Implementing Location-Based Schedules That Best Meet Student Needs

Do you have students who are struggling to follow a group or individual schedule in the classroom? Do you feel like you need to provide verbal prompts to every student during every transition? We have found that Location-Based Schedules can be a great way to build student independence and understanding during transitions. Today's Super Star Schedules highlights how this effective support can be implemented in a variety of ways to best meet the specific needs of your students and classroom.

Comprehensive Location-Based Schedules

Many teams will implement a comprehensive, full-day location-based schedule for each student. When using this type of schedule, icons are used to symbolize every activity for the student's entire school day. Then, corresponding matching signs are hung in their designated location for students's to match the icon during that scheduled time. 

Rose Jepson

Northridge Elementary, Northridge

Julia Spencer

Fairborn Primary, Fairborn

Amanda McCormick
Driscoll Elementary, Centerville

Jessica Hartman
Northmoor Elementary, Northmont

Jolene Allen
Saville Elementary, Mad River

More information on setting up a comprehensive location-based schedule can be found in our previous post:

5 Step Implementation of a Location-Based Visual Schedule

Although these are the most common and most comprehensive type of location-based schedule, we find that some teams struggle to implement them with fidelity because they are so cumbersome to create and follow each day. We have found some great starting points for teams who want to start small: 

Location-Based Schedules for Transitioning Within the Classroom

Other teams have found that transitioning outside of the classroom is not an issue because everyone is going together and the activity always happens in the same location (i.e. lunch is always in the cafeteria and PE is always in the gym). However, students may struggle with transitions within the classroom because activities can vary at different locations (i.e. sometimes they do math as a whole group at the carpet and other times they do math 1:1 at their desk and other times they work on math independently at the structured work station). In these instances, we will recommend implementing a location-based schedule within the classroom and at times it may only be during certain times of day such as centers. 

We love these examples with colored shapes. 

Dariann Hatton
Valley Forge Elementary, Huber Heights

Makenzie Harris
Primary Village South, Centerville

Deanna Hicks
East Elementary, Eaton

Some more ideas using colors: 

Rylie Jarrett
Stevenson Elementary, Mad River

Jenny Vogt
Schnell Elementary, West Carrollton

Julia Spencer
Fairborn Primary, Fairborn

And some great whole group examples! Each student's name/picture is on the board under the icon with the corresponding icon at the center. 

Rose Jepson
Northridge Elementary, Northridge

Debi Gnau
Mad River ECC, Mad River

We have also seen some great success with teams labeling areas of the classroom with special interest icons. This can be great for young or emergent students who struggle to connect with basic schedule icons. 

Genevieve Harvey
West Carrollton ECC, West Carrollton

Jodi Schweikardt
Kiser Elementary, Dayton

Beth Patterson
Clark Shawnee Elementary, Clark Shawnee

Riley Cruse
Brookville Elementary, Brookville

Katie Wyckoff
Primary Village South, Centerville

Location-Based Schedule for Transitioning Outside of the Classroom

For some teams, students transition well within the classroom, but they struggle when it is time to navigate transitions throughout the rest of the school building such as when it is time to go to specials, lunch, the restroom, or related service therapy times. For these students, they may not need a comprehensive schedule but rather just icons to help with these major transitions. 

Taylor Anglin
Louise Troy Elementary, Dayton

 

Katie Mlod

Mad River ECC, Mad River

Lauren Dickey
Indian Riffle Elementary, Kettering

Cookson Elementary, Troy

Cassandra Hebauf
Northmoor Elementary, Northmont

A-LIST Spotlight: MCESC Speech and Language Pathologist Laura Windholtz

We are so excited to kick off the new year by featuring one of MCESC's very own A-LISTers! When we have coached teams at MCESC Learning Center- West it has been evident that SLP Laura Windholtz is a pillar of their school community! Laura goes above and beyond to meet the needs not only of her caseload students but all of the students at West through creating spaces to facilitate communication, working with parents and outside agencies to provide wrap-around resources, and providing essential training for classroom staff.

When we reached out to Laura to contribute to today's A-LIST Spotlight post, she went above and beyond as she does in all things. Keep reading to learn more about the supports she shared.

My name is Laura Windholtz and I am a Speech-Language Pathologist at MCESC. I started working at MCESC in 1995. I worked part-time for several years to raise my children and currently work full-time.  I have served in many school districts over my career, but feel at home at Learning Center West. 

People who know me describe me as enthusiastic, creative, and influential.

As an SLP at Learning Center West, I serve on the building leadership team, work with students that use AAC, train staff, parents and students on a variety of AAC systems, have presented many trainings and implemented a core word of the week curriculum,   Enthusiasm is shown every day through my work, my presentations and commitment to helping staff and students. 

The most rewarding part of my job is giving my students a voice. This is not just a job to me, it is a passion!  I love when student receive a voice for the first time and staff share stories of students using their voice.

     

I also have a passion for coaching and supporting staff.  Many times it is just being there to listen.  It brings me great joy when staff members are communicating with students using AAC.

I am creative in and out of the workplace.  I love to scrapbook and work on crafts in my spare time.  One of the ways I express my creativity at work is in the Say and Play!

Say and Play Dramatic Play classroom:

When my principal purchased some dramatic play equipment for our indoor space, I thought it would be cool to add some props to enhance language. We had a construction site and a campsite. Over the past 3 years. I have added a vet, target store, Starbucks, doctor's office, kitchen,  and nursery. The dramatic place space is now called the Say and Play.  The purpose is to model and expand language, teach and model play skills and practice social skills.  

This year some of the themes are tied to the Unique Learning System curriculum. The month of October featured physical science. Our janitor helped me install a pulley system.  Through play the kids learned about simple machines. 

Facilitating Use of Core Words

I enjoy being creative on the job!  My creativity helps keep the job fun and interesting!  Creativity is also shown through the core word of the week.  I have set up core word bulletin boards, developed core word lesson and games and created a google slide presentation with core words activities.  

Interactive Bulletin Boards - I have also designed interactive bulletin board  that emphasize language.

Other creative ways I incorporate communication throughout the day – I mounted a communication board to foam board and put inside an old ipad case.  You can mount to a desk with mounts found on Amazon. 

I am often told that I influence people.  I have had an influence on all staff members in my building, including administrators and related service providers.  

Our music teacher incorporates the core word of the week in her classes every week.  She works hard to make it fun and engaging for the students. 

Literacy and AAC

I have influenced teachers and other related service providers by leading a monthly book study on Comprehensive Literacy for All by Dr. Karen Erickson and David Koppenhaver. I have a passion for AAC and Literacy.  Teachers have been trying new things in their classrooms to engage students in Literacy and AAC.

I have influenced my colleagues by creating themed lessons to be used throughout the month or by choosing a book to focus on for the month and use repetition with variety. 

I influence staff through the coaching of AAC in the classroom during a variety of activities.  Staff is more motivated to use aided language stimulation with their students and they have seen the benefits

Our mission at MCESC Learning Centers is to serve our students so that they can succeed. As a visionary leader,  I aspire to use my enthusiasm, creativity and influence for AAC, communication and literacy to one day serve in a coaching role so that staff and students can be successful.

A huge shoutout to Laura for sharing these fabulous supports! We always love the opportunity to work with you and are so happy that you are part of our A-LIST (and MCESC family)!