Kaye: Just a little bit of background,
like the Annette said, this is part three of four.
So if you did not attend the first two,
it is available for you to access the video.
I'm finding that's a really good way to
have people be able to go back over.
It's a lot of information.
We know that,
We are really limited on time 'cause we're also busy,
especially providing services in this,
this interesting pandemic time.
So you have a chance to listen to it again and stop it,
and discuss et cetera.
I kind of a little bit of background,
I started as a gen ed teacher,
then a special education teacher,
and I've been a consultant in public schools
and charter school, public charters
and private for actually a long time now.
So I'm really passionate.
I started my special ed career in a Behavior Support Program
in Millard, Nebraska.
I'm originally from Nebraska.
My email, my website,
if you have any questions about this,
but really what I wanna do is,
is thank all of these wonderful educators.
They are graciously giving of their time
and their expertise.
I know them all.
I've seen their programs.
They're absolutely amazing.
And they have the same passion that I do that we really can
develop good evidence-based behavior support programs
across the full continuum,
and we're seeing great things happen with kids.
So have their emails all there.
And with that, I think questions and chat,
I will be advancing the sites
and I also will be monitoring the chat.
So as we go, go ahead and put your questions in chat,
and we'll try to save a little time
for that at the end as well.
And hopefully we have a lot of information,
but we do have a session four.
So if we feel like we need to slow down
at the answer questions, that's okay.
'Cause we have some time in our fourth session.
So with that being said,
I'm gonna turn it over to
this wonderful group of teachers.
Oh, I'm not, I'm going to introduce first, sorry.
So today, we're focusing on environmental modifications
and structured routines and schedules,
as I'm going out and consulting,
and as I'm talking to the people on the front lines,
we were really seeing that sometimes
people don't put as much importance as they should.
And if you don't have that, that really high structure,
you can't have effective educational programming, right?
So by structuring it,
it's gonna be beneficial to everyone,
not just individuals that exhibit challenging behavior,
and it makes everything safer, more orderly, more calm,
more flexible 'cause we know sometimes
we have to shift in the moment 'cause things happen, right?
So for really, really structured,
we can make those changes at moments notice
and definitely more efficient.
So everything just works like a well oiled machine
and makes instruction and learning more efficient
and effective.
And now I will turn it over to our teachers.
Carrie: Okay, thanks, Kaye.
Can you hear me?
Kaye: Yes, I can.
Carrie: Okay.
This is my classroom.
I probably would have been some kind of,
if I could design classrooms for a living,
I would absolutely do it.
I'm a little type A
(chuckles)
as well.
I have a self-contained.
I'm at a level three program
with ESU3 in La Vista, Nebraska.
So I have third, fourth, and fifth graders
in these classroom pictures that you're gonna see,
and I'll just quickly go through
what you see in these pictures.
I've written a little,
just I have a little write-up by each one.
If you go back and you wanna look at something
a little more closely.
I have desk clusters in my room.
We honestly don't spend a lot of time at our desks.
We have kidney shaped tables for each grade level.
We usually meet at our desk clusters for like
just team meetings, class meetings,
or conferences, that kind of thing,
check-in and check-out.
But otherwise, we don't really sit
at those tables very often.
And then I have,
can you go back just one second more, Kaye?
For mailboxes, I use those color coded drawers right there,
and then I have caddies for all those supplies
at each desk cluster,
and then the green and red folders for those little,
oh, those little folders on the side of the mailbox,
in that second picture.
Those are their check-in and check-out slips.
So it's real easy for them to grab those
when they come in in the morning.
All right, Kaye, next one.
Each kid has their own caddie with their name on it,
and their scissors, glue, everything.
That first picture is my social skills area in my room.
So when we have social skills time,
we are all moving to that area of the room,
and there's about six of us right now.
I just use stadium seats, and it's just easy.
I lower the tables.
I take the legs off of these tables, just lower them.
So we are all sitting relatively close and on the ground.
I also have a small group workspace.
That table right there,
I got that from a business that was going out.
I didn't have to pay for it.
I hauled it over,
and that's where kids can play games,
sometimes I have one-on-one conferences with kids
or art projects that are going on.
That next one, Kaye.
This is a really easy way to section off kids
who are really distracted
or maybe I have to move them away from others.
I just go to my gym teacher and I asked for a gym mat.
I had my principal a couple of years ago,
just actually purchased me a couple of gym mats,
and they make really great, easy moveable dividers.
If they get knocked over, it's not a big deal.
So I've used these pretty often.
That's just at a regular table
where we're teaching regular instruction
and this kid knows to just get the mat.
'Cause he knows he's so easily distracted.
He kind of like just wraps himself up in that mat
and just pulls right up to the table.
And that second picture is someone that's just have,
it's just had to move away from the group.
So great dividers, easy.
That next one, Kaye.
There we go.
We are in almost a garage type areas,
so we have a lot of fluorescent lighting.
So I like cozy or lighted spaces.
I found this bunk bed on like a buy sell trade site.
I got it for el cheapo,
I have a big enough room that I can do something like that.
But I've had a number of kids when they have to take a quiz
or a test or whatever they like to sit under this
and this kind of little nook area.
So I have lots of little spaces like this
built into my classroom where there's just lower lights,
kind of nook areas.
I really try to have well-defined areas in my classrooms.
So that first picture you're looking at is really
for checking out at the end of the day.
So we have a whole process.
I'm sure like many of you do,
where kids go, they put up percentages,
their behavior logs, it's all in one place,
any information that they need to access
on their IEP or data,
it's all right there in that place that you see
in that first picture.
Then we also have, I use the outside of my cabinets.
So I have those black cabinets in my room.
I utilize every space I possibly can.
So this is just another area where they're checking out.
This is more of a reward area
where they come do things like bingo
and goal getters and all that kind of fun stuff.
It's a little separated
from where they're doing their checkout.
This is also in my social skills area.
I make it really easier,
try to make it easy for kids and myself.
I do a lot with Superflex.
So each of those book bins has the books
that are related to an unthinkable.
So if I have kids working on anger or not being distracted,
those kids they're labeled by the name of that unthinkable,
and they can just go right over and pick those books
right out of our social skills library.
Easily retrievable.
So this is what I was talking about.
Each in our classroom,
I have three of these kidney shaped tables.
This happens to be my third grade area.
And this is where kids are getting their instruction.
That second picture is a bookshelf.
I hate messy desks.
I can't (chuckles)
I can't stand it.
And then kids would have to constantly,
they'd forget something,
they'd have to go back to their desk.
It would take forever to find it.
So we have it in our classrooms
so that all their materials are right there
at those bookshelves next to the table
where they're getting instruction.
It's just easy to find.
They don't have to get up and walk all the way back
to their desk to get those things.
The other thing is,
the kids don't move.
So this is third grade.
We rotate, the staff rotates in our room.
The kids remain at the same table all the time.
It's the teachers who rotate.
And we usually rotate one to two weeks,
but the kids never moved.
They are always in the same spot.
Next.
I use a one of those little doorbells you can plug in,
and I just use that handheld clicker,
and that is a really easy way.
I don't have to raise my voice or call out.
I just hit that doorbell button
and kids know they've got just about a minute
to transition to the next subject,
and that's been really, really handy.
I started that this year.
I also sectioned off kids in my room,
because we operate on a level system.
My lowest level for kids is behind those curtains.
I just went and bought a couple of shower curtains
and a shower pole and put it across two cabinets.
And then I can easily section off
like where my safe rooms are.
And then any kid who just on a lower level,
that is not allowed to be within the classroom.
And that's just was a really easy way to section off
my classroom with that shower rod and curtains.
Steph: Okay, for environmental modifications,
Steph and Kris,
we are both in a K8 life skills setting
at a level three building.
All of our slides and pictures
can be adapted to a resource setting as well.
That was our previous experience.
You can see on this slide,
just making sure you're having designated spots for breaks,
calm down area and sensory supports.
We utilize our hallway,
which is a shared space in our building
with other classrooms,
and we utilize that for our sensory path.
You can see those Velcro visual marks.
There are little bear claws.
We switch our sensory path up as the kids get bored with it.
So I would say probably we try to do it
every three to four months,
depending on our students and what their interest is.
Most of the stuff we found for that was just like Carrie,
finding it on buy, sell trade, or Facebook selling,
the trampoline and the balance beam were both found there.
And then on the left,
you can see our little break area in our classroom
where students go.
We also run on a level system.
So their privileges for level one, our toy breaks,
and all of our materials for that are in that space.
Kristen: We use a lot of flexible seating
in our classroom during morning meeting and rug time.
We really need to provide really good spots for them
to be kind of,
and so they stay in their spots, more of a defined spot.
One is just a regular cube chair.
The other picture shows that orange round circular thing
that looks like a sled.
It is a sled.
We found that last year on Amazon for pretty cheap,
and it really works for some of our older students
that got a little bigger for those cute chairs.
They can cross their legs in it.
It has a defined spot
and they still have a little bit of wiggle room
at the same time,
which has been extremely helpful for them
to stay in their spot on the rug.
The next picture, our portable desks.
My husband actually just made these for us.
It is a whiteboard on top and a crate on the bottom.
So then you can just bring your dry erase marker
and they can do the work on the board if they need to erase,
or it can be kind of like a clipboard.
They have been absolutely wonderful
because you can move them anywhere.
We have them in our safe rooms.
We have them literally all over the place.
You can put them in a hallway
and then they just stack in the corner
when they're not being used.
This next slide is a picture of a desk.
We use as many things as we can to be flexible
and to use our space the best we can.
So what we have our big Lego blocks that we use
to block off areas that we need to,
if we need kind of a barrier or a wall to enclose a space,
we use just about any material we can find in our classroom.
(laughs)
Steph: Okay, a couple things here.
You can see, you know,
the lovely fluorescent lights in all of our classrooms.
These have really been game changers for us.
These are just those fluorescent light overlays.
We have these on all of our lights
and it just dims the room a little bit.
The nice thing about these is they don't really get used
and abused.
I mean, you have them forever once you have them,
and they're really easy to put up, take down.
We never take them down.
They'd go up at the beginning of the year.
We take them down if we're moving classrooms
and that's about it,
but that's been really nice,
just having that environmental modification
for those students that
the bright lights kind of get difficult for.
And then Velcro carpet spots,
you can really use anything,
you can probably make your own.
These have just been really helpful.
We use them as markers on where they are going to sit
at our morning meeting and closing circle rug.
We rotate them weekly.
And then we also use them where they line up
to make sure that they're just giving their peers
that designated space that they need to,
and it just kind of eliminates of those behaviors.
We also use those on our sensory path that you saw
on the last couple of slides
and really can be used for anything.
So those have been really helpful,
Kaye: Sallye, are you there?
I'm not Sure.
Carrie: I can speak for Sallye.
She was having some,
a couple of us had some technical difficulties.
In Sallye's classroom,
that first picture is a calm down spot.
And again, she just used the gym mats,
but the thing I love about it is she just used
two file cabinets and put the gym that between them.
I've also seen last year.
She also used like a shower curtain bar
and then had a curtain there.
And it was a great little nook for kids also
to go and just calm down.
She also has a break area in her classroom,
and those are large sand timers.
If you were interested in them,
they're called time in a bottle.
It's watchtimepass.com.
They are awesome sand timers.
They are fabulous sand timers,
and they have them in like
1, 2, 3, 5, and 10 minute increments.
Sallye: All right, Carrie, I'm back,
but I'm on Steph's and Kristen's computer.
Carrie: Okay.
Sallye: Sorry, my computer is acting up with Zoom today.
So thank you for explaining that first slide
with the gym mat.
I don't know if you explained,
but that little last section of that gym mat
actually closes.
So if kids need like a little door,
that's been really handy this year.
So you can go to the next slide.
The next part is just,
I know we've already shown some lower area workspaces.
I found this coffee table at a garage sale for like $2
and the kids absolutely love it to do puzzles
or just artwork, or sometimes they even take their work.
They asked to leave their normal desk
and just sit down there.
So that's been kind of a nice area
as an alternate workspace.
And then that second picture
is just a desk that's kind of quartered off a little bit
where we did use it for some writing activities.
But when I have a student that's kind of needing,
maybe he just needs a little bit of space away.
We've started using it as another alternate workspace,
just wandering eyes,
or just kinda needs to be away for a little bit.
We've used it as just another place for him to work.
All right, next slide.
The first box is just kind of like a task box,
but not as specific as a task box.
It just has different literacy activities
and math activities that kids have been taught
how to work independently.
And so we might just say,
you're gonna do box one, two, and three today.
And then when they're done with an instruction,
maybe they get done early.
They go and they're able to independently get those boxes.
I'm not gonna call them task boxes,
'cause they're not like that,
but they're more just like independent work tests.
The next picture is just kind of some sensory items
that kids can have access to,
liquid timers on the top,
some sand, tactile things.
If they are needing those items like for a break,
they're pretty easy to access.
And then the last one,
if you can see those are actually whiteboards
in a two by four piece of wood
that you just notch out the middle.
I actually obtained those from another teacher,
her husband made those and she didn't want them anymore,
but you can actually, I have about five sets of them.
The thing I like about them as opposed to folders
is I can see what all the kids are doing,
but they can't see each other.
So like, if I'm giving a test,
I can see all their work and their answers,
but the kids can't.
Well, when a folders up,
I'm kind of having to stand over and look,
because it's blocked off for me.
So those have come in handy as well.
Next slide.
Oh, and it's Kelli.
Kelli: I'm having difficulty too.
So I'm here with Carrie.
I do a secondary classroom.
We do rotation.
So our kids actually rotate from room to room.
Similar to a secondary classroom might work.
In my home room,
I wanted to give them a space that was just theirs,
but that I also had access to,
and we don't do lockers.
So we had some extra file cabinets.
So each student has a file drawer that I can lock,
and then I can also monitor
who was coming in and out of that drawer.
So each student has that.
We decorated them just like we would a normal locker,
but this is their personal belongings.
So their cell phone goes in here,
headphones off and go in there.
And then any of their schoolwork,
just like they would do in a locker,
in a normal classroom setting.
I also do a data wall, very similar to Carrie,
but you can see ours looks a little different.
Students are responsible for putting up their data each day.
You can come in the room and see exactly
what level of students on,
what their daily percentages have been.
And then up above,
we have our daily privileges that go with each level.
Those privileges are big carrots in our rooms.
So it shows any adult who comes in the room,
what that student has privileges for
and what can and cannot do at each level,
as well as what might earn you a drop down to another level.
One of our pages up there that's kind of hard to see
is our fines lists.
So any student that breaks one of those things
can also lose money,
which is another positive thing that works well
in our classroom.
They have a checkbook which I have access to.
It is a digital checkbook,
but they can get fined where they have to pay out money.
If they rip papers,
if they tear something up,
if something gets broken,
we even have fines for technology use,
if you're on an inappropriate website
or using technology inappropriately,
you can get fined for that and lose out on money.
We have to try to keep our students organized,
we have certain places where students
have access to whatever's available in that spot.
So the first picture is just a wire file folder holder,
which actually works really well for their laptops.
So those are our classroom laptops for each student,
it's their responsibility to get plugged in.
And if they don't get their laptop plugged in,
it's not ready for them the next day,
and that is a huge privilege for them.
They really enjoy having access to the laptop.
So it's been a good responsibility creator for them.
The other side is due to COVID.
We had to limit use to our waterfall fountain.
So we've got access to water, school supplies,
calculators, headphones,
anything that a student might need to be successful.
Ashley: All right, can you guys hear me?
Kaye: Yes, I can hear you.
Ashley: Perfect.
All right, so this is my classroom,
and I am the teacher for
Westsides Elementary Behavior Program,
and most of my kiddos are of the ED population.
So as you can see in these pictures,
I also use the file cabinets
and different cabinets to break apart my spaces,
and I was fortunate enough to have the dividers.
So each of my kiddos has their own space
that when they come in,
they get to decorate,
and that's their space for when they're here.
And we also run on a level of systems.
So as they begin to transition out of my program,
that's when they get to move out to the other desks,
you can kind of see what the tall cabinet
in that top right hand corner, that tall cabinet.
So like those desks don't have a full divider.
So as they're moving up in the level system,
they get more freedom.
These are our office and safe spaces.
And for the most part, we use these as their breaks.
So I don't have my kids use sensory tools
and stuff for their breaks when they're feeling frustrated.
We try more of the silent coping strategies
so they can ask to just go to an office.
And when they're feeling frustrated,
they can walk out of my classroom
and go have their own alone time,
which is used quite a bit today.
And they just go in there
and they use all of their strategies that we've worked on
in social skills that we have listed.
And then when they're ready,
as long as they have not zeroed out,
they just come on back to class.
So this is our level system and road that we kind of run on.
My kids actually know it better than I do.
So they all make a Bitmoji
and then as our level systems,
our level system moves up each day,
they moved their piece and they're responsible for
if their meet their goal then they move their piece.
And I'm trying to see that middle one says,
and then it's pretty defined for when they have
like an office behavior,
if they just need to leave and gather themselves,
and then come back or if it's a zero behavior
and then they need to work their way back
into the classroom.
And then they're green, yellow, and red is for their
types of rewards or reinforcements that they get
and the level of reinforcement,
This is our sensory room,
and when I was taking pictures,
it was in use.
So I apologize.
It was kind of a mess.
We have lots of different like pillows
and the sequence pillows and trampoline.
This is where our kids do our Legos
or when they use their reinforcement time.
So they can go into this room with all of the fun,
different games and stuff that they can get out.
And then this is where we keep our flexible seating options.
My kiddos have to pay for their flexible seating
and earn it,
and then it gets brought into my classroom.
And then when they're done with it for the day,
then they take it back.
And this picture in the bottom right corner
is my teaching partners classrooms.
So she kind of has it set up the same way
where her kids each have their own specific seat
at her round tables.
And then the teachers move around the kiddos.
Anne: So I teach at ESU Seven
and the level three program.
And I have the luxury of,
we have a whole building for programming
and not just a classroom,
but I've also been in a classroom that housed
the whole program at a middle school.
So on the left, you can see my instructional area,
and that's one thing that I expect for my students
for at least part of the day,
is that they are at a desk
appropriately handling instruction.
We have small groups that we'll pull out for academic
and other activities,
but I do like to have at least part of the day
where they are working on those skills of being seated
at a desk in a group using skills to access
the things that they want and need in that context.
I think it's easier for my kids to kind of fall apart
and get relax or not meet the expectations we have
when they're sitting in a less formal situation.
So this has been good.
Over to the left,
you can see that's where I have all the things
that the kids could possibly need.
And that's part of our instruction
and skills also is just practicing,
asking for and getting the things you need,
understanding what would be acceptable to get up
and take care of on your own,
what things you need to ask for,
what times it's appropriate to get up
and do things on your own without asking.
And when you should really be asking an adult
before you leave.
I also, you can see we have the sand timers
on the top of the cabinets.
We found those do hold up very well.
There are some that have a metal center
that hold up a little better to being thrown the knees.
So that's an option if you're looking into them
and are able to get the metal center
that holds up a little better.
But you can also see our metronome is up there,
and there's a menu of activities the kids can do,
depending on where they're at emotionally,
as far as perking up, calming down,
or you know, that they're focused
and they need to stay focused.
Next slide.
This is the area on the other side of those shelves,
and it is just partitioned off with bookshelves.
We do a lot of things over here,
centers for my younger students happen here.
I have an older student that likes to come over here to work
a little bit away from distractions.
You can see that we have pillows and bean bag there.
It's also a break area for the kids
at different times of the day.
So it gets used a lot for a lot of different things,
just a separate area to do things with kids.
So I think that you've probably seen a lot
of seating options.
If you look at the picture on the left,
we discovered this accidentally,
I was having some students help me adjust desks
and this young man accidentally let go
and it lowered all the way.
And we found the kids really love that.
So just by removing the bolt that holds the desks
at different levels,
he can lower it all the way to the ground.
And I have several kids that just feel more comfortable
when they're on the ground as far as just being,
meeting all those sensory needs
and having all the supports in place.
So this was an accidental discovery
with our desks for floor seating.
We have a rocking chair
and the kids asked and asked for a rocking chair,
but I found that actually a lot of the adults that come in
and out of the classroom enjoy sitting there
when they're calling down.
Kaye: Anne, we have a question in the chat.
Anne: Sure.
Kaye: It says the blue chairs are great,
do they rock or wobble?
Anne: They spin and roll.
So yeah,
they have a little bit of give for rocking,
but they're not really designed for it,
but they spin and roll.
I actually love those,
because all my students are on rolling chairs.
So if they move to a different table or a different area
or the hallway to work
their chair with the basket underneath
for all their supplies
can just go with them wherever it is they're working.
So those were a great find.
Another thing I really recommend
are these larger whiteboards,
especially for my high school,
middle school, and high school students,
where we're doing a more complicated math
and need a little more space to really work out equations.
Those larger whiteboards allow me to do it
with a student in the hallway
or in a separate area of the classroom or at their seat,
without having to take up the classroom whiteboard.
On the right, you'll see our standing desks
with the foot swing.
And those are great too.
I find that a lot of my students don't really choose to
or need to stand a lot,
but that foot swing has been a really amazing thing.
So sometimes we actually just put a chair at those desks
where students can have that,
that swing for their feet.
So this is one of the perks of having our program
in a building instead of just in my classroom,
is we have a room.
We call this our Wholeness Room.
I think often they're called sensory rooms,
and we opted for wholeness because we serve both kids
with autism and a lot of mental health issues.
And it's also used for meeting those emotional needs
as well as the sensory needs,
but it was nice.
We had some grant money,
so we were able to get some nice things
that swing from the ceiling has been amazing to have.
But on the left,
you see that we actually have a privacy pop,
and parents can buy those for kids' beds,
but that's been huge for some of our kids that really need
like that totally dark calm place.
We just have some gym mats and pillows in there,
and if they need it, they can zip themselves into that area
for that, that dark quiet, if they're needing it.
On the right,
I don't know that you can see it very well.
The kids really love these.
They're light up bubble walls.
They weren't too pricey to have,
but I felt like they really are nice as far as being used
for lighting and just watching for the kids.
So we call our safe rooms, our dignity rooms.
I also call them the rooms of requirement.
We don't just use these as a safety intervention
or for safety spaces kind of at a premium even
in the building.
So we will use these if kids need a quiet place to go play,
or if they wanna go and work on their own.
But the good thing is they're also designed for safety.
So the rooms have no outlets or wiring inside of them.
There's an outlet right outside.
So if a kid needs to plug in their Chromebook,
they can plug it in and work in that room,
but there's no outlets or wiring.
The walls are made of an easily clean material
on the concrete floors.
So we do a lot of schoolwork and some playing
and a lot of requested breaks in these areas,
but they also can function for safety purposes.
If you can see on the left picture, the door handle,
I think this is the third building
and the third set of dignity rooms I've had.
I think this has the lock that I prefer the most.
If you are having to do any sort of seclusion,
it requires that a person is actually holding the lever
for the door to be secured.
So the door can't be secured unless there is someone there,
it's impossible for it to get locked,
and someone to be left in a room.
The doors are really reinforced
and have the small plexiglass windows
and it looked really institutional.
So those are just magnetic curtain rods.
We use to make it look a little bit less institutional,
but those pop right off.
If we have a situation where we're needing
to be able to look into the room through the window.
Kaye: Okay, Sue has a question.
So many grades seeing options on other resources,
is there listing of these and were to get?
I would suggest Sue,
'cause we have the name of each teacher on the slide,
and then I would just email them and say,
where did you get them?
Or how did you make them?
We could probably put a list together,
but that would be the quickest.
Anne: Yeah, I would say the one thing I can say is when
I ordered the classroom seating,
most of it came from Eakes,
but I could definitely get brand names
and specifications for you.
Ali: Okay, I do not have my own classroom.
So a lot of these pictures either came from
our structured teach training that we do
through the network or other classrooms that I have been in.
So these are just some ways to structure up the environment,
to help students be successful.
So on this bus picture,
you can see there's expectations
of what's expected on the bus,
a boundary line, so they stay in their area,
which is kind of similar to the tape on the floor,
the little feet in front of the backpack.
Those can be taking into things,
yes, that's in an elementary school in front of a backpack,
those little feet.
But think about, if you have a student who is working on,
bagging groceries at a grocery store or something,
and they need to stay in one spot.
So these can all be used in all different settings.
This is just a structured locker for a student to show,
I need this color of materials for this class
and it's all in there color coded,
go ahead, Kaye.
Again, more color coding stuff on the top right there
with for Monday, I need all these things
and everything that is for Monday is in the red.
A couple other arrangements with just classroom materials.
So this is a little work area on the left for somebody
and just using some shelving units to close off an area
for a student to learn,
and then some dots on the floor.
You see dots on the floor and all kinds of classrooms,
but helping kids stay in line and nowhere to go.
Again, just using tape,
I swear duct tape and file cabinets can go really far.
So using duct tape to show,
this is my work area,
on the left is kind of what is expected first then,
right next to that little duct tape area.
Again, using on the right,
using some shelves to block off an area for a student,
and then even noticing that there's tape on the desk
to help that student know how to organize their work
when they're working
Again, these are just lots of different examples
of how to use the things within your environment
to help close off a lot of classrooms that I am in
and are those ACP programs where kids are not necessarily
in the general education classroom as much as their peers,
and so where they need a separate work area
for that direct instruction or independent work time.
So just showing how you can use some of the things
you probably already have in your class to make areas
for students to be successful in.
Again, different areas.
And then really quick.
Kaye, go back to that other one.
This one on the right.
Oh nope, go ahead.
Forward one more.
(chuckles)
Thank you.
This one right here has all like the verbal behavior stuff.
I am seeing that a lot more in classrooms that I go into
for the adults to help them be successful,
and you know how to prompt
when I'm doing an inter verbal and stuff.
So definitely having,
not just things to help students be successful,
but any visual supports for adults as they're working with
these students to help them be consistent when teaching
is really beneficial.
So making sure you think about visuals for adults too.
Is this the video, Kaye?
So this is a video of a middle school classroom,
and this teacher had just started as it was her first year
in the ACP classroom at the middle school.
And she was concerned because she said,
I'm getting all these students that had one-on-one pairs
in elementary school,
and that's not the case here,
and they all need all this individual support.
They all need verbal behavior
and they all need independent workstations and all of this.
So we set up her classroom and made it.
So there was like three
little valley ways that set up for three kids
to be doing independent workstations at a time.
So that one adult could kind of manage that
so that it wasn't, I don't know,
it was just really organized.
So I just took a little video scan of students working,
everything in her classroom was color coded.
So their verbal behavior,
if one student had all their verbal behavior stuff
in an orange bin, in an orange binder,
then their structured teach shelf had orange tape on it.
So it was easy for all the adults to be consistent.
Their locker had orange, their schedule was on orange paper.
So it was just helped with consistency and structure,
and the whole classroom for adults and students.
So this is just a little scan of her,
of some of her kids doing independent work type.
Kaye: I'm trying to start it, but I don't know.
Ali: Maybe like right in the middle,
I don't know, when I put it in the.
Kaye: Can you see it? Ali: Nope.
Kaye: Okay.
Ali: I could hear it though.
Kaye: I think I have to stop sharing my screen
and then share it from my desktop.
Ali: Oh, shoot, sorry to be a pain.
Kaye: No.
Ali: And if you don't want to,
I know they have access to the,
they have access to it.
Kaye: I think we have time.
So I'm gonna try if I can't do it, then I will come back.
Shoot, there it is.
So I think I have to share again
and this time show the video.
Yep, I think this will work.
And I got to get stay on then.
Okay, do you see the video now?
Ali: Yes.
Kaye: Okay, perfect.
Ali: Oh wait.
This is totally not the one I was explaining.
(laughs)
Kaye: Do you wanna? Ali: Okay,
this is totally a different thing than I was explaining.
I thought I put a different video in here.
Anyway, this is an elementary classroom
with kids that needed multiple areas.
So scratch everything that I said before that,
about the video that I thought I put in here.
Kaye: But it was still good information, Ali.
So even if you don't have the video.
(Ali laughs)
Ali: Yeah, so there was one kid's class area.
There is another kid right there, but he wasn't in there.
So his was shut off and then another kid.
So just using different materials
that you probably already have
to create spaces.
Kaye: All right, back to the presentation.
And I think that was,
and we're in really good time.
We were shooting for 4:20.
So we are in good shape.
Anne did say, the visuals for the adults
were really good ideas.
She put that in the chat and I could not agree more.
I can not tell you how much power
having visuals for adults on things like
Ali and I shared last time,
reminding people about differential reinforcement
and what that means, the verbal behavior operants
if that's something that you're working on
with some of your kids.
Adults respond really well to visuals as well.
So yeah, that's a big one.
All right, we're to the second part.
If anybody has questions in the chat
for specifically environmental modifications,
obviously, it's not rocket science,
but seeing all the different ways that people do things,
make things on their own,
how creative they are about,
so many times when I'm going into to programs,
they say, well, we don't have a budget.
Making sure that we're thinking outside the box,
but it is possible to do it.
And so again, you have everybody's email addresses,
if you saw something that you really, really wanted
more information about just email back particular teacher.
And I know that they're happy to share.
So now we're getting started with structured routines
and schedules, right?
So why is that so important?
So everybody knows throughout the day
exactly what they're supposed to be doing.
So like Carrie said,
it's up to that point by point map to follow.
Downtime is like the worst antecedent.
So if we have that really structured schedule
and everybody's staying engaged in something meaningful,
you're really gonna reduce your problem behavior.
It gives students that predictability they need
so that they don't experience as much anxiety,
frustration, and worry.
Research is very clear that especially people
that struggle with challenging behavior,
mental health issues, et cetera,
maybe experienced trauma,
they really need that structured predictability.
And it helps with oppositional defiance students,
'cause when you set it up
and you stick to it and you're predictable,
there's really not a whole lot
of power struggling going on, right?
And increases work, production, compliance,
and engagement for sure
which then leads to higher academic performance
as a result of that improved focus and attention.
And it also teaches students
some of those executive functioning skills
that we can just build into our day.
Some of the time timers,
the sand timers,
and the visual timers,
it really helps kids kind of predict time
and manage that time and those resources
and improves the organization.
So when we think of,
I do a whole workshop on executive functioning deficits,
been doing this for a really long time
and pretty much it's every kid that I've ever worked with,
has one or more a weak or missing skills in the area
of executive functioning.
So improving their organization
and all of those related skills is really important.
So going back to Carrie.
Carrie: Okay, so one of our structured routines,
one of the things that we do in our classroom is
students keep what I call a Fabulous Five.
And I have them keep these things
in the corner of their desk, like all the time.
I never want these things to go inside their desk.
And that includes a homework folder,
their assignment notebook, or planner,
their gold card, which is what we use to track behavior
and then a pencil pack for all their writing utensils,
erasers, and then an accordion file.
That accordion file then is just,
they have every subject right inside that file,
and so every time it is instructional time,
I always remind them to bring their fabulous five.
And then there's a fine, if they don't have
one of those items,
'cause these are just things that we automatically
have to have every time we have instruction.
I mentioned earlier that we have check-in
and check-out slips.
For the most part, my students can read and check off.
I have in the past used pictures,
this particular group of kids that I have
of third through fifth graders don't need the pictures,
but otherwise I can certainly modify that.
And it just goes right in order.
And I asked them, they have to check it off,
and then they're near staff.
And so staff looks over those lists,
make sure everything's done.
But that happens at the beginning at the end of every day.
Kaye: And not knowing if,
or the recording is gonna have chat access.
I'm not as familiar.
Anne had a suggested to make friends with custodians
and maintenance people.
They're really good resource for hand me downs things,
and I couldn't agree more.
So thanks for that, Anne.
Carrie: We also have, I have a little sign
right by the door.
It looks like two, but that's just a front and back.
I have an informal line,
which is just hands are at your sides
and you can still have some quiet chat.
And then I have, what's called a formal line
and their hands are behind their back,
and there's no talking to wherever we're walking,
going to.
So we do have specific ways that we even walk in a line.
We also, every Monday,
as part of our social skills routine
on Mondays is Marvelous Mondays,
we set a class wow goal
and you can easily make one of these posters.
Mine doesn't look quite like that.
Mine's an actual poster that I purchased that says
wow goal, which is just within one week.
And then that's posted every week.
And if I forget, they remind me.
It is just become one of the things
that we automatically do on Mondays.
We even have a routine for when kids are earning time,
back into the general education classroom,
and we just call it Mainstreaming Madness.
So because we're at a level three,
we're not even within a public school building.
So as they're adding time,
their pictures are over on the left.
This is a great way to keep kids motivated
to go back to their buildings,
'cause oftentimes even in,
even in public school,
in a self-contained behavior classroom,
it's really hard sometimes to get kids motivated,
to go back out.
They're feeling good,
they're feeling successful, safe, secure in your classroom.
So we put this in place where it's basically they're moving
every time they're adding time in their building
or adding a class.
It's like they move up in the club
until they get to what we call the diamond status.
And really they're not spending any time here
at our program at all.
And then with each move,
depending on where they are at the end of the quarter,
there's big rewards in place every quarter,
depending on which club that they're in.
And that's a really big deal.
We video them when they move their picture.
Their pictures are covered in that slide, you see,
but they move their picture as they move in clubs.
And that's been super powerful to get kids motivated
to go back to their buildings.
I also, this sounds so crazy.
I read, not this part.
I do read the students every day
and I allow them to keep their hands busy during that time.
But I'm super specific about what they can do,
because I hate being interrupted when I read.
So I don't allow loud toys, loud things.
So I have found even writing this list out and saying,
these are the things that you can do,
and it's non-negotiable.
So I know I'm type A,
I have to have these kinds of routines in my classroom.
Next.
I also have a lot of safe room paperwork,
that, that picture off to the side.
That's about a three page document.
It's not super long.
We call them a Hassle Log,
or I call it a Hassle Log,
because I have to fill out paperwork
if the student is using the safe room particularly,
if we have seclusion minutes.
I ask kids to fill out paperwork as well.
So it's a hassle for them to fill out the paperwork as well.
Honestly, this is a great report for me.
It's kind of like a mini FBA,
because the kids are writing down.
They're indicating what time of the day this occurred,
what the trigger was?
Who was the person involved?
What did they want?
And everything's pretty much multiple choice,
but that is something that every time
a student is having to access the safe room
or have seclusion minutes that they have to fill out.
We also have very specific rules that we practice
just like a fire drill or a tornado drill lockouts,
any of that.
We practice these whenever we get a new student.
What it looks like when you have to access the safe room.
So we have specific rules for entering, remaining in,
and exiting the safe room.
We also have in our room what's called,
we just called it Code Charlie.
That way, if we have to,
if more than one staff has to really interact
with the student and either we're in a restraint
or we have to get to a safe from quickly,
I can easily call out a Code Charlie,
and all the other students in the classroom.
No, just drop what you're doing
and move to a designated spot
that's outside of our classroom.
And we practice a Code Charlie,
just like we practice what it looks like
if you had to go to the safe room.
(Kaye faintly speaking) They would just know.
Yeah?
Kaye: I said, can I make a comment about the hassle log?
Carrie: Yes.
Kaye: That's amazing for that
ongoing functional assessment.
I work with so many people that are like,
there's only one function,
it's the same function every time.
And I'm like it isn't.
So getting their,
their take on what has happened, I think it's,
that's awesome.
I love that.
Carrie: Yes, one of my favorite questions,
because there at the bottom,
it'll say on the bottom of that first page,
it says, what did I want?
And so there are things listed,
like I want it to be sent home.
And oftentimes that's the response that we get.
And I make it very clear as we're going through this that,
that is just not going to be an option in this program.
In fact, it will be the opposite.
You'll actually spend more time after school here.
But the question I really appreciate on this hassle log
comes near end, when it says,
did you get what you wanted?
And 100% of the time, it's a no.
And that makes for really great conversations with kids,
about ways to do things differently the next time
and the work doesn't go away.
It's there waiting for you when you get back.
Kaye: We have a question.
We have a question. Carrie: Yeah.
Kaye: Can you identify an example
of what the procedures are for Code Charlie?
What is the expectation of the student in a safe room
and Barb, if that's not clear,
you can jump on to,
because I know you have speaking privileges.
Carrie: That was perfect. Kaye: Okay.
Carrie: Right, I hope I answered that, Barb.
The expectations in the safe room for us are
the shoes come off.
I've been in situations where we have a ceiling
for our safe room,
and I'm currently in a situation
where we don't have ceilings in our safe room,
but regardless, we always ask for shoes to come off.
Sometimes we'll even ask for jackets or coats
or we'll remove those and belts to come off.
We ask that students sit against our back wall
in our safe room area, quietly for a certain amount of time.
When that happens, we are happy to open that door.
We have a line kind of drawn,
kind of naturally in the floor, I should say.
So students know not to cross that line.
As far as Code Charlie students know,
just to drop what they're doing.
They don't ask us,
what can I take this?
Or should I take my homework?
There is no conversation at all.
They know it is almost like an emergency situation.
So they put down whatever they're doing.
They leave very quietly from our classroom
and go to a different classroom.
And then we have practiced with that teacher.
Like where do you want them to sit when they come in?
So sometimes it's on a rug,
it's usually in one area.
And then there is a basket of things
for those kids to do once they get to that classroom.
I hope that answered your question.
Kaye: And I have a question too, Carrie.
So I know there's some people here from Kansas.
I'm pretty familiar with some of the safeguards in Kansas.
And you talked about the paperwork
that you have to fill out.
Can you talk a little bit about
when you talked about the kids' paperwork,
what paperwork do you fill out and who do you,
who do you make sure gets copies of that
as far as follow up?
Carrie: Yeah, we do fill out paperwork.
So it's gonna include things like
the time that the student went into the safe room,
whether a restraint was needed,
if there is seclusion,
if you just even close the door.
We track how many minutes.
We have whiteboards that we've put up right outside
of our safe room with the pens,
and a clock right there
so we can see that time easily, get it written down.
We also indicate what behavior got the student
to the safe room.
We have a spot on our paperwork
where we can really be quite detailed about
what happened just prior to event.
We also list out things that occurred in the safe room,
what behaviors
we saw the student engage in inside the safe room.
We also list out things like what kinds of things
we did as a staff, prior to them coming to the safe room.
Did we give them a redirect?
Did we give them an option?
Did we set a timer?
So on that form, we are also listing out things
that we did as a staff
prior to having to go to the safe room.
We also list a specific, if there was a restraint or a hold,
or we had to move a certain way.
We are very detailed in that information.
Then we enter that,
I have paper copies 'cause I just,
I like the hard copy,
I do it by paper first.
And then we enter it into our particular computer system.
And then our principal gets that information right away
and can review those.
Steph: Okay, so we'll go through some of our
daily routines and then some of our instructional routines.
Our children have a defined area in the room
where they do check-in and check-out every day.
You can see a picture of where they're checking out
or there's that goal card area.
This is all near our calendar area as well.
So it's kind of all visually up for them.
They can put in their sharp.
If they didn't have to go to the safe room that day,
earn a sticker and check-out.
We also have a designated spot on the side of a file cabinet
that we just magnet their classroom jobs,
which get changed every Monday.
And then we can easily change out our schedule
as we need to,
because those are magnet onto the file cabinet.
Also, the goal getters is a daily routine
we do every morning when they check-in,
they know to go check-in,
to hang up their backpack,
check-in for lunch, check-in for their zones,
and then they do their goal getters.
This all happens before they get to their desks
for their morning work.
And this is a good way to just reflect on their expected
and unexpected behaviors.
This is also earning them a class-wide incentive
of earning a classroom pet
is our current incentive.
Kristen: This, this is our learning targets wall.
This is for our core instruction
for that reading and math time.
We set instructional time for about 15 to 20 minutes,
and then they have independent time after that.
So they see a teacher for that amount of time,
and then they have independent time either before
or after that for reading and math.
Up on the wall,
as you can see that picture, we have that set,
and in each one of those little squares,
it is what the student is working on for their instruction,
and then what the student will be doing
for their independent time.
We have found from this year or from last year to this year
that we need to shorten up some instructional time
and do some more one-on-one stuff.
So we shortened it to about 15 to 20 minutes,
and then added on our independent work time
as well for each one of our students.
Steph: The picture on the bottom right
is just the schedule that the teachers use.
So that just keeps us on track to know
who's going to speech,
who's, you know, going to those different areas
and how we're rotating.
This instructional routine.
So these are the things that our students
are typically doing for their independent time.
So after they transitioned from their instructional
small group or one-on-one time with their teacher,
they're gonna go over to their independent.
We try to keep each student going to the same space
for his or her independent time.
So that each day is not different,
and that's just giving them a nice routine.
The buckets there,
they're the color coded buckets.
Those are just their individual buckets of work.
So they might have a task box in there.
They might have a worksheet.
They might just have a day where they're doing an IXL
or a math or reading practice on Seesaw.
The pictures on the left are photo boxes,
you can get these at Hobby Lobby, I believe.
Kristen: Hobby Lobby, Amazon, Target, I think sold them.
Steph: So there are photo boxes, but we use them.
You can find a lot of teacher pay teacher tasks boxes.
That's been really helpful.
We've created some of our own.
We also use our resources in our buildings.
We asked our speech pathologists to give us some,
we've asked our OT to create some,
just so that we can have more options for our students.
And then as we see what they need,
these boxes also are great for morning work.
You can see in,
to the right of the boxes,
it's just a zipper pouches that someone sewed for us.
We don't sew,
but if you do sew, (laughs)
you can just sew them.
They're just zipper pouches.
And we just found that that was better than
gallon plastic baggies.
Kristen: Just because they rip.
Steph: They rip and fall apart,
and these are durable and they will last.
Kaye: We have a question.
Can you speak about the pet incentive?
Can each student have their own pet?
Are you speaking about time with the classroom pets?
So cool.
Kristen: They are earning a classroom pet.
So as you can see in that picture,
it's a fish tank actually.
And they're earning hermit crabs.
Everything that we do revolves around sharks
or some kind of ocean life.
So we decided hermit crabs would be a great pet.
So as they go through,
they earn stickers for not earning each one of
those behaviors.
So that 9, 17, 18, and 20.
So they can earn four stickers a day,
and they they're just little fish stickers we put on.
So they have now earned the tank,
then they will earn the things that go in the tank
and then they will slowly earn the hermit crabs.
So we're hoping by Christmas, January-ish,
they have gotten their hermit crabs.
This picture just kind of shows different tasks,
being done, independent work time, being done.
This for us did not happen overnight for sure.
The tasks definitely have to be on their independent level,
just almost low independent level.
We rotate through them weekly.
They go from an iPad.
We have games that they can play.
They have hands on activity as well as written tasks.
They're very short.
Sometimes there's even two tasks
within that 15 minute period.
Like if you get a hands-on task done within that time,
now you can do a game that you prefer,
a math game that you prefer.
So everything is very, very short.
We reinforce with expected behaviors
when they are observed
and students are spaced out through their need.
We are definitely lucky enough to have a pair of that
helps through this,
but we have really built independence in our students.
In one of the quarters,
you can see our portable desk being used.
Those are amazing,
because you can just kind of throw them out anywhere
and they can sit down and do the writing.
They can do math on the table, whatever they need.
Steph: The next slide just shows
some of our other spaces that we use for instructional time.
We have a couple of those tables, horseshoe-shaped tables,
and then those are the student desks.
And it kind of goes back to that morning check-in,
we didn't have that on the other side,
it was more of the check-out.
But in the morning
they know exactly the things that they're supposed to do.
There's visuals that show them,
and again, it doesn't happen overnight.
It started, you know,
it took a lot of practice at the beginning of the year,
and then they're sitting,
you can see that they're spaced out.
And we do rotate desks every Monday,
just to keep them rotating.
They kind of get, you know,
they either get sick of each other
(chuckles)
or they pick on the same people,
or, you know, they're silly with the same friends.
So we try to rotate them frequently.
All of those visuals help them know what to do
in the mornings before morning meeting happens.
As far as instructional time,
we use the space we have.
So we use tables,
sometimes, you know, if there's a situation,
we're out in the hall with portable desks,
sometimes we're just on the floor together with a group,
or one-on-one,
just depending on what is going on
in the classroom at that time or what our students need.
Sallye: Okay.
This is Sallye again,
even though I'm on Steph and Kristen's computer.
And I don't know if I mentioned before,
but I do the K12 program at a level three program.
So most of my kids are also verified ED.
I have also students with autism,
but some of the instructional routines that I have
are similar to what you've already heard.
I do also a check-in and check-out routine in the morning
and at the end of the day with these little slips,
but I also have on the right hand side,
there's a picture of every one of those same things.
There's a visual of the same thing.
So if kids come in as non-readers or low readers,
they can also access the visual,
but they also have to use the check-in slip.
So then eventually they can start pairing that together,
and then they can just start using that check-in slip.
So by the end, after they've used it in a couple of months,
they can start accessing just the check-in slip,
but the visuals always stay up there,
just to promote some more independence,
but they check-in and check-out.
We try to get them pretty independent
as they move through the year.
I also have all my things.
Go ahead, that was fine.
You can go to the next slide.
I also have all my check-in and check-out stuff in one area.
So that it's,
nope, go back one,
go back one side please.
Yep, so everything is in one area
and I try to keep it pretty similar to.
Go forward one slide.
(laughs)
One more slide.
Yep, right there.
Stay right there for one second.
Kaye: I'm not sure what's happening.
I don't think you're seeing exactly the same time as me.
So is this what you want? Sallye: Yeah.
What's up their hot and cold lunch?
Okay. Sallye: Yep.
Sorry.
Kaye: That's okay.
Sallye: Everything's kind of in one area
and I try to keep it hopefully similar
to what might be in a regular ed classroom,
because my intent is that these kids will go back
eventually, once they gain the skills that they need.
So just thinking about hot and cold lunch,
thinking about where you would hang your backpack up,
all those similar things that you might do
in a regular classroom,
and so getting them independent to do these things
on their own, but keeping it very routine.
Go ahead.
I also have these little tubs,
which are just those cheap little drawers
you get from Walmart or Target,
and I call them Morning Tubs.
So as kids arrive,
they might be coming in at different times.
So in the morning, they each have the same exact things.
Sometimes Legos, puzzles, Wiki Stix, sensory putty.
I have little magnetics in there right now.
There's multiple things in there,
but everybody has the same thing.
Once they get their check-in slip done
and if they need breakfast, they can eat breakfast.
They get to go pick something out of the morning tub.
It's pretty non-academic,
and they get to do that,
and we do that for about 10 minutes,
12 minutes until everybody's arrived.
It's been nice connect,
it kind of gets them acclimated
to being back at school for the day.
I also have a student that sometimes needs
some extra sensory in the morning.
So that allows us to get that built in
so that that student isn't missing calendar every time.
So it gives us just a little extra wiggle room.
Kids are still engaged, doing stuff,
but then that student gets their sensory routine,
and then we can still start the day on time
with academics or rug time or calendar.
It's been kind of a nice buffer
where we're not just like doing a bell work,
but they need, some kids need breakfast
and some kids need this,
and so we just needed some little buffer time,
but they're still getting to chat
and getting some of that,
that kind of stuff out of the way
before we actually start our instructional day,
and that's worked out well in our room.
Okay.
Another thing I do is they check-in their feelings,
and I did this when I was a resource teacher for 12 years.
We checked in and used zones of regulation,
which I'm sure a lot of you are familiar with.
And so all I do is take pictures of the kids,
laminate them and staple them to popsicles sticks.
And then I use colored cups
and they can check-in after I've taught them
what the different zones mean.
So every morning they put
their little stick in a colored cup.
And even throughout the day,
sometimes they'll go over
and they'll move their stick to a different color.
And they want to let me know that their feeling
has changed throughout the day.
So we check-in
and then we talk about what zone they're in
and how they're feeling every single morning
during calendar.
And then sometimes a student
will get to be the feelings, help her,
and then they get to start asking another student
or all of the students how they're feeling.
And it just builds that self-awareness, talking about,
we don't all feel the same way, big feelings,
little feelings.
It opens up the door to a lot of things with
how our body feels.
When do we do our best work?
What zone are we in?
So all kinds of stuff was zones of regulation
and self-awareness.
So we do that every single day.
Okay.
All right.
Kelli: So I'm on Carrie's computer.
I do, as I said,
I do a secondary classroom
and we rotate from between different classrooms.
And again, similar to what Sallye said,
we try to keep it looking how it might look
in a regular school.
So we've got our school schedule set up there
with the subjects and where everyone needs to go
and what they need to be doing.
We've got a check-in system.
There's always something put up on the front board
for them to answer or to respond to
as they are getting their morning jobs done
as they kind of trickle in each morning,
and then they also have a check-out process.
At our level, the check-out process,
kids are totally up their own cards,
doing their own math.
They put it into a digital data collecting system
on their own,
which is verified by the adults
and they do their own checkbook.
That's all part of their checkout system.
And so those are part of our routines and expectations.
I also try to build up that executive function
and being a problem solver
because they will ask me every day,
what is the date?
And so just where do you see a calendar?
Where could you find the date?
Trying to help them be their own detective of,
that's not a question they need to ask.
They can use the things around the room
to be able to help them.
Barb: Here I am.
Okay.
So I'm Barb Gross,
I am a behavior and autism consultant
as well as a PBIS coach
for 8 to 10 different rural school districts.
So a lot of what I do is different than you will see here,
because one, I wish I had access to all this information
when I actually had my own classroom.
So I'm kind of jealous when I see some of these classrooms
and think how nice it would have been had I had this.
But I also have the opportunity
to go to a lot of different schools
and see a lot of different visual representations
of how they're presenting their classrooms.
The other thing is unlike Brook Valley,
our students, a lot of our rural districts only have,
a few students where some of these procedures
seem to make sense.
And so we're really kind of getting to put out the message,
the visual supports are appropriate
and necessary for a lot of kids.
And that it isn't just related to students
on the autism spectrum or students who are IED,
that it works for a lot of different students
and can even be for just about any student.
And I like to equate that to the ideas,
if you're driving
and you're six blocks away from a stop sign,
it's the stop sign that you see first
and that visual representation of it
versus the actual word stops.
So I think it's just helpful for students to understand,
it helps them when they have that visual representation.
So they're on the left,
they're just some examples of,
those cute lights that you can,
I saw these ones at Costco, really cheap.
I think a pack of six.
The probably the most expensive part would be having to
keep using, changing the batteries in it.
The classroom rules there in the middle
with the different visual representations for,
I think that was the preschool class.
And then same on the right,
that was an example of one of our rural districts,
preschool classroom,
just a routine that they use for that particular center,
which was the easel center, the art center.
Okay, you can go next slide.
Oh, I must have squeezed in between someone.
So Ashley's up.
Ashley: All right.
So for our instructional routines,
a lot of what we do in my classroom,
I stole from Carrie.
So I didn't want to be redundant.
One of the differences though is that for my kiddos,
since they are not a level three
and we are kind of an in district behavior program.
So my kiddos come from all 11 elementary schools
and our program is supposed to run
like I guess the shortest would be 45 days.
So it could be fairly quickly,
just depending on how quick
they learn their behaviors and whatnot.
So having the clear expectations for them to know
when they go back to their school,
how they move up a level,
what incentives they learn on each level.
And then those visuals, again,
like you guys have all talked about for the office
and zero out behaviors.
And so like I was talking about all of my kiddos.
So right now my classroom is three through six.
So I have six kids, all various of those grades.
So we have lots of kids who are running different schedules,
and since they're coming from different homeschools,
having each kid's schedule that they run each day
and kind of mocking it along with their homeschools
has been really helpful,
just so that they're not getting into a schedule here.
And then when they transitioned back,
their schedules completely thrown off.
It's been really difficult or not difficult,
but just scheduling for all of our adults.
As you can see, all these color codes over here
has been a challenge for us,
but making sure that their schedules stay the same
and their expectations stay the same.
And we have lots of visuals
and different types of things
so that they know their expectation,
regardless of what adult is with them
has been really helpful,
especially just for the diversity of all the staff,
and all the time staff aren't the same
or when we have a crisis situation or whatever,
you never know when staff is going to change.
So keeping their schedule
and expectations concrete has been really helpful.
Anne: So this is a pretty generic schedule that I have
for what's happening in my classroom.
It shows where the teacher is and where the para is.
And then we usually also have an additional para
to help with a crisis or breaks
or anything else that comes up.
Having everything laid out has been really important for us
with COVID and working with a lot of different mothers.
It's not unusual that a couple of times a week,
we end up with a sub for the sub.
So having it all broken down where anyone that comes in
could look and see where they should be,
what kids they should be with is hugely helpful.
It's a big support for the staff
to be able to support the kids well.
Sometimes when I look at other teacher's things,
a little inadequate, but this works well for my kids.
It's really basic.
It's our whiteboard,
but everything that they might need to know is up there
and they all tend to come in and right away check
and see what's going on.
Our schedule is on there.
Different age groups are in different colors.
So it shows where they're at or what they're schedule
to be doing at that time.
It shows our current value.
So when they earn bonus points or bonus dollars,
they get double for that.
Any upcoming events we do restorative practices.
So the keeper of the circle is up there.
Therapies,
they depend on this a lot.
My system is really not complicated as you can see,
it's just markers on the whiteboard.
I think you've probably seen this several times,
but it's been huge to break down everything
that we want them to do.
At the moment, I have a lot of wheelers
and dealers and negotiators.
So having this has been really helpful to fall back on.
Well, let's go back and look,
what are the expectations when you go to lunch
or when you're putting your things in your locker?
And I've had groups of kids where we would even have it
broken down to how I blow my nose in the classroom.
So just as you go along,
working on creating these for everything
is hugely helpful as a reference and a visual,
and just to fall back on for that whole sub,
sub for the sub situation,
when there's people that aren't totally familiar.
It's easy for them to maintain the same expectations.
Kaye: So we've kind of talked about this already,
and we're running short on time.
So I'm just gonna go ahead.
You guys can read that
and we've kind of covered that in the intro section.
So we're talking about schedules.
You've seen some examples already,
like I said, you'll have this to refer to
and we're gonna I think Ali might be our last one.
Ali: Yeah, so again,
my pictures are more representative of kids
that have more individualized programs throughout the day.
So just making sure that they know
what is expected of them throughout the day.
We know that kids feel safe
and do better when they can predict things
and things are consistent.
So these are just some different examples
of different kinds of schedules that you could utilize
throughout the day.
There's pictures, schedules.
They put them in the finished bin
or put them on the finished side when they're done.
Go ahead.
Just more examples.
They start off as picture schedules,
and then they, you know, there's some with writing,
they can check these ones off.
So depending on the ability of your kiddos,
you would make it match what their needs were.
Just a reminder to don't post a routine
without teaching it.
So a lot of times we need to teach kids
how to use the schedule and the importance of it.
And remember, we can do this
in whole day schedules or mini schedules,
and just to remind her about that prompting.
So when we're teaching,
we might be doing a lot of verbal training and whatnot,
but as they grow more independent in their schedules,
we want to fade that verbal prompting,
and so that the only prompt they need
would be these visuals.
So these are just examples of mini-schedules.
Again, another mini-schedule for a morning routine.
These are better than adults
providing prompts for each step.
And I think this is super important.
We don't outgrow our need for visuals,
but what our visuals look like may be different,
but we all benefit from them.
Meaning we use schedules all the time
through our life, on our daily lives.
So teaching kids how to use them and be successful,
no matter what level they are,
and to keep using them as they grow in their independence.
This is just for work system routines.
I've heard a lot of people talk about
that independent work time.
And I think it was Sallye and or maybe Kristen
and Steph were talking about they start really low,
like their lowest independent.
And I think it's really important that
we build independent time in our student's schedule,
because they need to learn to do things on their own.
So I like how you said, you start really, really low
on things that they can do independently.
But when we're creating those systems,
we just wanna make sure that we're able to answer,
or students are able to answer these four questions.
So they know what work they need to do, how much work,
what does it look like when it's done?
How do I know when I'm done?
And then what happens next?
That reinforcement part that we know is super important,
and this was taken from the structured teach
training that we do.
And then here's just some ways,
some pictures of samples of how to set up
some of those work systems.
Same thing, just some picture examples.
And then another thing, sorry, Barb.
I know this is your part.
I wish today as the day went on, I'm like,
oh, I should have added this.
I should have added this,
but you know, that's how my brain goes.
I know I shared it with group five last time,
but really utilizing a CAPS form is so beneficial
for students and for adults.
So if you haven't heard of the CAPS form,
which is the Comprehensive Autism Planning System,
look into it,
reach out to me if you have any questions,
I'd be happy to show you some examples.
I showed a group five last time, like I said,
but that helps all parties involved
and it's just a great tool to use.
Okay, I'm done.
Barb: And I'm just going to say, I agree with Ali.
We just had a student today that we,
and like I said, we don't have a lot of students
who, you know, we don't have like a large number of students
in any one school where we would utilize a CAPS
or a visual schedule per se.
But when we were developing a plan
for this new student today
and talking about when they have subs,
or people come in,
she has a one-on-one para who is very,
she has very high needs and the services are pretty intense.
So having that CAPS is an outline of her entire day
and what types of supports are in place
and what types of things they need to be careful of
as far as allergies or sensitivities.
So, yeah, I'm a big proponent of a ziggurat model
and CAPS as well.
A lot of the classes I go into,
our preschool environments,
because I work a lot with students with autism,
and so that's primarily where those characteristics are,
or starting to see some difficulty in the school setting.
This is just an example of one of the classrooms
and one of our schools where she was teaching social skills
and using the visuals to talk about
what are some things that are red choices
and what are some things that are green choices.
So I don't know if you saw it on Sallye and Carrie's,
and I think also the other two ladies
that are in that same program.
They talk a lot about expected and unexpected choices.
Just getting that uniform type of language,
expected, unexpected, safe hands,
red choices, green choices,
just having some sort of universal language that's easy
and appropriate for that age level.
Kaye: And we're gonna run of time here,
but we only- Barb: Yeah.
Kaye: Have a few left.
So we're gonna go ahead and keep going.
Just so we have a full recording,
but we're gonna go just a couple minutes past,
so go ahead.
Barb: Okay, and the rest of mine are just
examples of visual schedules.
So one on the far left is one that you would typically see
in a gen ed classrooms.
So I thought I'd put that up there
because sometimes I do go into classrooms
where I'm doing my PBIS coaching part.
And I don't see what you see on the left,
which as part of PBIS, as far as, you know,
what's laid out as far as the structure
and expectations of the course of the day.
So that's just your standard schedule that is identified
on the classroom whiteboard,
and then the middle,
just a little bit more specific for a particular student.
And then on the right is the token board
that could be utilized for a student
who perhaps needs high levels of reinforcement
that you're working on to a listed target behavior.
You can go the next one.
Simple first then board,
and then there's a preschool.
I love this.
I'm at this came through the pyramid model.
This particular school went through an intense process
with using the pyramid model for behavior,
and they created, that's a visual schedule,
and each one of those cards is a part of the day.
So that's very detailed
and really helps the preschoolers identify
what they have done and what's yet to come
in pretty extensive details.
So they say by about the middle of the second semester,
the kids still like to utilize it,
but they're already really good with identifying
what that schedule is.
And the left is just some examples of tasks,
tasks boxes that are big for students
that we are trying to improve,
decrease their dependence on perhaps a one-on-one para
or having access to staff more frequently.
Those boxes are designed for students
to be able to initiate that task independently.
And then on the right,
that's an example for this particular child
of priming before he went out to recess,
he was frequently engaged in unsafe behavior
out on the playground,
as far as aggression towards peers,
they would read,
she created a social story with him
as a star of the social story,
engaging in appropriate behavior
and safe behavior out on the playground.
And then they would read that before they went out
to the playground each day.
So that's an example of priming
where you just kind of prep him
to engage in that expected behavior.
And then there could be a reinforcer
for that being the case.
So that could even be a part of the social story that
when the student does that
he earns us reinforcer.
Kaye: Okay, so we just went a couple of minutes over,
but I appreciate that sticking with us
so we can have that full recording
that people can access later.
And, of course, they'll have access to the handout,
or redo, have people's email addresses for questions.
Anything else for the good of the cause, Annette?
Annette: No, not that I can think of.
Thanks everyone.
Thank you, Kaye and team,
this has been phenomenal
and thanks to all of you who joined us today.
Kaye: And somebody in the chat,
can you speak?
Yeah, so certificates of attendance link.
So thank you, Megan.
All right, thanks everybody.
Hope it was helpful.
Email if you need some more help or have questions.
Thank you.