Islands of Possibility
Program Overview
Shooting for the stars...
Islands of Possibility is MORE than a great learning environment
It is a culmination of “best practices”
Each successive teacher in our Pre-K IND (Intellectual Disabilities) program has added new ideas and strengths
Standardization across classrooms
MAXIMIZE instructional time
More cohesive program
Consistent IEPs
Highest quality across the board
Description of program to parents
Learning Environment
The core of the Islands of Possibility program is a classroom environment that promotes safe sensory exploration, that emphasizes a coordinated system of positioning, and that builds connections between students, adults and materials.
Learning Environment Philosophy
**Positioning is integrated into classroom design
All materials to be used are available and accessible at all times
Emphasis is placed on colorful, comfortable and developmentally appropriate pieces
Carpets and therapy mats make the rooms bright and soften floors to encourage crawling and exploring
Classroom spaces are efficient and organized
Learning materials are presented in specific ways
Classroom design evolves with students’ needs
Providing Valuable Connections
Learning Environment: Providing Valuable Connections
Classroom is engineered for communication (beginning AAC)
Children have better access to materials through unique mounting and stabilizing techniques
Learning Environment
The Gathering Place
Island
Spa
Other areas
Learning Environment:
The Gathering Place

Semi-enclosed space
Students sitting in wheelchairs, wedges, rifton chairs and feeder seats
Teacher conducts Greeting/Closing Circle using switch toys, voice output devices and other materials mounted/displayed throughout
FOSTERS: social interaction awareness
Learning Environment: Island
Interactive Soft Play Land
Learning Environment: Island
Enclosed (or semi-enclosed) space
Colorful softplay structure, mats, padded edges
Switch toys and other materials mounted/displayed throughout
FOSTERS: gross motor development, independent exploration, social interaction
Learning Environment: Spa
“Sense”sational Play Area
Learning Environment: Spa
Positioning equipment and sensory materials woven into area design
Materials for visual, auditory, and tactile stimulation/exploration (switch driven)
FOSTERS: Development of cause/effect, response to sensory stimulation, proper body alignment and positioning
Learning Environment: Other Areas
Computer
Ball Bath
Swing
Bathroom/Diapering area
Table for meals/snacks
Daily Routine
The daily routine reflects a variety of teacher planned activities as well as time for children to play independently in the areas of the room. Lessons are planned around a particular activity or material so that a wide range of skills can be addressed. Above all, instructional time is maximized through customized organization of the daily routine and smooth transitions.
What are the parts of the daily routine?
Greeting Time
Small Group Time

Large Group Time
Work Time
Outside Time
Story Time
What are the other activities/adult responsibilities?
Arrival
Dismissal
Transitions
Positioning
Child observation
Anecdotal notes
Daily team planning
Daily Routine: Greeting Time
Adults lead group activity
Students positioned together in same area
Adults are at children’s level
Adults/children greet one another, sing, say rhymes and other oral language activities
Adults interact with children using mirrors, props, and other materials
Children participate by looking, listening, touching, vocalizing, making choices, using voice output
Content of activity is at a developmentally appropriate level (sense of self and familiar adults rather then calendar activities or pre-academics)
The Gathering Place lends itself well to a group on the floor as positioning seats are already set up there
Other large open area with access to song boards, props, voice output and symbols, etc.
Daily Routine: Greeting Time
Develops sense of time (beginning of day/ transition from home)
Time for adults to make one to one contact with each student
Builds oral language
Builds social skills
Simple classic children’s songs, rhymes, finger plays, etc. (especially ones that have simple words/vocalizations, repeated lines, props, simple movements)
Key Experiences
FROM EACH OTHER
Daily Routine: Small Group Time
Each adult works with small group of children
Adults are at children’s level
Therapists can be encouraged to join groups when activity is relevant to therapy goals
Materials are set out and ready from previous day’s planning
Each adult introduces activity/materials, then assists and interacts with children (each in turn if needed)

Activity focuses on PROCESS, not PRODUCT
Materials are adapted to match each child’s goals and/or abilities
Children make choices throughout
Children build cause/effect understanding and purposeful use of voice output with activity specific messages
Often at a table
Any other part of the room that makes sense to the activity (water table for pouring, floor mat for stacking and knocking down blocks)
Outside
Allows for smaller teacher:student ratio, more individualized attention
Allows for greater student participation
Allows for direct instruction on IEP goals in a functional, developmentally appropriate context
Allows for informal observation/measurement of skills
Daily Routine: Small Group Time
Children’s interests/ anecdotal notes
Key Experiences
Messy sensory materials
Emergent skills
Informal assessment (“What will ____ do with the rice if I present it?”)
New materials (teaching play skills)
IEP goals
FROM EACH OTHER
Daily Routine: Large Group Time
Adults lead group activity
Therapists can be encouraged to join group when activity is relevant to therapy goals
Activities focus on music and/or movement
Children can be positioned but independent or assisted movement is goal
Focus is on PROCESS, so music/action/directions are paced for student response time
Materials are used to encourage movement: bubbles, scarves, parachute, blanket, gait trainer, ball bath, etc.
Children participate by vocalizing, moving holding props and turning music on and off with switch
Children build cause/effect understanding and purposeful use of voice output with activity specific messages
Inside classroom in large open area (Island area lends itself well to this type of activity)
Outside
Develops large and small motor skills
Motivating for children who need a lot of stimulation to respond
Play and Learn Book
Children’s interests/ anecdotal notes
Key Experiences
FROM EACH OTHER

Daily Routine: Work Time
One or both/all adults (depending how this block of time is structured) position and interact with students
Therapists can be encouraged to stay in the classroom to work with individual students during this time
Children move about or are positioned to explore materials in the areas of the room:
Island, Spa, computer, ball bath, swing, etc.
Adult(s) position or reposition students, supervise room for safety, interact with one student or small group of students
Adults are at children’s level
In any areas of the room: The Gathering Place,Island, Spa, computer, ball bath, swing, etc.
Allows children time for independent, less structured time for exploration
Builds cause/effect and other play skills
Allows adults to observe children’s play, make adaptations
Allows for important positioning that might be difficult during other times of the routine
Children’s interests/ anecdotal notes (add or rotate materials)
Key Experiences
Play and Learn Book
FROM EACH OTHER
Daily Routine: Outside Time
All adults and children
Large group activity
Small group activities
Unstructured activity
Could overlap with other parts of routine
OK, this one is pretty obvious… 
!
Different set of environmental stimuli (breeze, sounds, sun/shade)
Easy clean up of messy materials
Open ended for teacher planning
Chance to be with non-disabled peers or other Pre-K ESE classes
Children’s interests/ anecdotal notes
Key Experiences
Take materials used inside

outside
FROM EACH OTHER
Daily Routine: Story Time
Each adult shares a story/rhyme/finger play/oral language activity with a small group of children
Adults hold or sit close to children and speak in soft, inviting voices

Adults are at children’s level
Children may be positioned but emphasis is on comfort and intimacy
Props, objects, books with simple pictures or photos of children and familiar adults
(including family) are used
Oral language activities that use simple vocalizations, repeated lines, rhythm and rhyme are chosen
Children participate by listening, making simple choices, pointing to pictures, joining in using voice output
In quiet, comfortable space
Develops oral language
Great opportunity for student participation and functional choice making and use of voice output
Time to develop social closeness
Children’s books
Key Experiences
FROM EACH OTHER
Daily Routine
Consolidate parts of routine: read story outside or while preparing dismissal alternate large group and outside time do small group and work time concurrently greeting time

large group
Smooth transitions: when half of the students are transitioned, one adult begins activity some equipment MUST be stationed permanently where it will be used use positioning charts
Adult schedule: decide in advance who does what and when post it include it in lesson plans alternate starting activity vs. repositioning
Creative diapering: check/change first half of the childrens’ diapers upon arrival 
other half after greeting check/change diapers during work time check/change diapers upon laying down or waking up from rest time stagger each diaper change throughout the day
Assessment/Curriculum
Formal assessment tools – BDI, Carolina, Early LAP, etc.
Child observation and Key notes
High/Scope for Infants and Toddlers
Key Experiences

Making Connections
Play and Learn
Child observation
Shapes our interactions with children and plans for classroom activities
Helps us shape the physical environment
Gives us qualitative information on student progress
Helps us communicate that information to parents in a meaningful way
Key notes include:
Context: date, time of day/part of routine, and where action occurred
Actions and sounds: exactly what child did and said/vocalized
Facts: objective details rather than general or subjective statements or assumptions
Key notes
Meaningful – objective and important in regard to student progress
Subjective – uses vague language or assumptions on the part of the observer
Need more information – objective but needs clarification or context to become meaningful.
High/Scope Key Experiences for Infants and Toddlers
Organized under 9 broad areas of infant-toddler learning
Provide a framework for understanding our observations
High/Scope Key Experiences
Sense of Self
Social Relations
Creative Representation
Movement and Music
Communication and Language
Exploring Objects
Early Quantity and Number Concepts
Space
Time
Key Experiences: Sense of Self
Expressing initiative – turns toward or away from adult or object, initiates or avoids physical contact, selects or rejects toy/object, moves with persistence to get to person or object, says or indicates “no”, expresses choice or intention

Distinguishing “me” from others – explores own body parts, explores mirror image, claims something as “mine”, identifies self in photo or mirror
Solving problems encountered in exploration and play – moves eyes/head/hand toward a desired object, repeats action to make something happen again, moves to find someone or something that has disappeared from sight, makes attempts to solve a simple problem
Key Experiences: Social Relations
Forming attachment to a primary caregiver – snuggles/cuddles/gazes at/smiles to/vocalizes to adult; engages in playful give-and-take
Building relationships with other adults – responds to sounds/gestures of another adult, plays peek-a-boo or simple games with adult, initiates contact with adult, brings toy to adult
Building relationships with peers – watches another child, exchanges sounds/gestures with peer, physically seeks company of peer, pats/hugs or brings toy to peer, vocalizes to peer
Expressing emotions – cries, smiles, frowns, wiggles with pleasure, stiffens or turns away, laughs, hugs, shows pleasure or frustration
Showing empathy toward the feeling and needs of others – smiles when adult smiles, cries when hearing another child cry
Developing social play – watches another child play, plays or enjoys peek-a-boo or other simple interaction games
Key Experiences: Creative Representation
Imitating – watches and listens to another, imitates sounds/gestures/ facial expressions of others, repeats sounds or actions of another, uses one object to stand for something else
Exploring building and art materials – explores own hands, reaches for and explores blocks/clay/dough/ paper, makes marks/scribbles, stacks blocks, squeezes clay or dough
Responding to and identifying pictures and photographs – babbles to/gestures/points to familiar picture or photo
Key Experiences: Movement and Music
Moving parts of the body – turns head, waves arms, reaches, grasps, kicks legs, holds object, passes from one hand to another, rolls/throws ball, uses small objects with coordination
Moving the whole body – rolls over, sits up, creeps, crawls, scoots, pulls up to kneeling/standing, cruises, balances, walks, runs, climbs
Moving with objects – kicks/bats/shakes/ bangs/drops object, pushes or pulls object while moving, propels self on a wheel toy
Moving, listening, and responding to music, experiencing steady beat, and exploring sounds, pitches and beginning to sing – turns head toward music, sways/bounces in response to music, imitates sounds, stands and moves body to music, joins in singing a simple song

Key Experiences: Communication and Language
Listening and responding – turns toward voice, establishes eye contact, smiles in response to voice, imitates a vocal sound or gesture, turns to name, acts on a request or statement
Communicating nonverbally – initiates physical contact with or points to person or object
Participating in communication give-and-take – coos/smiles/looks at faces, takes turns exchanging sounds/gestures with another, babbles in conversation like manner
Communicating verbally – coos, babbles, uses a word/phrase
Exploring picture books – gazes at pictures in books, touches/grasps/mouths a book, turns pages, points to pictures in a book
Enjoying stories, rhymes, and songs – becomes still/brightens/vocalizes/bounces/sways upon hearing a story, rhyme or song, participates in pat-a-cake or similar word game/finger play, joins in on story, song or rhyme
Key Experiences: Exploring Objects
Exploring objects with the hands, feet, mouth, eyes, ears, and nose – looks, listens, reaches for, grasps, bats at, kicks at mouths, tastes, pats, waves, turns, drops, and carries objects; uses two objects together, uses a tool to complete a task
Discovering object permanence – turns toward familiar object/person, visually tracks object as it moves away, searches for hidden object, initiates peek-a-boo
Exploring how things are the same or different – shows preference for high vs. low sounds, slow vs. fast music, one object rather than another, selects like things from a group of toys/materials to mouth or explore
Key Experiences: Early Quantity and Number
Experiencing “more” – selects one object to mouth, then another and another; asks for
“more” of something, gathers a quantity of something
Experiencing one-to-one correspondence – puts thumb in mouth, holds one object in each hand, attempts to put on a hat, puts toy person in each toy car/bed
Exploring the number of things
Key Experiences: Space
Exploring and noticing location of objects – watches moving objects, moves closer to objects, moves one object to gain access to another, locates a desired object, retrieves an object out of sight
Observing people and things from various perspectives – observes from adult’s arms, from floor, from lying position, from sitting, from chair/stander, from under something, from on top of something, while swinging, etc.
Filling and emptying, putting in and taking out – drinks from cup, knocks over a container filled with something, takes toys off a shelf, dumps toys out of a container, puts toys into a container, fills/empties a cup with water/sand

Taking things apart and fitting them together – grasps/pulls on objects, waves/shakes/bangs objects, opens books/doors, takes the tops off containers, takes off clothing, fits shapes into sorters, large pegs into pegboards, simple puzzles
Key Experiences: Time
Anticipating familiar events – quiets/brightens/turns to familiar voice/sound, performs particular action at sight of particular person/object, sees familiar sight and anticipates what will happen next, puts self into position for next event, indicates intention of what he/she will do next (points to sink to wash hands)
Noticing the beginning/ending of a time interval – turns away at the end of feeding, stops an action to an interesting sound/sensation, uses word/gesture to indicate end (“all finished”)
Experiencing fast and slow – rolls/bounces/rocks/bangs/shakes things at various speeds, crawls/cruises/walks/climbs at various speeds
Repeating an action to make something happen again, experiencing cause and effect – watches an object after accidentally setting it in motion, repeats a simple action to make it happen again, repeats a simple sequence of actions to make something happen again
Communication
The philosophy behind the Islands of Possibility program is that communication opportunities are built into each and every moment of the daily routine. Interventions are based on the Communication and Language key experiences and on the use of beginning augmentative/ alternative communication strategies as outlined in Making Connections .
The End
(Whew!)