Safe Steps Slides Our Class Rules
My Safe School Day
We use safe hands, follow our schedule, and share our words!
Safe Hands
Smooth Moves
My Voice
Let's Learn Together
Safe Body
Rule 1
Quiet Hands
My hands are on my own body. I am kind.
Walking Feet
I walk inside. Walking keeps me safe.
Rug Safety
My bottom sits on the rug. I sit nicely.
I keep myself and my friends safe!
Time to Change
Rule 2
STEP 1
Stop Playing
When the timer rings, I stop. My hands go up.
STEP 2
Clean Up
I put the toys in the bin. We clean together.
STEP 3
Line Up
I find my spot in line. We walk nicely.
Stop, Clean, Line Up! We do it safely!
My Voice
Rule 3
Point & Show
I can point with my finger or use sign language.
Picture Cards
I give the picture card to my teacher to ask.
Talker Device
I press the buttons on my talker to speak.
No hitting. No crying. I use my tool!
Circle Time
Rule 4
Looking Eyes
I look at the teacher. I look at the pictures.
Listening Ears
I listen to the teacher. I listen to my friends.
Waiting Hands
I wait for my turn. My turn will come!
We sit together. We learn together!
Let's Show!
Point & Find
Show me: Quiet Hands
Point to the quiet hands!
Show me: Talker Device
Point to the speech device!
Teacher Tip: Model pointing first, then prompt student to point on screen or PECS card.
Hooray!
SUPER STAR!
I am a Safe Student!
We make smart choices. We keep our friends safe. We have a happy school day!
Safe Hands
Safe Moves
Using My Tool
Safe Steps Storybook Social Story
ECSE Level
My Safe School
Choices
A visual story about playing, sharing, and learning safely.
This book belongs to:
Safe Body
Page 1
I use safe hands.
My hands stay on my own body. My hands are kind to my friends.
Hands down
Kind touch
I make safe choices with my body!
Safe Body
Page 2
I use walking feet.
I walk inside the school. Walking feet keep me safe and sound.
Walk in classroom
Walk in hallway
We walk nicely inside.
Transitions
Page 3
When the timer rings.
I stop my play. I help clean up the toys. I find my spot in line.
Put toys away
Line up safely
Stop, Clean, Line Up!
My Voice
Page 4
I can say what I need.
I point with my finger. I use my picture card. Or I press my talker!
Show picture card
Tap my talker
I can share my words!
Group Time
Page 5
I sit nicely on the rug.
My bottom sits on the floor. I look at my teacher. I listen to our friends.
Listen to teacher
Wait for my turn
I sit, look, and listen!
Safe Steps Teacher Guide ECSE Teacher Resource
Safe Steps School
Implementation Guide for Non-Verbal Students
Core Lesson Objectives
• Identify and demonstrate "Quiet Hands" and "Walking Feet" on command.
• Follow the 3-step transition protocol (Stop, Clean, Line Up) using a visual timer.
• Communicate standard needs (bathroom, water, help, break) using AAC or physical PECS boards.
Instructional Delivery Protocol
1
Visual Modeling (Slide Deck)
Project the slide deck during circle time. Touch the icons on the board. Model the specific actions (clap hands then make them quiet; walk slowly on feet; point to the device).
2
Physical Interaction (Storybook Panels)
Hand individual laminated panels to students. Have them trace the symbols (hand, foot, clock) with their fingers. Read the simplified text using slow, rhythmic cadence.
3
Guided Interactive Identification
Use Slide 6 ("Point & Find"). Walk students up to the screen or use physical hand-over-hand prompting to guide them to touch the target behavior card.
Preparation Checklist
Laminate book panels Set up 5-minute visual timer Load slides on smart board Prepare visual token boards
Safe Steps School — Teacher Guide Page 1 of 2
ECSE Teacher Resource
Communication Integration
AAC, PECS, & Prompting Strategies
Prompting Hierarchy for ECSE Safety
Prompt Level How to Implement Example Scenario 1. Physical Hand-over-hand help. Softly touch student's hand to guide them to point to device, or tap bottom to sit. Guiding student to press "STOP" icon. 2. Visual / Gestural Point to the target icon, PECS board, or the visual rule poster on the wall. Tap the surface of the item. Tapping the "Quiet Hands" laminated card. 3. Verbal Direct State the behavior clearly and neutrally with 1-3 words: "Safe hands," "Walk," or "Clean up." Saying "Walking feet" near the doorway. 4. Independent Student transitions, sits, or communicates with only the naturally occurring environmental cues. Stopping play immediately when timer rings.
Positive Reinforcement
Give immediate sensory or token rewards. Pair the token directly with physical touch (e.g., high-five) and praise:
Hallway Heroes Slides Hallway Safety
Hallway Heroes
We walk in line, use quiet voices, and stay together!
Quiet Steps
Stay in Line
Watch Teacher
Ready to Walk
Quiet Moves
Rule 1
Bubble in Mouth
My mouth is closed. I catch a quiet bubble.
Soft Steps
My feet are quiet like feathers. No stomping.
Quiet voice, quiet steps in the hall!
Stay in Line
Rule 2
My Spot
I stand behind my friend. This is my spot.
Safe Space
I leave space. I do not touch my friend's back.
Quiet Hands
My hands stay down by my side. Safe hands.
We walk behind our friends safely!
Stay Together
Rule 3
Watch Teacher
I look at my teacher. I walk where my teacher goes.
Stop at Doors
I stop when we get to a door. I wait for my teacher.
We stay with the group. No running away!
Find the Safety!
Interactive
Show me: Quiet Steps
Point to the quiet feet!
Show me: Stop Sign
Point to where we stop!
Teacher: Prompt students to point directly on the board to confirm understanding.
Excellent!
HALLWAY HERO!
I am a Hallway Hero!
I walk safely. I keep a quiet bubble. I follow my line!
Quiet Voices
Marshmallow Toes
Stay in Line
Hallway Heroes Storybook Social Story
ECSE Level
Hallway Heroes
Walk Safely
A visual story about quiet bubbles, walking lines, and staying together!
This book belongs to:
Quiet Moves
Page 1
I use quiet voices.
I catch a quiet bubble in my mouth. My lips are closed in the hallway.
Bubble caught
Quiet lips
We keep quiet hallways.
Quiet Moves
Page 2
I use soft feet.
I walk with quiet marshmallow toes. I walk softly like a kitten.
Marshmallow toes
Soft walking feet
Soft toes keep us quiet.
Stay in Line
Page 3
I find my line spot.
I stand behind my friend. I do not push. My hands stay on my side.
Leave space
Quiet hands down
We walk safely in our line.
Stay Together
Page 4
I look at my teacher.
I watch where my teacher walks. When the teacher stops, I stop.
Follow teacher
Stop at doors
We stay with our group!
Hallway Heroes Teacher Guide ECSE Transition Resource
Hallway Heroes
Teacher Transition & Implementation Guide
Hallway Objectives
• Walk silently with "Bubble in Mouth" and "Marshmallow Toes" .
• Maintain physical boundaries, staying directly behind a peer without physical touch.
• Stop automatically at specified visual floor markers or doorways.
The "Ready to Walk" Routine
1
Mouth Check: "Bubble caught!"
Puff cheeks slightly and raise index finger to lips. Direct non-verbal students to copy the gesture. Reward immediate imitation with verbal praise.
2
Foot Check: "Marshmallow toes!"
Have students bounce gently on their toes to show soft landing. Emphasize that we walk softly, mimicking "silent hunters" or "floating feathers."
3
Anchor Check: "Hold the ring!"
For students requiring high tactile support, introduce a rope with rings or a walking rope. Walk students slowly to their starting spots in line.
Material Setup
Visual Floor Spots
Tape colored footprints or numbers on the floor to define alignment spots.
Door Stop Visuals
Place red octagons or "STOP" symbols at eye level on exit doors.
Hallway Heroes — Teacher Guide Page 1 of 2
ECSE Transition Resource
Active Management
Prompting & Behavioral Troubleshooting
Hallway Prompting Hierarchy
Prompt Level Execution Strategy Tactile Cue 1. Physical Guide Place hand gently on upper back or shoulder to guide pace. Prevent elopement. Soft shoulder guide. 2. Visual Cue Flash the "Quiet Bubble" lanyard card or point to floor footprints. Laminated lanyard card. 3. Gestural Stop in front of line, making a flat hand "stop" signal at student's eye level. Flat palm gesture. 4. Verbal Whisper Low-frequency whisper in student's ear. Quiet whispering prevents echo triggers. Whispered commands.
Hallway Troubleshooting Protocol
Elopement / Running Out of Line
Immediately block forward progress. Walk back to line calmly, reset at the last floor marker, and restart walking with high-tactile support.
