In the Use of Visuals module, we discussed how to place your visual schedule at the children's eye level and to make it in such a way that it can be manipulated.  This allows for auditory learners, visual learners, and kinesthetic learners to be engaged.  Refer to it often throughout the day. Hooray!  Now you are using the schedule the way the quality rating scales intended!

Additional Strategies -

• If a child has trouble transitioning from another activity (such as centers), ask them to go change the schedule and tell you what is coming next.  Allow them to do a signal to let children know to clean up - lights, a bell, go from center to center tapping on shoulders and letting children know it is almost time to clean up.

• If a child has individual activities, like therapies or counseling, an individual schedule can be placed near that child's cubby with the additional components.  

• If a child has difficulty walking across to the larger schedule (distractibility, energy level, physical limitations, etc.), an individual schedule can be made that the child can carry with him/her.

Implement your plan from Step 5.  Share this with your special education teacher next time she comes in!

Once you and your coach have documented your successful completion of the Checklist, complete and submit the assessment to log completion of this practice module.  You may scan or click to complete.