Learning Simplified

This is a visual mini schedule I created for my students with Autism that need to see what they are being expected/asked to do, what they need to do next and then what they get to do after they complete the first two tasks.

I created these cards for some of my students with Autism who are either non-verbal or have difficulty with expressive language when they are dysregulated. This visual choice card allows the student to either point and let a teacher know if they are ready or not ready to do something or provides the student with the appropriate words to tell a teacher if they are ready or not ready when they are unable to put the words together to express their needs.

This is a first/then visual mini schedule I created for my students with Autism who need to know what they are expected to do and then what they get to do after.

These are visuals I created for my students who blurt out. The "Think it in your head" visual is to remind/teach students when it isn't appropriate to blurt out and they need to think what they want to say in their head. The "Say it out loud" and "It's okay to talk" visuals are to let students know when it's appropriate for them to talk out loud.

This is a multiplication unit I created for my students that includes differentiated math centers. Includes: * Lesson plan * Differentiated multiplication math center games (directions, worksheets, manipulatives and step-by-step visual directions) * YouTube video links * Online multiplication online game * Differentiated math center reflection exit slips

With students input, expectations for behavior, learning and achievement were created conveying high expectations for the classroom. I develop standards for conduct in the classroom have been developed with student participation and are posted in the classroom as a visual reminder for students, teaching assistants and myself. This has made a positive impact on the students interactions, behaviors and overall attitudes that are taking place in the classroom. I use the language and behaviors the

This is a visual sequence schedule I created for one of my students in kindergarten. I print this board on card stock and laminate it so I can put velcro on it for the pictures. I put velcro strips next to "To Do" and "All Done" lines. The teacher sets up the board for the writing activity they were doing that day by putting the needed steps in order on the To Do line. As the student completes them, they move the picture from the To Do line to the All Done line.

Theodore Roosevelt - Life, Presidency, Impact on America

The students provided their input and ideas to institute a collection of what it looks like to respect oneself, peers and teachers. The students ideas exhibit an understanding of respect for the teacher.

I created this board for my students with Autism to provide them with a reason to complete their independent work. I give them 3 tasks for independent work. Before they start they chose the reward they want to work for and put the picture on their board. After each task they complete they add a number to their reward board. When they have all three numbers on their board they get to have their reward.

These self and peer behavior monitoring forms are one of the tools I utilize in my Skill Development class (resource class). As a result of filling out a self-reflection at the end of Skill Development class, students have become more productive and engaged in their learning while unsupervised by the teacher. Students are responsible for monitoring a different expected behavior each week. At the end of each class period students evaluate how well each of their peers and themselves conducted t

This is a writing checklist I created for a student who struggles with writing grade appropriate sentences. This has helped him check his work and make the corrections necessary to improve his writing skills.

This is a data chart I created to take data for my student's work completion IEP goals. I have the student fill out their data chart each day so they are responsible for their on work and success, as well as, keep them accountable.

I made this visual for a student who would shut down when something was hard for him to do by himself. This helped remind him that he doesn't have to do things that are hard for him own his own.

These are cards I created for one of my students to keep inside his desk that he would either hand to his teacher or put on her desk if she was busy.