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Islands of Possibility

Islands of Possibility. Program Overview. Shooting for the stars... . Islands of Possibility is MORE than a great learning environment It is a culmination of “best practices” Each successive teacher in our Pre-K IND (Intellectual Disabilities program has added new ideas and strengths.

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Islands of Possibility

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  1. Islands of Possibility Program Overview

  2. Shooting for the stars... • Islands of Possibility is MORE than a great learning environment • It is a culmination of “best practices” • Each successive teacher in our Pre-K IND (Intellectual Disabilities program has added new ideas and strengths

  3. Standardization across classrooms • MAXIMIZE instructional time • More cohesive program • Consistent IEPs • Highest quality across the board • Description of program to parents

  4. Learning Environment Daily Routine Assessment/Curriculum Communication

  5. Learning Environment

  6. Learning Environment The core of the Islands of Possibility program is a classroom environment that promotes safe sensory exploration, that emphasizes a coordinated system of positioning, and that builds connections between students, adults and materials.

  7. Learning Environment Philosophy • **Positioning is integrated into classroom design • All materials to be used are available and accessible at all times • Emphasis is placed on colorful, comfortable and developmentally appropriate pieces • Carpets and therapy mats make the rooms bright and soften floors to encourage crawling and exploring

  8. Learning Environment Philosophy • Classroom spaces are efficient and organized • Learning materials are presented in specific ways • Classroom design evolves with students’ needs • Providing Valuable Connections

  9. Learning Environment: Providing Valuable Connections • Classroom is engineered for communication (beginning AAC) • Children have better access to materials through unique mounting and stabilizing techniques

  10. Learning Environment • The Gathering Place • Island • Spa • Other areas

  11. Learning Environment: The Gathering Place • Semi-enclosed space • Students sitting in wheelchairs, wedges, rifton chairs and feeder seats • Teacher conducts Greeting/Closing Circle using switch toys, voice output devices and other materials mounted/displayed throughout • FOSTERS: social interaction awareness

  12. Learning Environment: Island Interactive Soft Play Land

  13. Learning Environment: Island • Enclosed (or semi-enclosed) space • Colorful softplay structure, mats, padded edges • Switch toys and other materials mounted/displayed throughout • FOSTERS: gross motor development, independent exploration, social interaction

  14. Learning Environment: Spa “Sense”sational Play Area

  15. Learning Environment: Spa • Positioning equipment and sensory materials woven into area design • Materials for visual, auditory, and tactile stimulation/exploration (switch driven) • FOSTERS: Development of cause/effect, response to sensory stimulation, proper body alignment and positioning

  16. Learning Environment: Other Areas • Computer • Ball Bath • Swing • Bathroom/Diapering area • Table for meals/snacks

  17. Daily Routine

  18. Daily Routine The daily routine reflects a variety of teacher planned activities as well as time for children to play independently in the areas of the room. Lessons are planned around a particular activity or material so that a wide range of skills can be addressed. Above all, instructional time is maximized through customized organization of the daily routine and smooth transitions.

  19. What are the parts of the daily routine? • Greeting Time • Small Group Time • Large Group Time • Work Time • Outside Time • Story Time • Breakfast/Lunch/ Snack • Self-Help/Personal care needs

  20. What are the other activities/adult responsibilities? • Arrival • Dismissal • Transitions • Positioning • Child observation • Key Notes • Daily team planning

  21. Daily Routine: Greeting Time • Adults lead group activity • Students positioned together in same area WHO? …is involved?

  22. Daily Routine: Greeting Time • Adults are at children’s level • Adults/children greet one another, sing, say rhymes and other oral language activities • Adults interact with children using mirrors, props, and other materials WHAT? …does it look like?

  23. Daily Routine: Greeting Time • Children participate by looking, listening, touching, vocalizing, making choices, using voice output • Content of activity is at a developmentally appropriate level (sense of self and familiar adults rather then calendar activities or pre-academics) WHAT? …does it look like?

  24. Daily Routine: Greeting Time • The Gathering Place lends itself well to a group on the floor as positioning seats are already set up there • Other large open area with access to song boards, props, voice output and symbols, etc. WHERE? …does it happen?

  25. Daily Routine: Greeting Time • Develops sense of time (beginning of day/ transition from home) • Time for adults to make one to one contact with each student • Builds oral language • Builds social skills WHY? …is it important?

  26. Daily Routine: Greeting Time • Simple classic children’s songs, rhymes, finger plays, etc. (especially ones that have simple words/vocalizations, repeated lines, props, simple movements) • Key Experiences • I Love You Rituals HOW? …does one get ideas?

  27. Daily Routine: Small Group Time • Each adult works with small group of children • Adults are at children’s level • Therapists can be encouraged to join groups when activity is relevant to therapy goals WHO? …is involved?

  28. Daily Routine: Small Group Time • Materials are set out and ready from previous day’s planning • Each adult introduces activity/materials, then assists and interacts with children (each in turn if needed) • Activity focuses on PROCESS, not PRODUCT WHAT? …does it look like?

  29. Daily Routine: Small Group Time • Materials are adapted to match each child’s goals and/or abilities • Children make choices throughout • Children build cause/effect understanding and purposeful use of voice output with activity specific messages WHAT? …does it look like?

  30. Daily Routine: Small Group Time • Often at a table, children positioned in adaptive chairs, standers, etc. • Any other part of the room that makes sense to the activity (water table for pouring, floor mat for stacking and knocking down blocks) • Outside WHERE? …does it happen?

  31. Daily Routine: Small Group Time • Allows for smaller teacher:student ratio, more individualized attention • Allows for greater student participation • Allows for direct instruction on IEP goals in a functional,developmentally appropriate context • Allows for informal observation/measurement of skills WHY? …is it important?

  32. Daily Routine: Small Group Time • Children’s interests/ Key Notes • Key Experiences • Messy sensory materials • Emergent skills • Informal assessment (“What will ____ do with the rice if I present it?”) • New materials (teaching play skills) • IEP goals HOW? …does one get ideas?

  33. Daily Routine: Large Group Time • Adults lead group activity • Therapists can be encouraged to join group when activity is relevant to therapy goals WHO? …is involved?

  34. Daily Routine: Large Group Time • Activities focus on music and/or movement • Children can be positioned but independent or assisted movement is goal • Focus is on PROCESS, so music/action/directions are paced for student response time WHAT? …does it look like?

  35. Daily Routine: Large Group Time • Materials are used to encourage movement: bubbles, scarves, parachute, blanket, gait trainer, ball bath, etc. • Children participate by vocalizing, moving, holding props and turning music on and off with switch • Children build cause/effect understanding and purposeful use of voice output with activity specific messages WHAT? …does it look like?

  36. Daily Routine: Large Group Time • Inside classroom in large open area (Island area or Gathering Place are suited to this type of activity) • Outside WHERE? …does it happen?

  37. Daily Routine: Large Group Time • Develops large and small motor skills • Motivating for children who need a lot of stimulation to respond WHY? …is it important?

  38. Daily Routine: Large Group Time • Play and Learn Book • Children’s interests/ Key Notes • Key Experiences HOW? …does one get ideas?

  39. Daily Routine: Work Time • One or both/all adults (depending how this block of time is structured) position and interact with students • Therapists can be encouraged to stay in the classroom to work with individual students during this time WHO? …is involved?

  40. Daily Routine: Work Time • Children move about or are positioned to explore materials in the areas of the room: Island, Spa, computer, ball bath, swing, etc. • Adult(s) position or reposition students, supervise room for safety, interact with one student or small group of students • Adults are at children’s level WHAT? …does it look like?

  41. Daily Routine: Work Time • In any areas of the room: The Gathering Place,Island, Spa, computer, ball bath, swing, etc. WHERE? …does it happen?

  42. Daily Routine: Work Time • Allows children time for independent, less structured time for exploration • Builds cause/effect and other play skills • Allows adults to observe children’s play, make adaptations • Allows for important positioning that might be difficult during other times of the routine WHY? …is it important?

  43. Daily Routine: Work Time • Children’s interests/ Key Notes (add or rotate materials) • Key Experiences • Play and Learn Book • IEP Goals HOW? …does one get ideas?

  44. Daily Routine: Outside Time • All adults and children WHO? …is involved?

  45. Daily Routine: Outside Time • Large group activity • Small group activities • Unstructured activity • Could overlap with other parts of routine WHAT? …does it look like?

  46. Daily Routine: Outside Time • OK, this one is pretty obvious… ! WHERE? …does it happen?

  47. Daily Routine: Outside Time • Different set of environmental stimuli (breeze, sounds, sun/shade) • Easy clean up of messy materials • Open ended for teacher planning • Chance to be with non-disabled peers or other Pre-K SPED classes WHY? …is it important?

  48. Daily Routine: Outside Time • Children’s interests/ Key Notes • Key Experiences • Take materials used inside  outside HOW? …does one get ideas?

  49. Daily Routine: Story Time • Each adult shares a story/rhyme/finger play/oral language activity with a small group of children WHO? …is involved?

  50. Daily Routine: Story Time • Adults hold or sit close to children and speak in soft, inviting voices • Adults are at children’s level • Children may be positioned but emphasis is on comfort and intimacy • Props, objects, books with simple pictures or photos of children and familiar adults (including family) are used WHAT? …does it look like?

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