the structured classroom series classroom scheduling & student schedules mini-session
TRANSCRIPT
The Structured Classroom
Series
Classroom Scheduling & Student Schedules
Mini-Session
Getting to Know You
Team
ExpectationsRespectful Listening
Be
Engaged!
Cell phones
silent/vibrate; please refrainfrom texting and multi-tasking…
Note-Talking
Quiet Signal
Learning Goals—Classroom Scheduling & Student Schedules
The learner will …
identify effective elements of collaboration.
develop a classroom schedule addressing instructional diversity, utilization of resources, and inclusionary opportunities.
design student schedules matched to targeted level of visual support and utilized across learning environments.
Sponsored by FDLRS Action Resource Center
Structured Classroom Series:Classroom Scheduling
Effective classroom scheduling
creates opportunities for effective instruction!
Quiet Write: Collaboration
With whom do you collaborate in order to meet the needs
of your students?
Round Robin Share!
With whom do you collaborate
to meet student needs?
Quiet Read
Working Together: Teacher-Paraeducator Collaboration
"Working Together: Teacher-paraducator Collaboration." Www.k8accesscenter.org. The Access Center. Web. 2 Feb. 2012. <http://www.k8accesscenter.org/training_resources/documents/Tchr-ParaCollaboration.pdf>.
Pair Share
How do you collaborate and plan with other professionals?
What impact does collaboration have on whole class schedule development & implementation?
Principles of Effective Collaboration
Determine the adults/staff that you should be collaborating with on a regular basis.
Look for natural opportunities for brief but efficient collegial conversations.
Be sure you set regular intervals for more formal review of student progress.
Look for ways to reinforce the learning goals set by all professionals across all settings.
Tracking Progress
I AM CONFIDENT IDENTIFYING
EFFECTIVE ELEMENTS OF COLLABORATION.
Very Confident!Good to go!
Somewhat Confident-Need to make refinements to my collaborative practices!
Would like to chat with facilitator about overcoming barriers.
Self-Monitoring Checklist Pair Share:
Explain your class schedule.Provide rationale for how youapproached creating it.
Individual Quiet Write:
Reflect on your own class schedule.
Provide rationale for how youapproached creating it.
Classroom Scheduling
How can a teacher create an effective class schedule?
Consider individual student needs (including required therapies/potential constraints)
Consider school’s master schedule.
Consider campus-wide opportunities for inclusion.
Look for opportunities to provide whole group instruction.
Look for flexible ways to group pairs/small groups.
Consider the need for predictability, routines and transition.
An example…
Time is pairedwith one or more icons which represent whatthe class is doing throughout the day.
Middle school class
schedule: An
importantelement
ofCommon
Board configurat
ion
Middle school class
schedule: An
importantelement
ofCommon
Board configurat
ion
Daily Schedule for InclusionCampus opportunities
Explore!
Select 1 daily schedule sample to review.
Look for evidence of : Ratio of teacher : student support Para roles and duties Data collection Subject/content areas instructed Lunch/duties/breaks Inclusion opportunities/support
Reflection:Revisiting your own daily schedule
How can your schedule also be a source of documentation for meeting students’ needs?
What grouping structures do you utilize during your daily
instruction?
Are there changes you would make to your
whole class schedule?Why or why not?
Revisit:Classroom Scheduling
Self-monitoring checklistfor classroom scheduling
Revisiting our Learning Goals
The learner will …
identify effective elements of collaboration.
develop a classroom schedule addressing instructional diversity, utilization of resources, and inclusionary opportunities.
design student schedules matched to targeted level of visual support and utilized across learning environments.
Tracking Progress
I AM CONFIDENT DEVELOPING/REFINING MY CLASS SCHEDULE TO REFLECT THE NEEDS OF MY STUDENTS.
Very Confident!Good to go!
Somewhat Confident!Need to make refinements!
Would like to chat with facilitator.
Revisit Learning Goals!Poll Everywhere—IST Group
Behind every successful individual student…
…is an individualized schedule matched to student need!
A visual schedule is a critical component of a structured environment.
Describe the schedules you use with individual students in your classroom.
Schedules—Guided Notes
Answer the question of:
When will we break for lunch? When do I get to go home today?
When is Christmas break, spring break, and all other days off of school?
When?
Schedules
A schedule shows a student what activities will occur and in what sequence.
Schedules provide a and reference for students.
Schedules are to meet the unique learner characteristics of each student.
visually
concrete constant
individualized
Benefits to using a Schedule
Schedules can reduce anxiety for students by making the environment .
Schedules can be for students by providing specific time for preferred activities.
Schedules teach through a change in activities or in the sequence of events.
Schedules can by focusing on the schedule rather than the teacher.
predictable
motivating
flexibility
reduce power struggles
Benefits to using a Schedule
Schedules support students that have difficulty with and .
Schedules assist students with language comprehension difficulties to what is expected of them.
Schedules assist students in between activities
and environments.
sequential memory
organization of time
understand
transitioning
independently
Visual Support Hierarchy
Symbol Hierarchy Functional
object Representatio
nal object Photograph Line drawing words
Concrete
Abstract
Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location Transition
Created by FDLRS Action; adapted from Division TEACCH
functionalobject
representational object
photograph
line drawing
words
teacher directed
first/next
activity
part day
full day
top to bottom
left to right
match/carry cue to location
put cue in “finish” pocket
check or mark off
stationary
portable
teacher guided
verbal cue only
student/peer
guided
object,picture,
word cue card
environmental cue/
student initiated
Let‘s Practice
Visual Support
Length
Organization
Manipulation
Location
Transition
line drawing
activity
top to bottom
check or mark off
stationary
verbal cue student/peer guidedenvironmental/ student initiated
Let’s Practice
Visual Support
Length
Organization
Manipulation
Location
Transition
line drawing
full day
top to bottom
Put cue in “finish” pocket
stationary
teacher guidedverbal cue student/peer guidedenvironmental/ student initiated
Your Turn
Visual Support
Length
Organization
Manipulation
Location
Transition
Your Turn
Visual Support
Length
Organization
Manipulation
Location
Transition
Your Turn
Visual Support
Length
Organization
Manipulation
Location
Transition
“secondary schedule”From Boardmaker in AS folder
My Turn:Individual Student Schedules
Reflect:Self-monitoring checklistfor classroom scheduling& individualstudent schedules
Revisiting our Learning Goals
The learner will …
identify effective elements of collaboration.
develop a classroom schedule addressing instructional diversity, utilization of resources, and inclusionary opportunities.
design student schedules matched to targeted level of visual support and utilized across learning environments.
Tracking Progress
I AM CONFIDENT DEVELOPING/REFINING STUDENT SCHEDULES TO REFLECT THE NEEDS OF MY STUDENTS.
Very Confident!Good to go!
Somewhat Confident!Need to make refinements!
Would like to chat with facilitator.
Implementation/Follow-up
Select a student for whom you feel their schedule is in need of refinement. Using the student schedule chart, revisit each dimension of the student schedule.
What is in need of adjustment to better meet the needs of your targeted student?
Write a short reflection about this exercise and share it with your facilitator.