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:

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:

1. * Signed AUP

2. * IEP

3. * ER

4. * MacBook

5. * Internet Connection

6. * Desk/chair

7. * Rule chart

8. * 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

       

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:

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