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.

Scale 4 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 wikispaces.com 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) Ocpsprekeseshare.wikispaces.com BIGmack  Fdlrsregion3thematicvisuals.wikispaces.com (single message symbols) Fdlrsregion3thematicvisuals.wikispaces.com Now share what you have created

Scale 4 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.

Scale 4 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 )

a copy of the student roster to Courier or fax COMPLETED PACKETS with all staples removed to: Heather Whalen Clarcona Elementary Fax: CONTACT INFORMATION

Scale 4 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 PreK ESE Meetings October/November- Assistive Technology December/January- Handwriting/Sensory February- BDI-2 Exiting Procedures March/April- Phonological Awareness May- Year in Review

Reminders Please inform us of any teacher/paraprofessional changes Screenings are now on a walk-in basis o Wednesday mornings 8:00-10:00 o 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 Component #