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
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| Amanda McCormick Driscoll Elementary, Centerville |
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| Jessica Hartman Northmoor Elementary, Northmont |
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| Jolene Allen Saville Elementary, Mad River |
More information on setting up a comprehensive location-based schedule can be found in our previous post:
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:
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.
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| Dariann Hatton Valley Forge Elementary, Huber Heights |
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| Makenzie Harris Primary Village South, Centerville |
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| Deanna Hicks East Elementary, Eaton |
Some more ideas using colors:
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| Rylie Jarrett Stevenson Elementary, Mad River |
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| Jenny Vogt Schnell Elementary, West Carrollton |
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| Julia Spencer Fairborn Primary, Fairborn |
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| Rose Jepson Northridge Elementary, Northridge |
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| 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.
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| Genevieve Harvey West Carrollton ECC, West Carrollton |
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| Jodi Schweikardt Kiser Elementary, Dayton |
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| Beth Patterson Clark Shawnee Elementary, Clark Shawnee |
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| Riley Cruse Brookville Elementary, Brookville |
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| 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.
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| Taylor Anglin Louise Troy Elementary, Dayton |
Katie Mlod
Mad River ECC, Mad River
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| Lauren Dickey Indian Riffle Elementary, Kettering |
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| Cookson Elementary, Troy |
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| Cassandra Hebauf Northmoor Elementary, Northmont |
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