1. 1 Classroom Organization Strategies PLYUSD August 28, 2013 Patty Schwartz Educational Consultant

2. 2  respects the neurology of students with disabilities  is developmental and hierarchical  is individualized (based on data)  facilitates independence  builds “ internal ” competence motivation  transitions across contexts (is generalized)  includes practice of learned skills  provides positive behavioral supports  maintains active engagement  promotes social interactions Resource: Leslie Fagan – District Program Specialist ABC Unified School District -Cerritos CA WHAT IS Effective Instruction? If it ’ s GOOD, it…

3. 3 STRUCTURED TEACHING – Helps students to understand situations and expectations – Helps students to be manage their behavior – Helps students to learn more efficiently, using stronger visual channel rather than auditory channel (focus & sustain attention) – Helps student to be more independent – Reduces behavior problems

4. 4 THE 3 ELEMENTS of STRUCTURED TEACHING PHYSICAL STRUCTURE INDIVIDUAL DAILY SCHEDULES WORK SYSTEMS

5. 5 Remember: Physical structure needs to: Optimizes the likelihood for success throughout the day. (There is NO free or down time!) Provide limits that are clear to the staff and can then be translated to the students. Make use of furniture to define areas and boundaries. Materials, materials, materials…have clear places to obtain and return them!!!!

6. 6 PHYSICAL STRUCTURE Key concepts: – Establish clear visual and/or physical boundaries – Minimize visual and auditory distractions – Develop basic teaching areas

7. 7 Physical Organization Utilize furniture/materials that are “comfortable” for each student and helps to “regulate” his body in space (collaborate with OT for specific stategies) Arrange materials so that they are “accessible” to students and facilitates independence Consider grouping desks in smaller clusters to keep student from becoming overwhelmed

8. Con’t Consider arranging for 1:1 instruction Have student sit on the end or alone to provide additional personal space Be aware that sitting in bleachers or on the floor for assemblies may be difficult (teach and practice) Plan breaks to get up and move around Be aware that changing the environment may produce anxiety

9. 9 Areas may include: Play/leisure Work area (1 to 1 and/or independent) Transition Group activities (small or large group) Eating area Toilet/hygiene Others depending on curriculum and developmental age

10. 10 Physical organization continued….  Maximize student’s attention to instructional information (ie - sitting closer to “instructor” to visually access information)  Consider the function and relevancy of displayed materials – make it obvious what the focus should be  Minimize clutter and “plastering” the walls with items that are distracting

11. 11 Samples of Visual Directives

12. Reflection Stand in your doorway and make a map of your room and how you would structure for your students. Put yourself in the place of the students – what will they see – what will the structure say to them Does the structure of my room help my students be successful

13. Why Transitions are Difficult Not wanting to stop a preferred activity Students don’t know when the activity will come back How long will this activity take – I don’t like it! May not want to stop before its finished May like the attention received for not complying May not understand what is next or think its too difficult

14. Making Transitions Less Challenging Using visuals Transition object or card/picture Using auditory signals Using timers (count downs) Clear beginning and end Signaling / Frontloading that the activity is ending soon Give time to process the direction to end the activity

15. Consistency with Transitions Create routines for each transition – When you come in in the morning always put your backpack and lunch in the same place – Sign in – Sit at your desk (have something set up already for them to go – eliminate waiting and down time)

16. 16 The Power of Schedules They minimize problems with impaired memory or attention They reduce problems with “executive functioning” (time management, predicting organization, problem solving, etc) They compensate for problems with receptive language, which may also cause obstacles to following verbal directions (words are ‘fleeting’)

17. 17 Daily Schedules A visual cue or cues which tell what activities will occur and in what sequence. It is a visual support that allows the student to predict what will happen next. Use the concrete reference of the schedule in order to teach flexibility & adaptability.

18. 18 Types of Schedules Whatever type must be referenced and accessed consistently Object Photo (real picture) Icon (representational) Picture/Word Written

19. 19 Visual schedules need to:  Be Clear & Concise (including location and student space)  Enhance Predictability – Creates Calm  Facilitate Independence DAILY SCHEDULES

20. 20 How to Individualize: Length of schedule Transition, first-then, part day or full day Schedule manipulation Carry the object/picture, turn over, cross off Personalization Tailored to individual abilities & interests (locations may be on wall, at desk, on the board as a general classroom schedule)

21. 21

22. 22 Instructional Strategies 4 Key questions for ANY Activity or Lesson What work is to be done? How much work do I do? How will I know I ’ m finished? What happens when I ’ m finished (what comes next)?

23. 23 Remember: Within any specific activity, add visual structure to help the students know where to start and how to complete the activity, and to sequence the steps and clarify the directions.

24. 24 Finished…. Done... The concept of finished is a key organizer and motivator for all. Examples of how to indicate finished or done- – Baskets – Trays – Shelves – Folders – Carts – Returning to locations with room – Checklists – Pocket charts – Tallies

25. 25

26. 26 REMEMBER : DO NOT violate the “ finished ” concept... – Once finished, put it away - don ’ t take it apart and do it over again – Design another task which provide additional practice with the same concept

27. 27 Independent work Things to consider when developing: – STRUCTURE – STUDENT’S DISTRACTION TOLERANCE (solitary, with minimal, work with peers) – MOBILITY – WITHIN ARM’S REACH – STANDS TO GET TASKS – WALKS TO SEPARATE AREA – WALKS TO MATERIALS IN COMMON AREA – “FINISHED” – BASKET OR TABLE – FINISHED AREA – PUTS BACK ORIGINAL SPOT/AREA – PUTS IN DESIGNATED AREA

28. 28

29. 29 Visually Structured Activities Visual organization – Limit space/movement – Container organization – Boundaries (folders, sections taped off, etc.) Visual Clarity – Color coding – Labeling – Highlighting – Exaggerating Visual instructions Either “materials define the task”-- using cut out jigs, picture jigs, referral jigs, etc. Or “written instructions define the task” -- using top to bottom lists, picture dictionary, product samples, graphic organizers, etc.

30. 30 Samples of Independent Work

31. 31 Final Thoughts: Independence, Motivation, Interests, Cooperation – Do not weave instructor unnecessarily into the activity – Encourage attention to visual supports – Design with generalization to independence in mind – Design with a clear beginning and end – Build repetition into task, rather than repeated drills under teacher’s directions – Use manipulative of high interest – Allow partial participation in new activities – Build on emerging skills, rather than tackling clear failures

32. 32 Resources - Bloomfield, B. & Ryan, M., Icon to I can: A Visual Bridge to Independence Presentation (manual) - Bondy, A. & Frost, L., Picture Exchange Communication System (PECS) - Hodgdon, L., Visual Strategies for Improving Communication, Practical Support for Home and School - Mayer-Johnson - Picture Communication Symbols, Boardmaker - Mesibov, G., Cox, R. & Schopler, E., Division TEACCH (Treatment and Education of Autistic and related Communication handicapped CHildren) - Prizant. B., Wetherby. A., Rubin, E., Laurent, A., & Rydell, P.- SCERTS Model (Social Communication - Emotional Regulation - Transactional Supports) - Smith Myles, B. and Southwick, J. -Asperger Syndrome and Difficult Moments -Handouts from Ellen Hooper, Ph.D. - March 2004 summarizing Garcia-Winner, M. and Thompson-Moore, S. 2002 - LouAnne Boyd - NOC SELPA, Program Specialist - Leslie Fagan - ABC USD – Program Administrator - Patty Schwartz - Consultant - Andrea Walker - Consultant