Welcome to Miss Janelles class

Dear CC, Amy, Amy, Larry and Kendra: I left my position as the classroom aide at the Leroy Haynes Center in May 2011 to pursue my moderate/severe teaching credential and my masters in special education. In the past four months I have I have taken 20 units of graduate level course work at Claremont Graduate University. I worked 100 hours as a behavior therapist for Autism Spectrum Therapists, at least 250 hours as a student teacher in the elementary moderate/severe classroom in Corona/Norco USD, and 80 hours, (and 4 IEPs), as a full time, salary paid teacher of a moderate/severe elementary classroom in San Bernardino City USD. I have worked closely with 38 different children living with autism, Down syndrome, cerebral palsy, epilepsy, intellectual/developmental disabilities, ADHD, OCD and severe emotional disturbances.

Youll be back -7C.C. Schumm

It excited me to learn of the new classroom on your campus. As you may recall, I am in love with the staff, students, and campus of the Leroy Haynes Center. Leroys understands these students like no other organization I have ever worked with before. Leroys positive organizational culture supports healthy relationships between staff, students and service providers. The number of resources made available to the students is immeasurable to their progress and development. Leroys leaders understand their line of work very well. You understand that my kids need space, individualized instruction, and personalized curriculum. You tend to their sensory needs and encourage positive behavior through a wealth of activities and learning opportunities. Though I am grateful to have a job in San Bernardino, the 3 mile commute to La Verne is much more appealing than my 40 mile drive to San Bernardino. My current classroom ratio of 13:2 is poor practice. Most importantly, I am ok with leaving my current job in San Bernardino City Unified School District because all of my favorite special education mentors live at the Leroy Haynes Center. There are a select few I look up to and I turn to when I have questions about the field, and they are developing the very school I am applying to teach at. I am like a sponge right now: very eager to learn and moldable. Though I lack time in the field and have limited experiences, I do have a natural hunger to work with and serve these kids. I love them I absolutely love them. I will work my butt off to meet your expectations and help to expand Leroys Autism program. I want to be apart of the movement. -Janelle Maluenda

They are a special population. With a special purpose -7Larry gleason

Develop simple class rules

Teach functional tasks that are useful long term

Individualized visual schedules teach responsibility and accountability

Autism Specific Instruction In an Autism Specific Classroom

Visual cues and organization allow students to categorize and sort free choice items independently

Group students according to ability

Name: Date:
Lesson Title: Letters (Individualized autism specific) Subject/Grade Level: M/S SDC Roosevelt Elementary

California Content Standard(s): ELD Standard(s)

FA3.5 Alphabet, Sight, and Sound Recognition CAPA ELA 1 & 2, State Std ELA K.1.6 & K.1.14

IEP Goal/Objective (if applicable): Identify alphabet, (upper and lower case) Lesson Foundations Learning Objective(s): Learning objective(s) are specific, measurable and purposefully linked to content and/or ELD standard(s) and/or IEP objective. Clear Link I will know my ABCs Assessment(s): Describe each assessment in detail and include its purpose in helping you monitor students progress towards specific learning objective(s) Teacher will assess individual student achievement through daily data collection

Essential Question: Can students learn to enter classroom, and begin work independently? New vocabulary that will need to be introduced or reviewed: Take initiative Work first, then computer Independent work, Sit down Work quietly You have five minutes 1. Rein forcers 2. Flashcards 3. Letter puzzles

Materials and resources needed for lesson:

Teaching and Learning Sharing objective(s) and Engaging/Motivating Students: Describe in detail how you will communicate learning objective(s). How will you purposefully engage students so they are either excited to learn x or feeling like x is important, worthwhile and/or relevant? How will you access prior knowledge? How will you teach vocabulary (if applicable)? How will you check for understanding? Time Teacher/aide Does Student Does Differentiation Allocation (What SDAIE strategies will be utilized? What adaptations for students with disabilities and/or Name: Date: struggling learners will be utilized?)

Communicate learning objectives and expectations: Identify reinforcer

5 seconds Alright, do you want computer or outside? Ok were working for outside First work, then outside (Present first then board if needed) Student picks a reinforcer Student understands why he is attending to work First then board: Non-verbal students may understand the first then board better than simply explaining the process.

Instruction and Practice: Describe in detail your instructional approach (direct, discovery, inquiry, etc.). What will you do to present the content so it is comprehensible and purposefully designed to help students meet the learning objective(s)? What will you do for guided practice? What will you do for independent practice? Furthermore how will you promote and monitor student engagement and check for understanding at all levels of instruction? How will you check for understanding? Time Teacher/aide Does Student Does Differentiation (What SDAIE Allocation strategies will be utilized? What adaptations for students with disabilities and/or struggling learners will be utilized?) Direct instruction: Present letter 1-2 minutes Present letter (flashcard, white card, puzzle, magnet) Provide instruction, Touch B Student learns what B is Limited access: Some students will struggle to be offered a reinforcer without provided access to it. Initially allow the student to go outside or sit on the computer for a while, then introduce work. Prompting: Consider safety when physically prompting students. Some may have sensory issues and being touched may be overwhelming initially. Use your brain. Allotted time: Some students will learn the letter B in 10 minutes. Some will learn it in 10 weeks.

Guided practice: Mixed trials 1 minutes Provide immediate physical prompt by moving Student learns he gets something for touching the childs hand to touch B. letter B Provide immediate positive reinforcement Continue to prompt until student begins to take initiative and slowly stop physically moving his hand Independent practice: Line up students like its the real thing CFU: Put letter B and another letter in the field. Instruct, Touch B with no prompt. Student independently touches the letter B

1 minute

Closure: Describe in detail how you will know if lesson objective(s) are met? How will students reflect on their learning? How will you connect learning to Name: Date: real world experience? Time Teacher/aide Does Allocation Student Does Differentiation (What SDAIE strategies will be utilized? What adaptations for students with disabilities and/or struggling learners will be utilized?)

Review: Every single day! Continue to teach multiple letters

Name: Date:
Lesson Title: Independent Work V3.2 Work Skills: Works Independently Subject/Grade Level: M/S SDC Roosevelt Elementary

California Content Standard(s): ELD Standard(s)

IEP Goal/Objective (if applicable): Sit and attend, vocational responsibility Lesson Foundations Learning Objective(s): Learning objective(s) are specific, measurable and purposefully linked to content and/or ELD standard(s) and/or IEP objective. Clear Link I will independently complete my work. Assessment(s): Describe each assessment in detail and include its purpose in helping you monitor students progress towards specific learning objective(s) Teacher will assess individual student achievement by collecting work after 8 minutes and storing in student file.

Essential Question: Can students learn to enter classroom, and begin work independently? New vocabulary that will need to be introduced or reviewed: Materials and resources needed for lesson: Take initiative Work first, then computer Independent work, Sit down Work quietly You have five minutes 1. Simple worksheet, (Coloring, sill in the blank, graphic organizer)

Teaching and Learning Sharing objective(s) and Engaging/Motivating Students: Describe in detail how you will communicate learning objective(s). How will you purposefully engage students so they are either excited to learn x or feeling like x is important, worthwhile and/or relevant? How will you access prior knowledge? How will you teach vocabulary (if applicable)? How will you check for understanding? Time Teacher/aide Does Student Does Differentiation Allocation (What SDAIE strategies will be utilized? What adaptations for students with disabilities and/or struggling learners will be utilized?)

Name: Date:

Communicate learning objectives and expectations: Explain purpose of learning to take initiative for higher functioning students.

1 minute

Who gets stressed out when they enter the class, and Iman is yelling like this, and Munya is running around, and Winndell is hitting himself? That stresses me out too. I would like to teach you guys something really important. I would like to teach you how to take initiative. That means you start doing something without being told to do so. When you learn to take initiative, it means you are getting older. Its preparing you for middle school.

Students listen, answer questions.

ADHD: Extensive dialogue is ineffective when it comes to instruction for this population. Similar to children with Autism, these students benefit from direct and explicit instruction, Work first, then computer. Autism: Teach this population using discreet trial teaching. Teach first step as one task, starting full physical prompting and constant positive reinforcement. Also allow many breaks. Once the student has mastered the first step, move onto the second step, while continually checking the childs understanding for mastery of the first step. Intersperse CFU throughout lesson to ensure mastery and continue to mix trials throughout instruction.

Instruction and Practice: Describe in detail your instructional approach (direct, discovery, inquiry, etc.). What will you do to present the content so it is comprehensible and purposefully designed to help students meet the learning objective(s)? What will you do for guided practice? What will you do for independent practice? Furthermore how will you promote and monitor student engagement and check for understanding at all levels of instruction? How will you check for understanding? Time Teacher/aide Does Student Does Differentiation (What SDAIE Allocation strategies will be utilized? What adaptations for students with disabilities and/or struggling learners will be utilized?) Direct instruction: Model how to enter classroom, put away backpack, check schedule, sit down and begin work. 4 minutes Here is a paper with the four easy steps to Students look at worksheet Leveled worksheets: Some taking initiative in the morning. Students color worksheet worksheets should provide Step 1: Put your backpack away. That doesnt Students trace words on worksheet sentence strips, some should be Name: Date: mean throw it. That doesnt mean walk to your Students copy sentences coloring sheets, some should allow desk and keep it on. Put it away. Like this Students answer questions kids to trace. The point of the (Model putting it away. Ask kids to clasp and worksheet is to provide visual and cheer).. tangible access to information being Step 2: Check schedule. We always check our presented because some kids will schedule. So we know what we have to do! not pay attention to the extensive Sometimes different students have to do direct instruction. different things! So always always always check your schedule! 1:1 aide: Aides can teach this That means, check your schedule. Dont check lesson separately. This lesson can Munyas! be spread out across multiple days. CFU: Should I check Miss Ps schedule? The main point is that all the Step 3: Sit down. That one is easy right? Check students learn to enter the class your schedule, then sit down! and get straight to work. Step 4: Begin work. There will always always always be something for you to do when you Positive reinforcement: Initially walk into the class in the morning. Always. candy can be used to maintain Thats why its so important for you to hurry up! attention throughout lesson, but Enter, put your backpack away, sit down and social praise should be the main begin your work. Miss Janelle will not tell you to incentive. If the instruction is fun, do work. You just have to do it. energetic and engaging, most If you enter, put your backpack away, sit down, students should attend to the four and begin your work, you will get Skittles. steps. CFU: what are the four steps? Guided practice: We do: Have high functioning students model how to enter classroom, put away backpack, sit down and begin work 1 minutes Practice entering Students practice entering classroom Visual schedule/check list: Some Teacher should mix up steps, check wrong students may benefit from a visual schedule, and have students correct her schedule or checklist with the four steps. (DTT) Independent practice: Line up students like its the real thing 1 minute Now were going to do it all the way through. If you do it perfectly, you get free choice, first thing in the morning. How des that sound? Students enter class, put away backpacks, check schedule, and begin work. Prompts: Many students may need physical prompts to understand four steps. Thats ok. Some students will learn at a different rate than other. This is why we have aides.

Closure: Describe in detail how you will know if lesson objective(s) are met? How will students reflect on their learning? How will you connect learning to real world experience? Time Teacher/aide Does Student Does Differentiation (What SDAIE Allocation strategies will be utilized? What adaptations for students with disabilities and/or struggling

Go out and invest in yourselves. were making big changes and they are happening really fast - Amy Deloera

Teaching moderate/severe SDC at Roosevelt Elementary, September 2011

Instructional aide at Leroy Haynes Center April, 2011

Resume, C19 Status Letter, CSET, Letters of Recommendation

Janelle Maluenda
Education

janelle.maluenda@cgu.edu | 626-825-3602 21121 East Benbow Street Covina, Ca 91724

Education Specialist, Moderate/Severe Disabilities, M.A. Special Education, August 2012 Claremont Graduate University CSET: Pass 3 multiple Subject Tests B.A. Public Relations/Advertising, May 2010 Chapman University

Work Experience
Education Specialist, 9/2011 Roosevelt Elementary San Bernardino City USD Mod/Sev, SDC, Grade 2-5 Student Teacher, Summer 2011
Susan B. Anthony Elementary Corona-Norco USD Mod/Sev, SDC, Grade 1-5
Developed, planned, hosted 4 IEPs in first 3 weeks Participated in 1 high profile BSP Managed class of 13 students, 1 instructional aide Taught BASICS 2 Mod/Sev. curriculum:functional academics, domestic, community, vocational and recreational domains Created successful social story to be used Fall 2011 BSP Engaged most severely low functioning student in lesson beyond current levels Learned systems for improved classroom, behavior and staff management. Teach 6 hours of daily academic/functional lessons (5:1) Responsible to lead students transition and vocational tasks Provide classroom management and administrative support Collaborate to develop behavior modification interventions Develop learning objectives, implement lessons using ABA/DTT/ PECS/TEACCH Track data and communicate progress to parents Trained in professional assault crisis, self harm prevention, identifying child abuse

Leroy Haynes School of Autism Non-public agency, La Verne Mod/Sev, Upper grade,

Classroom Aide, 3/2011 - 5/2011

Canyon View School, Non-public school, San Dimas Mod/Sev, Upper grade,

1:1 Aide, 10/2010 - 2/2011

Behavior Therapist, 9/2010-11/2011 Provide in-home ABA behavior therapy to children ages 2-8
Applied Behavior Consultants

Implement/communicate lesson plans, manage course materials Teach parent education, participate in behavior intervention plan Trained in ABA/DTT/RTI, functional behavior, error correction, data Set up 2:1 play dates for 20-35 children with special needs Encourage socialization and imaginative play for children with ADHD, Autism, Cerebral Palsy, Down Syndrome and Epilepsy Secure and maintain affiliate relationships

Child Activities Volunteer,

9/2009-9/2010

Kids Enjoy Exercise Now, Los Angeles

give em a chance to learn, and theyre bound to learn something -7amy benson

Centers allow academically appropriate direct instruction and multiple opportunities for learning Individual IEP boxes ensure specific goals are being worked on consistently.

Thematic units, centers, direct instruction, curriculum

o her pr ok at Lo

gress!

ELA

Gross/Fine Motor Math

Recreation/Leisure

Independent Living

8:30 - 8:50 Welcome! Vocational: Welcome songs, review jobs and classroom procedures 8:50 - 9:00 Assembly Recreation and leisure: Participate in daily campus wide assembly 9:00 - 9:45 Breakfast Domestic, community: Breakfast, self help, wash face, brush teeth 9:45 - 10:45 Calendar Functional academics: Days of the week, months of the year, specific dates and forms written, daily question, weather... 10:50 - 12:15 Recess/lunch Recreation and leisure and domestic: Socially appropriate behavior, washing hands, manners 12:15 - 1:00 Math Functional academics: Clock skills, numbers, addition, calculator, money, matching and sorting 1:00 - 2:00 Centers Functional academics: Sizes, shapes, colors, attributes, categories, location 2:00 - 3:00 English and Language Arts Functional academics: Alphabet, sounds, CVC words, reading activities, phrases and sentences 3:00 - 3:30 Closure Community and vocational: Weekly jobs and clean up. Restrooms, backpacks, line up and dismissal

Here is our routine...

Welcome to...

Read about my experiences...

I am a new, aspiring teacher of Claremont Graduate Universitys (CGU) Teacher Education Internship Program. I am earning my credential to teach children with moderate/severe disabilities, as well as my masters in special education. I earned my bachelors from Chapman University: a small, liberal arts school in Orange County. I have three years experience working directly with exceptional students; I have been an in-home ABA therapist for children with Autism, a 1:1 aide and a classroom aide. I love this snazzy group of kids more than life itself and Im excited to begin my career as a teacher with you and your family!

Hi! Im Janelle!

ROOSEVELT ELEMENTARY

Upper Special Day Class

Relate to my interests...

I spend my free time with my two year old daughter who just started school for the first time ever! She and I enjoy the outdoors, I also love to run and journal.

Led by Janelle Maluenda 2011-2012 1554 North Garner Avenue, San Bernardino 909-388-6470 | Room: S-4

Lets chat!

Classroom: S-4
Email: janelle.maluenda@sbcusd.k12.ca.us

Brochure style welcome letter communicates vital information to parents in a highly professional, user friendly fashion.

All students demonstrate the potential to learn when provided appropriate resources and positive learning opportunities. Though many students goals are very unique, below are goals our class aims to accomplish.
Functional Academics: The purpose of the Functional Academics Domain is to stress academic skills necessary to participate in everyday life with goals for maximum independence. To be functional, these skills must be related to some real activity that the student encounters in daily living. Functional academic skills are learned and applied in a variety of environments. Instruction occurs in both classroom and community settings. Course Description: Infuses academic areas into functional activities such as functional math, survival reading, local geography, current events and their applications to the community. Domestic Domain: The purpose of instruction in the Domestic Domain is to prepare the student to become as independent as possible in his/her living environment. Included in instruction are personal care, food preparation, and housekeeping skills. Our class includes bathrooms, a full kitchen with a sink, fridge and stove and oven, as well as a washer and dryer. Community Domain: The purpose of the Community Domain is to prepare the student to access and use community environments as independently and completely as possible. Instruction in the areas of shopping, travel, eating out, and use of public services are included in this domain. Our class will build up to participating in walking field trips throughout our local community. Vocational Domain: The purpose of instruction in the Vocational Domain is to increase the likelihood of students functioning as contributing adults within our society and increase opportunities of obtaining employment. The Vocational Domain includes instruction in work related skills, job-seeking skills, and job skill training. Our class jobs function to earn rewards and participate in positive reinforcement activities.

Here is what I teach...

Cell: 626-825-3602

Praise the best, ignore the rest!

Here is what I think about behavior...

I firmly believe that positive reinforcement is the most effective way to teach children appropriate behavior. It communicates what we want them to do more of. Problematic behavior often has a function that, as a team, we must identify and address. I encourage parents to become involved in the behavior intervention programs in place in our classroom. Below are a few examples of the strategies I implement.
Token economy emphasizes the prize in exchange for work
Janelles Token Board
First

Course Description: Includes skills necessary to allow the student more independence in home/personal management. Focus on personal health care, responsibility, home management, family/ social life, sexuality and their applications to the community.

Course Description: Includes skills necessary for the individuals to participate in campus, neighborhood, and community environments with successful interdependence. Mobility skills, access to community services, purchasing skills and their applications to the community.

Course Description: Includes skills necessary for individuals to attain employment and perform meaningful work. Activities include on-campus career occupation experience and training, employment skills, access to Transition and the off-campus work experience program and their applications to the community.

Study

Get a job

Study more

Graduate

Then

Rules for Learning

Eyes that see Ears that listen Hands that help Nice voices

Mommy & daughter vacation!

Simple class rules anchor the students throughout the day.

Recreation and Leisure The purpose of the Recreation Leisure Domain is to enable students to engage in constructive and personal satisfying leisure activities in school, home, and the community. Course Description: Includes games, puzzles, arts, crafts, music, social gatherings, hobbies, self-regulating interactive behaviors, accessing public interests, and their applications to the community.

HOMEWORK:
Sitting nicely

Every day your child will bring home a folder that will review our days activities as well as behavior and notes from the teacher. Your childs daily homework will also be in this folder. Please make sure this folder comes back to class every day!

All student behavior is different and can be tended to in a variety of ways.