• Hello, we are the teachers in the Title One/ECSE Collaboration classroom. Michelle Oestreich is the Title One teacher and Catherine Doyle is the ECSE teacher. Our instructional aide is Marty Nave. Michelle has been in the field of Early Childhood Education for more than 20 years and has been teaching in Title One classrooms for the past 6 years. Catherine has been in Early Childhood Special Education for the past 21 years and, in addition to being a certified special education teacher, she is also a certified, licensed speech-language pathologist. This is our third year working together in a collaboration classroom, and we LOVE it!
     
    Our classroom is designed to meet the needs of all of our preschool students. When you enter our classroom, you will see students communicating with each other, exploring the environment, laughing, using their creative talents, constructing, reading, nurturing and engaging. The components of our daily routine include:
    • Sign-In: Students use a variety of ways to sign in to the classroom daily. These may include matching the letters of their name with a model, writing/drawing their name in shaving cream or paint, writing their first name or first and last name using markers, etc.
    • Sensori-Motor: Students complete a 2-4 step motor and sensory activity (such as walking on a balance beam, jumping across stepping stones, jumping to hit a balloon suspended from the ceiling, propelling on a scooter, carrying a heavy backpack, etc.) to help get their brains and bodies ready to work.
    • Circle Time: The class gathers to welcome everyone, talk about the daily schedule and get ready for the day.
    • Small Group Time: Students split into two groups and engage in activities designed by the teachers. These activities focus on different areas of growth, such as fine motor, language/literacy, math, emotions, gross motor skills, learning to work together, etc. Examples of activities include working together to complete a floor puzzle, stringing beads on pipe cleaners, making patterns, matching letters to their sounds, cooking, cutting paper, working with playdough, etc.
    • Planning/Clean-Up/Recall: Students tell a teacher their plans for work time, they clean up when work time is over and then they recall their play with a teacher. 
    • Work Time: Students make a plan and choose where they want to work, who they want to work with and what materials they want to use. Teachers encourage students to work together, expand their play, resolve conflicts that arise and explore new areas of play and new materials.
    • Snack Time: Students split into two groups and share snack. Teachers encourage students to ask for what they want, be polite to each other, be responsible for their snack/drink and clean up after themselves. Teachers often read books during snack time.
    • Large Group Time: Student engage in activities with the entire class. Examples of activities include going on a hunt for shapes around the school building, playing musical chairs, making letter shapes with their bodies, doing a flashlight scavenger hunt, etc. During Large Group Time, teachers read books and the class sings songs. 
    • Outside Time: Students go out to the playground and ride tricycles, climb jungle gyms, climb rocks, dig in the sand, play in the playhouse, play ball, etc.  

    In addition, students in our class participate in preschool PE, music classes and library time.

    Students who have special education needs may have therapists who work with them in our classroom or therapists will sometimes pull students from the room to work with them in a quieter setting.