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Special EducationSensory Processing & RegulationSensory Preferences IdentificationSensory Tool UseCommunicating Sensory NeedsSensory Overload RecognitionDeep Breathing PracticeMovement Break UtilizationIndependent Calming Strategy UsePersonalized Calming RoutinePersonal Sensory Diet CreationProactive Sensory BreaksEmotion Intensity RecognitionDysregulation RecoveryPositive Behavior SupportUnderstanding Social StoriesPersonal Social Story CreationEmotional Regulation FrameworksPersonal Trigger IdentificationSelecting Regulation StrategiesReinforcement System ResponseSelf-Monitoring & RewardsLearning Positive AlternativesCross-Setting Skill GeneralizationSocial CommunicationEye Contact & Personal SpaceContext-Appropriate GreetingsAppropriate Volume & ToneConversation Turn-TakingTopic Maintenance in DiscussionEffective Help-SeekingBody Language InterpretationFacial Expression RecognitionIdioms & Figurative LanguageSocial Problem IdentificationSocial Solution GenerationSocial Decision EvaluationTask ManagementMinimal Prompting Task StartSelf-Talk for StartingStarter Strategies for Difficult TasksAge-Appropriate Task PersistenceStrategic Break ManagementSmooth Task TransitionsAdapting to Plan ChangesObstacle Problem-SolvingMulti-Day Project CompletionPlanning & OrganizationPhysical Material OrganizationVisual Schedule & Timer UseSequential Task BreakingTime Estimation SkillsTask PrioritizationDigital & Physical Workspace ManagementPersonalized Organization StrategiesDetailed Project PlanningMultiple Commitment BalancingAcademic Support StrategiesMath Manipulative UseVisual Math Problem RepresentationComplex Math Problem BreakdownText Highlighting & AnnotationVisualization While ReadingPredictions & Inferences from TextText Structure Graphic OrganizersWriting Graphic OrganizersSentence Frames & TemplatesStudy Guide CreationSpaced Repetition for MemoryAssistive Writing TechnologyWorking Memory SupportSingle-Step Direction FocusMulti-Step Direction FollowingInformation Chunking PracticeVisual Support Memory AidsMnemonic Device ApplicationEfficient Note-Taking SystemsGraphic Organizer Note-TakingNote Review & OrganizationSustained Complex Task AttentionAssistive TechnologySymbol-Word CommunicationAAC Device NavigationSpeech Recognition DictationDictation Text EditingText-to-Speech for ReadingDigital Calendar UseKeyboard Shortcuts NavigationProductivity App ManagementSelf-Advocacy SkillsCommunicating Learning NeedsRequesting AccommodationsAdvocating for Appropriate SupportsIEP & Student RightsUnderstanding IEP ComponentsMeaningful IEP Meeting ParticipationIDEA & Section 504 RightsProgress MonitoringTracking IEP Goal ProgressReflecting on AchievementData-Informed Instructional AdjustmentTransition PlanningCareer & Vocational Goal SettingExploring Post-Secondary OptionsIndependent Living Skills Planning

Harvest Steps Adventure

A multisensory November adaptive lesson targeting multi-step direction following and sequence of events (First, Next, Then, Last) through preparing an Autumn Harvest Treat. Features visual schedules, gestural models, communication choice boards, and tiered prompting supports.

AHAshley Huff

Harvest Steps Adventure

A multisensory November adaptive lesson targeting multi-step direction following and sequence of events (First, Next, Then, Last) through preparing an Autumn Harvest Treat. Features visual schedules, gestural models, communication choice boards, and tiered prompting supports.

AHAshley Huff

Page 2 of 2

Step-by-Step Classroom Delivery Script

FIRST

Verbal: "Look at our schedule! Step 1 is FIRST. Wipe hands and scoop pudding into your cup."

• Model gesture for SCOOP • Point to FIRST on board • Assist with adapted spoon grip as needed.

NEXT

Verbal: "What comes NEXT? We pick a crunchy topping. Do you want pretzels or cereal flakes?"

• Hold up 2 items in field of 2 • Wait for eye gaze, point, or verbalization • Prompt: "Pour it in!"

THEN

Verbal: "THEN we stir! Hold your spoon tight. Count with me: 1... 2... 3... and STOP!"

• Raise open palm on "STOP" • Encourage student to place spoon on napkin to signal completion.

LAST

Verbal: "LAST step! Take a bite. Tell us: Yum or Not for me? Then clean up!"

• Offer taste preference check • Guide cup into recycle bin • Model AAC symbol: "ALL DONE".

Multi-Tiered Differentiation Matrix

Tier 1: High Support Emergent

  • Pre-cut Page 2 cards in advance.
  • Errorless 1:1 matching with color border matching (blue to blue).
  • Hand-under-hand assistance for physical scooping and stirring.

Tier 2: Moderate Developing

  • Student cuts Page 2 cards with adapted loop scissors.
  • Arranges 4 cards in sequence using ordinal numbers (1st to 4th).
  • Points to AAC icon before initiating each task step.

Tier 3: Low Support Expanding

  • Sequences cards independently without color prompt clues.
  • Verbalizes full sentences: "First, I scoop pudding. Next, I pour pretzels."
  • Explains step-by-step directions to a peer partner.

IEP Observation & Progress Tracker Key: I = Independent | G = Gestural | V = Verbal | P = Physical

Student NameFollows Step 1 (Scoop)Follows Step 2 (Pour)Follows Step 3 (Stir)Sequences 4 CardsNotes / Choice Made
1.[ ] I [ ] G [ ] P[ ] I [ ] G [ ] P[ ] I [ ] G [ ] P[ ] 4/4 [ ] 3/4 [ ] 2/4
2.[ ] I [ ] G [ ] P[ ] I [ ] G [ ] P[ ] I [ ] G [ ] P[ ] 4/4 [ ] 3/4 [ ] 2/4
3.[ ] I [ ] G [ ] P[ ] I [ ] G [ ] P[ ] I [ ] G [ ] P[ ] 4/4 [ ] 3/4 [ ] 2/4

Harvest Steps Teacher Guide • Page 2: Script, Differentiation & Assessment November Adaptive Curriculum Collection

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