinforcement Menu

 

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

 

Correlation between Student IEP and Lesson Plans

1.       Create weekly lesson plans to that are aligned Pre Kindergarten standards

2.       Collaborate with Pre-K or Kindergarten teacher

3.       Prepare materials

4.       Incorporate student’s Goals and Objectives into the daily activities and lessons


System for Documenting Student Progress

1.       Have data sheets available for weekly (2xs/week) data collection

2.       Create a binder or folder per subject or student to be able to pull and take data on quickly while setting up for individual work time

3.       Have paras take data during whole group times if available. 


Additional Information


        I.            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.      Arrival

 

Student Expectations

Staff Expectations

Materials Needed

·         Check their scheduleà Backpack

·         Empty backpack (communication book, lunch kit, etc)

·         Put backpack away

·         Appropriate activity:  Do attendanceà move/write their name under school icon

·         Give directives and prompt using the prompting sequence

·         Monitor Students

·         Allow students to become independent

·         Reinforce using Individual Reinforcement System

·         Schedule ready to go

·         Names/markers out for attendance

·         Penny Boards

·         Reinforcement Menus


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


Student Expectations

Staff Expectations

Materials Needed

·         Check schedule

·         Bathroom/Wash Hands/Brush teeth

·         Students should use PECs, Core Vocabulary or Words to request help

·         Give directives and prompt using the prompting sequence

·         Monitor Students

·         Allow students to become independent

·         Reinforce using Individual Reinforcement System

·         Bathroom Picture Schedule

·         Wash hands Picture Schedule

·         Brush Teeth Picture Schedule

·         Penny Boards

·         Reinforcement Menus

·         PECs, Core Vocabulary boards  posted in restroom


C.      Breakfast/Lunch/Snack


Student Expectations

Staff Expectations

Materials Needed

·         Check schedule/Go to cafeteria

·         Walk down hallway with body in place (arms, mouth, etc)

·         Wait in line to get food

·         Go through line

·         Request needed/wanted food/drink

·         Sit at table (Breakfast/Lunch/Snack table in classroom)

·         Open cartons/utensils

·         Use utensils appropriately

·         Use napkin to keep face and hands clean

·         Clean up area

·         Throw trash away

·         Students should use PECs, Core Vocabulary, or Words to request the staff to open items

·         Give directives and prompt using the prompting sequence

·         Monitor Students

·         Allow students to become independent

·         Reinforce using Individual Reinforcement System

·         Redirect to stay at the table and wait until time to transition—use activities to help with wait time

·         PECs, Core Vocabulary boards on the table

·         Penny Boards

·         Reinforcement Menus

·         Activities to do while waiting for peers to finish eating



D.      Inclusion


Student Expectations

Staff Expectations

Materials Needed

·         Check schedule

·         Walk down hallway with body in place (arms, mouths, etc)

·         Stay in the area they are assigned to until time to transition to another activity/area or back to class

·         Students should be participating with peers

·         Give directives and prompt using the prompting sequence

·         Monitor Students

·         Use  appropriate reinforcement system for each student 

·         Allow students to become independent

·         Materials for modified  Activities

·         Penny Boards

·         Reinforcement Menus

·         Fidgets/Sensory items


E.       Recess


Student Expectations

Staff Expectations

Materials Needed

·         Check schedule

·         Walk down hallway with body in place (arms, mouths, etc)

·         Play/interact with peers

·         Give directives and prompt using the prompting sequence

·         Monitor Students playing

·         Allow students to become independent

·         Staff is reinforcing students for participating appropriately

·         Penny Boards

·         Reinforcement Menus

·         Fidgets/Sensory items


F.       Motor Lab

 

Student Expectations

Staff Expectations

Materials Needed

·         Check schedule

·         Walk down hallway with body in place (arms, mouths, etc)

·         Complete gross and fine motor activities

·         Give directives and prompt using the prompting sequence

·         Monitor Students playing

·         Allow students to become independent

·         Staff is reinforcing students for participating appropriately

·         Materials for activities

·         Penny Boards

·         Reinforcement Menus

·         Fidgets/Sensory items

 

G.     Departure

 

Student Expectations

Staff Expectations

Materials Needed

·         Check schedule

·         Put materials in backpacks to go home (communication notebook, lunch kit, etc)

·         Give directives and prompt using the prompting sequence

·         Monitor Students

·         Allow students to become independent

·         Penny Boards

·         Reinforcement Menus

·         Fidgets/Sensory items

 

Bathroom

 

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 (ex: Kindergarten or 1st grade bathrooms), 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

 

 

Breakfast/Lunch

 

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

o   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

o   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. 

 

 Inclusion/Recess

 

1.       Purpose—to have our students interacting with their typically developing peers and engaging in the activity/play to the best of their ability

2.       Staff should use reinforcement at this time

3.       If there are any students who could be peer tutors that would be good

4.       Students and staff need to participate in the activity the entire time (unless working way up to it due to behaviors or IEP)

5.       Staff may need to teach the students the activity prior to going

 

Motor Lab

1.       Motor Lab—is a structured activity.  This is not a time for the students to have unstructured play

2.       Purpose—to work on skills needed in PE or on the playground.

3.       The staff should have a schedule of what the students are expected to do, and once the schedule is completed the students can have free time

4.       Skills to work on

a.       Following directions

b.      Following a schedule

c.       Gross and Fine motor movements

5.       Students should find their names and what stations they will go to

6.       Motor Lab Activities

a.       Group Games

                                                               i.      Ring around the rosy

                                                             ii.      Duck duck goose

                                                            iii.      Red light green light

                                                           iv.      Red rover

b.      Gross motor activities

                                                               i.      Music activities

                                                             ii.      Parachute activities

                                                            iii.      Relay races

                                                           iv.      Ball play

                                                             v.      Exercise

c.       Fine motor activities

                                                               i.      Lacing

                                                             ii.      Writing

                                                            iii.      Play doh

                                                           iv.      Large puzzles 

d.      Free Play (when all activities are completed and there is time)

 

*Motor Lab can be a separate place or a time where specific items are brought out to use in the classroom for a structured amount of time. 

 

 

      II.            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

  

    III.            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.

 

 

Para Professional Expectations

·         Make tasks for centers

·         Set up Independent Work Stations

·         Take students to inclusion classes

·         Assist with Personal Care needs (toileting, eating, brushing teeth)

·         Assist with teacher request


Campus Responsibilities

·         Follow all campus guidelines and handbook

·         Morning/Afternoon duties

·         Attend Meetings


Suggestions:

·         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
  • A form of communication with the family
  • Should be individualized, appropriate, and meaningful to each child



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

Data Collection

·         Taken  a minimum of 2 times a week

·         Use data collection sheets


Grades are determined in line with the grading system for pre-kindergarten


Classroom Meeting

·         Teacher and Paras reviewing the week to discuss

o   Student progress

o   Student behaviors

o   Social skill needs

o   Self help needs

 

Preparation of Next Week’s Materials

·         Lesson Plans

·         Change Centers 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

 

*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.

 

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)


Grades

·         Students in Pre-Kindergarten and Kindergarten should follow the grade level grading rubric


*Both items should be sent home to parent at the same time at the end of the grading period.

 

 

 End of Year Procedures

Student’sCampus Folder

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

 

Room

·         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

 


Forms


Additional Resources