ALIST Spotlight-- Jackie Vollmer, Driscoll Elementary in Centerville City Schools

We are delighted to kick off our first ALIST Spotlight of 2019 with the fabulous classroom supports of Jackie Vollmer at Driscoll Elementary in Centerville. 

Jackie has a self-contained classroom with students in grades 2-5 and she works hard to differentiate supports to meet each students unique needs while fostering a cozy, safe learning environment. 

Environment

Immediately upon entering Jackie's classroom you can see the emphasis on creating an environment that feels like a home away from home. Jackie uses dimmed lighting from lamps and windows and a calming color scheme to limit visual stimuli. She also makes functional use of decorations, picture frames, and curtains throughout the space to keep things homey. 

 

 

Academics

Jackie's students are at many different levels academically so creates consistent routines for students to understand task expectations while exposing them to new content. She uses multisensory teaching strategies including visual supports and hands-on taskboxes to keep students engaged. 

schedules for taskboxes

Sensory

An important part of meeting student needs in Jackie's classroom is addressing their sensory differences. Jackie uses heavy work, exercise, sensory tubs, and fidgets to support students. 

 

Jackie has also re-purposed a classroom storage closet into a wonderful calming sensory space for students to take breaks throughout the day to reduce sensory overstimulation. In the sensory space, students get to use alternate seating, use weighted lap animals, and choose from a variety of sensory items.

Communication

Communication is also a huge priority for the students in Jackie's classroom. Therefore she works closely with her SLP, Ann-Marie Small, to determine the appropriate communication supports for each child. Supports range from AAC devices, to single picture supports, to scripts for asking questions.

 Jackie also supports her students ability to communicate at home through the use of daily recall sheets.

The classroom staff prioritizes communication through continued communication with Ann-Marie using their AAC vocabulary clipboard and through conscientiously following the Communication Bill of Rights. 

Organization

Incorporating so many supports across the day requires exceptional organization and quick access to materials. 

Consistent routines are key to success. Students start the day hanging up their coats and backpacks, choosing a lunch option, and placing any lunch items in their designated bin. 

Then they check their schedules to determine where they need to transition to for each activity.

Classroom paraprofessionals are also able to access their daily schedule and other important reminders in the team communication corner. 

Instructional materials are organized in designated locations around the room including progress monitoring binders and teaching manuals, school supplies, and paraprofessional group materials.

Throughout the day, important papers can be placed in individual mailboxes for each student and for Jackie too! 

 

Transitions

Jackie's scheduling is an important part of keeping the flow of the day. Students are directly taught transition skills including using a location-based visual schedule for the entire day.

Mini-schedules are also used for scheduling center rotations and for students who need to see a more simplified First-Then format. 

When transitioning between tasks, Jackie has set up a "waiting room" space for students to sit while waiting. This can be especially helpful when transitioning to and from related service or inclusion classes. 

Jackie's dedication to her students is evident everywhere you look in her classroom and we are so grateful for the opportunity to share these supports with the teams we coach. Thank you, Jackie, for welcoming us into your classroom!