1. Fostering Independence: Routines and Transitions Positive Behavior Support Module III

2. Routines and Transitions Use photographs or icons to represent the steps of daily activities. Use the visual routines as a means to focus students on task completion. Point to the visuals to remind to reduce teacher talk and increase self-reliance and reduce adult reliance. Use visually represented routines to provide guidance for classroom jobs. Provide visually represented routines for daily activities such as arrival time, hand washing, and dismissal.

3. Routines and Transitions Establish routines for managing classroom materials using visual representations to show children how to use and take care of classroom materials. Use photographs or icons to indicate where materials are to be put when students are finished using them. Create visual routines for safety (e.g. playground, riding on the bus). Create visual routines to teach how to take care of classroom materials (e.g. books, art materials, computers).

4. Routines and Transitions Provide both visual and auditory signals to warn children when a transition is about to occur. Use visual signals such as lights, count down cards, and visual timers to let students know that transitions are about to occur. Give auditory warning such as group response prompts, timers, songs and chants. Get students full attention and interact with the daiy schedule to show that one activity is finished and a new one is beginning. Use visual rules to review the expectations for the next activity.

5. Routines and Transitions Structure transitions so children do not have to spend excessive time waiting with nothing to do. Have books or activities ready for children to read while others are cleaning up and coming to the carpet. If possible one adult should be providing an activity for those waiting, while another adult is assisting in clean-up activities. Line-up children in novel ways so that they have to think about and review learning objectives. Post wait signs in areas where children must wait. Teach appropriate ways to wait for adults.

6. Routines and Transitions Temperament Environment Development T.E.D. must be considered when planning social- emotional instruction. One size does not fit all. As with any other skill, some children will need a variety of support for their learning while others will be quite proficient with little instruction.

7. Pre-K Guidelines I.Social and Emotional Development Domain B. Self Control 1. Behavior Control a. Follows classroom rules and routines with occasional reminders from teacher b. Takes care of and manages classroom materials c. Regulates own behavior with occasional reminders from teacher

8. Self-Reflection and Action Plan

9. Home Connection