Access Everywhere Worksheet
PD Make-Up & Active Coaching Guide
Access Everywhere Worksheet
Translating Classroom Inclusion to School-Wide Case Management
UNCOMMON CM TOOL
Case Manager:
Date of Work:
The Core PD Shift (Slides 6-13)
"We plan with access in mind from the beginning. We don't plan the environment first and figure out supports later." (PD Slide 6). Inclusion changes the pathway to independence, not the expectation.
1
The Out-Of-Classroom Translation Map
Classroom Concept (PD Slide)
Case Management Action & Space
Scaffolds & Tools
Providing structured visuals, self-regulation graphic organizers, or coping scripts in counseling sessions instead of removing social-emotional expectations.
Checks for Understanding (CFU)
Asking scholars to explain or model their de-escalation plan before entering transition spaces, rather than just asking: "Are you ready?"
Fading Independence
Gradually scaling back adult escort during cafeteria periods from 1:1 escort to peer-buddies, then to independent student navigation.
2
Active Coaching Scenarios: Part A
Transition Spaces (Hallways & Cafeteria) Scholar: Marcus (6th Grade)
The Barrier: Marcus gets highly overwhelmed by sensory input during noisy cafeteria lunches, resulting in elopement.
Exclusionary Response: Marcus is assigned to eat lunch in the quiet office permanently.
Design an Inclusive Pathway (scaffold, CFU, & fade plan for cafeteria access):
Counseling & Small Groups Scholar: Aliyah (8th Grade)
The Barrier: Aliyah shuts down during SEL small groups when asked to write reflection sheets, saying: "I'm not doing this."
Low-Expectation Response: Aliyah is excused from the reflection and told she can color instead.
Design an Inclusive Scaffold (allow expression of the reflection without coloring):
Uncommon Schools • Regional Special Education Team Page 1 of 3
Access Everywhere Worksheet
SECTION 2: CRISIS, MEETINGS & ACTIVE PLANNING
3
Active Coaching Scenarios: Part B
Crisis & Behavior Jordan (4th Grade)
Barrier: Jordan has triggers during math, leading to outbursts. The current BIP calls for immediate escort out of the room.
Exclusionary Response: Removing Jordan before he can attempt the math.
Proactive De-escalation & Math Access Scaffold:
IEP & Consultation Sarah (7th Grade)
Barrier: A teacher says: "Sarah reads at a 2nd-grade level, so I give her simplified text instead of 7th grade ELA block curriculum."
Lowered Expectation: Accepting this so Sarah "doesn't get frustrated."
Coach the Teacher (How to keep 7th grade target & change pathway):
4
Active Caseload Action Planner
Select an active scholar on your caseload. Complete this planning table to design an out-of-classroom support plan that ensures environmental access, active thinking, and a plan for fading.
1. Student IEP Need
2. Out-of-Class Space & Barrier
3. High-Expectation Scaffold
4. CFU & Fading Method
STUDENT INITIALS & GOALS
KEY DISABILITY IMPACT
ENVIRONMENTAL BARRIER
Which transition or event triggers the barrier?
PROACTIVE SCAFFOLDS
What temporary tool supports thinking/access?
CFU & INDEPENDENCE TARGET
How will you verify understanding & fade support?
Commitments & Teacher Collaboration
1. How will you advocate for "pathway shifts" over "lowering criteria" in your next Consultation session?
2. Identify one specific scaffold you currently use that you can begin fading next week. What is the fade plan?
Uncommon Schools • Regional Special Education Team Page 2 of 3
Access Everywhere Worksheet
SECTION 3: GENERAL NOTES & NEXT STEPS
5
Continuous Inquiry & PD Reflection
Reflect on slide concepts from today's study. Answer the following lingering inquiry questions (inspired by PD Slide 18):
1. What lingering questions do you still have regarding the active implementation of non-classroom scaffolds?
2. How will you systematically measure if a school-wide scaffold is ready to be faded or modified?
6
Immediate Next Steps Consultation Log
Identify three educators (Gen-Ed Teachers, Deans, Counselors) you will actively partner with next week to apply these inclusive strategies.
Partner Educator & Role
Target Student
Core Access Scaffold to Implement & Test
7
General Notes & Observations
Use this open workspace to document active observations of school-wide spaces or direct coaching observations with teaching teams.
Uncommon Schools • Regional Special Education Team Page 3 of 3
