Visuals for Vision
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Ravenna, Michigan, United States
About the store
When teaching in the classroom I did quite an array of experiences in special education: Kindergarten co-teaching, 7th grade resource room, 4th grade resource room and MTSS Interventionist, as well as SXI secondary classroom. The last 9 years I have been an autism consultant for an ISD, in which I am involved with ages 2-26. In addition I am a Crisis Prevention and Intervention (CPI) trainer, a trainer for Michigan's Statewide Autism Resources and Training (START) and active board member for the regional collaborative network West MAC.
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Visual Schedule and 5 point feeling scale -Minecraft theme
Daily schedule that incorporates Minecraft theme. Skill set focus: -Taking a break when told to do so. -Self assessment on scale 1-5 with relation to Minecraft (scheduled twice a day- before lunch and end of day). -Self assessment (check box) for utilizing breaks when prompted and having safe hands/feet and words. -Reinforcement provided at end of each class session automatically- shown throughout day ("Break- preferred") -Collect diamonds for selecting calming strategies during break after lu
Not Specific
Social Emotional Learning
Operations and Algebraic Thinking- with differentiated output
Traditional curriculums often go quickly through foundations of addition and subtraction, especially for neuro-divergent students (autism spectrum, learning disability, speech and language disorder, ADHD) who struggle with generalizing. This unit gives differentiated output (no open ended questions) to help with recall and uses ABA principles to break down tasks and builds upon the last in minute detail to ensure that students understand the basic vocab and concepts involved in operations and al
K - 1st
Basic Operations, Math, Numbers
CCSS
1.OA.A.1
, 1.OA.C.5
, 1.OA.C.6
Behavior Map: When angry
A behavior map for showing green choice vs. red choice when feeling anger. Specifically the red choice starts with yelling "I hate you" and how that impacts others. The green choice starts with choosing an appropriate break and how that impacts others. Even if starting down the red path, one can always choose to get back on the green path as evident by arrows.
Not Specific
Social Emotional Learning
Also included in: Behavior Benchmark Bundle
Counting and Cardinality -with differentiated output
Teach basic number sense in a way that uses ABA principles and differentiated output (no open ended questions), which research shows is important for teaching students with neurodiversity (autism spectrum, learning disability, ADHD, etc.) Note that these lessons are good for all learners. Use at a tier one foundational level or in remedial groups at tier two or three.
PreK - 1st
Math
CCSS
K.CC.A.2
, K.CC.A.3
, K.CC.B.4
+3
Self-Management checklist: peer attention
Interactive (circle greeting, check the box, etc.) self-management checklist for school that focuses on getting positive peer attention in appropriate ways. Options provided for greeting and initiating. Allows for writing in of specific inappropriate behaviors. Column for adult to agree/disagree with accuracy of student's self-rating. (Secondary layout with 1st hour, 2nd hour, etc. labeling.)
Not Specific
Social Emotional Learning
Also included in: Behavior Benchmark Bundle
CBT brain map- reframing "I'm stupid"
Cognitive Behavior Thinking is learning how to control our thoughts. This map spells out in visual format what to do in a given situation when the thought "I'm stupid" registers. If one starts down the red path, there are always opportunities to switch to the green path. This has situations that apply to a classroom setting (ie: completed work, the teacher can help me, etc.)
Not Specific
Psychology, Social Emotional Learning
Also included in: Behavior Benchmark Bundle
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About the store
Experience
When teaching in the classroom I did quite an array of experiences in special education: Kindergarten co-teaching, 7th grade resource room, 4th grade resource room and MTSS Interventionist, as well as SXI secondary classroom. The last 9 years I have been an autism consultant for an ISD, in which I am involved with ages 2-26. In addition I am a Crisis Prevention and Intervention (CPI) trainer, a trainer for Michigan's Statewide Autism Resources and Training (START) and active board member for the regional collaborative network West MAC.
Teaching style
All inclusive- highlight individual strengths and acknowledge the hard things.
My own education history
2006 Grand Valley State University- Psychology Major & Education Minor
2012 Walden University- Curriculum, Instruction, and Assessment
Special Education Teaching Certificate
Additional biographical information
Wife to the love of my life- Jon, who supports my wild ideas, or at least quietly stands by and lets me learn from my mistakes, and most importantly keeps me laughing along the way. He is the mac to my cheese. Mother to three spirited kids- a boy teen, a boy tween, and the bookend girl. We embrace chaos and adventures with our great Dane Lucy, house cat Chloe, Amazon parrot Diego, two mini ponies, countless chickens, two lion head rabbits, and two barn cats. Plenty of hobbies to full-fill my retirement dreams: rock hunting, reading, writing, repurposing/DIY, painting, knitting, teaching Sunday School, travel adventures, camping, and beach nights with my two best friends.
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