Sincerely Ms Sharp

For students who need a quick visual reference for what is safe versus unsafe choices. It can be hard to remember in the moment of unstructured play, such as recess or centers, which choices are safe and which are unsafe (especially for kids who struggle with social cues, nonverbal cues, and sensory input). This visual, with preteaching, can help students quickly check-in to see if their actions are safe or unsafe—two versions for representation.

For students in need of Tier 2 or Tier 3 interventions for behaviors, a Check In Check Out form can hold students accountable and remind them of their individualized goals. For this form, assign a teacher to be your student's Champion. This person will check in with them every morning and every afternoon. 1. Check In - first thing in the morning prior to instruction. The Champion will review the student's goals and reinforce with specific feedback for the day. 2. Throughout the day, the studen

Managing the ins and outs of recess or other times of unstructured play can be hard for our students. For some kids, the desire to engage is there, but the intuitive piece of social play (especially between our neurotypical and neurodivergent students) is a challenge. Without the pressure of demanding social communication, we can offer support to our students by providing them with some examples of social scripts. This can remove the pressure of coming up with phrases on the fly, but help our

Do your students need a quick visual on their desk to help them self-check their behaviors? Using familiar images from the boardmaker system, this top-down visual gives students a quick reference for expected behaviors. Simply print, cut, and laminate for quick use. Tape for a desk for an individualized experience.

For students who are ready to move to a subject by subject check in system. Edit the contract to reflect your classroom schedule order and to set an individualized goal for your student. Remember to set the goal to be attainable each day. Edit the number of stars your student is working towards. One page comes without visuals for easy editing if the goals listed do not match your current behavioral objective for your student. The second page comes with corresponding visuals to support the goal

Are you working with your students on expressing feelings? Naming big feelings can be a big challenge for a lot of students. When your students default to big actions for their feelings, start to shape that into naming those feelings and validating those big emotions. Laminate, cut, and velcro this one page printable for best use. Use the gray box at the top as a feelings word bank from which students can choose that which best matches their current emotion. When students put the feeling in th

Are your students ready to learn some self-soothing strategies? Do they respond well to picture-text pairs and cues? Print and laminate these cute and functional cards to put in your student's "toolbox" to help them manage dysregulation and other big feelings. These cards work for all students, not just your students with special needs. Learning how to self-regulate is a huge life skill and teaching our kids early helps them manage the rigorous pacing of classrooms as they grow and learn.

For students working on improving classroom behavior and using the Dojo system. Scaffolded for earning 3 points before reward, 4 points, and then 5 points, set your student up for attainable goals and see behavior improve. I recommend *not laminating* to then save each piece as data documentation for your own data collection purposes.