From the get go students were noticeably very into fashion, shoes and earning rewards. Using this knowledge I created classroom jobs for them to apply for (to practice filling out an application). I set clear expectations about their jobs, by providing a job description with reminding prompts. Part of the application process can include an interview for them to practice when multiple people apply for the same jobs. They are reminded that like a job they are compensated for their efforts. A real job allows them to make the money they need to buy shoes, clothes and other knick-knacks they find trendy. In our classroom, there is a similar concepts, as they are eager to complete their jobs so they can earn points toward the school store to buy items such as gift cards, games, or school rewards like HOWL Hut (relaxation zone) and even some big ticket items like mini drones.

In program syllabus sent out to parents, they were introduced to our communication of behaviors log. Students receive a stamp daily about their behavior in class ranging from blue had a fantastic class period to red - work not completed, terrible behavior in class. This daily communication in addition to a note regarding why they received the positive or negative stamp keeps parents in the loop about their student during each period. In addition, I maintain communication with parents through email, notes sent home with the student and even on occasion speaking to the parent during pick-up.

Following the school set Positive Behavior Interventions and Supports I created a fill-in the blank of the HOWL matrix. We spent time reviewing the expected behaviors in different classroom settings and practiced examples. In addition, we practiced self-advocacy skills both in the school setting, and real world setting; including gaining attention appropriately and find those who would be able to offer help. Relating to instructional strategies, and removing barriers of learning my instruction incorporates technology with slides and printed slides for students who need large print text. Additionally, I use visual multiple choice options when possible to allow students of all skill levels to access the curriculum. Further, I attempt to incorporate mnemonic devices for critical information; such as the pictured image of defining compromising.

As a part of the functional living skills curriculum, I focus primarily on social-emotional skills, daily living skills and executive functioning. For example, when we were working on recognizing feelings students had to consider situations in which they either successfully or unsuccessfully recognized a feeling. In addition, they consider whether the feeling warrants giving the person space, or offering help. By journaling this, students connect the learning content and their own experiences; while also providing an opportunity to seek assistance on dealing with similar situations in the future. These same skills such as the pictured negotiating are important skills for students to learn in relation to careers, community and independent living as they will be expected to advocate for their needs by reach a compromise or negotiation.

The demographics of the school I service are heavily skewed toward Hispanic students, meaning there are several students in our program as listed as English Language Learners (ELLs) and/or having a learning disability (LD). The article analysis I included reflects on the importance of having appropriate assessments to differentiate between students working on acquiring English skills to those struggling with a learning disability. Using Burr's mentioned questioning to help consider which factors may be affecting my designated ELL students so that I can provide them quality education such as word walls, modeling, questioning, human reader or scribe based on their English proficiency and their disability.

As previously mentioned, the demographic of the school I service is largely Hispanic. Therefore, I wanted to highlight traditions in the month leading to winter break where students will be celebrating various traditions. We began the unit of traditions with the film COCO which students answered questions about what Dia de Los Muertos is about, where it's celebrated and the other traditions in the film. It was a good starting point as many students already celebrated this holiday in some variation in their own homes; which made a good discussion of how traditions can vary from family to family; and they could find similarities and differences amongst themselves and their peers which they may not have known before. We will continue this traditions leading up to the holidays as some students celebrate holidays other than Christmas. Well we will definitely not be watching a movie relating to all those holidays we may work on some painting or review songs relating to those holidays.

The sample IEP shows my collaboration between myself and colleagues as we work to meet the student's learning goals. Our collaboration is important as we do not always have the opportunity to see/experience which area of need a student on our caseload may need depending on the class we teach. For example, in our program their are four core teachers; I see some mathematics and reading skills in my classroom but the English teacher sees little to no math well the math teacher sees little to no English. As a part of my functional living skills classroom I am hyper focused on daily living skills to allow students to be independent after school; therefore we attempt to incorporate goals relating to time management or coin counting/budgeting to ensure that students can be successful in these skills on their own.

As an instructor of both mild/moderate and moderate/severe students I develop my own visuals for students for games such as the would you rather, getting to know you game and the visual schedule pictured so students can develop the appropriate language skills and select when given choices of three plus items as per their IEPs.

I created a word wall for students relating to the theme that month of Democracy. I pointed out these words when they were used in class. Such examples, included when we help a class election where students were citizens of the class room exercising their democratic right to chose a candidate then vote for their chosen candidate to be elected leader. Using these same words, students reflected on their own characteristics that made them or someone else a good leader.