Sunday, November 15, 2015

New Schedules

I have 3 new students this year that have very limited academic skills, are low, or not verbal, and/or have many behavioral issues (aggression, running, screaming, yelling and growling, hitting, hair pulling, biting, pinching, kicking, spitting, masturbation, clearing surfaces, throwing things, etc).

The schedule I originally had in place was just not going to work for these three. They are unable to sit in group settings and participate, they can't read, or have low to no academic abilities, poor fine motor skills, and they have very limited abilities to communicate anything. In addition, these 3 need one to one help and I just don't have that support in place yet.

It's a fine balance in creating a schedule that works for a group of students that can read and write and need direct instruction in these content areas, as well as science and social studies, can participate in groups, and can work independently (mostly), and students that cannot do these things and need  a dedicated work space and schedule, and very simple tasks. I have had to go through several changes to my schedule to accommodate these needs and my current lack of sufficient adult support.

This is the schedule I put together before school started. The color coding is for the adults, for example, I am yellow, so that we can tell at a glance which students we are working with, what class period, and what we are doing. I do put together a more detailed schedule of exactly what the Paras are doing with these students, etc. Each column is a student. The schedule changes every 15 min or so and students use either a wall schedule or a binder schedule to transition. There are several Para run centers in this schedule (fluency, Binder, Morning meeting).

 This was my second attempt  a schedule. We got a temporary 1:1 for a student and I added her to the mix. She is the one in Pink. This lasted for 1 day.

This is the current schedule. We went through several iterations of this. But we had a few students with too many needs and not enough help to do a lot of stations. The students that are able, have to do a lot of independent work throughout the day. My students that need more support, are in designated areas and work on a first/then schedule and get frequent breaks and rewards throughout the day. 

So far, this seems to be working. I am still putting together their designated areas and more appropriate tasks, because there is limited time in a day and I am only one person. I hope to have it all up and running smoothly shortly.

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