Student Support Snapshot One PagerStudent Support Snapshot • CE CONFIDENTIAL Assessment Scores Overall Language Score: 67 Severe Delay Understanding Words Score: 70 Needs Processing Time Speaking Words Score: 68 Hard to Express Ideas What this means compared to other students: An average score for children his age is 100. Scores in the 67–70 range mean his speech and language skills are lower than approximately 98 out of 100 students his age, making typical classroom speaking, listening, and directions feel exhausting and difficult for him. What This Means Day-to-Day in the Classroom: • Speech Clarity: His words are often hard to understand clearly. When people cannot understand what he wants, he gets frustrated very quickly. Never force him to repeat words over and over; point to picture cards to confirm what he means. • Loudness Awareness: He genuinely does not realize when his voice is loud. Direct scolding like “Stop shouting!” makes him anxious and defensive. Point silently to his desk volume strip instead. • Preferred Roles: He gets very upset when he is not picked for jobs he wants (like line leader or door holder). Pre-teach daily job assignments before morning meeting starts. • Work Avoidance Across Subjects: When tasks feel difficult or confusing in any subject (math, reading, writing, independent centers), he quickly avoids work—starting with whining, yelling, staring at peers, dropping materials, or sliding to the floor. How to Give Directions (Rules for All Staff): 1. Keep Words Short: Use only 3–5 words (“Sit in chair,” “Open red folder”). Cut out long multi-step explanations across all subjects. 2. Wait 6–8 Seconds: Pause silently for 6–8 seconds after speaking. His brain needs extra time to process. Speaking too quickly makes him overwhelmed and triggers avoidance. 3. Point to Pictures & Cards: Point to his Break or Need Help card, his desk schedule, or demonstrate the first problem. Visual models support him far better than verbal talk alone. Student CE • Classroom Support Guide Page 1 of 2 Behaviors • How to Respond Page 2 of 2 Behaviors We Are Working On (Functional Communication Targets) Behavior What It Looks Like Why He Does It What to Help Him Do Instead 1. Whining / Crying High-pitched whimpering or repetitive complaints lasting over 5 seconds. Wants to get out of hard work in any subject, or upset he wasn't picked for a job. Prompt him to touch his “Break Please” or “Need Help” card. 2. Loud Yelling Shouting words or loud screams that can be heard across the room. Frustrated people didn't understand him; unaware of his own volume. Point silently to green Level 2 on his desk meter; take 3 deep breaths. 3. Work Refusal / Avoidance Staring at other kids instead of working, dropping materials, sliding to floor, head down across math, reading, writing, or centers. Work feels too hard or confusing; language fatigue; afraid of making mistakes. Prompt him to touch “Need Help” card; staff breaks the task down into 1 small step. Rule 1: Only ONE Adult Responds (Planned Ignoring) If CE is whining, yelling, or refusing work, all other adults must ignore it: DO NOT look over, comment, or try to talk to him. Only the ONE adult directly assigned to supporting him talks to him, unless that direct staff explicitly asks for support. Having multiple adults talk to him overwhelms his brain and makes his behaviors worse. ✓ One voice only • Other staff look away Rule 2: How to Handle Breaks (Say These Words) When CE asks for a break or needs to calm down, say these exact words: “Yes, you can take your break now. You will need to finish your work. If we don't finish it during this block, we will need to finish it during [Science / Game Time].” Staff Tone: Keep your voice completely calm, even, and matter-of-fact. Never say this as a threat or punishment—it is simply a neutral, predictable routine. Break options: Classroom reinforcer of his choice, 3 deep breaths, drink of water, or walk up and down the hallway together. ✓ Matter-of-fact tone • Break first, then finish work
Behavior Tracking Data SheetDate: Student: CE Staff: Directions: Place a tally mark ( | ) in the chart each time a target behavior occurs during that time block. Count every occurrence across all subjects. At the end of the day, add up all tallies in each column and write the total in the Daily Total row. | Time Block | Whining / Loud Vocalization | Work Refusal / Avoidance | Elopement (Seat / Area) | | --- | --- | --- | --- | | 8:00am–9:00am | | | | | 9:00am–10:00am | | | | | 10:00am–11:00am | | | | | 11:00am–12:00pm | | | | | 12:00pm–1:00pm | | | | | 1:00pm–2:00pm | | | | | 2:00pm–3:00pm | | | | | 3:00pm–4:00pm | | | | | Daily Total | | | | Notes / Additional Context: Behavior Definitions Whining / Loud Vocalizations = high-pitched whimpering, vocal protest >5s, or shouting words/syllables above conversation level (CE is often unaware of loudness). Work Refusal = not initiating or completing work presented across any subject (reading, math, writing, independent centers), staring at peers instead of working >1 min, dropping materials, sliding to floor, or head down on desk. Elopement = leaving assigned seat, rug, learning table, or instructional area without permission >5 feet. Child's Name: CE Date: Behavior being documented: | Time | Antecedent (What happened right before?) | Behavior (What did CE do?) | Consequence (What happened right after?) | | --- | --- | --- | --- | | | | | | | | | | | | | | | | | | | | | | | | | | Directions for Completing This Tracker: Pick 1 Behavior: Write down the specific behavior you are documenting at the top of the form (e.g., Whining, Work Refusal, Elopement, Loud Yelling). Record the Antecedent (What happened right before?): Notice what happened 30 seconds to 1 minute before the behavior occurred. Was he presented with work in reading, math, writing, or centers? Was he told it wasn't his turn for a helper job? Did someone fail to understand what he said? Watch his body language (clenched fists, heavy sighs). Record the Behavior: Describe exactly what occurred with specific facts—not opinions or guesses (e.g., “dropped pencil, slid to floor for 2 minutes” or “shouted 'no' and put head down on desk”). Record the Consequence (What happened right after?): What followed immediately after the behavior? Did non-direct staff maintain planned ignoring? Did assigned staff prompt the Break card, offer the Help with Task card, or take a hallway walk? Did staff say the work rule in a calm, matter-of-fact tone: “Yes, you can take your break now. You will need to finish your work...”? Look for Patterns & Adjust: Look at what triggered him across subjects. Did he need the task broken into smaller steps? Did he need the Help card offered sooner? Use this information to plan proactive supports for tomorrow. Behavior Tracking Sheet • Student CE Page 2 of 2 • ABC Incident Log & Staff Directions
Volume Meter Printable ToolsVisual Voice Volume Tools Classroom Tools My Voice Meter Attach clip to show target level 4 Outside Voice Recess • Playground 3 Loud Voice Calling Across Room 2 Table Talk ★ Desk Work • Target Goal 1 Whisper Voice Quiet Corner • Library 0 Silent / Quiet Listening Ears On Slide clip to show current target volume My Desk Voice Strip (Cut & Tape to Desk) Tape to Front Edge 0 Silent 1 Whisper 2 ★ Table 3 Loud 4 Outside Portable Staff Cue Cards (Hole-Punch & Clip) Nonverbal Prompt Cue Card A: Volume Shift Current Level 3 Target Level 2 Point silently to Level 2 without talking. Cue Card B: Great Job! Level 2 Champion! Flash silently and give quiet praise at Level 2. Clear Directions for Staff Supporting Student: Pre-Set Level 2: Before beginning any center or table task, point to the green Level 2 star and say once: “We are using Level 2 Table Talk.” Recognize Unawareness: If his voice reaches Level 3 or 4, remember he genuinely does not realize he is loud. Never verbally scold him (e.g., “Stop shouting!”), as scolding increases anxiety and triggers work refusal. Use the Silent Tap: Step into his view, tap his desk gently to get his eyes on you, and silently point your finger directly to Level 2 on his desk strip. Match Your Voice: Speak in a calm Level 1 whisper or Level 2 voice. Your quiet voice co-regulates his volume. Praise Immediately: As soon as his voice downshifts to Level 2, deliver quiet praise (“Thank you for using Level 2”) or a silent thumbs-up.
Volume Meter Training SlidesMy Voice Numbers 1:1 Activity Voices Have Speeds & Numbers! In our classroom, our voices have special numbers for each activity and workspace. 0 Silent 1 Whisper 2 ★ Table 4 Outside Staff Member Script: “Look! In our classroom, our voices have numbers. Today we get to test out our numbers and find our champion level!” Test Every Voice Level Try Them! 0 Silent “Shh...” 1 Whisper “Psst...” 2 ★ Table Talk “Hello!” 3 Loud “Teacher!” 4 Outside “Go play!” Staff Member Script: “Let's test each one! Show me Level 0 (mouth zipped!). Awesome. Now whisper at Level 1... Great! Now say 'Good morning' at Level 2! High five!” Super Level 2 at My Desk Desk Zone 2 Why Level 2 is Super Star! • Staff members understand my words clearly. • Friends in class can do their work calmly. • I stay calm, regulated, and successful! Writing Time Using sentence starters with staff. Math & Centers Counting blocks and doing activities. Staff Member Script: “Level 2 is our champion level! When you use Level 2, I can hear your ideas clearly without hurting my ears. Level 2 helps us do awesome work together.” The Silent Tap Game Practice 1 Voice Gets Loud Level 3 happens • accidents are okay! 2 Staff Silent Tap Staff gently taps green 2 on desk. 3 Downshift to 2! Take a breath • earn high praise! Staff Member Script: “Let's play! Make your voice loud like Level 3... Ready? Now watch my finger tap the green 2 on your desk... What do you do? Yes! Downshift to Level 2! High five!” You Are a Volume Champion! Ready My Desk Strip is Ready! Your special color strip is taped right at the top edge of your desk. Whenever you need a voice check, look at the green Level 2 star! Today's Goal: Use Level 2 Table Talk during our learning centers today! Staff Member Script: “You did an amazing job learning your voice numbers today! Let's tape your strip to your desk right now. Ready to tape it?”
Calm Break Cards PrintableFRONT • Student Facing (Tapes Toward Student on Desk) My Desk Cards Break Card 2 Min Break Please 2 Minutes • Timer Starts Touch card to reset Help Card Any Task Need Help Math • Reading • Writing Touch card for help with work My 2-Minute Reset Choices (Pick 1): Timer Runs for 2 Minutes Hallway Walk Up & Down Hall Choice Item Classroom Item 3 Breaths Inhale • Exhale Drink Water Cup of Water —— FOLD IN HALF HERE • CREASE BACK-TO-BACK BEFORE LAMINATING —— BACK • Adult Directions (Reference for Staff Working with CE) Staff Protocols Work Completion Break Script: “Yes, you can take your break now. You will need to finish your work. If we don't finish it during this block, we will need to finish it during [Science / Game Time].” • Staff Tone Rule: Keep your voice completely calm, even, and matter-of-fact. Never deliver this as a threat or punishment—it is simply a neutral, predictable routine. How to Support Communication (FCT Rules): Immediate Latency (<3s): When he touches either card, respond within 3 seconds. Asking for help or a break must work faster than whining or hitting. When He Touches “Need Help”: Immediately sit beside him, break the task into 1 small step (e.g., solve 1 problem or write 1 word), and praise his effort. When He Touches “Break Please”: Deliver the script above in an even tone, start the 2-minute visual timer, and let him choose his reset item or hallway walk. Hallway Walk Rule: Walk calmly side-by-side up and down the hallway. No scolding or conversational lecturing. Return to desk when timer ends. Assembly: 1. Fold in half along center line. 2. Cut along outer border. 3. Laminate. 4. Keep on desk at all times. Two-Sided Desk Card
Break Card Training SlidesMy Break & Help Card Power! 1:1 Activity When Work Feels Big, You Have Power! In math, reading, or writing, tasks can feel tricky. That is okay! Your cards give you the power to ask for help or take a reset. Break Please 2 Minutes of Calm • Fast & Easy! Staff Member Script: “Look at your cards! In math, reading, or writing, when work feels hard or you feel upset, you don't have to yell or push materials. Touch your card, and we reset!” When Do I Use My Cards? Any Subject Feeling Overwhelmed Body feels tired or upset. ✓ Hand Break Card! Math, Reading, Writing Any worksheet or task feels confusing. ✓ Touch Need Help! Body Getting Mad Hands feel tight or voice gets loud. ✓ Hand Break Card! Staff Member Script: “Whenever work feels confusing in math, reading, or writing, or you feel mad, touch your card. Asking for help works 100 times faster than yelling!” 3 Easy Steps & Choice Reset How It Works 1 Touch the Card Silently touch card for help or a break. Instant support! 2 Timer Turns On Watch the visual 2-minute timer count down. 2 calm minutes! 3 Hallway Walk or Choice Walk in hallway, or choose your item! Body resets! Staff Member Script: “Step 1: Touch the card. Step 2: I flip the 2-minute timer. Step 3: We take a quiet walk up and down the hallway together or pick your favorite item!” Work Completion Rule Practice Time Say This in a Calm, Even Voice: “Yes, you can take your break now. You will need to finish your work. If we don't finish it during this block, we will need to finish it during [Science / Game Time].” Matter-of-fact tone • Never delivered as a threat! Practice Trial Now: You touch Break Card → Staff says rule in calm, neutral voice → Quick walk or choice item! Staff Member Script: “Let's practice right now! Touch the card... 'Yes, you can take your break now. You will need to finish your work. If we don't finish it during this block, we will need to finish it during Science.' Let's reset!” Re-Entry & Success Ready When We Return to Our Desk: Break is done, body is calm, and we do just 1 small step together in math, reading, or writing. Finishing 1 step earns high praise and your choice item! Cards Stay at Workstation Your Break and Help cards are always on your desk ready whenever you need them! Staff Member Script: “Our break was awesome! Now we sit down, do our one small step together, and earn great praise! You rock!”
Group Break System GuideClassroom Timer Break System • Staff Guide Whole-Group & Individual Work-Completion Break Protocols with Student Timer Control Staff Protocol Wall-Mounted Timer Setup • Core Rule: Each student has their own assigned timer mounted at the Timer Station. Timers stay on the wall at all times. Students walk to the wall to press START and STOP. They never take timers down. 1. Individual Work Completion Breaks Any adult can grant an individual 3-minute break based on work completion: “When you finish this page, you get a 3-minute break.” Student walks to wall timer, presses START, leaves timer on wall. When timer beeps, student walks to wall, presses STOP. If not immediately cleaning up, one adult starts 10s countdown. ✓ Promotes student independence & timer agency 2. Whole-Class 15-Minute Reset Breaks Non-contingent scheduled resets for all students: The entire class receives a 3-minute reset break every 15 minutes, regardless of behavior. Resets are never withheld as punishment. Students walk to their wall timers and press START. When alarms sound, lead adult initiates 10s countdown. ✓ Regulates autonomic state & prevents fatigue The 10-Second Transition Countdown Protocol One Adult Voice Only When the 3-minute timer rings, one adult counts down aloud with this exact cadence: “10 — you should be cleaning up — 9 — back to your seat in — 8, 7, 6, 5 — back to your seat before zero or your next break is at the table — 4, 3, 2, back to your seat in 1.” If Student is Seated by Zero: Immediate specific praise: “Awesome job getting back to your seat before zero!” If Student is NOT Seated by Zero: State neutrally without lecturing: “Your next break will be at the table.” Table Break Mechanics (Next Break Protocol) During an in-seat table break, the student still receives full access to their preferred reinforcer: An adult hands the choice item to the student at their seat. Student remains in their seat for the full 3 minutes. Maintains motivation while teaching transition compliance. ✓ Non-punitive • Retains reinforcement access Habitual Delay (Repeated Past Zero) If a student habitually fails to clean up and return within 10 seconds: Half-Day In-Seat Breaks: Next 3 breaks occur at their seat. Reteach Expectations: Adult conducts 1:1 modeling and roleplay on timer clean-up before next session. Reinforce immediately when student beats the countdown. ✓ Predictable boundary • Re-teaches expectation Classroom Behavior Support System Page 1 of 2 • Staff Protocol Guide Classroom Timer Break Rules How Our Wall-Mounted Timer System Works • Classroom Anchor Chart Student Rules • Your timer is mounted on the wall • Walk to your wall timer to press buttons • It stays on the wall at all times! • Follow These 4 Easy Steps: 1 Press START Walk to wall. Push white START button. Timer stays on wall! You Control It! 2 Enjoy Reset Play with choice item, take a walk, drink water, or breathe. 3 Minutes of Rest 3 Press STOP Push STOP on wall! Clean up and listen for countdown. Clean Up Begins! 4 Beat the Zero! Sit in your seat before the countdown hits 0. Ready to Learn! What You Hear When Break Ends (10-Second Clean-Up Chant): Listen Aloud 10 “You should be cleaning up...” 9 “Back to your seat in...” 8-5 “Back to your seat before zero or your next break is at the table...” 4-1 “4, 3, 2, back to your seat in 1...” 0 “Seated, calm, and ready to learn!” In Your Seat Before Zero: You beat the countdown! For your next break, you can choose any classroom break spot or take a walk in the hallway! ✓ You choose your break spot! Still Cleaning Up at Zero: No problem! Your next break is at your desk. You still get your favorite choice item! An adult will simply hand it to you at your seat. ✓ Still get your fun item at your desk! Classroom Behavior Support System Page 2 of 2 • Student Anchor Chart
Timer Break Training SlidesOur Wall-Mounted Timer System! Your Own Timer Each Student Has Their Own Timer! Your timer is mounted on the wall at our Timer Station. It stays on the wall at all times! Walk to your wall timer, press START, and leave it mounted on the wall! SEC RESET MIN 03:00 VOL START Lakeshore® STOP Staff Member Script: “Each of you has your very own timer mounted on the wall! It stays on the wall at all times. When break begins, walk to the wall and press START!” Meet the Timer Buttons Wall Rules SEC RESET MIN 03:00 VOL ↓ Students Press START ↓ Students Press STOP Students: START & STOP You press START on the wall to begin. You press STOP on the wall when it beeps! Staff: Side Buttons Side buttons (Min, Sec, Volume) are for staff to set the clock. Timers always stay on the wall! Staff Member Script: “Students press START and STOP on the wall. Staff will set the side buttons. Remember, your timer stays mounted on the wall!” Two Ways We Take Breaks Break Times 1 Work Completion Break Any adult can give you a 3-minute break when you finish your work! “When you finish this page, you get a 3-minute break!” ✓ Finish work → Walk to wall timer! 2 Whole-Class 15-Min Reset Every 15 minutes, our entire class takes a 3-minute reset together! Everyone gets this reset to rest and recharge! ✓ Whole class resets together! Staff Member Script: “There are two ways we get breaks! You can earn one by finishing your task, and our whole class also gets a reset every 15 minutes!” The 10-Second Clean-Up Chant! Transition Rule When the timer rings, an adult will count down from 10 aloud: “10 — you should be cleaning up — 9 — back to your seat in — 8, 7, 6, 5 — back to your seat before zero or your next break is at the table — 4, 3, 2, back to your seat in 1.” ★ Goal: Walk to wall, press STOP, clean up, and be in your seat before 0! Staff Member Script: “When your timer beeps, walk to your wall timer, press STOP, and listen for the countdown! Clean up and beat the zero!” What Happens at Zero? Two Paths In Your Seat Before Zero: You beat the countdown! You earn high praise from staff. Next break, you can choose where to take your reset or walk in the hallway! ✓ Choose your break spot! Didn't Make It Before Zero? Your next break will be at your desk. You STILL get your favorite choice item! An adult simply brings it to you at your seat. ✓ Still get your fun item at your desk! Staff Member Script: “If you beat the zero, you choose your break spot next time! If not, your next break is at your desk. You still get your fun item!” Practice Time: Walk to the Wall! Wall Practice 1 Walk to Wall Find your timer. Press START on the wall. 2 Timer Stays Mounted Leave timer on the wall. Enjoy your reset! 3 Press STOP on Wall When it beeps, push STOP and clean up! 4 Beat the Zero! In your seat ready to learn! Staff Member Script: “Let's practice walking to the wall! Walk to your timer, press START, leave it on the wall, and practice beating the zero! Ready? Go!”
Timer Station Classroom PosterHow Our 3-Minute Timer Works Important Wall-Mounted Rule: Each student has their own assigned timer. Your timer is mounted on the wall and stays on the wall at all times! Walk to your wall timer to press buttons. Do not take timers down. SEC RESET MIN 03:00 VOLUME START Lakeshore® STOP ← Side buttons (Min/Sec): Set by staff • Students press START & STOP on the wall • Side buttons (Volume): Set by staff → Follow These 4 Easy Steps: 1 Walk to Wall • Press START Walk to your assigned wall timer. Push START. Leave timer mounted on wall! 2 Enjoy Your 3-Min Reset Play with your choice item, take a walk in the hallway, drink water, or take 3 deep breaths. 3 Press STOP on Wall • Clean Up When alarm beeps, press STOP on wall. Listen for 10-second countdown! 4 Beat the Zero! Walk back to your seat and sit down before the countdown hits 0. Ready to learn! What Happens When Break Ends? 10-Second Clean-Up Rule Listen for countdown: “10 — clean up — 9 — back to seat in — 8, 7, 6, 5 — back to seat before zero — 4, 3, 2, 1!” In Seat Before Zero: You beat the countdown! Next break, you choose your break spot or take a hallway walk! ✓ Choose your break spot! Still Cleaning Up at Zero: No problem! Next break is at your desk. You still get your favorite item! Staff hands it to you at your seat. ✓ Still get your fun item at your desk!
