Where do I begin Access Points

Keeping the Momentum Going

Where Do I Begin?

Where do I start?

Organize Student Information

Create Schedules

Set up classroom structure

Create rules and procedures

Classroom strucTURE

KEY CONSIDERATIONS WHEN SETTING YOUR CLASSROOM UP

1. Your classroom layout
2. Key teaching areas
3. Number of students within your classroom
4. Accessiblilty of materials

Clearly labeled small group areas

Green Table [Small Group Center with Para]

Blue Table [Independent Work Center]

Red Table [Teacher Center]

Utilize furniture and carpet to define areas within the classroom

Elementary - Independent Station

Independent Station

Secondary - Independent Work Station

Multi-Level - Independent Work Station

Structured classroom

Independent Work Station

Create Schedules

What is happening today?

What is changing?

What is the sequence?

When is it time to stop and move on?

Creating Schedules

Identify non negotiables:

• arrival/dismissal
• specials
• lunch

ELA

Math

Social Studies

Science

Elementary (90 minutes)

Elementary (45 minutes; can be broken up)

Elementary 30 minutes

Elementary (60 minutes; can be broken up)

Secondary (45 minutes or 90 minutes)

Secondary (45 minutes; usually a class period)

Secondary (45 minutes; usually a class period)

Secondary (45 minutes; usually a class period)

Create Schedules

Whole daySingle class periodIndividual

Object

Most basic and concrete type of schedule

picture

First Then

Use actual objects as the cue of what activities are to come

real photo

Binder Picture

Good for students with visual impairments, severe/profound cognitive disabilities, and early learners.

Paper Picture

Object Schedule

Text Paper

Object

PICTURE SCHEDULE

Picture

First Then

• Pictures help our learners make meaning of the words we are telling by providing a visual representation of the activity.
• Even readers benefit from the use of pictures.
• Picture schedules traditionally start out on the wall.
• Activities are lined up in the sequence they will be done.
• The student physically moves the visual piece and matches it to the identical picture at the station they are working at.
• After each activity is complete, the visual piece is removed.

Real Photo

Binder Picture

Color-Coded Picture Schedules Adds an additional cue to discriminate between pictures

Paper picture

text paper

object

FIRST THEN SCHEDULE

picture

If a student needs it more simple, use two schedule pieces at a time to show "first / then"

first then

real photo

binder picture

The "first" is usually a picture of a non-preferred activity and the "then" is a picture of a preferred activity.

paper picture

Help students with language and/or behavior needs complete specific tasks

text paper

object

REAL PHOTO SCHEDULE

picture

To be effective, teachers should first ensure that the student understands the concept of sequenced activities.

first then

real photo

binder picture

You can use a combo of clipart images and real photos OR use all real photos (great for older learners!)

paper picture

text paper

OBJECT

Remove the visuals and have only written text. Great for your readers & higher functioning learners

PICTURE

FIRST THEN

REAL PHOTO

BINDER PICTURE

PAPER PICTURE

TEXT PAPER SCHEDULE

TEXT PAPER

Schedules - Examples

Schedules - Examples - Individualization

Schedules - Examples - Individualization

Additional Things to Consider...

Create Procedures & Routines

• Unpacking/packing backpacks
• Finishing work
• Asking a question
• Going to restroom
• Getting attention
• Lining up
• Requesting materials
• Logging in to the computer
• Transitioning

Create Rules

• Positive statements
• Make it explicit
• State behavior expectations
• Five rules maximum
• Provide visual supports

Teaching Procedures & Routines

What adjustments can you make to ensure every student has meaningful access to learning?

How does your classroom design support engagement and independence?

As you think about where to start in setting up your classroom, reflect on how your environment communicates belonging, accessibility, and high expectations.

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