Set expectations from the very beginning and even three-year olds will rise to them! Some students have actual pictures of the areas while the other kiddos transition via color matching.Ĩ:05-8:45– Students arrive, hang up their belongings in their cubbies, check their schedules and eat breakfast and/or engage in “choose” time. These picture schedules are ESSENTIAL in building routine and independence. They are worth every ounce of routine work. I had four pictures and slowly started adding in more. ![]() ** Important note: on day one we started checking schedules. We are expanding so rapidly that soon I will have an afternoon version! For now, I service IEP students in the Pre-K 4 classroom in the afternoons. My targeted skills are based off of the Early Learning Standards and the Child Outcome Summary. For this program active play is a huge part in building language and social skills. Glad to say it’s improved since then!Īs with other classrooms I have designed, I like to work in chunks to ensure that I am hitting all of the necessary times required. To everyone else, this is a brand-new experience! In the beginning I was drenched in sweat, starving, and had body aches by the time they left. My students range from fully verbal to non-verbal and only one has had experience with a nursery school setting. Let me start off by saying this is still a daily work in progress (and that’s ok)! I currently service ten students from 8:05-11:00 in an inclusive Pre-K 3 classroom. Half of the students have IEPs while the other half do not.
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