It has been such a pleasure to work with Intervention Specialist Katie Wood at Primary Village South in Centerville. She jumped right into the coaching process and took our ideas in stride, even the ones that seemed a bit out there at first! She is reflective, open-minded, and collaborative when it comes to problem-solving. These are all excellent strengths for an intervention specialist and definitely make the coaching process rewarding for all involved! In addition to her ability to implement our interventions with fidelity, we were impressed with Katie's calm classroom environment, facilitation of AAC, and use of technology. She was also an excellent team leader for her fellow low-incidence teachers and for her paraprofessionals. We are so excited to showcase some of the supports Katie shared with us for today's A-LIST Spotlight!
Structured Work
- 3 Tier Work System: I use structured work systems throughout the school day with my students. I often use structured work systems to promote independence and instill a sense of accomplishment. The structured work systems also allow students to see an “end goal” during work and track what tasks they’ve completed, as well as what they still need to do. I use the structured work systems as an “independent work” center, as well as an IEP Goal center.
Reinforcement Supports:
- Work Contracts: I pair work contracts with almost every single task my students complete in my classroom. I’ve found that pairing an incentive with tasks helps motivate my students and increases engagement and attention. Students know that once they earn all 3 tokens for task completion, they receive the incentive chosen on their work contract. This has been an extremely helpful tool this school year. Work contracts can be personalized for each student based on their motivations and interests.
- Token Boards: Token boards provide a visual and tangible way for students to track their positive behaviors and earn rewards. Students can earn tokens for demonstrating desired behaviors, such as following directions and task completion. Once a student collects a certain number of tokens, they can exchange them for a predetermined incentive. This encourages motivation and reinforces positive behavior.
- Visual Countdowns: I use visual countdowns in my classroom and across the school day with my students. Visual countdowns can be helpful prior to transitions inside and outside of the classroom, especially for students who struggle with transitioning from preferred to non-preferred activities. I occasionally pair the countdown with a timer once the countdown is complete. I also use the small visual countdown as an individual student tool in moments where students may be expected to wait or complete a task. This tool helps students with predictability and expectation.
Choice Boards:
- Self-Regulation Choice Board: I created this choice board for students to use in moments of frustration and dysregulation. It can be difficult for students to communicate their thoughts and emotions when they become dysregulated, so this tool works well, helps students communicate how they are feeling, and promotes independence and self-regulation skills.
- Unstructured Play Choice Board: I created this choice board for some students who were struggling to make appropriate choices during unstructured play (free play, recess, etc.). Students are expected to make a choice on their board and know that when they are finished with a choice, the visual needs to be moved and replaced before they can move on to their next activity choice.
- Problem-Solving Choice Board: My student teacher created this choice board for students who struggle to problem-solve conflicts with peers (yelling at, crying, etc.). Students are encouraged to choose a replacement behavior in order to problem-solve conflicts that may arise.
Visual Schedules:
- Individual Traveling Schedules: Because my students spend parts of their day transitioning between various classrooms, I utilize traveling schedules with some of my students. Traveling schedules allow students to access their daily schedule from anywhere in the building.
- Visual Task Schedule: This schedule helps students visualize the steps needed to complete a task. I use this visual task schedule for fine motor activities or other activities that have multi-step directions. At this point in the year, most of my students are able to sit down at a table and follow these visual directions independently.
- Location-Based Schedules: I use location-based schedules during center rotations in my classroom. Each student has their own schedule, and each center is color-coded for students to easily transition from one activity to the next.
Transition Supports:
- Classroom Doorbell: We use our classroom doorbell during transitions within the classroom. Students know that when they hear the doorbell sound, it is time to finish up what they are doing and transition to their next center or activity. I often pair a verbal or visual countdown with the doorbell chime for students who need extra reminders.
- Transition Choice Board: I created this choice board for students who struggle with transitions outside of the classroom. Students are encouraged to choose and focus on 1-3 positive behaviors to demonstrate during transitions outside of the classroom. Pre-correcting transition behaviors has helped a lot of my students demonstrate successful transitions throughout the school day.
A special thank you to Katie for sharing all of the fabulous supports she uses for her students for today's A-LIST Spotlight! Your students are lucky to have you and we feel so fortunate to have you as an A-LISTer!
