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Race:

White = 69%

Asian = 13%

Black = 12%

Hispanic = 5%

Other = 1%

Students:

Total = 2,093

9th grade = 539

10th grade = 490

11th grade = 547

12th grade = 517

Female = 1,052

Male = 1,041

Teachers:

Total = 105

Student-Teacher ratio = 20

Lunch:

Free lunch = 467 (22%)

Reduced lunch = 171 (8%)

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It is a traditional public school, with many classrooms having flexible seating. There are many services in the school. The school is two levels and is in the suburbs

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Level 3 school.

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P: Positive attitude
R: Respect all
I: Integrity
D: Do the right thing
E: Effort towards learning

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A self-contained classroom. The classroom includes a private bathroom, a washer and dryer, and a kitchen set-up with appliances. The classroom would be large enough in size to have table desks and storage as well. I prefer this set up so that life skills can be taught in the classroom along side academics, and even combine them together. Since we will be preparing these students for transition, we want to help them be as successful and as independent as possible. We can do this by providing them with those skills such as; laundry, cooking/baking, dishes, cleaning, setting the table, etc.

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Age group: 14-17
Educational Labels: DCD
Number of Students: 10

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Paraprofessionals:

3 females, ages 29, 51, and 36

2 male, ages 24 and 43

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Each student's schedule will vary depending on IEP goals, electives, vocational time, and other programs. However, some parts of their schedules will be constant. I chose to make it this way so that there is room for change and flexibility with our students but we can still ground them at the beginning and end of each day to really check in and communicate with our students.

Upon arrival, students will eat breakfast and help to clean up the cafeteria.

After, morning meeting will begin in the classroom with all students and staff.

we will complete calendar for the day, self-management checklists, class/school expectations, and homework checks.

Next will be the student's individual schedules in and out of the general education classroom and including lunch.

Towards the end of the day, 5 students will meet for life skills instruction in the classroom, and then the other 5 will meet after.

At the end of the day, our daily wrap up, clean up, and choice time will be in the classroom with all students.

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The room is 25 feet by 15 feet. We're using desk tables for 2 students to a table with storage cubbies underneath. there will be plenty of storage for materials. Bookshelves along the back wall. There will be a variety of seating. the kitchen table and chairs may be used for work as well. Private bathroom will have storage for extra clothing, wipes, cleaning materials, etc.
(Click on photo to enlarge)

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"If you can hear me put your hand on your head. If you can hear me put your hands on your desk. If you can hear me clap twice"

I chose this attention signal because it's light, fun, and more interactive for the students.

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Beginning of Day:

Arrival

Put Jackets and backpacks away in lockers and cubbies.

Walk as a class to eat breakfast in the cafeteria

clean up after

walk as a class back to the classroom

Students will all sit at their tables and take out their calendar/agenda

Class will do morning meeting

calendar review

school and class expectation review

homework checks

Self-Management Goals/checklist review

Beginning of the day mood choice

End of Day:

Students will all meet in the classroom together.

Students will all sit at their tables and take out their calendar/agenda.

We will begin our daily end of day wrap-up.

check all work was turned into the correct teachers.

Review our daily goals and self-management checks on how students did for the day.

Review what mood we started the day in and choose our end of day mood.

Students will have 20 minutes of "choice time" to do what they choose (games, homework, read, computer, etc.)

Students will clean up the classroom and their spots with teacher approval.

Students will gather all of their things from lockers and cubbies for take home and organize it to take it home.

Students will depart.

I chose to format the beginning and end routines this way so that there is always a constant in their day. With many DCD students, routine is everything and is very crucial to their success. This is a way for all the students to interact with each other and staff to start and end their day.

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Respect classmates, self, and staff!

Ask for help!

Try your best!

Determined through our expectations for the students and keeping them simple and short so they are easily revisited and remembered.

Taught by reviewing them everyday and showing students what these look like in the first few weeks of school. Also taught through reminders and suggestions.

Main reinforcer tool will be Class Dojo, an online system to track student behavior and award points for desired behaviors. Parents can view their student's progress each day, photos and comments can be made. All students can view their points. Reinforced with verbal praise for all students: ("thank you for asking", "nice job asking", "thank you for working so hard and doing your best!", "that was very kind and respectful of you.") Reinforcers may vary student to student based on goals and what reinforcement may work best. Other reinforcers may be school's reinforcement system (tickets, tokens, etc.), free time, stickers, etc.

Consequences for not following rules/expectations will be a tiered system. First will be verbal warnings, next will be action plans made with teacher and student to change behavior, next will be phone call home, and so forth.

Although i will be using class dojo for the behavior, i will not be taking away points as a consequence because I believe that once a student earns something, we should not take it away because it will not reinforce the behavior to continue if we are just going to take it away anytime they have a bad day or moment. I chose these based on what is most appropriate for my students and it is more tangible for them to self-manage and review with staff as well.

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When addressing issues with student work, I want to do it with a positive approach. I will first offer assistance and ask the student what we as staff or classmates can do to best help them succeed and accomplish assigned tasks. The morning and end of day meetings serve this purpose as well so that we are able to do daily check in's to see where they are at and what they may need help with. I chose to do it this way because we must remember that issues with student work isn't always academic, it may be related to the setting their in, peers, setting events, etc. We want the students to feel confident that staff want them to succeed and want to help them do well. The bond between student and teachers should be a positive one.