A-LIST Spotlight: Kindergarten Teacher Rose Jepson at Northridge Elementary

During our work in districts, we have met some truly exceptional educators. This is certainly the case for A-LIST Kindergarten teacher Rose Jepson at Northridge Elementary. As a general education teacher, Rose truly goes above and beyond to meet the needs of all of her students including creating specialized learning materials, visual tools, and structural supports. We often advocate that inclusion is more than just a child being placed in a general education classroom and that it involves ongoing planning and accommodations/modifications to make it meaningful. Not only does Rose already put this philosophy into practice, but she also continues to strive to do better and learn more. She has approached the coaching process with an open-mind and eagerness to learn and grow in her abilities to meet her students’ needs. Continued reflection and learning is a true sign of an excellent educator!

In today's A-LIST Spotlight, we are excited to share the whole group supports Rose has implemented as well as the individualized supports she has used as well. 

Whole Group Organizational Supports

Rose's classroom was well organized so that student materials were readily accessible. 

She used visual supports for center time transitions so that all learners knew where to transition to. The center time schedule was location-based meaning that each center had a written label and picture sign to correspond with the schedule on the board. 

Individualized Organizational Supports

Rose also organized individualized learning materials so that they were readily accessible by all staff working with a particular student. 

Additionally, she implemented a location-based matching schedule where the student would match icons for each period of the school day to the designated location sign to assist in smoother transitions. 

Whole Group Instructional Supports

With her kindergarteners, Rose implemented a variety of visual and tactile supports to engage students in various learning activities. 

She also took the time to provide direct instruction of social-emotional skills. Often we see that students struggle more and more to learn these skills implicitly so prioritizing time to teach these essential skills is so valuable!

Individualized Instructional Supports

Rose created a variety of materials for students working on different learning goals. 

Or who were working on similar learning goals but needed more individual supports to access the curriculum. In the picture below, a student has a personal set of flashcards to follow along with the whole group alphabet chant on the board each day. 

Whole Group Reinforcement Supports

Another way that Rose supports her students SEL development is through using positive reinforcement. Her students loved earning coins for expected behaviors. 

Rose also implemented a structured work system for a student who needed a predictable, concrete system of reinforcement so that they knew if they completed all three tasks, they would get to choose a break activity from their choice board. 

A very special thank you to Rose for everything she does to go above and beyond each day and for sharing these wonderful supports with us!

Around Town Round-Up: Class-wide Supports Using the Ziggurat Model

Our team LOVES Ruth Aspy and Barry Grossman's The Ziggurat Model! This useful framework makes it easy to prioritize and plan for comprehensive supports when brainstorming interventions. During our coaching, we see examples of The Ziggurat Model in action in a variety of settings. Today's Around Town Round Up will focus on Class-wide Supports that we have seen that meet each layer. 

Sensory Differences and Biological Needs

Class-wide supports for this layer should focus on creating a calming classroom environment and embedding whole-group sensory breaks for students. 

Projected Brain Break Visual with Timer
Deanna Granroth
Wogaman Middle School, Dayton

Calming Classroom Environment
Ashley Holtz
Kleptz ELC, Northmont

Climbing Wall
Amy Pratt
Springcreek Primary, Piqua

Hallway Path
Chris Cool
Dixie Elementary, New Lebanon

Yoga Time
Beth Young and Toni Cockerham
Snyder Park Elementary, Springfield

Whole Group Deep Breathing
Casey Morter
Mad River ECC, Mad River

Visual Boundary

Shanon Vance

Valley Forge Elementary, Huber Heights

Cozy Spot

Shanon Vance

Valley Forge Elementary, Huber Heights

Movement Break
Jolynne Rogers
Mad River ECC, Mad River

Movement Break Visual Cues
Jolynne Rogers
Mad River ECC, Mad River

Reinforcement

Many districts use PBIS supports and teachers have a variety of class-wide reinforcement systems.

Behavior Tickets
Elisha Volp
Northridge Elementary, Northeastern

Behavior Chart
Tara Henrickson
Beavertown Preschool, Kettering

Thrift Store Reinforcers
Amy Day
Englewood Elementary, Northmont

Group Behavior Visual
Jolynne Rogers
Mad River ECC, Mad River

Structure and Visual/Tactile Supports

Knowing what to expect throughout the day can be a huge support for all students! Schedules, class agendas, and visual supports clearly communicate expectations and increase predictability. 

Class Task List
Robin Koronich
Learning Center-West, MCESC

Projected Task List with Timer
Deanna Granroth
Wogaman Middle School, Dayton

Group Schedule
Granville Bastin
Preble ESC

Group Schedule
Lisa Mossing
Beverly Gardens, Mad River

Group Schedule
Rene Naas
Tipp City Middle School, Miami County ESC

Group Schedule
Robin Koronich
Learning Center-West, MCESC

Schedule Google Slide
Traci Gasho
Westbrooke Village Elementary, Trotwood

Group Schedule
Taylor Lawson
Louise Troy Elementary, Dayton

Art Table Job Chart
Christa Everett
Miami East Junior High, Miami East

Fire Drill Visual Cue

Shanon Vance

Valley Forge Elementary, Huber Heights

Schedule Change Visual Cue
Jennifer Schmidt
Beavercreek High School, Beavercreek

Group Schedule
Casey Morter
Mad River ECC, Mad River

Group Time Mini-Schedule

Large Visual Countdown
Rylie Jarrett
Stevenson Elementary, Mad River

Task Demands

Accounting for the various levels of need throughout a classroom ensures that students receive instruction at their instructional level. Often, the most effective way we have seen teachers meet this need is through providing differentiated learning centers. 

Rotation Groups
Bev Richardson
Bruce Elementary, Eaton

Rotation Groups
Haley Urschel
Perrin Woods Elementary, Springfield

Self-Directed Rotation Visuals
Jenna Falldorf
Milton Union Elementary, Milton Union

Positive Environment

The newest addition to The Ziggurat Model emphasizes that students need to feel safe and have positive relationships and experiences while at school in order to be ready for learning.

School Family Display
Rebekah Foust
Mad River ECC, Mad River

Kindness Wall
Jolynne Rogers
Mad River ECC, Mad River

Skills to Teach

We love to see when teachers prioritize direct instruction of skills beyond academics such as communication, coping skills, behavioral expectations, and emotional regulation. These are essential elements to ensuring success for all students. 

CHAMPS expectations

AAC Support at Door
Christina Helmer
Learning Center-North, MCESC

Communication Wall Display
Laura Windholtz
Learning Center-West, MCESC

Growth Mindset Bulletin Board
Jenna Woelfer
Brantwood Elementary, Mad River

Strategy Wall
Leslie Mann
Smith Middle School, Vandalia

Zones of Regulation Display
Cassandra Hebauf
Northmoor Elementary, Northmont

Regulation Station Bulletin Board
Rebecka Stricker
Springcreek Primary, Piqua

For more ideas on using The Ziggurat Model, check out our previous post:

Meeting the Needs of Students with Autism During Specials Using the Ziggurat Model