Predictable Routines
Classroom Routines, even in virtual classrooms, should be developed for a smooth experience for all. The predictable routines should be connected to school-wide expectations, include student voice, and be taught and practiced.
Routines
Student voice embedded in rules, routines and CLS
Routines for class assignments (uploading documents, pictures, etc..) are taught and reviewed
Routines are established for online learning (e.g., raising hands, reactions/tools, being recognized before talking, emojis, background, home interruptions (pets, siblings, children)
Explicit teaching for norms teaching both with students and home support (muting, waiting rooms, logging in, break out rooms)
Standardized routines/procedures are reviewed
Clear roles/expectations/norms for paraprofessionals, related service personnel participating in DL previously established
Distance Learning
Blended Learning
Attention Signals
Attention signals are established/explicitly taught (hand gestures, light changes, music, timers); signals are varied to increase engagement
Students respond to the signal, what they see/hear; quick response time
Students can tell you what the attention signal is
Students are able to state what’s next or respond to a standard prompt to move to the next activity
Distance
Blended
This video also includes schedules for Blended.
Schedules
Develop class schedule with students and families (frequency, time, group or 1:1, asynchronous or synchronous); DLPs, Special ed and related services
Present the class schedule daily, students have the schedule accessible (posted on LMS); Specific and aligned to LMS (eg Modules, folders, Topics) are referenced; Learning Objectives posted and clear
Students and staff have access to individual schedules including related services, ABA, general education to keep in mind screen time, overlaps in schedule, etc.
Within-task schedules are used to increase student engagement