Post on 08-Feb-2016
description
Picture the Possibilities...Incorporating ACC Throughout the Day
November 13, 2013
Learning Goal 1
Teachers will understand how to use classroom voice output devices and access premade communication boards and symbols.
Scale4 I can explain to my administrator and colleagues how classroom
output devices and premade communication boards can be used to facilitate language acquisition and promote student learning.
3 I understand how to use classroom output devices and access premade communication boards and symbols.
2 I have a basic understanding of classroom output devices and how to access premade communication boards and symbols.
1 I have no idea what a classroom output device is or how to access premade communication boards and symbols.
And the Survey says:
Visual Supports Action Plan
Daily: 93%Most common:
Schedules Rules Center labels Goals Morning circle
Potential for more visual supports for behavior issues
And the survey said
Boardmaker Action Plan
Available: 88%
Proficiency: Beginner: 40% Intermediate:
52% Advanced: 7%
Continue to share or make available as needed
ID experts in Pre-K group; FDLRS and ATteam trainings; demo
And the survey said
Wiki Resources Action Plan
Accessed: 77%Add to it:
Incredible Years Lesson plan ideas Curriculum
resources Scales Classroom photos
Continue to post resources and encourage others
Review at this meeting
http://ocpsprekeseshare.wikispaces.com
And the survey said
Communication Modalities Action Plan
Speech : 26%Sign language:
13%Voice Output: 11%Gestures: 23%Picture pointing:
23%Other: 4%
Integrate AAC devices and strategies into the classroom routine
ECT workshops Visual Strategies
Workshops
And the survey said
Use your tools
Communication Builder Ocpsprekeseshare.wikispaces.com
(Communication Builder overlays)
BIGmack Fdlrsregion3thematicvisuals.wikispaces.com
(single message symbols)
Now share what you have created
Scale4 I can explain to my administrator and colleagues how classroom
output devices and premade communication boards can be used to facilitate language acquisition and promote student learning.
3 I understand how to use classroom output devices and access premade communication boards and symbols.
2 I have a basic understanding of classroom output devices and how to access premade communication boards and symbols.
1 I have no idea what a classroom output device is or how to access premade communication boards and symbols.
Learning Goal 2
Teachers will understand the benefits of participating in the Special Olympics Young Athlete's Program and will be able to start or continue a program at their school.
Scale4 I understand the benefits of the Young Athlete's Program and
understand how to start or continue the program at my school.
3 I understand the benefits of the Young Athlete's Program but need some support in starting or continuing the program at my school.
2 I know what the Young Athlete's Program is but need help in understanding the benefits and how to start a program.
1 I have heard of the Young Athlete's Program but do not know how it will benefit my class or how to start a program.
13
Start Early-Finish Strong
YOUNG ATHLETES PROGRAM GOALS
14 / Special Olympics
Florida
• Engage children with intellectual and developmental disabilities through developmentally appropriate play activities designed to foster physical, cognitive, and social development.
• Welcome family members of children with intellectual and developmental disabilities to the Special Olympics network of support.
• Raise awareness about the abilities of children with disabilities through inclusive peer participation, demonstrations, and other events.
• Foundational Skills
• Walking and Running
• Balance and Jumping
• Trapping and Catching
• Throwing
• Striking
• Kicking
• Advanced Skills
TARGETED GROSS MOTOR
SKILLS
• Support• Lesson Plans• Equipment• Over $500 for a
new program • Supplemental Kit
for programs over 3 years
WHAT DO YOU GET FOR STARTING A YOUNG ATHLETE PROGRAM
• Typically a 30 minute session, but can be modified to suit the needs of the athletes (start at 15 minutes and expand)
• 3 Essential Components:• Opening/Warm Up• Skill Practice/Lesson• Closing Group Cheer/Review
ROUTINE!! ROUTINE!! ROUTINE!!
WHAT DOES A YAP SESSION LOOK LIKE?
Opening/Warm Up-should be the same each time to create a routine for the children to follow and allow children to stretch and follow directions
Coach Laurie Video
OPENING/WARM UP
Skill Practice/Lesson-can be a review of skills previously learned and/or the new skill lesson and should be modeled for athletes
Coach Laurie Video
SKILL PRACTICE/LESSON
Closing Group Cheer/Review-closing routine to bring athletes together to review skills and cheer for the group
Coach Laurie Video
CLOSING GROUP CHEER/REVIEW
**Lesson Plan Table Activity
• Field Day Event • After 24 Sessions• Usually in April/May• Showcase skills learned• Can invite parents and admin• Submit Culminating Event form 3-
4 weeks prior to event• Athletes get shirts and ribbons
CULMINATING EVENT
To start a new or re-establish an existing program
1. Site Registration Form(new and old)
2. PlayPal Roster(new and old)-new volunteers must also take an online
protective behaviors course
3. Class A Volunteer Registration(new)
4. Class B Volunteer Registration(new)
5. Athlete(Student)Roster(new and old)
6. Athlete Registration Form(new only)
7. Athlete Release Form(new only)
UGH!! THE PAPERWORK (NOT REALLY)
• Email a copy of the student roster to heather.whalen@ocps.net
• Courier or fax COMPLETED PACKETS with all staples removed to:
Heather Whalen
Clarcona Elementary
Fax: 407-250-6299
heather.whalen@ocps.net
CONTACT INFORMATION
Scale4 I understand the benefits of the Young Athlete's Program and
understand how to start or continue the program at my school.
3 I understand the benefits of the Young Athlete's Program but need some support in starting or continuing the program at my school.
2 I know what the Young Athlete's Program is but need help in understanding the benefits and how to start a program.
1 I have heard of the Young Athlete's Program but do not know how it will benefit my class or how to start a program.
“The Only Thing That Is Constant Is Change -” Heraclitus
Remainder of 2013-14 PreK ESE Meetings
October/November- Assistive TechnologyDecember/January- Handwriting/Sensory
February- BDI-2 Exiting ProceduresMarch/April- Phonological Awareness
May- Year in Review
Reminders• Please inform us of any
teacher/paraprofessional changes
• Screenings are now on a walk-in basiso Wednesday mornings 8:00-10:00o Parents should bring child’s birth certificate and
proof of residence
Contact us if you have any questions, comments, or concerns
Janice Penn Stephanie Thomas
Janice.Penn@ocps.net Stephanie.Thomas2@ocps.net
Component #
2100027