1. Presenters: Candice Styer & Suzanne Fitzgerald styer.fitzgerald@gmail.com www.styer-fitzgerald.com

2.  To prepare Progress-tracking data sheets and Reproducible Materials for easy use.  To create a classroom environment that supports student engagement and independence.  To set up a practical and consistent schedule to manage all interaction with students. Training Objectives

3. Process of Implementation

4. Preparing Data Sheets & Reproducibles

5. Organize student notebooks in a way that accomplishes these three things: 1.Each student has his or her own progress- tracking data sheets divided into current lessons, past lessons, lessons yet to be taught. 2.Each student’s progress-tracking data sheets and Reproducibles are easily accessible for use by you or others, like para-educators, who might be working with the student. 3.Extra copies of the data sheets and Reproducibles for each content area and lesson are ready in case they are needed and are easily accessible.

6. Preparing Data Sheets in a Notebook

7. Put Extra Copies in a File Cabinet for Easy Access

8. Remember:  You will likely need multiple copies of each type of data sheet.  Keeping additional copies of all the progress- tracking data sheets increases efficiency & accessibility of materials.  A ready-to-use full set of Progress-Tracking Data Sheets comes with the Second Edition Student Package.  Be sure to pull out only the data sheets that the student needs for the lessons they are working on.

9. Ideas for Organizing Student Notebooks

10. Ideas for Organizing Reproducible Materials

11. A CTIVITY 1—P LANNING A HEAD  Grab one Student Package  Pull out the Student Assessment & set it aside.  Looking at the remaining student materials, think about how you will organize them for each student in your classroom.

12. Classroom Environment I DEAS FOR S ETTING UP YOUR C LASSROOM  Separate work and leisure or break areas and reinforce behavior appropriate to each area.  Arrange furniture and materials for maximum independence.  Minimize distractions.  Create a welcoming atmosphere that encourages a sense of belonging.

13. Setting Up Your Classroom

14. Separate Work & Break Areas

15. Minimize Distractions

16. Create One-on-One Work Spaces

17. Create Independent Work Areas

18. Create Small Group Work Spaces

19. Create a Welcoming Atmosphere

20. Scheduling T HE I MPORTANCE OF S CHEDULING  Maximizes each student’s learning opportunities.  Eliminates down time.  Provides staff and helpers with a clear guide to their daily activities.

21. Scheduling I NCONSISTENT OR N O S CHEDULING The likelihood increases that there will be:  Excessive down and wasted time  Staff and student confusion  Increased behavioral issues  Insufficient time to work on IEP goals  Dependence on teaching to the group  Inability to carry out an individualized program to address each student’s instructional level and growth potential