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Precision Teaching Classroom

Precision Teaching Classroom 

Martin’s Mill ISD



The following are the components that are included within the Precision Teaching classroom.




Staff receives training and support in assessment and evaluation, characteristics of students with autism, behavioral disorders, intellectual disabilities, speech-language impairments, confidentiality issues, effective instructional methodologies, curriculum, family support, Applied Behavioral Analysis and planning, utilization of para-educators, IEP development, data collection and analysis, and the integration of current educational research in the area of Autism Spectrum Disorders. (Based on "Best Practices for Designing Effective Programs for Individuals with ASD" - California Department of Education and Developmental Services - July 1997 and "Educating Children with Autism" - National Resource Council - 2001). 



Staff utilizes an integrated model of instructional strategies, which are considered best practices for use with students with Autism Spectrum Disorders and other Intellectual Disabilities. These strategies focus on communication, generalization skills, integration strategies, intensive behavioral instruction and reinforcement, social interactions and providing a structured environment. Strategies utilized are tailor-made to meet the unique needs of each student. 



Staff utilizes a variety of curriculums depending on the needs of each individual student which will provide adaptations and modifications as needed to individualize the students' instruction. In addition, the curriculums utilized will addresses functionally based adaptive skills, communication and language, socialization and play skills, social thinking/understanding and competency, technology, vocational and independence training. 


The VB-MAPP curriculum was adopted at Martin’s Mill ISD for students with language delays.  The Verbal Behavior Milestones Assessment and Placement Program: The VB-MAPP is a criterion-referenced assessment tool, curriculum guide, and skill tracking system that is designed for children with autism, and other individuals who demonstrate language delays. The VB-MAPP is based on B.F. Skinner’s (1957) analysis of verbal behavior, established developmental milestones, and research from the field of behavior analysis.


The VB-MAPP has been used in research as a tool to measure the participant’s skills in several published studies including the Journal of Applied Behavior Analysis (JABA), The Analysis of Verbal Behavior Journal (TAVB), Research in Autism Spectrum Disorders, Behavior Analysis in Practice, and the Journal of Developmental and Physical Disabilities. Below are some of the research studies that have used the VB-MAPP for quantifying the verbal skills of their participants. Note the use of the VB-MAPP as a pre- and post-measure of the effects of an intervention program in the study by Mason & Andrews (2014), and studies concurrently using the VB-MAPP and a standardized assessment; the Vineland II in Carnett & Ingvarrson (2016), and the PPVT-4 and EOWPVT-3 in Kisamore, Karsten, and Mann. The VB-MAPP has also been used in several studies presented at conferences, and appears in various ethics scenarios in the book Ethics for Behavior Analysts by Bailey & Birch (2016).


Texas Essential Knowledge and Skills (TEKS) is the curriculum for all students, including students with Low Incidence Disabilities (LID). Students with disabilities access grade‐level TEKS through alternate standards called Essence Statements and developmental pre‐requisite skills. Due to the extensive supports students require to access, participate and show progress in TEKS, typical curriculum tools such as textbooks and worksheets do not provide meaningful and authentic learning opportunities for these students. 


Curriculum tools utilized for students with mild to moderate language delays is STEPS which was written and designed by special education teachers. Steps curriculum focuses on hands-on based activities and learning through pre-requisite skills as defined in the TEKS Essence Statements. 



Conscious Discipline is an evidence-based comprehensive classroom management program and a social-emotional curriculum based on current brain research, child development data, and developmentally appropriate practices. This curriculum integrates all domains of learning (social, emotional, physical, cultural and cognitive) into one seamless curriculum Conscious Discipline has been specifically designed to make changes in the lives of adults first. The adults, in turn, change the lives of children. Conscious Discipline classroom management details a way or organizing schools and classrooms around the concept of a School Family. Each member of the family—both adult and child—learns the skills needed to successfully manage life tasks such as learning, forming relationships, communicating effectively, being sensitive to others’ needs and getting along with others.


The author of Conscious Discipline, Dr. Becky Bailey, originally designed the program for classrooms, but the brain smart strategies conveyed by the seven powers for self control and the seven basic skills of discipline can be applied to all human interactions. (Based on Conscious Discipline Certified by SAMHSA’s National Registry of Evidence Based Programs and Practices, November 2015)



Staff provides a safe and structured environment which incorporates age appropriate instructional settings, heightened systems of reinforcement, positive behavioral support, visually well defined areas, predictable routines and schedules, appropriate instructional staff to student ratio and support in transitions throughout the day. 



Staff utilizes data collection to evaluate student's progress, program effectiveness and the selection of appropriate instructional strategies and placement. Systematic and ongoing communication to parents/care providers and, with parental consent, to other services providers is provided. 



Integrated therapy, a student's related service needs are planned, provided, and assessed ecologically, in natural settings, across disciplines. Skills are addressed in the clusters which serve functions in a student's real life. The IEP may be collaboratively written and priority skills are determined for student participation, functional independence, and overall benefit from the educational program.


Integrated therapy may include direct (therapist works with a student), indirect (therapist works with a class or group including a student), and consultation-style (therapist meets with teacher(s) of a student) therapy. 

The teacher, therapist, and paraprofessional work and learn together, sharing their knowledge and expertise. They work to serve the student in a "whole" fashion focusing in on parts as they relate specifically to the student's total school program. The teacher gains an understanding of therapy techniques and strategies to follow-through the entire school day. The therapist gains understanding of the inter-relatedness of the needed supports or skills with the complete scope and sequence of the educational curriculum.

The integrated therapy occurs in various locations based on the relevant or natural setting for the skill to occur. If there is a need for service in isolation because of privacy or distraction issues, it can be provided. If service needs to occur in a social setting or be integrated into coursework, then the instruction, assessment, and service are completed in that location.


The allocation of non-student time is essential for student progress meetings, parent collaboration and conferencing, staff and parent training, and team meetings. Multi-disciplinary teams include credentialed, licensed staff and para-educators. Consultation service is provided by designated qualified staff.


Staff provides ongoing parent education, progress reports and regular communication to foster a family-centered approach and enhance home-to-school collaboration. Support may include parent groups, parent-training, establishment of a family resources, and collaboration with other agencies. 





Typical class size will be approximately 5-10 students total. 



The program will maintain approximately a 3:1 ratio (3 students for every 1 staff in the classroom). 



A BCBA (board certified behavior analyst), LSSP (licensed specialist in school psychology, and/or behavior teacher specialist will provide approximately 10 hours per month of behavior consultation within the classroom setting to address the behavioral needs of all of the students. The behavior specialist works closely with the classroom teacher and para-educators to ensure consistency in implementation of an addition, the behavior specialist will ensure fidelity of intervention and analyze the data being collected to determine if progress is being met. 


The Martin’s Mill ISD specialist will provide behavior consultation within the classroom setting to address the behavioral needs of all students. The behavioral specialist works closely with classroom staff to ensure consistency in implementation of behavioral interventions, accommodations, and/or behavior plans. In addition the behavioral specialist will ensure fidelity of intervention and analyze data collected to determine if progress is being met. 


Teachers and para-educators in this classroom have been highly trained in applied behavior analysis methodologies and conscious discipline classroom management strategies. The teacher of the classroom has a special education certification and is a registered behavior technician. The paraprofessionals in the classroom also have a registered behavior technician trained. A Registered Behavior Technician is a nationally recognized certification in behavior analysis. RBTs assist in areas such as delivering behavior analysis services and practice under the direction and close supervision of the BCBA.



In order to ensure that student confidentiality is protected at all times. Paraprofessionals cannot discuss specific IEP goals/objectives, specific student progress related to grades, and/or specific student behavioral challenges for your child or any other child in the classroom. Paraprofessionals can discuss school or classroom activities and all general information about your child only. This is school policy based on direction from Texas Education Agency (TEA document working with paraprofessionals resource, updated May 2018). Please direct all of your academic and behavioral questions to the lead teacher of the classroom. The teacher has the ultimate responsibility for the implementation and progress monitoring of each student’s IEP goals/objectives.


Parents will be sent a daily communication log from the classroom teacher. Parents will initial the log and send back to school the next day. 


Precision Teaching Classroom Teacher

L Coker

Lindsy Coker, RBT –


Precision Teaching Classroom Paraeducator

B Fox

Bonnie Fox, RBT –


Precision Teaching Classroom Paraeducator

H.  Jenkins

Hailey Jenkins, RBT –