A-LIST Spotlight: Intervention Specialist Heidi Horner from Miami County ESC

Miami County ESC Intervention Specialist Heidi Horner at Cookson Elementary in Troy has been nominated to our A-LIST because stepping into her classroom is like entering a realm of exceptional evidence-based practices! Throughout her coaching journey with the ACT Team, Heidi has consistently shown an admirable willingness to embrace constructive feedback and transform new ideas into her own wonderful classroom practices. What truly stands out is her infectious positive attitude and her remarkable ability to collaborate with her classroom staff and the families she so passionately serves. With her students always at the forefront of her mind, Heidi tirelessly strives to meet their needs, never backing down from a challenge. She is constantly engaged in problem-solving, and we are particularly impressed with her initiative to support students in a deeply individualized way, ensuring that both she and her staff are truly addressing their needs. Heidi's leadership style and dedication to teaching deserve not only to be celebrated but also to be wholeheartedly recognized! Congratulations, Heidi!

We reached out to Heidi so that she could share some of her fabulous best practices for today's feature. Keep reading to see Heidi's classroom in action!

Transition Supports

Heidi supports her students by providing a variety of visual and sensory supports during transitions. She includes these transition supports next to her classroom door for easy access when entering and leaving the room. Some of her sensory supports include a weighted shopping cart and a weighted bookbag (panda bag).

For visual supports, she uses a location-based schedule where students match an icon to a corresponding picture by placing it in the pocket or sticking it to the velcro. Another visual support is her ziplock bag of walking feet which can build positive momentum and keep a student moving forward as the feet are laid out.

   

Restroom Transition

One important transition for students each day is using the restroom which requires leaving the classroom and traveling in the hallway. Near the door, Heidi has several restroom supports including a switch for every student to push that says "I need toilet" to reinforce communicating for the restroom as well as a social story.

Communication Supports

In addition to the switch for asking for the restroom, Heidi has many other communication supports in her classroom including requesting boards (see reinforcement below) and picture supports.

Communicating with families is also an important part of Heidi's classroom. She sends home this communication sheet daily.

Academic Supports

Heidi serves a diverse group of students with various needs. She provides many different types of academic supports such as her 1:1 teacher area where she can work on individualized goals and her adapted calendar books with cute sign in activity for Morning Meeting. In her classroom, Heidi uses the Unique Learning System curriculum to provide modified access to content standards for her students.

           

     

Structured Work Stations

Another way Heidi meets the unique learning needs of each student is through the use of structured work stations. Heidi shared "I like individual stations because it allows for more personalization. It allows students to have their things all in one space. Oral sensory necklaces, noise canceling headphones, choice board with individualized reinforcements, mailboxes, and anything specific to that child that needs to be kept in "their space". I use the Reinforcement Inventory Checklist as a reference for each student's choice boards. I give parents the Reinforcement Inventory Checklist on Open House night, so that parents can fill it out at the beginning of the year. I keep the checklist in their individual IEP binders to reference when I want to change up their choice boards."

For her structured work stations, student task boxes are all numbered or lettered. The date is recorded on the "Mastered Task Box List" when a student has mastered the task. Students keep the same tasks in their 1,2,3's for one week. We switch them out at the beginning of each week.

She has even incorporated portable structured work stations that can be taken to general ed classrooms for inclusion, to specials, or to related service sessions.

Teaming with Paraprofessionals

Another area in which Heidi excels is collaborating and communicating with her paraprofessionals. She has a great prep station for upcoming materials. Heidi shared, "y paras can always check the SPED prep station for "projects" that need to be completed (such as laminating or making copies), in the mornings during our planning/prep time before the students arrive."

Her paras also have their own "Support Sessions" table where they are in charge of weekly activities. Next to the 'Support Sessions" table, they keep a weekly checklist for the "must dos" for the week. "Must dos" are the assignments that all students must complete each week. The "must dos" this year are the weekly craft, the weekly scholastic magazine, and one Moncure letter book.

Classroom Organization

One way that Heidi stays organized is through using color-coding. Heidi shared, "I used color coding this year. Each student's IEP binder, seat at circle, colored popsicle stick for their bird sign-in, and any other time that it makes sense to color code. ie. Student "A' is blue. His IEP binder is green, his cube chair is blue, his bird popsicle stick is blue, etc. If I am passing out trays for sand or something like that he would get a blue tray, etc."

Reinforcement

Heidi has some wonderful reinforcement systems in place including:

• Interest specific token boards
• Rules at group to earn Happy Chappy and the communication book to make a choice of what color/smell they like.
• Choice board for reinforcement motivation (interest specific for each student based on answers from the Reinforcement Inventory Checklist)
• All Done Bin and Waiting Mats
• Edible reinforcement compartments for steps of transitioning on to the bus

     

Sensory Supports

Last but not least, Heidi supports her students' sensory regulation through proactive supports such as her heavy work station and classroom sensory area and reactive supports like her calm down choices and corresponding book.

A very special thank you to Heidi for welcoming us into her classroom and being such a wonderful partner to the ACT team. We are excited to share these ideas with additional educators!