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Program to Access Learning for Students (PALS)

Program to Access Learning for Students (PALS). Presentation for Parents January 26, 2012. Task Force. Program Philosophy.

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Program to Access Learning for Students (PALS)

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  1. Program to Access Learning for Students(PALS) Presentation for Parents January 26, 2012

  2. Task Force

  3. Program Philosophy The PALS program will strive to promote confidence and independence among our students by providing them with skills and opportunities to be active participants in their school and community. The PALS program will offer students a haven to learn and grow academically, socially and emotionally by providing programs that are tailored to meet their individual needs and learning styles.

  4. Guiding Principles • Least Restrictive Environment • Individualized Instruction • Utilization of Core Behavioral Principles • Progress Monitoring • Generalization of Skills • Involvement and Participation with Typical Learners • Multi-Disciplinary Approach

  5. Rationale • Identification of Students with Developmental Delays who need a small class setting with specialized and individualized instructional delivery. • Identification of Students with intensive management needs who require a small class setting, but with a variety of opportunities for integration with typical learners.

  6. Student Profile • Students who exhibit significant deficits in 2 or more of the following domains: • Cognitive/academic • Communication • Social/emotional • Adaptive (Activities of Daily Living) • Students may require use of discrete trial instruction • Students may exhibit the need for intensive behavior interventions • Students may require additional assistance with self help skills

  7. Curriculum • Based on Common Core Standards appropriate for the grade • Continuation of focus on Foundation Skills as needed by individual students • Encourage communication and social interaction

  8. Instructional Methodology • Adapted to the abilities and learning styles of individual students • Evidence-based Practices, monitored for effectiveness • Promotes Language Development and Communication Skills • Promotes Social Skill Development • Promotes maintenance and generalization of skills across a variety of environments/experiences through integration with typical learners • Interdisciplinary

  9. Staffing • 6:1:1 Ratio • Special Education Teacher • Special Education Aide – Program • Individual Aide for each student • Speech Therapist • Occupational and Physical Therapists • Behavioral Consultant (Board Certified Behavior Analyst)

  10. Interdisciplinary Model • Speech Therapist and BCBA will routinely provide embedded instruction and consultation within the special class and integrated settings. • OT and PT will consult as necessary • Parent Training will be provided monthly by the teachers and BCBA

  11. Staff Criteria – Teacher/Speech • Trained in using principles of Applied Behavior Analysis • Prior experience teaching developmentally disabled students • Ability and willingness to train and direct other adults in the classroom • Ability to provide professional development to teacher aides and other building staff • Ability to provide parents with greater insight into their child’s disability and give them strategies to help their child learn and grow.

  12. Staff Criteria - Speech • Knowledge and training in PECS (Picture Exchange Communication System) • Experience working with students who require Augmentative Communication Devices • Other specialized training as needed

  13. Staff Criteria - Aide • Enthusiastic and Energetic • Eager to learn and willingness to consistently implement behavioral strategies • Able to work during the AM Professional Period to receive specific instruction and training • Receptive and responsive to teacher directives

  14. Staff Criteria - Additional • Special Education Aide (program) accepts responsibility to assist students with Activities of Daily Living, including toileting • All staff must be willing to work initial summer • OT and PT available for periodic AM consult • Board Certified Behavior Analyst to provide behavioral consulting to all staff – both special and general education teachers, and other building staff

  15. Partnership with Universities • Hofstra and SUNY StonyBrook offer BCBA graduate programs • Partnerships are being established with these schools - to explore possible internship opportunities - to have access to the latest research regarding instructional interventions

  16. Training • June 2012 – Initial ½ day trainings to Lincoln Avenue special area teachers and nurse • June 2012 – Week-long training to identified teacher aides by BCBA • September 2012 – ongoing PD to Special Area teachers, General Education teachers and Aides during AM PD Period • Superintendent Conference Day(s) • Off-site Conferences as deemed appropriate

  17. Location/Space • 2 Classrooms identified at Lincoln Avenue • Additional Classroom to be used as OT/PT Movement Room • Speech Therapy Room • Staff Conference Room for team meetings and consultations

  18. Technology and Materials • Interactive Whiteboards • Classroom iPads • Furnishings to establish individual and small group instructional spaces • Variety of adapted Instructional Materials for Language Development, Reading and Math

  19. Thank You for Coming! Questions?????? We’ll be happy to answer any!!!!!

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