1. The Structured Classroom Series Classroom Scheduling & Student Schedules Mini-Session

2. Team

3. Respectful Listening Be Engaged! Cell phones silent/vibrate; please refrain from texting and multi- tasking… Note- Talking Quiet Signal

4. 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.

5. Sponsored by FDLRS Action Resource Center Effective classroom scheduling creates opportunities for effective instruction!

6. With whom do you collaborate in order to meet the needs of your students?

7. With whom do you collaborate to meet student needs?

8. Working Together: Teacher-Paraeducator Collaboration "Working Together: Teacher-paraducator Collaboration." Www.k8accesscenter.org. The Access Center. Web. 2 Feb. 2012..

9. How do you collaborate and plan with other professionals? What impact does collaboration have on whole class schedule development & implementation?

10.  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.

11. 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.

12. Pair Share: Explain your class schedule. Provide rationale for how you approached creating it. Individual Quiet Write: Reflect on your own class schedule. Provide rationale for how you approached creating it.

13.  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.

14. Time is paired with one or more icons which represent what the class is doing throughout the day.

15. Middle school class schedule: An important element of Common Board configuration

16. Middle school class schedule: An important element of Common Board configuration

20.  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

21. 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?

22. Self-monitoring checklist for classroom scheduling

23. 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.

24. 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.

25. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

26. Behind every successful individual student… …is an individualized schedule matched to student need!

27. Describe the schedules you use with individual students in your classroom.

28. 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?

29.  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

30.  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 reducepowerstruggles

31.  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

32.  Symbol Hierarchy  Functional object  Representational object  Photograph  Line drawing  words Concrete Abstract

33. Visual supportLengthOrganizationManipulationLocationTransition Created by FDLRS Action; adapted from Division TEACCH functional object 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

34.  Visual Support  Length  Organization  Manipulation  Location  Transition line drawing activity top to bottom check or mark off stationary verbal cue student/peer guided environmental/ student initiated

35.  Visual Support  Length  Organization  Manipulation  Location  Transition line drawing full day top to bottom Put cue in “finish” pocket stationary teacher guided verbal cue student/peer guided environmental/ student initiated

36. Your Turn  Visual Support  Length  Organization  Manipulation  Location  Transition

37. Your Turn  Visual Support  Length  Organization  Manipulation  Location  Transition

38. Your Turn  Visual Support  Length  Organization  Manipulation  Location  Transition “secondary schedule” From Boardmaker in AS folder

39. Reflect: Self-monitoring checklist for classroom scheduling & individual student schedules

40. 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.

41. 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.

42. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

43. 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.