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Ms. Marciano’s Classroom Edit display name

  • P053K @ J562K
  • Brooklyn, NY

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This project has multiple entry points for students. School-wide, all students will have an opportunity to purchase preferred items with earned tickets as part of our school wide positive behavior intervention support (PBIS) at the school store. This will be a school-wide reinforcement system that caters to the interests of students with Autism and Intellectual Disabilities. Sensory items, manipulatives, edibles and musical instruments are some examples of items that will be included in the store. The second part of the project will be for students to participate in the development and management of the school store. The involvement of students will teach them various job-related skills that can be transferred to real life experiences. For example, students will complete a job application that will be differentiated (e.g., picture symbols, multiple-choice) according to various needs. Upon completion of the application, students will participate in an interview to assess their skills and willingness to participate. Jobs within the store will be multi-tiered, based on current skills and abilities. Some students will stock shelves by matching items to visual symbols while other students will interface with customers (i.e., staff and peers) and work the register.

About my class

This project has multiple entry points for students. School-wide, all students will have an opportunity to purchase preferred items with earned tickets as part of our school wide positive behavior intervention support (PBIS) at the school store. This will be a school-wide reinforcement system that caters to the interests of students with Autism and Intellectual Disabilities. Sensory items, manipulatives, edibles and musical instruments are some examples of items that will be included in the store. The second part of the project will be for students to participate in the development and management of the school store. The involvement of students will teach them various job-related skills that can be transferred to real life experiences. For example, students will complete a job application that will be differentiated (e.g., picture symbols, multiple-choice) according to various needs. Upon completion of the application, students will participate in an interview to assess their skills and willingness to participate. Jobs within the store will be multi-tiered, based on current skills and abilities. Some students will stock shelves by matching items to visual symbols while other students will interface with customers (i.e., staff and peers) and work the register.

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