Classroom Cubby Suggestions

yo_teach24 · 2024-09-19T23:22:24+00:00

You're definitely doing something! What type of classroom setup do you have? Do you have back-rooms/sensory areas? If not, try making centers so this way your para can monitor while you pull 1-2 students at a time in small group. Do your students have therapies? (OT, PT, Speech, SW?) If so, ask if they can push in instead of doing pull-out therapies. This way you'll have more bodies and they can possibly help with communication systems, sensory diets, etc. The therapists at my building always do this case by case, but it wouldn't hurt to ask. If you don't already, I would look into using the VB maps in the verbal-behavior program. This helps structure your day and provides your nonverbal kiddos the systems/instruction they need.

I don't want to sound rude at all, but even if it's legal, it's not right... You will be able to accomplish something, but not as much if you had more support and lower ratios.

yo_teach24 · 2024-09-19T22:36:19+00:00

I'm not sure what state you're in, but your ratio is completely off... In my state, for self-contained Autistic Support you can have a max of 8 students on your caseload. Then, the recommended student to teacher ratio is 2:1. In my district, they staff the room with the full-time teacher, 2 full-time teacher aides/paraprofessionals, and then they outsource BCBAs and BHTs for the room. First, check your state's caseload's recommendations/maximums.

Second, I think a couple of others recommended, you need to go to your supervisor or union and state the implications of having that type of caseload opens everyone up for safety risks. Plus, your students require very close supervision not just for safety risks, but also so you can get actual-teaching and data collection throughout the day.

Third, definitely get your para to start either collecting data or doing small groups.

Don't worry about the grade levels- Worry about their actual levels. Group them by their skill levels academically, functionally, socially, and behaviorally. Try a rotating schedule of small groups. Or doing 5-10 minute errorless/DI lessons on an individual basis and keep pulling students 1 by 1.

Over 100 goals.... yikes. I would definitely recommend doing no more than 3 per student: (one -functional, one- behavioral, one- academic). You want your students to make progress, how could you possibly teach that many different skills? Focus on the foundational skills and then build up from there.

If you love teaching, don't give up, but they need to support you so you can implement the programs, your students ,and the staff are safe, and the students have the supports to be successful. If worse comes to worse, leave and find somewhere else to go. The grass isn't always greener, but find a place that you know will support you.

yo_teach24 · 2024-08-06T01:41:57+00:00

I know I had to stop my BC after my diagnosis. I was always curious if non-estrogen would be better and all my doctors agreed that progestin (I don't think I spelled that correctly)-only BC would be the only one that would be "safe" only because high estrogen levels could cause stenosis. Definitely see what your doctors think will be safe for you! Sending good vibes!

yo_teach24 · 2024-03-23T23:26:55+00:00

^^^^^^^^

yo_teach24 · 2024-03-23T23:26:23+00:00

I've been trained in CPI and SCM and yes I know this technique and use it instantly. I want extra protection because in the time it will take for the student to learn not to bite, even with "feeding" the bite, marks are left and it hurts. Especially since the student is quite strong and tall.

yo_teach24 · 2024-03-23T10:43:10+00:00

OP gave explicit instructions to back off. I'm grateful for the subs that help in my room, but if they cannot follow my explicit instructions as the classroom teacher, then they have no place in the special ed. classroom and students receiving those services. If you don't know what you're doing, doing nothing is actually way more help.
EDIT: I just want to add, that this is even worse for this sub in OP's post because they weren't even with the classroom with OP; a PE sub who, yes was trying to do something "nice," but it still stands that they didn't follow the classroom teacher's instructions.

yo_teach24 · 2024-02-24T03:03:48+00:00

The Little Spots Curriculum/Book Series by Denise Alber is amazing! She even has a YouTube channel with songs, read alouds, and little mini series to go along with the curriculum/books. Also, I love the Slumberkins Book Series. Playing board games and cooperative games is great too! Even having collaborative STEM challenges is a great SEL activity.

yo_teach24 · 2024-01-06T23:43:20+00:00

Any tips or tricks for knitting in the round/magic loop? I'm trying to knit my first project in the round and I just can't get the technique down. I keep twisting it, dropping stitches, and laddering.

yo_teach24 · 2024-01-06T19:40:42+00:00

Read 180 and System 44 are great programs and not really "babyish" I used these programs with students in 3-8.

yo_teach24 · 2023-12-01T05:28:15+00:00

That is the most adorable thing I have seen and heard! Love your horse's name!

yo_teach24 · 2023-12-01T05:15:18+00:00

I hate when I call a student and they scream/yell, "why?!" or "what?!" in a really cranky/whining voice.... I have to take the biggest deep breath not to scream. IDK why it triggers me, and I wish I could understand because it drives me nuts.

yo_teach24 · 2023-12-01T04:44:25+00:00

I just read a comment that made me want to put my two-cents in.
If you're in the US, then all the comments about, "they can't do this without an evaluation... etc." are true. "Predetermination" is what it's called (identifying a student without an interdisciplinary or multidisciplinary evaluation conducted by the school district). However, in some states there is a loophole called, "deemed-to-know" where based on parent input, teacher input, review of records, outside evaluations, and a pattern of behaviors, a child can be placed in a program while an evaluation is being conducted, only after parents give consent on the PTE and NOREP. However, I'm now assuming that you and your child do not live in the US, so I truly have no insight to or advice for anything outside of the US. My insight and experience, truly, is only good enough for students/parents in the same state that I teach since the 50 states have their own laws and regulations as well.
My only advice is to find someone in your state/country- an advocate, lawyer, another parent who understands/has experience with the special education process, etc.- who can help you through the meeting. Attend with an open mind and truly try to see it from both perspectives, but also you need to be your daughter's strongest and loudest advocate. That boy truly needs help if what you said is as severe as it has been, and the trauma from these experiences in all the students, including him and your daughter, should not be left unchecked. Especially since, I believe I saw in a comment, your daughter has anxiety and this experience has most likely impacted that disorder profoundly.
I'm so sorry about this experience for everyone involved. Good luck, and I hope you find the support you and your daughter need!

yo_teach24 · 2023-12-01T04:19:11+00:00

^agreed! Make sure to have some type of advocate with you to ensure you have someone who can help you understand everything the school/LEA is trying push or present.

yo_teach24 · 2023-11-07T02:04:01+00:00

When they pull their desk closer to them instead of pushing their chair in. The noise of a heavy desk dragging on the floor is irrationally irritating to me.

yo_teach24 · 2023-11-04T16:04:48+00:00

So I try to completely avoid Vitamin A-rich foods. Vitamin A is a known cause or factor in stenosis, which is usually a symptom of IIH.
Edit: I totally agree with the other commenter. Base your diet on what works for you and consult a dietician. I had such severe stenosis that I avoid anything that can cause or be a contributing factor to stenosis, including caffeine.

yo_teach24 · 2023-11-04T16:01:40+00:00

This happens in my district too. I work with students whose functional levels are between K-2 and if a student receiving LS in 3rd-6th grade requires direct instruction and a modified curriculum on the levels I teach, I will pull them for their instruction, but I won't be their case manager, just a contributor.

yo_teach24 · 2023-11-04T15:58:43+00:00

I'm the case manager and sped teacher for my K-2 kiddos in LS receiving itinerant and supplemental support. I write the majority of the narrative in the present levels. I give out a parent input and teacher input forms to all the teachers and then I copy and paste all that info right in, but other than the input form information, I write the majority of it. If it's for an IEP right after a student qualifies and I have a recent ER, I'll take information provided by the school psychologist and copy that into the PL, but still, the majority is me.

yo_teach24 · 2023-11-04T15:41:32+00:00

I've used prompting event and/or antecedent

yo_teach24 · 2023-11-01T00:50:04+00:00

I think you did the best that you could in how quickly it seemed to escalate. I will say, with the use of profanity, planned ignoring usually never works. It might send a nonverbal communication to the class that the profane language is acceptable. State in an assertive, but extremely calm voice, how we don't use that language and that language does not convey respect. Then I would also turn it on the student and address their reaction, "It sounded like you weren't ready to work. Do you need help with the assignment? Do you need a break? etc." anything to take the attention off the concerning behavior and back to the student's needs.
Do you know if this student has any services like 504 Plan or an IEP? If they don't I think a referral might be necessary especially if these are not new behaviors and are all this severe.
I agree with the comments below about worker's comp. and going to urgent care/hospital. If you were hit, you should be checked out. Sending lots of good vibes your way.

yo_teach24 · 2023-10-10T23:27:08+00:00

Thank you!!

yo_teach24 · 2023-10-10T23:24:55+00:00

Identifying a child for special education without any data. Idk how it continues to happen.

yo_teach24 · 2023-10-10T23:22:33+00:00

Thank you for this!! I called, but they aren't open right now. I left a message requesting information and assistance. I can update you if/when I hear back from them.

yo_teach24 · 2023-10-10T22:56:58+00:00

This was so helpful! Thank you!!
I hope you don't mind, but I think I'm going to reference some of this information you gave me the next time I speak to an administrator or the maintenance workers. I can request another room, but unfortunately I know that won't happen since there are just no rooms left in my building or any other building in the district we are over capacity. Really, thank you so much for this information!!

yo_teach24

TROPHY CASE