the ideal asd/dcd classroom - lcsc
TRANSCRIPT
The Ideal ASD/DCD Classroom:From start to finish, the 7 areas of having your classroom run like a well oiled machine
Allison Eitreim • Autism [email protected] [email protected]
Overview
7 Areas of Classroom Design● Environment
● Lesson Design
● Working with Paras
● Communicating with Parents
● Working with General Education &
Related Service Providers
● Progress Monitoring/Data Collection
● Managing Paperwork
Area 1: EnvironmentBenefits
● Improved behavior● Security in knowing what, how, when, where to do something● Less wasted time (more efficient)● Reduced feeling of fatigue for staff● More teaching time & allows for more relationship building● Foundation that allows for maximum learning
Area 1: EnvironmentCore Components
● Station oriented model○ Whole group area, small group areas, quiet area, learning/task stations, technology○ Does each student have a ‘home base’?
● Sensory hub● Control center
○ Schedules, office supplies, Data Collection Drop, etc.● Task Basket Station● 10 minute Rule:
○ Can a visitor come into your classroom and answer these questions within 10 minutes?
■ Where lessons are taught?■ Where are materials for the lessons?■ What lessons / students am I responsible for teaching?■ What is the schedule?■ Who do I ask if I have questions?
Area 1: EnvironmentThings to Consider
● Foundation that allows for optimal learning● Inspire but don’t overwhelm with visual displays● Is it WELCOMING?
○ Functional, Meaningful, Inspirational, Educational, Efficient, Cheery, Informative, Organized, Predictable, Safe, Orderly, Flexible
● Ease of movement● Aesthetics
○ Create an environment that is ‘a good place to be’ through the small touches you place throughout the room that express the personality of the class
● Home-like○ Children are more likely to feel they can be themselves and have a sense of belonging
when the environment is homelike. ○ Lighting, plants, pillows, ‘softer’ chair, rug, family photos, children’s personal artwork
● Create small areas of learning
Red: Reading Blue: Math
“Private Office”: (Single) Student Station
Task Baskets ordered by day or by student
Functional & Adaptable VisualsTask Basket Hub
Visual Schedules
Daily Visual Schedule Generic
Area 2: Lesson DesignCore Components● Ask:
○ How will my student need to use this in life?○ Is this skill for exposure or mastery?
● Predictable pattern○ Materials○ Objective/Skill○ Goal/Target level of mastery○ Hook (build on prior knowledge)○ Direct Instruction
■ Model■ Active Involvement■ Repetition■ Implement strategies
○ Guided Practice○ Closure (Short and sweet)
● Build in measurement/tracking of skill
Core Components:★ Fluency★ Comprehension★ Phonics/Phonemic Awareness★ Vocabulary★ Writing★ Following Directions
Daily Focus in Reading Template Daily Focus in Reading 2 Template
Core Components:
★ Fluency★ Comprehension★ Phonics/Phonemic
Awareness★ Vocabulary★ Writing★ Following Directions
General Reading Lesson Plan Outline Template
Writing Lesson Plan Template
Core Components:
★ Functional Math
★ Calendar Skills★ Numbers★ Time★ Money★ Computation★ Measurement★ Following
Directions★ Etc.
It’s more important to touch on many skills daily than one skill the entire math block.
Daily Math Focus Template
For moderate to severe needs:
● Develop a daily/weekly programming plan● Task baskets can/should still be the model of
instruction● Use a binder to organize the goals,
programs, and data
T . T ff
f .
Moving Toward Functional Social Competence
DCD Manual & Navigating the DCD MazeDaily Programming Plan FUNCTIONAL SKILLS Template Google Doc
Daily Programming Plan FUNCTIONAL SKILLS Template Fillable form
Stations Schedule
Stations Schedule
Station Schedule Template Fillable
Station Schedule Template Google Doc
All in One Room
Schedule at a
Glance
All in One Schedule
Related Service Master Schedule
Individual Related Service Schedules
Related Service Master Schedule
Related Services Master Schedule Fillable Form
Related Services Master Schedule Google Doc
Task Baskets 1011. Decide on organization of baskets & of daily “To Do” for students
a. By dayb. By student
2. Take a picture of weekly / daily “To Do” and post it next to hub so any staff can reset it
3. Rotate baskets from preferred to non preferred so that reinforcers are more naturally occurring
4. Take a picture of the task completed and laminate on back of task description5. Spend the time up front training staff and students how to use Task Basket system6. Allow for flexibility 7. Work toward a High/Medium/Low Task Description for each basket. Then put
H/M/L on lesson plans for staff to know which level for each student8. Set up a workstation for staff that you can put Task Basket activities to be prepped
when they have a free moment or when students are working toward independence on a skill
9. Building up your work system: a. Choose one reading, one math, one functional skill per week/month and develop 3 task
baskets for each area for that skill. Then move on to next set. i. letter identification, number order through 30, recognize first and last name
ii. Main idea, money to $1.00 mixed coins, id seasons/weather/appropriate clothingTask Basket Picture Cards
TASK BASKET EXAMPLES
What am I working for?
Area 3: Working with ParasCommunicate
● Create a system for paras to inform you of things you need to know and they need to know from you
● Often!!!● You are the model of the
MINDSET you want in your classroom
● Work as hard as you want your paras to work
Coach● Provide ongoing training● Model, model, model● I do, We do, You do ● Make it visual!● Think out loud to show
you are still learning, you make mistakes, and to provide the why behind what you ask them to do
● Core Training:○ Prompt Fading○ Stages of learning○ Function of behavior○ Specific strategies○ Power of meaningful
reinforcers
Be Organized● Main HUB of
schedules, materials, data collection drop, etc.
● Work Station for down time
● Provide predictability & routine wherever possible
Appreciate● Smile often● Reassure frequently● Know their Love Language
When you show gratitude, 9/10x staff will:
● Engage at a higher level● Experience an improved
mood ● Become leaders in their own
right● Trust you more● Stay longer● Be more effective● Feel inspired to make a
difference
(according to Forbes magazine)
Change your words, change your mindset.
“There is a magnificent, beautiful,
wonderful, painting in front of you! It is
intricate, detailed, a painstaking labor of
devotion and love! The colors are like no
other, they swim and leap, they trickle
and embellish! And yet you choose to
fixate your eyes on the small fly which
has landed on it! Why do you do such a
thing?” -- C. JoyBell C.
“When you are joyful, when you say yes to life and have fun and project positivity all around you, you become a sun in the center of every constellation, and people want to be near you.” -- Shannon L. Alder
“Wha t if n e t e n ob c a d po n ? Our at de r i . Eve p tu y ha f i l , an r if l ha an r u t .” J. Sid B x e
Area 4: Communicating with ParentsKnow your parents and Know your style● Meaningful
○ Focus on specific targeted goals○ Give parent something to talk about with their child○ Paras do checklists & facts, Teachers do feedback and
feelings○ Make sure there is a ‘celebration’ of the day every day!
● Manageable○ Be consistent
■ The less a child can communicate, the more important daily communication with parent is
○ Keep it simple
Parent Survey Template Parent Communication Log Template
Put Daily Logs into a spiral bound booklet or binder.
All About My Day FormHome Communication/Log Form
IEP meeting Agenda
Team Meeting Agenda
Area 5: Working with General Education & Related Service Providers
● Know your role○ Puzzle holder vs Chief
● Check in frequently○ Be visible!
● Collaborate and communicate goals and ability of students● Find ways for general education teacher to develop personal connection to
student● Facilitate skills development across settings and providers (cross teach skills)● Initiate a ‘care conference’ with educational team members● Keep progress monitoring simple● Build capacity about disability (Connect learning and behavior to disability to
build knowledge base in other staff)● Ask them “What’s working?” ● Ask them “How can I best support/help you?”
● Meet with teacher/team before a new
unit/chapter.
● Determine appropriate goals for student and
how they will demonstrate mastery.
● Communicate expectations with parents. Curriculum Planning Form
Area 6: Progress Monitoring /Data Collection
Find your groove and groove on!
● Do what works for you!
● Be consistent!
● Apply the KISS method: Keep It Simple Sweety!
● Integrate it day to day for fidelity and consistency
● Remember, you are not a one man show
What works for you?Low Tech High Tech
ONE WEEK ONE SHEET Data Tracker
Benefits:
● All goals/objectives on one sheet● All staff know targeted goals for mastery
● Increased likelihood of weekly tracking
● Informed instruction
● Progress Reporting made manageable
Fillable Form Template
Google Doc Template
Google Forms
Google FormsBenefits:
● Set up once a year in approximately 30 min per student
● All staff know targeted goals for mastery
● Increased likelihood of weekly tracking
● Informed instruction● Progress Reporting made
manageable● Results/Progress immediately
tabulated and put into graph form● Cuts down on having to physically
check in with other team members to see how things are going
● Many more!!
Modified Grading Rubric
For use when when teacher questions how to grade a special needs student or when curriculum needs significant modification. Rubric
Discrete Trial Training
Mass Recording Sheet
Program Tracker with ABC Chart
Weekly Points Form
Area 7: Managing Paperwork● Give yourself grace● Lean on veteran teachers● Find your rhythm
○ What section gets your mindset?● Create a binder for Due Process updates and
helpful hints; organize by IEP sections● Keep perspective● Use your IEP as a roadmap to success. This
should drive your lesson plans.
Caseload Information Form
Case Management Info Form
IEP Goals & ObjectivesGOALS:
● Find core foundational goals and adapt
annually○ Examples: Self advocacy; Self
Regulation; Functional living skills● Follow a simple template:
○ The student will (increase/decrease) (skill/behavior) from (baseline/current progress) to (measurable goal).
OBJECTIVES:
● Use a scope & sequence to help determine next step
○ Functional Social Competence○ DCD or ASD state manual
● Follow a simple template:○ (Condition/Circumstances)(observable
skill)(evaluative criteria/procedures)○ Example: Given a task that is too difficult, Jane
will request help (i.e.raise hand, use PECS, verbal) with 1 or 0 prompts in ⅘ trials as measured by teacher checklist.
The IEP is what you realistically determine can be mastered in the next year. Mastery vs. exposure
Present Levels of Performance
Writing a Better PLAAFP
Next stepsLittle by Little the Bird Makes His Nest -- French Proverb
● Watch others ● Choose 1-2 primary goals to focus on each year● Develop systems● Focus on the kids!● Reflect and Grow!
Creating MY Ideal Classroom Fillable Form
Creating MY Ideal Classroom Google Doc
Links to Other DocsTeam Planning Notes
Home Communication Form (Resource Room Specific)
Program for functional skills EXAMPLE ( WAIT)
Daily Math Template
Short Vowel Pattern Activity Descriptions for Task Baskets
Sight Word Activity Descriptions for Task Baskets
Thinking Bubbles Perspective Taking Form
Writing a Social Story Map
Sensory Diet Form
Reinforcer Brackets
Evaluation Planning Form K-4
Evaluation Planning Form 5-12
ASD Assessment Options Form
Parent Interview (Dev. History & ASD)
Autism Team Questions Fillable Form
Student Observation Form ASD
Sub Notes Example
Allison Eitreim,Autism Specialist
Worthington Public School ISD [email protected]
[email protected](C) 507-920-6334(W) 507-727-1250
On Facebook: Autism Network Group SW MinnesotaMeets quarterly (September, November, February, April
Quarterly Newsletter:Autism Aware
● March 2018 English ● March 2018 Spanish ● January 2018 English● January 2018 Spanish● October 2017 English● October 2017 Spanish● August 2017 English
On Twitter: @allisonautism
Website:http://draggo.com/aeitreim/resources-for-all
Regional Autism Network Group
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