The Ideal ASD/DCD Classroom:From start to finish, the 7 areas of having your classroom run like a well oiled machine

Allison Eitreim • Autism Specialistallisonthreeboys@gmail.com allison.eitreim@isd518.net

Overview

7 Areas of Classroom Design● Environment

● Lesson Design

● Working with Paras

● Communicating with Parents

● Working with General Education &

Related Service Providers

● Progress Monitoring/Data Collection

● Managing Paperwork

Area 1: EnvironmentBenefits

● Improved behavior● Security in knowing what, how, when, where to do something● Less wasted time (more efficient)● Reduced feeling of fatigue for staff● More teaching time & allows for more relationship building● Foundation that allows for maximum learning

Area 1: EnvironmentCore Components

● Station oriented model○ Whole group area, small group areas, quiet area, learning/task stations, technology○ Does each student have a ‘home base’?

● Sensory hub● Control center

○ Schedules, office supplies, Data Collection Drop, etc.● Task Basket Station● 10 minute Rule:

○ Can a visitor come into your classroom and answer these questions within 10 minutes?

■ Where lessons are taught?■ Where are materials for the lessons?■ What lessons / students am I responsible for teaching?■ What is the schedule?■ Who do I ask if I have questions?

Area 1: EnvironmentThings to Consider

● Foundation that allows for optimal learning● Inspire but don’t overwhelm with visual displays● Is it WELCOMING?

○ Functional, Meaningful, Inspirational, Educational, Efficient, Cheery, Informative, Organized, Predictable, Safe, Orderly, Flexible

● Ease of movement● Aesthetics

○ Create an environment that is ‘a good place to be’ through the small touches you place throughout the room that express the personality of the class

● Home-like○ Children are more likely to feel they can be themselves and have a sense of belonging

when the environment is homelike. ○ Lighting, plants, pillows, ‘softer’ chair, rug, family photos, children’s personal artwork

● Create small areas of learning

Red: Reading Blue: Math

“Private Office”: (Single) Student Station

Task Baskets ordered by day or by student

Functional & Adaptable VisualsTask Basket Hub

Visual Schedules

Daily Visual Schedule Generic

Area 2: Lesson DesignCore Components● Ask:

○ How will my student need to use this in life?○ Is this skill for exposure or mastery?

● Predictable pattern○ Materials○ Objective/Skill○ Goal/Target level of mastery○ Hook (build on prior knowledge)○ Direct Instruction

■ Model■ Active Involvement■ Repetition■ Implement strategies

○ Guided Practice○ Closure (Short and sweet)

● Build in measurement/tracking of skill

Core Components:★ Fluency★ Comprehension★ Phonics/Phonemic Awareness★ Vocabulary★ Writing★ Following Directions

Daily Focus in Reading Template Daily Focus in Reading 2 Template

Core Components:

★ Fluency★ Comprehension★ Phonics/Phonemic

Awareness★ Vocabulary★ Writing★ Following Directions

General Reading Lesson Plan Outline Template

Writing Lesson Plan Template

Core Components:

★ Functional Math

★ Calendar Skills★ Numbers★ Time★ Money★ Computation★ Measurement★ Following

Directions★ Etc.

It’s more important to touch on many skills daily than one skill the entire math block.

Daily Math Focus Template

For moderate to severe needs:

● Develop a daily/weekly programming plan● Task baskets can/should still be the model of

instruction● Use a binder to organize the goals,

programs, and data

T . T ff

f .

Moving Toward Functional Social Competence

DCD Manual & Navigating the DCD MazeDaily Programming Plan FUNCTIONAL SKILLS Template Google Doc

Daily Programming Plan FUNCTIONAL SKILLS Template Fillable form

Stations Schedule

Stations Schedule

Station Schedule Template Fillable

Station Schedule Template Google Doc

All in One Room

Schedule at a

Glance

All in One Schedule

Related Service Master Schedule

Individual Related Service Schedules

Related Service Master Schedule

Related Services Master Schedule Fillable Form

Related Services Master Schedule Google Doc

Task Baskets 1011. Decide on organization of baskets & of daily “To Do” for students

a. By dayb. By student

2. Take a picture of weekly / daily “To Do” and post it next to hub so any staff can reset it

3. Rotate baskets from preferred to non preferred so that reinforcers are more naturally occurring

4. Take a picture of the task completed and laminate on back of task description5. Spend the time up front training staff and students how to use Task Basket system6. Allow for flexibility 7. Work toward a High/Medium/Low Task Description for each basket. Then put

H/M/L on lesson plans for staff to know which level for each student8. Set up a workstation for staff that you can put Task Basket activities to be prepped

when they have a free moment or when students are working toward independence on a skill

9. Building up your work system: a. Choose one reading, one math, one functional skill per week/month and develop 3 task

baskets for each area for that skill. Then move on to next set. i. letter identification, number order through 30, recognize first and last name

ii. Main idea, money to $1.00 mixed coins, id seasons/weather/appropriate clothingTask Basket Picture Cards

TASK BASKET EXAMPLES

What am I working for?

Area 3: Working with ParasCommunicate

● Create a system for paras to inform you of things you need to know and they need to know from you

● Often!!!● You are the model of the

MINDSET you want in your classroom

● Work as hard as you want your paras to work

Coach● Provide ongoing training● Model, model, model● I do, We do, You do ● Make it visual!● Think out loud to show

you are still learning, you make mistakes, and to provide the why behind what you ask them to do

● Core Training:○ Prompt Fading○ Stages of learning○ Function of behavior○ Specific strategies○ Power of meaningful

reinforcers

Be Organized● Main HUB of

schedules, materials, data collection drop, etc.

● Work Station for down time

● Provide predictability & routine wherever possible

Appreciate● Smile often● Reassure frequently● Know their Love Language

When you show gratitude, 9/10x staff will:

● Engage at a higher level● Experience an improved

mood ● Become leaders in their own

right● Trust you more● Stay longer● Be more effective● Feel inspired to make a

difference

(according to Forbes magazine)

Change your words, change your mindset.

“There is a magnificent, beautiful,

wonderful, painting in front of you! It is

intricate, detailed, a painstaking labor of

devotion and love! The colors are like no

other, they swim and leap, they trickle

and embellish! And yet you choose to

fixate your eyes on the small fly which

has landed on it! Why do you do such a

thing?” -- C. JoyBell C.

“When you are joyful, when you say yes to life and have fun and project positivity all around you, you become a sun in the center of every constellation, and people want to be near you.” -- Shannon L. Alder

“Wha t if n e t e n ob c a d po n ? Our at de r i . Eve p tu y ha f i l , an r if l ha an r u t .” J. Sid B x e

Area 4: Communicating with ParentsKnow your parents and Know your style● Meaningful

○ Focus on specific targeted goals○ Give parent something to talk about with their child○ Paras do checklists & facts, Teachers do feedback and

feelings○ Make sure there is a ‘celebration’ of the day every day!

● Manageable○ Be consistent

■ The less a child can communicate, the more important daily communication with parent is

○ Keep it simple

Parent Survey Template Parent Communication Log Template

Put Daily Logs into a spiral bound booklet or binder.

All About My Day FormHome Communication/Log Form

IEP meeting Agenda

Team Meeting Agenda

Area 5: Working with General Education & Related Service Providers

● Know your role○ Puzzle holder vs Chief

● Check in frequently○ Be visible!

● Collaborate and communicate goals and ability of students● Find ways for general education teacher to develop personal connection to

student● Facilitate skills development across settings and providers (cross teach skills)● Initiate a ‘care conference’ with educational team members● Keep progress monitoring simple● Build capacity about disability (Connect learning and behavior to disability to

build knowledge base in other staff)● Ask them “What’s working?” ● Ask them “How can I best support/help you?”

● Meet with teacher/team before a new

unit/chapter.

● Determine appropriate goals for student and

how they will demonstrate mastery.

● Communicate expectations with parents. Curriculum Planning Form

Area 6: Progress Monitoring /Data Collection

Find your groove and groove on!

● Do what works for you!

● Be consistent!

● Apply the KISS method: Keep It Simple Sweety!

● Integrate it day to day for fidelity and consistency

● Remember, you are not a one man show

What works for you?Low Tech High Tech

ONE WEEK ONE SHEET Data Tracker

Benefits:

● All goals/objectives on one sheet● All staff know targeted goals for mastery

● Increased likelihood of weekly tracking

● Informed instruction

● Progress Reporting made manageable

Fillable Form Template

Google Doc Template

Google Forms

Google FormsBenefits:

● Set up once a year in approximately 30 min per student

● All staff know targeted goals for mastery

● Increased likelihood of weekly tracking

● Informed instruction● Progress Reporting made

manageable● Results/Progress immediately

tabulated and put into graph form● Cuts down on having to physically

check in with other team members to see how things are going

● Many more!!

Modified Grading Rubric

For use when when teacher questions how to grade a special needs student or when curriculum needs significant modification. Rubric

Discrete Trial Training

Mass Recording Sheet

Program Tracker with ABC Chart

Weekly Points Form

Area 7: Managing Paperwork● Give yourself grace● Lean on veteran teachers● Find your rhythm

○ What section gets your mindset?● Create a binder for Due Process updates and

helpful hints; organize by IEP sections● Keep perspective● Use your IEP as a roadmap to success. This

should drive your lesson plans.

Caseload Information Form

Case Management Info Form

IEP Goals & ObjectivesGOALS:

● Find core foundational goals and adapt

annually○ Examples: Self advocacy; Self

Regulation; Functional living skills● Follow a simple template:

○ The student will (increase/decrease) (skill/behavior) from (baseline/current progress) to (measurable goal).

OBJECTIVES:

● Use a scope & sequence to help determine next step

○ Functional Social Competence○ DCD or ASD state manual

● Follow a simple template:○ (Condition/Circumstances)(observable

skill)(evaluative criteria/procedures)○ Example: Given a task that is too difficult, Jane

will request help (i.e.raise hand, use PECS, verbal) with 1 or 0 prompts in ⅘ trials as measured by teacher checklist.

The IEP is what you realistically determine can be mastered in the next year. Mastery vs. exposure

Present Levels of Performance

Writing a Better PLAAFP

Next stepsLittle by Little the Bird Makes His Nest -- French Proverb

● Watch others ● Choose 1-2 primary goals to focus on each year● Develop systems● Focus on the kids!● Reflect and Grow!

Creating MY Ideal Classroom Fillable Form

Creating MY Ideal Classroom Google Doc

Links to Other DocsTeam Planning Notes

Home Communication Form (Resource Room Specific)

Program for functional skills EXAMPLE ( WAIT)

Daily Math Template

Short Vowel Pattern Activity Descriptions for Task Baskets

Sight Word Activity Descriptions for Task Baskets

Thinking Bubbles Perspective Taking Form

Writing a Social Story Map

Sensory Diet Form

Reinforcer Brackets

Evaluation Planning Form K-4

Evaluation Planning Form 5-12

ASD Assessment Options Form

Parent Interview (Dev. History & ASD)

Autism Team Questions Fillable Form

Student Observation Form ASD

Sub Notes Example

Allison Eitreim,Autism Specialist

Worthington Public School ISD 518allisonthreeboys@gmail.com

allison.eitreim@isd518.net(C) 507-920-6334(W) 507-727-1250

On Facebook: Autism Network Group SW MinnesotaMeets quarterly (September, November, February, April

Quarterly Newsletter:Autism Aware

● March 2018 English ● March 2018 Spanish ● January 2018 English● January 2018 Spanish● October 2017 English● October 2017 Spanish● August 2017 English

On Twitter: @allisonautism

Website:http://draggo.com/aeitreim/resources-for-all

Regional Autism Network Group

Quarterly Newsletter

In English & Spanish