Teacher Tips

February 2017

Topics

PPT Preparation

Social Activities

Valentine Day Activities

Teacher’s Corner

Tis’ the season...

That is, the PPT Season!

From now until the end of the school year, PPT

preparation will be part of your weekly routine!

Whether planning an annual review or a triennial

or both, this is a stressful time for educators and fami-

lies as they come together to plan an appropriate pro-

gram for the individual student with ASD.

The following pages provide some thoughts for ed-

ucators and families to consider when planning pro-

gramming for students.

PPT Preparation

Time constraints are challenging at this time of year

however, completing assessments and evaluations well in

advance may alleviate some of the stress in meeting

deadlines. It will also allow more time to be reflective and

thoughtful about appropriate planning for each individual

student.

Prior to the PPT, preconference and review the progress

and continued areas of challenge the student presents.

Think outside the box. Be creative in planning the

individualized program for each student.

Review each team members goals and objectives to

prevent the overlapping of objectives.

It is very important to meet with the parent(s) prior to the

PPT to review evaluation reports, assessments, data and

address any concern(s) the parent(s) may have. By

meeting in advance the parent will have an opportunity to

process the information and formulate questions prior to

the PPT meeting.

Parent Corner

Below are some tips to help you as a parent be an integral part of the plan-

ning process for your child.

Remember that the purpose of a Planning and Placement Team (PPT)

meeting is to conduct one of the following;

initiate and discuss evaluations

determine eligibility for special education services

develop your child’s Individualized Education Program (IEP)

or to review and/or revise your child’s program

Your child’s IEP is developed at the PPT meeting by the team, which

includes you and whenever possible your child.

Ask questions. Much of the information you receive in the form of

evaluation results, goals and objectives may be overwhelming and

difficult to understand. For some parents it sounds like a foreign

language! Don’t hesitate to ask for clarification. Be sure to share

information about your child with the team .

Voice your concerns. You can disagree with the decisions made at any

time during or after the PPT meeting. You may request changes to be

discussed with the team.

Teaming

Collaboration is the key to student success!

Trust among all members of the team

Examples and evidence of learning

Active listening

Measurable progress

Identify strengths of the student

Name activities and toys/objects that motivate the child!

Individualized Educational Plan should reflect the child’s strengths as

well as challenges. Clearly define special education services.

Never say never! Always maintain high expectations for the child.

General education-identify how and when the child will participate in

the least restrictive setting with nondisabled peers.

Social Activities

Many individuals with autism struggle with social activities that involve turn

taking, sharing, negotiating. These are challenging skills for many individuals with

autism but skills they can learn when given the structure and practice.

During the winter months we are forced to be creative and think of indoor

activities for our child with autism. Preferably activities that can be with another

peer. Invite someone over and try one of the following activities that help to work

on some of the challenging areas individuals with autism face.

Cooking activity for young children

Skills: fine motor coordination (open box, zip bag open and closed), turn taking,

following a sequence, measuring (milk), identifying objects (measuring cups, bag-

gie).

PUDDING IN A BAG

You Need:

Boxes of Instant Pudding (1 box for 2 children)

Milk (according to instructions on pudding box)

ziploc bag (1 for each child)

Measuring cups

1. Pour half a box of pudding into each child's ziploc bag.

2. Measure enough milk to make half a box of pudding and allow children to add it

to their pudding in the bag.

3. Seal the bag securely

4. Have the children squish the bag around with their hands, mixing the pudding

with the milk.

5. When all of the pudding is mixed, cut a small hole in the corner of the bag and

let the children drink the pudding right out of the bag! If this is too difficult insert

a straw into the hole.

Supports to facilitate turn taking

Social Stories

by Carol Gray

What is taking turns?

Sometimes, children want to play with the same toy.

They may need to take turns with the toy. A “turn” is a

chance to play with the toy. Each child has a turn playing

with the toy. This means that I will have a chance to play

with the toy. I will have my turn with the toy.

When is it my turn?

Sometimes it may be difficult to know when it is my

turn. Adults can help.

An adult may ask me to wait for my turn, saying, “____,

please wait.” “Wait” means my turn is coming. “Wait” may

also mean it’s a good time to play with another toy. Adults

will try to show me what “wait” means.

When it’s my turn, someone may say, “____, it’s your

turn!” That means other children will wait until my turn is

finished.

Visual Support for Turn Taking

Children that have difficulty with language compre-

hension and are just beginning to work on turn taking,

creating a visual sequence using photos of the actual

children will help the child understand that they will

be getting a turn and when it will happen.

Whose turn is it?

A Social Story

by Carol Gray

Valentine’s Day

Valentine’s Day is February 14.

On Valentine’s Day I may show someone that I

love them.

There are many things I can give to a person I

care about. I can give candy, flowers, or a card.

I can make a card out of paper. I might draw

big red hearts on the card.

Valentine Day Activities

Learn Your Colors!

Pick an activity!

Match heart to heart

Match the color word bolded in color to the

corresponding heart

Match the color word (in black) to the

corresponding heart

red

blue

yellow

green

orange

purple

pink

red

blue

yellow

green

orange

purple

pink

Candy Hearts Graphing Directions: Sort your candy hearts into piles of the same color.

Count one color pile at a time. Then color in the number of

blocks for each color in the color column.

Example: If you have 8 red candy hearts color in 8 blocks in the

red column.

Color Amount of Candy Hearts

red

orange

green

blue

white

other