Guiding Questions, Data Collection, and Visuals for: __________________
Guiding Questions
- Ex. Do you have a visual of your morning routine schedule/expectations available to your students?
Teaching Explicit Skills
Consider your expectations for _____________ in your classroom, then detail each.
For some students you may only need to teach the primary skills, for other students you may need to teach the supporting skills. If they seem to be struggling with the primary skill, break it down further to identify possible supporting skills that they are missing. Continue with this process until you are meeting them at a skill they are able to do, then build the skill from that point.
Examples of Possible Expectations
| Primary Skills | Supporting Skills | Teaching Point |
| Ex. The student will follow the morning routine independently. | Ex. Has the routine been pre-taught? Does the student understand the routine? Is there a visual schedule of the routine? Can the student read? | Pre-teach this skill if it is a daily expectation or done often so students know If it is not done consistently or taught, students cannot be expected to be successful in this skill. If it the struggle is motor planning, createa task analysis of this. Provide a task list of what they need to have. If there is a physical disability that is limiting a students ability, how could this be supported? Check with specialists on their educational team. |
Data Collection
This could be used for primary or/and supporting skills. You may need to teach all supporting skills first or some supporting skills and some primary, this should be guided by the student needs.
Example Data Collection
*If you mark “No” please indicate in the notes section how many prompts were given and if they were given by a teacher or a paraprofessional. The goal is to reduce the number prompts given and that they are mostly given by the general education teacher.
| Skill | Yes | No | Notes |
| Ex. Did the Student hang their coat up independently? | |||
Supporting Visuals
Visuals can be used to teach skills. They can be cut out, laminated, and put on a ring to use in place of auditory directions. For students that cannot read, pictures could be added to the visuals. A schedule with the same text or pictures could be made for additional support.