Our classroom will focus on functional communication, independence, regulation, social understanding, functional academics, and job-readiness skills.
Students will participate in short, predictable learning routines using adapted stories, AAC and picture supports, Boom Cards, visual schedules, task boxes, classroom jobs, movement, functional reading and math, and real-school practice.
The weekly communication words are not spelling words. Students may practice them through speech, AAC devices, pictures, gestures, signs, pointing, or writing. Students are not required to speak or use one particular communication method.
August- December
August- December
What We Are Working Toward
What We Are Working Toward
Students will work toward:
Communicating needs, choices, feelings, and refusals
Asking for help or a break
Following visual schedules and familiar routines
Waiting with appropriate support
Participating in classroom and job-related tasks
Using safe movement and school routines
Developing functional reading, math, money, and personal-information skills
Using familiar skills with different people, materials, and locations
Increasing independence while maintaining access to communication, regulation, movement, nourishment, medical care, and sensory supports
Our Weekly Learning Cycle
Our Weekly Learning Cycle
Introduce and Model: Teach the weekly skill, story, and communication words.
Practice: Repeat the same skill with adult guidance and familiar materials.
Measure Progress: Observe how independently students use the practiced skill.
Generalize: Use the skill during a classroom job, game, school walk, movement activity, menu task, grocery activity, or other real-life routine.
Weekly Topics and Communication Words
Weekly Topics and Communication Words
August 11–14 — Our Classroom Team
HI, BYE, ME, YOU, HELP, FINISHED
Greetings, belonging, arrival routines, bookbags, and personal schedules.
August 17–21 — My School Day
LOOK, GO, STOP, FIRST, NEXT, FINISHED
Visual schedules, classroom routines, short work cycles, and school routes.
August 24–28 — Getting Support
HELP, NEED, MORE, SHOW, THIS, PLEASE
Recognizing a problem, requesting help, and completing familiar tasks.
August 31–September 4 — Regulation and Return
BREAK, STOP, QUIET, GO, READY, NOT YET
Requesting a break, selecting a regulation option, and returning when ready.
September 8–11 — Waiting With a Plan
WAIT, SOON, LATER, TURN, CHOOSE, HELP
Visual timers, waiting choices, and brief supported waiting.
September 14–18 — People and Space
MOVE, SPACE, STOP, NO, MY, OKAY
Personal boundaries, safe standing locations, and requesting more space.
September 21–25 — Choices and Plan B
WANT, NOT, THIS, THAT, SAME, DIFFERENT
Making choices, refusing appropriately, and accepting meaningful alternatives.
September 28–October 2 — Grocery Store
FIND, GET, PUT, WHERE, MORE, FINISHED
Using lists, finding items, matching, sorting, and stocking.
October 5–8 — Safe Around School
STOP, GO, WALK, SAFE, HELP, WHERE
Recognizing school signs and following familiar safety routes.
October 13–16 — When Plans Change
CHANGE, DIFFERENT, NOT YET, LATER, SAME, OKAY
Comparing old and new plans and communicating about changes.
October 19–23 — My Body Gives Clues
FEEL, CALM, MAD, WORRIED, TIRED, HURT
Recognizing body signals and choosing possible communication or regulation supports.
October 26–30 — Safe Hands at Work
HANDS, SAFE, GIVE, PUT, BREAK, HELP
Using materials safely and requesting help or a break.
November 2 and November 4–6 — Menu Money
WANT, COST, MORE, LESS, PAY, ENOUGH
Making menu choices, matching prices, and practicing functional money skills.
November 9–13 — Ordering and Customer Service
I WANT, PLEASE, THANK YOU, YES, NO, WAIT
Ordering through the student’s preferred communication method and practicing customer-worker routines.
November 16–20 — Kitchen and Food Safety
WASH, CLEAN, HOT, COLD, OPEN, CLOSE
Following visual task steps for cleaning, sorting, table setting, and safe classroom jobs.
November 23–24 — Helping and Hosting
GIVE, HELP, LIKE, THANK YOU, MY, YOUR
Choosing helpful jobs, sharing space, setting a place, and completing a thank-you delivery.
November 30–December 4 — Work Quality
START, WORK, CHECK, FIX, FINISHED, HELP
Starting, completing, checking, and correcting work with support.
December 7–11 — Personal Information and Delivery
NAME, PHONE, WHERE, WHO, GIVE, CHECK
Using personal information safely through protected cards, labels, sequencing, and delivery activities.
December 14–18 — Skills I Use
CHOOSE, REMEMBER, SAME, DIFFERENT, HELP, GOODBYE
Reviewing and generalizing communication, schedule, job, grocery, money, and school-route skills.
Activities and pacing may be adjusted to reflect individual IEP goals, student communication and regulation needs, health and safety plans, school events, and opportunities that occur naturally during the school day.
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