Creating classroom schedules, para schedules and individual student schedules is essential to your classroom setup. By scheduling the day, you are taking the first step in creating routines for your classroom. You, the paras and the students will know what you are doing and when you are doing it. This eases anxiety and frustration (for all!) and creates independence. This week, we will go in-depth about individual student schedules. Specifically, we'll discuss why they are important, the different types of schedules and how to teach them.

Individual schedules are an essential component to the classroom setup. Individual schedules help students understand the length of the school day, where they should be, what's coming next and when preferred activities are scheduled. Simply telling a student about their day is often not enough. Many of our students are in the process of building their receptive language, so if we just tell students what is coming next or where they need to be without a visual representation, it can be difficult for them to process. This may lead to confusion, frustration and anxiety.

There are many types of individual schedules. The possibilities to differentiate them are limitless. The different tpes of schedules can be broken down by movable-piece schedules and paper schedules. Movable-piece schedules include object schedules, visual wall schedules and visual binder schedules. They are schedules with symbols that can be moved. Paper schedules include visual paper schedules, with icons/images, and written work schedules, which are text-only. Typically these schedules are printed and laminated. Students use a dry erase marker to check off activities.

Below you'll find some schedule examples. These are just a few. You can google "individual schedules" and find thousands, so don't feel limited by the examples discussed here. There are endless possibilities.

Each schedule should be individualized to meet the unique needs and build upon the strengths of our learners. For example, one student might require the support of a movable picture schedule on the wall while another student may use a written word schedule stored in their school binder. It's important to regularly assess a student's schedule and see if they can move to a less restrictive schedule.

Chesna Siegford from Aitkin, MN starts the process of moving her students to a less restrictive schedule using clothespins. She has her schedules on the wall (picture on the right). The first two schedules are visual movable-piece schedules. The last three schedules have the visual icons but the students are working on moving a clothes pin to indicate the current activity. They no longer require the support of matching the icon to the location. This is an excellent example of fading support and moving students to a less restrictive and more generalizable schedule.

When first teaching students how to check their schedule, provide modeling prompts. For example, say, "Check schedule!" and then say, "Do this!" while taking off the top symbol from their schedule. Next, put it back and see if they will imitate taking the same symbol off. Modeling the act of checking schedule will teach students what we want them to do when we say "Check schedule!"

After modeling a few times, give the cue, "Check schedule!" If they don't take the top symbol off, provide a prompt. I like to start with a less intrusive prompt, such as a verbal prompt paired with a gestural prompt, "Take top!" while pointing to the top symbol. If they do not take the top symbol, move your way down the prompting hierarchy until they take the top symbol. Continue with this type of prompting until the student completes all the steps to check their schedule.

If using a prompting hierarchy is new to your practice, I've included information on how to implement it under the "resources" section below. It contains a visual you can print and use in your classroom as a reminder.

Teaching Tips

• If your students are currently not using individual schedules, start small. Teach 1-2 students how to use the schedule. It will feel overwhelming if you and your team attempt to teach 8 students to check their schedules at once! Once the first few students become independent, move on to 1-2 more students.
• Another strategy to make this feel less overwhelming is to give the cue "check schedule" to 2-3 students at a time. Once they check their schedule, cue 2-3 more students until all of your students check their schedule. Remember to station a team member where the schedules are located AND in the space of the next activity.
• For experienced teachers who have been doing this for a while, try creating a task analysis for checking schedule. A task analysis lists all the steps to complete a routine. This will break down the long task of checking the schedule into manageable chunks and you can easily collect data. Check out the "Resource" section for an editable task analysis for checking schedule.

Below are this week's Tuesday Tips 'N' Tricks resources. You can find additional resources such as written schedules, check schedule icons, and other visuals for your check schedule routine under Routine Essentials. Click on Routine Essentials -->Transition.

If creating and teaching schedules seems overwhelming, start with one student. Create a schedule that fits their strengths and level of support. Then teach them how to use it.

If your individual schedules are created and actively taught to your students, consider taking data on progress using the task analysis found in the resource section. Using this data, evaluate the effectiveness of the schedule. Can some of your students move to a less restrictive schedule? Are there areas in the routine that you can build up?

Next week, we will go over frequently asked questions and additional tips on using individual schedules! We will discuss what to do if students need more support when given the cue "check schedule", what to do with used icons, where to put icons when leaving the classroom, and more!

1. Creating a classroom layout that is visually and physically defined ✔️
2. Providing, teaching and using schedules for EVERYONE
3. Providing, teaching and using visual supports
4. Explicitly teaching routines and expectations

Check out Dinosaur Land in Theme's First! Theme units include original songs, books, and activities that support students’ skill development and generalization with content that’s fun, accessible, and theme-based. These monthly units now include an expanded Social Studies suite, containing fun, theme-related activities that reinforce cultural engagement. Included in all Themes First! units are lessons, activities, and worksheets for group and independent work at a wide range of levels.

Date/Time: October 3rd, 2023 from 3:00-4:30 PM

Where: Virtual

Description: Join us for the first ASD EBP Webinar (formally known as STAR Webinars) of the 2023-2024 school year! During this webinar, we will discuss strategies to train paraprofessionals to facilitate individualized instruction in the classroom. Topics will include creating training time, creating paraprofessional schedules, and training paraprofessionals to run centers/stations. 1.5 CEUs will be provided.

Date/Time: October 25th, 2023 from 4:00-5:00 PM

Where: Virtual

Description: Take your classroom set up a step further by setting up structured centers in your classroom. Topics include different types of centers, setting up each center, teaching students to rotate through centers, and teaching paras to run centers.1CEU will be provided.

Use the link below to ask questions about this week's Tuesday Tips 'N' Tricks and/or give suggestions on future topics.

Feel free to contact me for any questions or concerns via email or phone. I'm also available to chat via Zoom Mondays from 7:30-8:00 AM and 3:00-3:30 PM. If these times do not work for your schedule, please email me and we will find a time that will work for both of us.

Tuesday Tips 'N' Tricks is made possible by Minnesota Low Incidence Projects