Thought Organization (E.G., Put Away Book Bag)
TIME / PLAN / SKILL AREAS BEING TAUGHT / ADDITIONAL INFORMATION
Arrival – 8:30 / Teach Transition Skills targeting:
- Thought organization (e.g., put away book bag)
- Improve social skills (e.g., social greetings)
- Decrease inappropriate behaviors by teaching replacement behaviors and teaching self-monitoring/self-correction skills
BEHAVIOR
COMMUNICATION / Self Help/Fxnl Daily Living
Jay and Luke – increased awareness of self-care needs by identifying need to be changed
If dry, students are to sit on toilet for 15 minutes to facilitate student’s ability to recognize urge
Students require physical assistance secondary to physical limitations, and visual/verbal aids secondary to communication limitations
8:00-10:00 / Individualized Instruction
Spectrum workbooks: pages per week
Jarod: math-pages 51-60, reading-pages 51-60, spelling-pages 41-50
Kayli: math-pages 45-54, reading-pages 45-54, spelling-45-54
Taylor: math-pages 49-57, reading-pages 49-57, spelling-pages 49-57
Jay: Braille symbol cards repetitive exposure, school navigation using cane
Luke: communication device, ask comprehension questions from Unique Learning stories. Require complete sentence answers using device. Prompt answers if necessary, focus is on communication not comprehension. / Reading, Spelling, Math / Lessons serve as a foundational instruction.
*For Jay and Luke, most materials must be adapted in order for them to access the curriculum secondary to their physical limitations
9:00-9:05 / Transition
Reinforcers-Class Dojo / BEHAVIOR
8:00-10:00 / Independent Work /Center Activities for students not receiving direct instruction. *see pink index cards on fridge for specific activities for each student.
- Fxnl daily living skills (e.g., folding towels)
- Independent work boxes (e.g., sorting, collating)
- Alabama Alternate Assessment (AAA) work tasks
DAILY LIVING SKILLS
AAA PREPARATION
COMMUNICATION / *Most materials must be adapted in order for students to successfully access and complete AAA standards secondary physical limitations and cognitive deficits
*Jay walks within school environment targeting improved navigation, increased social interactions, and decreased inappropriate behaviors.
10:00 – 10:30 / Break/Snack / COMMUNICATION
INDEPENDENCE/SELF HELP
BEHAVIOR / Jay needs to be supervised during meals secondary to physical limitations that place student at higher risk for choking
Luke needs to be fed during meals secondary to physical limitations that place student at higher risk for choking
10:30 – 10:40 / Teach Vocational Skills
- Clean table
- Sweep floor
- Wash dishes
INDEPENDENCE/SELF HELP
BEHAVIOR / Task specific for Jared, Kayli and Taylor
11:30 / Kayli to nurse to get medication
10:40-10:45 / Transition
Reinforcers-Class Dojo / BEHAVIOR
10:45-11:30 / Unique Learning *see Unique Learning guide for Week 1
Lesson Plans provided by Unique Learning Software (System recommended EBP curriculum)
- Sight words: home, warm, tree, need, grow, where
- Grammar-vocabulary: biome, animal, forest, desert, climate, plant, ecosystem, grassland, rainforest, tundra
- Spelling
- Identifying numbers
- Counting
- Simple addition
READING COMPREHENSION
AUDITORY COMPREHENSION
WRITTEN EXPRESSION
COMMUNICATION
BEHAVIOR
Math / *For Jay and Luke, most materials must be adapted in order for them to access the curriculum secondary to their physical limitations
12:00 – 1:00 / LUNCH / SELF HELP/INDEPENDENCE
DAILY LIVING SKILLS
1:00 – 1:10 / Teach Vocational Skills
- Clean table
- Sweep floor
- Wash dishes
INDEPENDENCE/SELF HELP
BEHAVIOR
1:10 – 1:50 / Teach Science or Social Studies *see attached Unique Learning Guide for Week 1
- Participate in simple activities from Unique Learning System
- Cooking Activities
DAILY LIVING SKILLS
AAA PREPARATION
COMMUNICATION
AUDITORY COMPREHENSION / During this time, Jay and Luke needs toileting system (as mentioned afore)
1:50-2:00 / Transition
Reinforcers-Class Dojo / BEHAVIOR
2:00-3:00 / Physical Education / GROSS MOTOR
COMMUNICATION
BEHAVIOR / *Luke walks within school environment targeting improved navigation, increased social interactions, and decreased inappropriate behaviors.