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SUCCESS ZONE

SUCCESS ZONE. Best Practice for ID Classrooms. ID classroom Walk Through. Name_______________________________

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SUCCESS ZONE

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  1. SUCCESS ZONE Best Practice for ID Classrooms

  2. ID classroom Walk Through

  3. Name_______________________________ Objective____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Name_______________________________ Objective____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Name_______________________________ Objective____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Low Incidence Walk Through • Adopted by Cobb County. • Will be given to all supervisors and building administrators. • All items on the Walk Through are required in all small group ID classes. • Will be used throughout the school year to identify areas of need for training or support by the ID trainers. + = Performed task V = Verbal Prompt P = Partial Physical Prompt - = Did not perform task/Refused G = Gesture FP = Full Physical Prompt/Hand over Hand + = Performed task V = Verbal Prompt P = Partial Physical Prompt - = Did not perform task/Refused G = Gesture FP = Full Physical Prompt/Hand over Hand + = Performed task V = Verbal Prompt P = Partial Physical Prompt - = Did not perform task/Refused G = Gesture FP = Full Physical Prompt/Hand over Hand

  4. Classroom Organization • Clean/clutter free • Materials organized • Room has clearly defined areas for activities (i.e. leisure, 1:1, independent work, group time, etc.) • Classroom layout allows for adult supervision for all students all the time • Visual supports are available (i.e. classroom environment labeled, visual routines posted, etc.)

  5. Clutter freeandOrganized

  6. Domestic

  7. Vocational

  8. Visual Supports

  9. Visual Symbols used throughout the classroom

  10. Class Schedules • Overall classroom schedule is posted (includes information on what students, teacher, and staff should be doing) • Overall classroom schedule is being implemented • Individual student schedules are posted as appropriate • Individual student schedules are being implemented

  11. Visual schedules prominently displayed

  12. Schedules should be interactive and involve students

  13. Individual schedules move students toward independence.

  14. Lesson Plans • Complete and readily available • Reflect IEP objectives embedded in GPS activities • Activities are organized and ready to begin (materials easily accessible, individual material supports evident, etc.) • Activities/materials are age appropriate

  15. Are activities age appropriate?

  16. Naps at Middle & High School are inappropriate *unless medically indicated and addressed in IEP.

  17. Data Collection • Readily accessible for all IEP/objectives for each student • Well organized, summarized, & collected a minimum of 2-3 times a week

  18. Clipboards/Folders By subject/activity

  19. IEP Implementation • Teacher follows IEP paperwork timelines • All staff is aware of students’ individual IEP goals/objectives, accommodations, inclusion needs, behavior management system, etc.

  20. Student Communication Systems • Each student’s modality of communication is easily identified (i.e. verbalizations, pictures, sign language, communication book, AAC devices/technology, etc.) • Individual communication systems are in active use

  21. Communication aids/devices should be easily accessible to all students – not in cabinet or on shelf

  22. Technology • Available and accessible to all students • Devices/systems/etc. are in working order, programmed, etc.

  23. Computers available for student use with supervision.

  24. Computers are instructional tools – not toys- and require adult supervision. Appropriate educational software is provided for MOID/SID/PID classrooms.

  25. Student Positioning • Positioning equipment is well maintained and used • Schedule for positioning/re-positioning is available

  26. Sensory Accommodations • Consideration of level of light/noise/distracters is evident • Gross/big motor movement equipment available • Individual student sensory needs for fidgets, weights, pressure, breaks, etc. are accommodated

  27. Effective Staff Management • All staff members are engaged in meaningful activities with students • All staff members have a specific schedule to follow and are aware of their individual duties and responsibilities at all times. • All staff members are trained in the areas related to student needs (i.e. visual supports, alternative assessment, AT, behavior management, etc.)

  28. All adults in the classroom should be interacting with students.

  29. School/Home Communication • Consistent documentation of school/home communication system • Evidence suggests teacher working toward the establishment of a positive rapport with student caregivers

  30. 2. Follow Curriculum Guide

  31. ID instruction must include: • Grade appropriate standards Not all grades at once • IEP goals & objectives • Functional Life skills

  32. 3. Use Integrated Unit Instruction

  33. 4. Use Resources provided by DOE & Cobb County

  34. RESOURCES: • DOE Electronic resource Board http://admin.doe.k12.ga.us/gadoe/sla/agps.nsf • Cobb ID Support Blog http://pickettsmill.typepad.com/pritchard • PICASSO • Georgia Standards www.georgiastandards.org • General ed blogs

  35. Classroom Resources

  36. No excuses!

  37. 5. Read and follow IEP

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