Tuesday, June 14, 2011
Final Website and Lesson Plan
Here is the link to my final Web Presence:
CCIU Preschool Special Education
Here is my lesson plan as well:
Additional Standards Lesson would meet. Data would not be collected on these standards on a monthly basis for itinerant preschool special education students. Students who attend a specialized classroom (preschool special education classroom) would, however, be assessed on a yearly bases on PA Learning Standards for Early Childhood:
CCIU Preschool Special Education
Here is my lesson plan as well:
This is the lesson plan format that I used for my itinerant student therapy sessions. Itinerant therapy sessions are 30 minutes in length, take place in a one-on-one setting, and occur once per week.
Date: ______________________
Student Name: _______________________________________
Student Will Be Able To (SWBAT):
Goal: Given the prompt hierarchy faded to the lowest level necessary, (name) will point to at least 6 pictures of beginning quantitative (opposite) concepts when given opposite analogies (example: Find the one that is big. Find the one that is small. Which glass is empty? Which one is full? ) During structured activities in 4 out of 5 trials over 3 consecutive sessions
Goal: Given the prompt hierarchy faded to the lowest level necessary, (Name), will comply with 2 step auditory directions during a structured activity (example: circle time, gross motor game) during a 15-minute period over 3 consecutive sessions.
Goal: Given use of the prompt hierarchy faded to the lowest level necessary, (Name) will sustain his/her attention for 15 minutes of independent active participation during both individual and small group learning, in 4 out of 5 trials over 3 consecutive sessions.
Goal: Given the prompt hierarchy faded to the lowest level necessary and presented a choice of 5 activities, (Name) will choose and engage with the chosen activity for 5 minutes for 3 consecutive sessions.
Materials:
- * Signed AUP
- * IEP
- * ER
- * MacBook
- * Internet Connection
- * Desk/chair
- * Rule chart
- * Picture Schedule
Introduction (Anticipatory set):
Teacher will review therapy rules. Teacher will review lesson picture schedule.
Student will choose a video from the "video" page to watch. Student will choose between songs of video clips. If student wants to watch additional videos, they will have to first complete the lesson, then choose a video as a reward.
Focus (Procedure):
Student will complete Power point: "My Concept Words" from the "Lesson" page. Teacher will assist student with beginning slideshow and mouse navigation as needed. Teacher will record slides that were confusing or challenging for student and assign homework related to those concepts.
Conclusion (Guided practice/monitoring):
Student will complete a game from the "Game" page. Teacher will guide student to play game that will best review challenging concepts. Teach will assist with mouse navigation and repeat game directions as needed. Teacher will record student ability and any challenges that arose with game as well.
If time allows, student may choose to watch additional video or play additional game as a reward for cooperation during lesson.
Homework (Independent Practice):
Each student will leave therapy session with a copy of "Opposite Word Cards" from "Worksheets" page. Additionally, student will be assigned a worksheet (will be chosen based on challenges in lesson and game) from "Worksheet" page as weekly homework. Student will bring completed worksheet to therapy next week to check for comprehension and completion.
Assessment:
The teacher will collect data on each goal in 4 out of 5 (or number of minutes for duration goals) over 3 consecutive sessions via ongoing parent/teacher/therapist written/verbal communication, yes/no checklists, anecdotal notes, observation, and formal data collection including charts, graphs, etc. Teachers and therapists will collect data twice per month and progress will be reported to the family two times per year.
Example of Student Weekly Goal Checklist:
Name: A Sample Preschool: Wooden Shoe
Frequency: 30min/week Setting: Group or Individual
* - WORKED ON P - ACHIEVE W/ PROMPTS
√ - START TO ACHIEVE X – ACHIEVE INDEPENDENTLY
SKILL | 6-14 | 6-21 | 6-28 | 7-5 | 7-12 | |
1 | Point to 6 beginning | |||||
2 | Comply with 2 step directions | |||||
3 | Attend15 minutes | |||||
4 | Engage for 5 given 5 |
International Society for Technology in Education Standards
· Apply existing knowledge to generate new ideas, products, or processes
· Use models and simulations to explore complex systems and issues:
· Contribute to project teams to produce original works or solve problems
· Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
· Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
· Identify and define authentic problems and significant questions for investigation
· Collect and analyze data to identify solutions and/or make informed decisions
· Advocate and practice safe, legal, and responsible use of information and technology
· Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
· Understand and use technology systems
· Select and use applications effectively and productively
· Transfer current knowledge to learning of new technologies
PA Learning Standards for Early Childhood
· Utilize all available senses to explore and learn from the environment
· Ask questions for clarification and to seek meaningful information
· Demonstrate an increased willingness to participate in both familiar and new experiences
· Differentiate between appropriate and inappropriate methods for learning information
· Engage in simple games with rules
· Attend and follow through on adults’ one or two step directions
· Initiate and extend activities
· Complete short tasks, activities, projects and experiences from beginning to end independently
· Work towards completing task despite interruptions or classroom disruptions
· Attempt to accomplish a difficult task on own
· Practice using directionality and appropriate vocabulary with assistance
· Demonstrate an understanding of directionality, order and positions of objects
· Describe objects according to size, shape, color or properties of matter
· Identify the function of simple technological objects
· Identify the appropriate technology to complete a task
· Use simple tools and materials
· Identify parts of a computer
· Use a computer to run specific software independently
· Practice new vocabulary with teacher assistance
· Match vocabulary to picture clues
· Use new vocabulary when speaking
Reflection
I learned a good bit about virtual presentation options, web etiquette, and student technology standards. I'm a bit more open to special needs preschoolers being able to navigate the Internet and now see a greater importance to exposing them to Internet learning at such a young age. It has been especially helpful to see how my classmates have or hope to integrated technology into their lessons/classrooms. Reading classmate blogs has provided me with many ideas to share with coworkers who continue to teach directly.
When/if I go back to direct instruction (I'm kind of enjoying the position I hold now, and find it hard to imagine going back!), I will feel much more prepared to integrate technology in a meaningful manner to my therapy sessions. I see how Internet lessons can really increase parent involvement and parent follow through of therapy sessions.
I think that I'll be able to communicate the importance of Internet use policies more with my co-workers as well. I don't think that's something that my coworkers have given much thought. Each year, I am required to complete a "Self-Directed Learning Plan" for my department. I think that an age appropriate AUP for our department could be a great project for next school year. I'll be speaking to my supervisor about it in July. I think my coworkers and supervisors will be happy to integrate a preschool special educition specific AUP (and be glad they didn't have to create them themselves.)
When/if I go back to direct instruction (I'm kind of enjoying the position I hold now, and find it hard to imagine going back!), I will feel much more prepared to integrate technology in a meaningful manner to my therapy sessions. I see how Internet lessons can really increase parent involvement and parent follow through of therapy sessions.
I think that I'll be able to communicate the importance of Internet use policies more with my co-workers as well. I don't think that's something that my coworkers have given much thought. Each year, I am required to complete a "Self-Directed Learning Plan" for my department. I think that an age appropriate AUP for our department could be a great project for next school year. I'll be speaking to my supervisor about it in July. I think my coworkers and supervisors will be happy to integrate a preschool special educition specific AUP (and be glad they didn't have to create them themselves.)
Friday, June 10, 2011
Website sample
I tried to host this on Weebly, but Weebly was charging me $ for everything I wanted to do-- embedding the power point, adding icons, etc... Also, Weebly's layouts were not very cute. I asked my friend to host this for me, as he's "in the biz" and is already paying to have a site. If I do end up giving this site to my department to use, perhaps the IU will pay to host it, or add it as a link to their site? Anyway, let me know what you think so far...
CCIU Preschool Special Education
goals- Student will point to at least 4 pictures of beginning quantitative (opposite) concepts when given opposite analogies (example: Find the one that is big. Find the one that is small. Which glass is empty? Which one is full? ) during structured activities in 4 out of 5 trials over 3 consecutive sessions. subject- General Knowledge and Comprehension/Preacademic readiness/Specialized Instruction grade- Pre-Kindergarten (ages 3-5) assessment- The teacher will collect data on pointing to at least 4 pictures of beginning quantitative (opposite) concepts when given opposite analogies (example: Find the one that is big. Find the one that is small. Which glass is empty? Which one is full? ) during structured activities in 4 out of 5 trials over 3 consecutive sessions via ongoing parent/teacher/therapist written/verbal communication, yes/no checklists, anecdotal notes, observation, and formal data collection including charts, graphs, etc. Teachers and therapists will collect data twice per month and progress will be reported to the family two times per year. tool(s) you're using- Adobe Dreamweaver Website
CCIU Preschool Special Education
goals- Student will point to at least 4 pictures of beginning quantitative (opposite) concepts when given opposite analogies (example: Find the one that is big. Find the one that is small. Which glass is empty? Which one is full? ) during structured activities in 4 out of 5 trials over 3 consecutive sessions. subject- General Knowledge and Comprehension/Preacademic readiness/Specialized Instruction grade- Pre-Kindergarten (ages 3-5) assessment- The teacher will collect data on pointing to at least 4 pictures of beginning quantitative (opposite) concepts when given opposite analogies (example: Find the one that is big. Find the one that is small. Which glass is empty? Which one is full? ) during structured activities in 4 out of 5 trials over 3 consecutive sessions via ongoing parent/teacher/therapist written/verbal communication, yes/no checklists, anecdotal notes, observation, and formal data collection including charts, graphs, etc. Teachers and therapists will collect data twice per month and progress will be reported to the family two times per year. tool(s) you're using- Adobe Dreamweaver Website
Thursday, June 2, 2011
Blog Entry #5
What does an "Internet Safety and Security" policy need to look like in your classroom?
Think about:
1. How your students will use the Web
My students would use the Internet to play educational games with adult supervision. They might use the Internet to chat with other students via Skype or other video chat tools. They may be able to do follow up activities provided by classroom teachers in their homes using the Internet if their classroom teachers created class websites.
2. The Standards (above)
• advocate and practice safe, legal, and responsible use of information and technology--- This would be done by classroom and itinerant teachers before each interaction with the Internet. Our students are young and need many reminders. It might be nice to accompany the verbal ques with a visual safety and use schedule. Perhaps something made with the Boardmaker icons that our students are used to working with throughout the school and therapy day.
• exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity-- Preschool special education students seem to come to the table with pretty excited and positive feelings about technology as it is, but this could be enhanced with planned experiences. Teachers would differentiate student introductions to Internet games and lessons by assuring that students are first given success in completing online work, and then moving onto more challenging Internet activities.
• demonstrate personal responsibility for lifelong learning-- At 3-5 years old, this might be something teachers would work with parents to establish? Giving the preschool special education students the skills to begin navigating the Internet would be a start.
• exhibit leadership for digital citizenship-- This would probably include lessons on digital citizenship and what it entails. Maybe once a week for a few months. Perhaps a mascot could be created and then a graduate certificate and ceremony could happen at the end of the unit.
3. What access do you (and your students) have to the Internet
I have a laptop that the CCIU provides for me to do my work. I do not have a wireless card, but could apply to get one if neccessary. Some of the people who do my job in Southern Chester County have wireless cards, simply because access is more sparce in that area when you're on the road, evaluating and holding IEP meetings. Most classrooms had one or 2 desk tops for the students to use.
4. Your building/district AUP
The CCIU's AUP is extensive and something that was easily adaptable to Preschool Special Educaiton needs.
5. The grade level of your students
My students are Pre-Kindergarten students, ages 3-5
Think about:
1. How your students will use the Web
My students would use the Internet to play educational games with adult supervision. They might use the Internet to chat with other students via Skype or other video chat tools. They may be able to do follow up activities provided by classroom teachers in their homes using the Internet if their classroom teachers created class websites.
2. The Standards (above)
• advocate and practice safe, legal, and responsible use of information and technology--- This would be done by classroom and itinerant teachers before each interaction with the Internet. Our students are young and need many reminders. It might be nice to accompany the verbal ques with a visual safety and use schedule. Perhaps something made with the Boardmaker icons that our students are used to working with throughout the school and therapy day.
• exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity-- Preschool special education students seem to come to the table with pretty excited and positive feelings about technology as it is, but this could be enhanced with planned experiences. Teachers would differentiate student introductions to Internet games and lessons by assuring that students are first given success in completing online work, and then moving onto more challenging Internet activities.
• demonstrate personal responsibility for lifelong learning-- At 3-5 years old, this might be something teachers would work with parents to establish? Giving the preschool special education students the skills to begin navigating the Internet would be a start.
• exhibit leadership for digital citizenship-- This would probably include lessons on digital citizenship and what it entails. Maybe once a week for a few months. Perhaps a mascot could be created and then a graduate certificate and ceremony could happen at the end of the unit.
3. What access do you (and your students) have to the Internet
I have a laptop that the CCIU provides for me to do my work. I do not have a wireless card, but could apply to get one if neccessary. Some of the people who do my job in Southern Chester County have wireless cards, simply because access is more sparce in that area when you're on the road, evaluating and holding IEP meetings. Most classrooms had one or 2 desk tops for the students to use.
4. Your building/district AUP
The CCIU's AUP is extensive and something that was easily adaptable to Preschool Special Educaiton needs.
5. The grade level of your students
My students are Pre-Kindergarten students, ages 3-5
AUP- PSEP
(Please read this document carefully before signing.)
Internet access is available to students and teachers in the Chester County Intermediate Unit Preschool Special Education Program.
Internet--Terms and Conditions of Use
1) Acceptable Use – Use of the Internet will be to support research, education, and collaborative work.
2) Privileges - The use of the Internet is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges.
3) Network Etiquette - You are expected to abide by the generally accepted rules of network etiquette. These include (but are not limited to) the following:
a) Be polite.
b) Use appropriate language.
c) Illegal activities are strictly forbidden.
d) Do not reveal your personal address or phone numbers of students or colleagues.
g) Do not disclose confidential information about Individual Education Plans on the Internet.
PARENT OR GUARDIAN
As the parent or guardian of this student, I have read the Internet Use Agreement. I understand that this access is designed for educational purposes. I hereby give permission to issue an account for my child and certify that the information contained on this form is correct.
Parent or Guardian's Name (please print): _________________________
Parent or Guardian's Signature: _________________________________
SPECIAL EDUCAITON TEACHER
(Must be signed if the applicant is a student)
I have read the Internet Use Agreement and agree to promote THIS agreement with the student. As a Preschool Special Education Teacher I agree to instruct the student on acceptable use of the network and proper network etiquette.
Teacher's Name (please print): _________________________________
Teacher's Signature: _________________________________________
Internet access is available to students and teachers in the Chester County Intermediate Unit Preschool Special Education Program.
Internet--Terms and Conditions of Use
1) Acceptable Use – Use of the Internet will be to support research, education, and collaborative work.
2) Privileges - The use of the Internet is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges.
3) Network Etiquette - You are expected to abide by the generally accepted rules of network etiquette. These include (but are not limited to) the following:
a) Be polite.
b) Use appropriate language.
c) Illegal activities are strictly forbidden.
d) Do not reveal your personal address or phone numbers of students or colleagues.
g) Do not disclose confidential information about Individual Education Plans on the Internet.
PARENT OR GUARDIAN
As the parent or guardian of this student, I have read the Internet Use Agreement. I understand that this access is designed for educational purposes. I hereby give permission to issue an account for my child and certify that the information contained on this form is correct.
Parent or Guardian's Name (please print): _________________________
Parent or Guardian's Signature: _________________________________
SPECIAL EDUCAITON TEACHER
(Must be signed if the applicant is a student)
I have read the Internet Use Agreement and agree to promote THIS agreement with the student. As a Preschool Special Education Teacher I agree to instruct the student on acceptable use of the network and proper network etiquette.
Teacher's Name (please print): _________________________________
Teacher's Signature: _________________________________________
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