SCHEDULING FOR SUCCESS HOW A SCHEDULE CAN SUPPORT

SCHEDULING FOR SUCCESS: HOW A SCHEDULE CAN SUPPORT YOU Power Point created by Suzanne Fitzgerald and Emma Packard

SCHEDULING IS THE FOUNDATION OF A SUCCESSFUL LIFE SKILLS PROGRAM. YOUR SCHEDULE SHOULD: • ORGANIZE STUDENT AND STAFF DAYS • ENSURE IEP GOALS ARE BEING MET • MANAGE TIME • ENCOURAGE INDEPENDENCE

PROBLEMS ASSOCIATED WITH INCONSISTENT SCHEDULING OR NO SCHEDULING AT ALL: �Excessive down/wasted time �Staff confusion �Increased behavioral issues �Insufficient time to work on IEP goals �Forces teaching to the group instead of the individual �Impossible to create a completely individualized program for each student

STEPS TOWARD CREATING A SUCCESSFUL SCHEDULE

SCHEDULING: AN EXAMPLE AT THE SECONDARY LEVEL

Assess each student to determine their academic level of functioning Assemble notebooks with corresponding plan and data sheets that show short and long term goals Assign each staff person and peer tutor a color and schedule them with students Identify each students appropriate programs/IEP goals individually and in general Take program & student names and insert them into the matrix

ASSESS EACH STUDENT Use The Styer. Fitzgerald Student Assessment to determine each student’s academic level of functioning

Assess each student to determine their academic level of functioning Assemble notebooks with corresponding plan and data sheets that show short and long term goals Assign each staff person and peer tutor a color and schedule them with students Identify each students appropriate programs/IEP goals individually and in general Take program & student names and insert them into the matrix

USE THE RESULTS OF YOUR ASSESSMENT TO IDENTIFY APPROPRIATE ACADEMIC PROGRAMS

THINK ABOUT ACADEMIC & SUPPLEMENTAL PROGRAMS SF - Functional Academics General Ed Independent Work Support Services OT/PT SLP Vision Auditory Pre-voc/Voc Exercise/Positioning Personal Needs

Assess each student to determine their academic level of functioning Assemble notebooks with corresponding plan and data sheets that show short and long term goals Assign each staff person and peer tutor a color and schedule them with students Identify each students appropriate programs/IEP goals individually and in general Take program & student names and insert them into the matrix

INSERT STUDENTS’ NAMES INTO THE MATRIX Group students according to general ability Identify student/staffing needs and level of independence

Determine the Number of Programs that can be Done During Each Periods 1 -6, Lunch Determine appropriate length of activities considering individual student needs Ensure that staff or peer tutors are able to work one-on-one with each student, during the day Schedule independent activities for remaining periods

INSERT PROGRAM NAME INTO THE MATRIX

Assess each student to determine their academic level of functioning Assemble notebooks with corresponding plan and data sheets that show short and long term goals Assign each staff person and peer tutor a color and schedule them with students Identify each students appropriate programs individually and in general Take program & student names and insert them into the matrix

ASSIGN COLORS TO ALL STAFF AND PEERS

Assess each student to determine their academic level of functioning Assemble notebooks with Styer-Fitzgerald corresponding lesson plans and data sheets. Assign each staff person and peer tutor a color and schedule them with students Identify each students appropriate programs individually and in general Take program name and insert into title section of the daily matrix

For Example IF A STUDENT IS WORKING ON SIGHT WORDS…

PLAN SHEET WITH IEP GOALS & OBJECTIVES Assemble corresponding plan and data sheets to ensure that IEP goals are being worked on.

DATA SHEET TO TRACK PROGRESS

SCHEDULING: AN EXAMPLE AT THE ELEMENTARY LEVEL

Assess each student to determine their academic level of functioning Develop student notebooks with work corresponding to IEP goals Schedule EA support and breaks Group students to maximize achievement Develop class and student schedules

Assess each student to determine their academic level of functioning Develop student notebooks with work corresponding to IEP goals Schedule EA support and breaks Group students to maximize achievement Develop class and student schedules

GROUP STUDENTS TO MAXIMIZE ACHIEVEMENT Students can be grouped based upon academic programs, similarity in skills, or independence levels.

GROUP STUDENTS TO MAXIMIZE ACHIEVEMENT For example, students may be grouped based upon their level of independence – a student who is more independent is paired with a student that requires more assistance.

Assess each student to determine their academic level of functioning Develop student notebooks with work corresponding to IEP goals Schedule EA support and breaks Group students to maximize achievement Develop class and student schedules

CLASS SCHEDULE

AHMED’S SCHEDULE

Assess each student to determine their academic level of functioning Develop student notebooks with work corresponding to IEP goals Schedule EA support and breaks Group students to maximize achievement Develop class and student schedules

SCHEDULE EA SUPPORT AND BREAKS

SCHEDULE EA SUPPORT AND BREAKS

Assess each student to determine their academic level of functioning Develop student notebooks with work corresponding to IEP goals Schedule EA support and breaks Group students to maximize achievement Develop class and student schedules

Examples of Individualized Student Schedules

This schedule is found in the Styer-Fitzgerald Reproducible Materials Binder

Activities side-by-side can be confusing for some students. A line schedule might be a better option.

Staff pictures can be added to encourage more independence and student initiation

This schedule has both Braille & tactile symbols for a student that is blind

This student is deaf-blind also uses a tactile schedule

This student started with 3” picture symbols and an enlarged schedule. Once the activities became meaningful and she understood her day, her symbols were reduced in size and became portable.

Another schedule example