Maluenda Portfolio

Welcome to Miss Janelle’s class

“You’ll be back”-7C.C. Schumm

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 master’s 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 IEP’s), 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.

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. Leroy’s understands these students like no other organization I have ever worked with before. Leroy’s positive organi-zational 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. Leroy’s 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 Leroy’s 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 teachresponsibility and accountability

Autism Specific InstructionIn 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: ��

Time Allocation

Teacher/aide Does 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


Communicate learning objectives and expectations: Identify reinforcer

5 seconds • “Alright, do you want computer or outside?”

• Ok we’re 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 Allocation


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.

Guided practice: Mixed trials

1 minutes • Provide immediate physical prompt by moving child’s hand to touch “B”.

• Provide immediate positive reinforcement • Continue to prompt until student begins to take

initiative and slowly stop physically moving his hand

• Student learns he gets something for touching the letter B

Prompting: Consider safety when physically prompting students. Some may have sensory issues and being touched may be overwhelming initially. Use your brain.

Independent practice: Line up students like it’s the real thing

1 minute • CFU: Put letter B and another letter in the field. • Instruct, “Touch B” with no prompt.

• Student independently touches the letter B

Allotted time: Some students will learn the letter B in 10 minutes. Some will learn it in 10 weeks.

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?

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

California Content Standard(s): FA3.5 Alphabet, Sight, and Sound Recognition CAPA ELA 1 & 2, State Std ELA K.1.6 & K.1.14

ELD Standard(s)

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.

Assessment(s): Describe each assessment in detail and include its purpose in helping you monitor students progress towards specific learning objective(s)

I will know my ABC’s Clear Link • 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”

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 Allocation


Materials and resources needed for lesson: 1. Rein forcers 2. Flashcards 3. Letter puzzles


(Model putting it away. Ask kids to clasp and cheer)..

• Step 2: Check schedule. We always check our schedule. So we know what we have to do! Sometimes different students have to do different things! So always always always check your schedule!

• That means, check your schedule. Don’t check Munya’s!

• CFU: Should I check Miss P’s schedule? • Step 3: Sit down. That one is easy right? Check

your schedule, then sit down! • Step 4: Begin work. There will always always

always be something for you to do when you walk into the class in the morning. Always. That’s why its so important for you to hurry up! Enter, put your backpack away, sit down and begin your work. Miss Janelle will not tell you to do work. You just have to do it.

• If you enter, put your backpack away, sit down, and begin your work, you will get Skittles.

• CFU: what are the four steps?

worksheet is to provide visual and tangible access to information being presented because some kids will not pay attention to the extensive direct instruction. 1:1 aide: Aides can teach this lesson separately. This lesson can be spread out across multiple days. The main point is that all the students learn to enter the class and get straight to work. Positive reinforcement: Initially candy can be used to maintain attention throughout lesson, but social praise should be the main incentive. If the instruction is fun, energetic and engaging, most students should attend to 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 • Teacher should mix up steps, check wrong

schedule, and have students correct her

• Students practice entering classroom

Visual schedule/check list: Some students may benefit from a visual schedule or checklist with the four steps. (DTT)

Independent practice: Line up students like it’s the real thing

1 minute • Now we’re 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. That’s 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 Allocation

Teacher/aide Does Student Does Differentiation (What SDAIE strategies will be utilized? What adaptations for students with disabilities and/or struggling


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. It’s 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 child’s 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 Allocation


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 taking initiative in the morning.

• Step 1: Put your backpack away. That doesn’t mean throw it. That doesn’t mean walk to your desk and keep it on. Put it away. Like this

• Students look at worksheet • Students color worksheet • Students trace words on worksheet • Students copy sentences • Students answer questions

Leveled worksheets: Some worksheets should provide sentence strips, some should be coloring sheets, some should allow kids to trace. The point of the

Name: �� Date: �� Lesson Title: Independent Work Subject/Grade Level: M/S SDC Roosevelt Elementary

California Content Standard(s): V3.2 Work Skills: Works Independently

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.

Assessment(s): Describe each assessment in detail and include its purpose in helping you monitor students progress towards specific learning objective(s)

I will independently complete my work. Clear Link • 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:

“Take initiative” “Work first, then computer” “Independent work”, “Sit down” “Work quietly” “You have five minutes”

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 Allocation


Communicate learning objectives and expectations: Explain purpose of learning to

Materials and resources needed for lesson: 1. Simple worksheet, (Coloring, sill in the blank, graphic organizer)

“Go out and invest in yourselves. we’re making big changes and they are happening really fast” -- Amy Deloera

Resume, C19 Status Letter, CSET, Letters of Recommendation

Teaching moderate/severe SDC at Roosevelt Elementary, September 2011

Instructional aide at Leroy Haynes CenterApril, 2011

Janelle [email protected] | 626-825-360221121 East Benbow Street Covina, Ca 91724

Education

Education Specialist, 9/2011Roosevelt ElementarySan Bernardino City USDMod/Sev, SDC, Grade 2-5

• 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

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

Work Experience

Student Teacher, Summer 2011Susan B. Anthony ElementaryCorona-Norco USDMod/Sev, SDC, Grade 1-5

• 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 man-

agement.

Classroom Aide, 3/2011 - 5/2011Leroy Haynes School of AutismNon-public agency, La VerneMod/Sev, Upper grade,

• 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

1:1 Aide, 10/2010 - 2/2011Canyon View School, Non-public school, San DimasMod/Sev, Upper grade,

• 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, identify-

ing child abuse

Behavior Therapist, 9/2010-11/2011Applied Behavior Consultants

• Provide in-home ABA behavior therapy to children ages 2-8• 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

Child Activities Volunteer, Kids Enjoy Exercise Now, Los Angeles9/2009-9/2010

• 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

“give em a chance to learn, and they’re bound to learn something”-7amy benson

Thematic units, centers, direct instruction, curriculum

Centers allow academically appropriate direct instruction and multiple opportunities for

learning

Individual IEP boxes ensure specific goals are being worked

on consistently.

ELA

Math

Gross/Fine Motor

Recreation/Leisure Independent Living

Look at her prog

ress!

Read about my experiences...I am a new, aspiring teacher of Cla-remont Graduate University’s (CGU) Teacher Education Internship Program. I am earning my credential to teach chil-dren with moderate/severe disabilities, as well as my master’s in special educa-tion. I earned my bachelor’s from Chap-man 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 chil-dren with Autism, a 1:1 aide and a class-room aide. I love this snazzy group of kids more than life itself and I’m excited to begin my career as a teacher with you and your family!

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.

Let’s chat!Classroom: S-4Email: [email protected]: 626-825-3602

Hi! I’m Janelle!

Here is our routine...8:30 - 8:50 Welcome!Vocational: Welcome songs, review jobs and classroom procedures

8:50 - 9:00 AssemblyRecreation and leisure: Participate in daily campus wide assembly

9:00 - 9:45 BreakfastDomestic, community: Breakfast, self help, wash face, brush teeth

9:45 - 10:45 CalendarFunctional academics: Days of the week, months of the year, specific dates and forms written, daily question, weather...

10:50 - 12:15 Recess/lunchRecreation 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 CentersFunctional academics: Sizes, shapes, colors, attributes, categories, location

2:00 - 3:00 English and Language ArtsFunctional academics: Alphabet, sounds, CVC words, reading activities, phrases and sentences

3:00 - 3:30 ClosureCommunity and vocational: Weekly jobs and clean up. Restrooms, backpacks, line up and dismissal

Welcome to...

ROOSEVELT ELEMENTARYUpper Special Day Class

Led by Janelle Maluenda 2011-20121554 North Garner Avenue, San Bernardino

909-388-6470 | Room: S-4

Here is what I think about behavior...

Praise the best, ignore the rest!

I firmly believe that positive reinforce-ment is the most effective way to teach children appropriate behavior. It com-municates what we want them to do more of. Problematic behavior often has a function that, as a team, we must iden-tify and address. I encourage parents to become involved in the behavior inter-vention programs in place in our class-room. Below are a few examples of the strategies I implement.

Rules for Learning

Eyes that see

Ears that listen

Hands that help

Nice voices

Sitting nicely

Janelle’s Token BoardFirst

Then

Study Get a job Study more Graduate

Mommy & daughter vacation!

Token economy emphasizes the prize in

exchange for work

Simple class rules anchor the students throughout the day.

All student behavior is different and can be

tended to in a variety of ways.

Here is what I teach...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 Func-tional 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 en-counters in daily living. Func-tional academic skills are learned and applied in a va-riety of environments. Instruc-tion occurs in both classroom and community settings.

Course Description: Infuses academic areas into func-tional activities such as func-tional 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 liv-ing 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.

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

Community Domain: The purpose of the Commu-nity Domain is to prepare the student to access and use community environments as independently and com-pletely as possible. Instruc-tion 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.

Course Description: Includes skills necessary for the in-dividuals to participate in campus, neighborhood, and community environments with successful interdepen-dence. Mobility skills, access to community services, pur-chasing skills and their ap-plications to the community.

Vocational Domain: The purpose of instruction in the Vocational Domain is to increase the likelihood of stu-dents functioning as contrib-uting 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.

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

Recreation and LeisureThe purpose of the Recreation Leisure Domain is to en-able students to engage in constructive and personal satisfying leisure activities in school, home, and the com-munity.

Course Description: Includes games, puzzles, arts, crafts, music, social gatherings, hobbies, self-regulating interac-tive behaviors, accessing public interests, and their ap-plications to the community.

HOMEWORK:

Every day your child will bring home a folder that will review our day’s activities as well as behavior and notes from the

teacher.

Your child’s daily homework will also be in this folder.

Please make sure this folder comes back to class every day!

Brochure style

welcome letter

communi-cates vital

information to parents in

a highlyprofessional, user friendly

fashion.

Documents

Maluenda Portfolio