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.