I create a spreadsheet of schedules for all of my students for every day of the week. I break my schedule down into 15 minute long activities (unless it is specials or an activity I know my students can handle for a longer period of time). This is usually what it looks like. I color-code different activities (makes it easier to keep track of even if it is a little OCD).
Next, I make a spreadsheet of schedules for the adults in the classroom for every day of the week. I also include a column showing which students each adult is responsible for during that time.
After that, I create my students' schedules. Most of my schedules end up being typed word schedules or picture schedules (depending on the level of the student). Some use velcro schedules, while others just cross of each activity as they complete it. Once I have everything set, I also like to send home a copy of the schedule (not my spreadsheet, but a simplified typed version) for the parents. I usually attach a letter explaining the schedules, as well as briefly describing all the activities. I find this helpful since so many of my kids cannot easily answer questions or carry on conversations. If parents know what their child's scheduled activities are, they can ask more specific questions of their child and may be more likely to find out about their child's day. Here are some excerpts from the letter I am sending home this year.
Well, as much as I would like to feel relieved I am done with my schedules, I have a feeling they will still change quite a few more times before they are perfect!
I am curious what kinds of things do your students do during "break" periods? I have students who need breaks, but are not good with unstructured time. Just curious what you do. I would love to see your full day schedule. Going into January, and I am still revamping ours to make it better.
ReplyDeleteWe have two designated "break areas" in the classroom. One is a quiet reading station where kids read books (or match pictures in adapted books) and then do puzzles. The other break area has some bean bags, big therapy balls, and some toys. Some of my students are great at entertaining themselves using iPods or iPads with educational games while laying on a bean bag. Others prefer bouncing on a big therapy ball or looking out the window. I also have had students who struggle with break time. I think the best thing to do is make break time structured. You can give them a mini visual schedule of things to do (i.e. do a puzzle, the read 3 books, then do 3 worksheets). I made big tub of puzzles, coloring books, activity pages (connect the dots, mazes, etc) for my kids who struggled with break to give them things to do. Eventually, I was able to fade out the schedule and just allow them to pick items from the tub to keep themselves entertained.
DeleteI just uploaded my current schedule here. I also have been revamping since school started! https://docs.google.com/open?id=0ByL_VQZG_av5ZHd4OEo3UGNEM1k
Thank you so much for your help. I have a very aggressive student and it has really made running my classroom difficult. I currently have only 3 students, but only one who can work independently or take a break independently, other than watching a video on the computer. I am continually trying to make things better.
ReplyDeleteBy the way - I have purchased your lunch choice board and began using it last week. I think it will be helpful. Now if I could just have the cafeteria actually serve what is on their menu, it would be a big help!
I think I need more visuals...I just am not great with boardmaker and it seems to take so long. Do you have any examples of your mini schedules? I like that idea, as it might also help my aides when they are working with a student to know what I want him to do.
Thank you for your help.
I feel you on the cafeteria!! We struggle with ours sticking to the menu too...nobody seems to realize how important lunch is to our students!!
DeleteThe more visuals, the better things seem to run from my experience. Check out this post on schedules to get an idea of some different ways I use schedules in my classroom http://autismtank.blogspot.com/2012/09/teaching-strategy-4-schedules.html
Another idea I have used in the past, is just putting the numbers 1, 2, 3, etc. on laminated/velcroed squares. Then, when you sit down in a one on one (or small group) setting, use a blank strip with velcro dots to attach the number of tasks you want the student to do. As the student completes each task, they can remove one of the numbers. This is super helpful for students to know how much work they have to complete before the activity is finished.
I was also wondering if you could talk a little about what you do during your "group" time? I have been trying to have a group time in the afternoon and could use some ideas. Thanks.
ReplyDeleteI will have to post more on this soon. Basically, this is our guided reading times. We have some groups who are working on letter identification, while others are reading at second grade level. We read fiction/nonfiction books, work on sequencing and comprehension, develop grammar and writing skills, etc. We do start most of our groups with a fluency timing. Check out this post on those. http://autismtank.blogspot.com/2012/11/fluency-timings.html
DeleteThanks so much for reading and all your comments!
Hello, I currently teach a class like yours. I was wondering at what time does your day start and ends? And how often do you see students in teacher time daily?
ReplyDeleteAs I was reviewing your schedules post (I am setting up a brand new autism program in the fall) and I see that most of your centers last for 15 minutes, with a couple, such as your AM group lasting longer. I see that you have no transition times between them, so I am wondering how that all plays out when the students transition from one area to the next as far as time. Also, do you have a bell schedule at your school? Our school does(I am in a middle school and we have a 7 period day, 4 minute passing periods, and also lunch which is 40 minutes). When I tried to fit the centers I have decided on into our bell schedule, I felt I lost a lot of instructional time, but am wondering how disruptive the bells will be if I try to set up a 15-30 minute layout similar to what you have and ignoring them when they don't fit? Thanks in advance for any advice!!
ReplyDeleteI usually just have the students "check their schedules" when each activity is over. This consists of them getting up, walking to their desk, checking in at their schedule (some kids with written schedules cross off each item as they complete them...other kids with picture schedules put the current activity picture in a finished envelope and grab the next picture on their schedule), then walking to the next activity. The whole process only takes 1-2 minutes. In the beginning of the year my aids and me are up helping the kids through this process, so it takes a little longer...but within a month or so, the kids are moving around the room pretty smoothly so it doesn't take much time out of the activity. However...this year, my group of students were very slow when it came to transitioning out of the room (recess, end of day, etc.) whereas other classes I have had were speedy quick at this. Next year, I will be adding in a little more transition time for those parts of the day. We do have bells, but our periods are every 60 minutes...so they don't interfere. We all pretty much tune them out during the day anyways. Hope this helps/makes sense...let me know if you have any other questions! I am always impressed with how on the ball your are with preparing for the fall!...I can't wait to hear about how your program goes next year!
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