Extended School Year Services Working with students in the CALS and FALS programs Click anywhere to continue

Click anywhere to continue Agenda BCPS ESY Wiki Instructional recommendations Curricular resources Student Specific Materials Classroom Environment Prompting Classroom Management Case Management and Tips for Success Click anywhere to continue

The Classroom Environment Session Two The Classroom Environment Click anywhere to continue

The Many Advantages of Structure Classroom Environment Capitalizes on visual strengths of students Adapts the environment to make it orderly, predictable, and comfortable Incorporates positive routines, creating predictability and familiarity for students and staff Increases independence Facilitates generalization of skills across settings Teaches framework for expected behaviors in variety of settings and activities Provide a structure to increase organization of what you are teaching. Slide: Defining the environment but the people within it. Everyone, students and staff, are looked at as valued, contributing members. Click anywhere to continue

Promotes Student Independence Routine Have a standard routine for the child when s/he enters your room Example: Places book in cubby, places name on At School board, etc. Promotes Student Independence Click anywhere to continue

Allows for Predictability Visual Schedule Have a visual schedule for all aspects of the student’s day. Minimize changes and transitions. Allows for Predictability Click anywhere to continue

Click anywhere to continue Transitions Use transition cues/supports for activities in the room – checklist, song or music, picture schedule, moving objects. Provides Consistency Click anywhere to continue

Click anywhere to continue Advance Warning Click anywhere to continue

Proactive Behavior Management Focus on what we want the child to do, not what he or she is doing wrong. Students with autism will have extreme difficulties if they fall into a pattern of negative behavior/performance. Click anywhere to continue

Click anywhere to continue Event Structures Clearly defined beginning, middle and end Logical sequence of steps Defined turn-taking Click anywhere to continue

Click anywhere to continue Communication Allow students to select a Break Card/Pass (w/ visual cues). Allow students to use a Help Card (w/ visual cues). Click anywhere to continue

More Visual Strategies Allow students to make choices. Display Rules or Expectations Click anywhere to continue

Setting Up Work Stations Set up a clear visual procedure, free from clutter. System should be simple and always consistent. Completed work should go in “finished” location. Great for maintenance skills! Easy way to take data with finished products! Click anywhere to continue

Click anywhere to continue Benefits Three important skills taught in this area: Independence Concept of “finished” Cause and effect Take into account the learning styles of each student File folder activities, puzzles, task boxes, technology, worksheets The less worksheets, the better! Click anywhere to continue

Click anywhere to continue More Work Systems . . . Incorporate color coded schedule for increased visual clarity as well as matching skills. Click anywhere to continue

More Work Systems . . . Create a “Work Folder” for older or higher functioning students. Front of folder shows simple schedule. Inside contains work tasks and other visual cues. Click anywhere to continue

Click anywhere to continue Elementary Work System Tasks Work Area Click anywhere to continue

Click anywhere to continue Secondary Work System File Folders: Task bin, work area, and finished bin. Click anywhere to continue

Thank You This concludes Session Two Please continue on to Session Three: Effective Prompting