Taskbox Time & Organization Station- Taskbox Organization

As you continuing setting up your classroom for the new school year don't forget to organize all of your structured work tasks and taskboxes for easy access and clean up during the school day. Today we merge Taskbox Time and Organization Station to bring you ideas for organizing these tasks.

      

Many teams have a shelf of tasks near their structured work system area so that students and staff can quickly access them when it is time to work.

Sandy McIntosh
Trotwood ELC, Trotwood

Robbie Whorton
Trotwood High School, Trotwood

To reduce visual clutter when students are working, teams use covered shelves or store tasks in a cabinet so they can be visually blocked when not in use.

Taylor Ruef
Stevenson Elementary, Mad River

Carrie Prickett
Jane Chance Elementary, Miamisburg

Using consistent storage containers for each task makes it easy to fit everything on the designated shelf.

Bobbi Jo Chapman
Snyder Park Elementary, Springfield

When storing taskboxes, it can be helpful to label them with a photograph or icon so that they can be easily located when needed.

Angie Kleinhans
Stebbins High School, Mad River

When students are responsible for gathering their taskboxes, it can be helpful to organize them using a matching system with shapes or icons that they can easily discriminate.

Jamie Zimmer
Kettering Middle School, Kettering

Marissa Calhoun
Fairbrook Elementary, Beavercreek

For more ideas on organization as well as examples of great taskboxes you can use in your classroom check out some of our favorite books: 

 

Around Town Round Up- Types of Breaks

There are many types of breaks that students may benefit from, each with their own distinct purpose. It is important that staff works to establish clear boundaries between each type of break to increase student success and ensure you get the most out of this support. More information about the three main types of breaks: Reinforcement, Sensory, and “In the Moment” breaks can be found in today's Around Town Round Up.

Reinforcement Breaks

Other Names: reward, free time, earned

When to use: Reinforcement breaks are contingent upon behavior and/or work completion. They are used to motivate students. Visual supports assist students in understanding expectations for earning breaks. Depending on student needs, reinforcement breaks may occur after each task, class period, daily, or weekly.

What they look like: During a reinforcement break, the student is allowed to engage in a highly preferred activity or interest for a predetermined amount of time.

Examples:

• Student completes three tasks in a structured work system, and then earns Legos for 5 minutes.
• Student completes math assignment, and then earns iPad game time for remainder of the class period. 
• Student earns 10 Dojo points, and then earns a snack break at the end of the day.
• Student turns in homework all week, and then earns free drawing time during study hall.

 

Kelli Tritschler
Mound Elementary, Miamisburg

Leslie Mann
Demmitt Elementary, Vandalia

Jennifer McGowan
Smith Middle School, Vandalia

Emily Ottmar
Stevenson Elementary, Mad River

Sensory Breaks

Other Names: brain breaks, calming breaks, movement breaks

When to use: Sensory breaks should be proactively scheduled and should not be contingent upon behavior or work completion. Providing embedded sensory breaks helps to promote and maintain self-regulation which helps the student focus and learn. Generally speaking, all students may benefit from one sensory break in the morning and one in the afternoon. Frequency may be increased based on individual student needs. Recommendations may be made by the student’s occupational therapist to determine frequency.

What they look like: Sensory breaks can be beneficial as an individual support and/or a class-wide support. They may occur within the classroom or in another designated location. Participation in sensory breaks should result in students feeling/appearing calmer and more regulated. Recommendations may be made by the student’s occupational therapist to determine appropriate activities and supports.

Examples:

• Student goes to a designated sensory room for 10 minutes to engage in a structured calming routine (i.e. body sock, rocking chair, wall pushes).
• Student transitions out of the classroom to participate in a designated purposeful walk (i.e. push heavy cart to the cafeteria).
• Student manipulates fidgets in a beanbag chair in the back corner of the classroom for 5 minutes.
• Class participates in calming GoNoodle activities (i.e. Stretch and Breathing videos).

Amy Beanblossom
Arcanum Elementary, Arcanum

Leslie Mann
Demmitt Elementary, Vandalia

Keelin DiMuccio
Fairbrook Elementary, Beavercreek

“In the Moment” Breaks

Other Names: requested breaks, break card breaks, as needed breaks

When to use: Sometimes a student needs a brief break from classroom demands in the moment to regain focus and calm down. These breaks may be requested by the student or initiated by staff. These breaks can be used as a replacement for interfering escape behaviors during work times.

What they look like: “In the moment” breaks work best when they have minimal transitions and have a definite ending point. They should be less motivating than a reinforcement break. They may vary in length depending upon the amount of time needed for the student to de-escalate. After an “in the moment” break, the student returns to the assigned task.

Examples:

• Student requests break using break card and staff removes task from work space for 1 minute.
• Staff notices signs of escalation and provides student with dots and squeezies in the moment.
• Student asks for break and walks to drinking fountain for a drink and returns to work.
• Staff notices that a student is starting to get upset so they ask them to run an errand. 
• Student asks to work in a designated home base location when starting to feel overwhelmed while working.

Rylie Jarrett
Stevenson Elementary, Mad River

Leslie Mann
Demmitt Elementary, Vandalia

Lindy McDaniel
Considerate Classroom

Emily Ottmar
Stevenson Elementary, Mad River

Christine Scarborough
Tecumseh Elementary, Xenia

Rachel Hatton
Normandy Elementary, Centerville

Beth Young
Snyder Park Elementary, Springfield

Super Star Schedules- Steps for Implementing a Location-Based Schedule

Location-based schedules are our "go-to" strategy for students who need to develop more independence with transitioning skills. Admittedly they can be a lot of work to prepare initially but once you do we assure you that you will be glad you did! To assist with getting started, today's Super Star Schedules post will walk you through 6 Steps for Implementing a Location-Based Schedule. 

1. Make a list

Identify locations the student will transition to throughout the day.

• Locations should include various places throughout the classroom (carpet, desk, table, cubbies, etc.) and the school building (cafeteria, bathroom, music room, etc).

2. Create and hang location signs

Create pictures to represent each of the locations on the list. Designate the location by hanging the sign or placing in a free standing frame. Create a pocket or use velcro for students to put their schedule icons. 

Jackie Vollmer
Driscoll Elementary, Centerville

Jenna Fitch
Helke Elementary, Vandalia

Deanna Mullins
Kiser Elementary, Dayton

Pandy Pugh
Indian Riffle, Kettering

• The schedule pictures can consist of line drawings and/or photographs.

Susan Trissell
Westwood Elementary, Dayton

Deanna Mullins
Kiser Elementary, Dayton

If you are unable to hang location signs throughout the school building (such as outside the music room or next to the cafeteria), some teachers use a "sign out" method where the students put their icon on a designated location near the classroom door when exiting. 

Amy Beanblossom
Arcanum Elementary, Arcanum

Jamie Minnish
Prass Elementary, Kettering

3. Create schedule cards and schedules

Create schedule cards that correspond with the location signs. Create an individual schedule for the student that consists of a long rectangle card with a strip of Velcro. Sequence small Velcro pictures on Velcro strip in order of student’s school day.  Determine a stationary area of the classroom where the student’s schedule can be kept.

Jackie Vollmer
Driscoll Elementary, Centerville

Rylie Jarrett
Stevenson Elementary, Mad River

Ashley Holtz
Kleptz ELC, Northmont

• Some students may need their schedule to be set up in a separate location to reduce overstimulation or interfering behaviors during transitions. 

Jackie Vollmer
Driscoll Elementary, Centerville

• Using a laminated file folder or piece of folded cardstock for individual schedules allows flexibility of storing extra pictures on the inside or folding/flipping the schedule to reveal certain times of day. It is also a great option when a portable schedule is needed. 

Jenna Fitch
Helke Elementary, Vandalia

• Some students have difficulty visually scanning too many pictures.  It may be necessary to divide the day into to parts (i.e. morning schedule, afternoon schedule)

Lindy McDaniel
Considerate Classroom 

                   

4. Teach the schedule

Students will need to be directly taught to transition when staff says “check schedule” by traveling to their stationary schedule location, taking off the top card, and traveling to location to match to matching picture.

Jackie Vollmer
Driscoll Elementary, Centerville

Jamie Minnish
Prass Elementary, Kettering

Also, directly teach what to do when they get to that location (i.e. sit at own desk, sit on carpet, choose computer, line up, etc.). After the student transitions to a location within his schedule, a mini schedule or visual work contract may be used to break up the tasks within that location (i.e. morning unpacking schedule, afternoon pack up schedule, independent work sequence, etc.).

Jennifer Jette
Vandalia-Butler High School, Vandalia

5. Signal each transition

At the end of the activity, cue the end of the current activity using auditory (timer, bell, or chime and verbal cue to “check schedule”) and or a visual cue (visual countdown, “check schedule” card) to prompt the student to return to their schedule and see what comes next.

• Transition signals (visual, auditory, and/or verbal) should be used consistently across environments and staff members.

• If a student struggles with transitioning to the designated schedule location, a favorite picture card to match to their schedule can be an additional tactile cue.