Transition back to school Program

Lesson Outcomes Activities Evaluation

1 *Introduction
to transition program











1. T Introduce the Teacher /aide involved in his transition
2. T/S General conversation about the holidays
3. T Praise for what has been brought with /organised
4. T Handout program for his transition and explain how it
works
5. T Introduce communication sheet that will be filled out
at the end of his time each day
6. T Introduce feelings book
7. S Identify a feeling that he has now and choose a book
8. T/S read the book taking turns
9. T/S Discuss the idea of a journal and that will be working
on this during the transition time
10. S Colour the front page of the journal and draw some
pictures about things he likes or how he is feeling
(Provide pencils)
* Colouring in was too mundane and
lead to reminders to be use appropriate
words, to stop the silly noises, silly
words and silly stories as was not
challenging enough.
* In future will not plan a colouring
exercise
* Should have had some visuals of
journals prepared or even extracts
to properly reinforce the journals use.
2 *Identifying
Feelings/Strategies




* Introduction to
Safe Space
1. S Write in some feelings sometimes has when does not
feel fine (angry, sad etc.)
2. S Write strategies to overcome these feelings when he
begins to feel uncomfortable
3. S Glue visuals of the strategies he has

1. T Show Student the Safe Space (set up in ILC)
S Complete worksheet of the Safe Space, writing and
drawing what it looks like, where is and how to get there.
* Verbalised some feelings he sometimes
has and the strategies he uses to
overcome them and prompted for some
more. But would have been more
beneficial with les prompting with
visuals of faces
* Responded positively to the Safe Space
area so feel confident about its use so
far.

3 * Develop social skills
board
-Greeting People
-Talking and listening to
people

* Practice Using the safe
space
1. S Put smiley /sad faces on the appropriate pictures
2. S Practice these skills




1. T/S Discuss the flowchart of going to Safe Space
2. Show S the Safe Space card and the Library Safe Space
card
3. T/S walk through the flowchart and practice the
procedure from different classrooms.
* Quickly identified the appropriate
images.
* Easily could place smiley or sad faces
on the appropriate pictures so I am glad
I used the smiley sad faces for the visual
cue
* Remembered the steps to going to his
safe Space easily and completed the
procedure twice so I am pleased that my
flowchart steps have worked, even
though they seemed very complicated



when looking at them visually to start. as
there are a lot of steps to cover.
* I will endeavour to make a simplified
version now that he knows the correct
procedure
* Role-played having a Meltdown as an
off the cuff moment arose due to
previous meltdown and covered his
ears and was visible stressed. Could
identify what he needed to do if he was
feeling anxious.
This was a very effective tool to
demonstrate his own behaviour and will
use this method in future lessons.
* Inappropriate with words So was told
the words were inappropriate and he
needed to stop and he did with this
direct instruction.
* Direct clear delivery seems the most
effective with this student.
4 *Match staff members
with their names


* Using the safe space and
identifying
Speed bumps
1. S matches the names of the staff with their names and glues
them on the handout.
2. S Meet with the teachers and greet them

1. T/S Repeat Safe Space walk through with individual
whiteboards
2. S Note down possible Speed Bumps that might occur in
getting to his Safe Space and some solutions

* Had difficulty remembering the names
of the staff he had met so confirming I
will need to repeat this exercise a
number of times
* Identified some speed bumps
independently and works well outside
the classroom, so will continue this in
the future.
* Student really enjoyed writing on the
white board but had difficulty keeping
writing to a small enough size. For
future lessons, will put lines in a
permanent marker, to keep writing
readable.
* Student is improving in engaged
appropriate conversation during the
walk around about the speed bumps
showing that the previous lessons have
really taught him some more
appropriate behaviours

5 * recap
-feelings /
strategies
- Safe space
-Speed Bumps
-Staff names


* Recording speed bumps


*Identify Feelings on a
thermometer



* Classify word types into
scale categories


* Practice appropriate
conversation

1. S Read and discuss previous work







1. S Copy onto flowchart from white boards, possible speed
bumps and solutions to getting to the Safe Space

1. T/S Discuss the numbers /levels in the thermometer and
what the action is on the thermometer
2. S Paste feelings that match each step of the thermometer
3. S Paste images that match each stage of the thermometer

1. T Introduce concept of sweet words, just fine words with
laminated cards
2. S Read out and put into the 2 groups

1 T/S Discuss holidays
*Sensibly Practiced conversation skills
about his holiday, with some prompting,
showing further improvement from our
previous lessons.
* Easily recalled previous strategies,
steps to go to safe Space with the only
difficulty in remembering staff names so
will need to repeat the exercise again in
the coming lessons
* On occasion he was yawning had to
refocus him at times as his eyes were
wandering around the new space, as it
has posters on the wall, will need to
make our working space a bit more bare
to have student remain more focused
*Had trouble reading his own writing
thus reinforcing need for lines on the
whiteboard but copied them happily. I
will definitely use the whiteboards in
other classes
* Easily identified feeling (words and
pictures) and where he would put them
on a Feelings thermometer. Having the
visuals and the words already made the
task a lot simpler, as previously had
some trouble coming up with words to
express his feelings. This definitely
worked better.
* On discussion about the feelings listed
he mostly described the scared and
worried feelings were about getting into
trouble or getting angry will need to
focus his attention and definitely begin
and end with positives.
* Could identify where he was currently
on the feeling thermometer so
reinforced its appropriate use.
* Identified that all the initial examples
were positive appropriate language.
What he called nice words but had
difficulty sorting them into manners and
compliments, sub grouping the two
types is probably a bit tedious and for
future students may modify this.
* Identified that the words were in
yellow as these were good words and
was happy with the colour choice so will
continue with this theme for future tasks
* Practiced conversation skills I like
your watch, is it new? He started with
answering with silly things and then was
prompted to act sensibly and continued
the conversation well. A definite
improvement but more practice will be
needed in following lessons
* Student enjoyed the gluing and
matching and did the task very sensibly,
so will continue with this style of work.
6 * Classify word types into
scale categories


















1. S Complete scaffold by Pasting explanation of, pictures,
example, consequences of using words, when they can be
used
2. S Fill in the blanks of when the words can be used
3. T/S Play card game to classify words into the scale, match
words with numbers
4. S Glue finished classification onto paper
5. T model the 1-2-3 types of words
6. S uses 1-2-3 words himself about holidays

*Practiced some conversation about
what he had done yesterday when he
went home but replied dont know to
prompted questions. This is a common
response to home questions, will need to
find a better way of opening up
conversation.
* He got into the task confidently and
could easily identify the types of words
in their categories
* Could tell me why I did not say some of
the words only spelled them out which
was risky to use the words but is
necessary as these are words that he is
using. This was also a good modelling
exercise of what words another person
would not think appropriate, so would
not say them.
* Was a bit too keen to glue them in
before discussing or getting them
correct. For future will not mention
gluing until after the task is complete
*At 30mins into the lesson, his began to
loose focus with his eyes wandering
around the room, task was obviously too
long for him and could in future be
broken into parts and made into more of
a fun game even by using coloured card
and lamination.
* He wanted to gather all the
inappropriate words together, so I
shuffled them again and handed to him 1
at a time to classify.
*He was greatly improved using the
ideas we had discussed during the
lesson and he started some of the
conversations himself
* Only a couple of times was it needed to
point out inappropriate language,
this was referred back to the word
scale- this is a good improvement and
happy starting to see the benefits of the
charts previously done and therefore
effective tools.
7 * Develop social skills
board with sweet/just
fine/conversation

*Develop Social Skill
board for being an
attentive student





*Identify appropriate and
inappropriate
behaviours
Actions


1. T review and practice 1-2-3 words from previous lesson
2. S Attach a smiley face to them and point Social Skills board


1. S Glue together pieces of the acronym SLANT with pictures.
2. T Acronym put onto social board
3. T Pictures of attentive and inattentive student placed on
the social board
4. S Student attach smiley and sad face to appropriate
pictures board with a smiley face
5. S Practice following the acronym

1. S writes onto the list being an attentive student as an
appropriate behaviour
2. S Write onto scaffolded list continues list examples of
Appropriate and inappropriate behaviours and alternatives.
3. T End on appropriate examples
* Easily Categorized the sweet, nice and
conversation words and used them in
conversation, these were therefore clear
and I am glad I used word and laminated
them for a professional approach
* Fantastic appropriate conversation.
Answered and asked questions about
cartoons in particular Tom and Jerry.
* When bluetac was required he became
fascinated so therefore will do all blutac
distribution myself previous to the
lesson in future.
* Quickly and easily put the pieces
together for the acronym, the visuals are
really helping with the process.
*On 2 occasions he said Poo and was
told this was inappropriate. Referring it
back to the word scale and stopped.
* When Prompted to make other
examples he could not think of any.
When examples were given to him, he
could easily identify them as appropriate
or inappropriate, so will need to have
this as an option for further lessons.
* When encouraged to look for
alternatives in a positive way, he could
only say not to do the behaviour. Will
persevere for more alternatives at next
session.
* Wanted to just get the work done, not
necessarily correct or tell me what he
was going to write before he did the
writing, so used the strategy of removing
the pen from him till he discussed, then
he could write.
8 * Debrief meltdown
Discussion


* Introduce workshop


1. T/S Discuss and write responses to Discussion scaffold
2. T/S Role play incident and more appropriate actions


1. T/S Discuss and S into scaffold what would like to happen
and ways this may come about from yesterdays incident


*Could easily retell what had happened
on Friday found the scaffold helpful to
organise ideas and how others felt
* With some discussion he came up with
some positive alternatives to what could
happen next time, this thinking through
next time is a future lesson for planning.
* Was able to understand my
explanation as he could retell this back
to me, this was an effective evaluation
tool.
*At around 30mins I had to ask him to
focus started knocking on the desk and
putting his head down. He responded
well to the reminder. This reflective kind
of lesson seemed to drain him quickly,
may need to look for ways to make it
more streamlines. I believe the more we
did this type of task the better he will get
at it though.
9 * Recap feelings and safe
space


*Identify Appropriate
and inappropriate
actions
1. S Follow flowchart for safe space and do a walk through
2. T Add simplified flowchart to folder


1. S Write more examples of appropriate and inappropriate
actions on the list. From discussion and walk through
2. T Start and finish with Appropriate
*He remembered all the steps to get to
safe space
* Was asked to open his diary to look at
his timetable, to see where he was at this
time on this day. He did not want to take
the timetable out but look at it by just
lifting items on top of it in the plastic
*Return to Classroom
Preparation
-Pencil case organisation
1. S Empty out pencil case and see what is there
2. S Complete scaffold by listing what he needs in his pencil
case and how many of each item is in his pencil case



* Future lesson will focus on diary use
* When we sat down in the breakout
room he continued to say sill things and
needed to be reminded to refocus,
therefore still needs more practice.
* Classroom teacher came to say hello
and explained to what the class were
doing. Did not look at him and started
saying silly things again. He needed
reminding to look at sir and to listen to
what he was saying, needs more practice
* When leaving the breakout room, he
stopped and started making silly face in
the window to the class, who were doing
group work. He needed to be reminded
that this was not appropriate, needs
more practice
* He also stopped to talk to some
students that were from another class
that greeted him, as they were working
outside. This was nice to see but
distracted him from getting to the safe
space, needs more practice
* He Empties his pencil case slowly and
had difficulty when asked to put the
items into similar groups, he needed
assistance but made no comment when
stationary was touched or moved.
* He completed the list of stationary
from the scaffold quickly and on his own.
So was pleased the visuals and layout
gave him some independence.
* Will definitely use this scaffold with
other students.
* He continued to attempt to close his
bag and could not concentrate
* For future all materials need to be
unpacked and available till the end of
the lesson.


10 * Recap feelings and safe
space


*Return to Classroom
Preparation
-Diary organisation

*Return to Classroom
Preparation
-Pencil case
organisation
- Complete homework

*Develop Social Skill
board
- manners
- classroom
1. S locate regular classroom at this time and walk through
Safe space procedure


1. T Check that he has gotten the extra stationary
2.T/S Do flowchart of what he could do if there is a problem
(reveal and discuss at each step)
3. S Role-play how to deal with a situation if something breaks
etc.
4. T/S Discuss/complete flowchart for problem with the
calculator.



1.S Place a smiley or sad face on images of a person yawning
covering and not covering their mouth
2 S Place a smiley or sad face on yawning student.




* Place his diary and pencil case on the
desk to start the lesson-much more
effective
* Refused to take the timetable out and
locate the classroom, Wanted to peak
into the side of the plastic sleeve to half
read it.
* This now became a return to classroom
preparation diary, issue that needed to
be dealt with, to overcome this
organisational problem for return to the
classroom
* Refused to remove all the items from
the plastic sleeve to read the timetable
and organise the items a meltdown
ensued.
* Continuing to refer to the feelings
thermometer, reminders of calming
strategies and appropriate language
* 50 minutes later. The items were
organised and sorted into their
appropriate locations
* Overall a very taxing lesson on myself
but had a big breakthrough with the
diary and perfection issues. Would do
again for the overall great result.
* When out of the library and walking
past classrooms was making funny
noises Ignored at this stage, needed to
focus on the positives
* Homework not done will need to
continually follow up, even though it was
written in his diary.
* Pencil case activity not attempted, time
ran out due to above issue, will do next
lesson
* Without prompting successfully put a
smiley face on appropriate images. The
images and faces are very successful


11 * Return to classroom
preparation
-Completing a task with
written instructions
- Complete homework
1. S Read and complete the steps to construct a student
timetable for week 1
2. T inform S Spare paper available to restart task if
something goes wrong.
3. S Complete unfinished work for homework
* This was an evaluation time for return
to class and Showed signs of low level
anxiety, Used some inappropriate words
And Task was not completed, set for
homework. May have been too son for
evaluation for return to class, will re
evaluate next lesson.
12 * Return to classroom
preparation
-Completing a task with
written instructions
- Complete homework
1. S Read and complete the steps to construct a student
timetable for week 2
2. S Spare sheets are not available need to look for
alternatives if something goes wrong
3. S Complete unfinished work for homework

* Homework not complete, so set the
task of completing from yesterdays
lesson and still did not complete with
many times needed to be refocused
* Wrote homework into diary to
complete the task and will re evaluate
next lesson.
13 * Return to classroom
preparation
-Completing a task with
written/verbal
instructions
- Complete
homework





-Diary organisation
timetable










-Desensitise others
touching school diary

T Use PowerPoint/smart board S COMPLETE steps to
complete task:
1. S Write down the heading and date
2. S Complete writing the numbers 1-50
3 S Cross out #1 and circle #2, go along and cross out all
multiples of 2 repeat steps with #3, repeat with #5
4. S Write down all the remaining numbers, these are the
prime numbers.
5. S Write the definition of a prime number
6. T/S DISCUSS what does it mean, give examples and refer
back to numbers found.

1.S Remove timetable from diary and locate regular
classroom at this time
2. S Identify when his PD prac are on, and TLC class.
3. T/S Discuss timetable will change and need to be reprinted
4. T/S Workshop what can be done about wanting to keep
timetable neat
5.T/S Discuss that plastic sleeve may possibly break
6. T/S Workshop what can be done to keep Plastic sleeve
workable
7. T/S Discuss alternative places in diary timetable could go if
plastic sleeve breaks.

1. T Go through scaffold of who uses the school diary
2. S observes teachers going to students in class and picking
up, writing in their diaries.
* Still did not complete the homework
task, this is showing homework may be
too difficult or homework itself is the
issue. Needs further investigation.
* Completed the steps of the instructions
confidently with assistance, showing my
instructions were clear
* Numbers up to 100 could be tested for
next time, as the task was too easy for
him.


* Showed some anxiety about theses
issues.
* Workshopped what needed to be done
easily And could then pass over his
diary. This is a big breakthrough and the
desensitizing has worked.






* Observed other students, where
touched their diary well and was quick
to tell what he had seen, a method I will
3. S makes written observation in scaffold.
4. S Role play and practice Diary being touched



use in the future
* Completed scaffold easily but needed
to be slowed down to discuss and ensure
responses were correct may need to use
a reveal on each stage if I want
discussion or once again remove pen
until it is needed.
*By The end of lesson allowed a total of
5 teachers to look and handle in his
diary and take items out of the plastic
sleeve , with no anxiety and only one
reminder to not tell the teacher to be
careful.
* A really great improvement. This is a
big breakthrough and the desensitizing
has worked
14 * Return to classroom
preparation
-Independent work
1. S Read through the instructions on the handout
2. T Explain what is required to complete both handouts
3. T Write the instructions on the board
4. S Complete handout to measure the lines
5. S Complete handout, choose 10 items in the classroom and
measure them.
6. S Inform teacher when tasks have been completed
* Homework still not complete,
definitely need to look into further
* Completed both tasks with some errors
and made necessary corrections.
*Lost focus and needed to reminders a
number of times but was a good
evaluation of progress at this time.
15 * Debrief meltdown
Discussion


*Return to Classroom
Preparation
-Pencil case
organisation
troubleshoot
- Calculator troubleshoot


*Workshop





1. T/S Discuss and write responses to Discussion scaffold
with MAML
2. S Role play incident and more appropriate actions

1. T/S Read through steps on flowchart
2. S Role play the actions required to complete the flowchart
3. S Add spare pencils to pencil case list


1. T/S Read through flowchart
2. S Role play actions required to complete the flowchart

1. T Link what he wants for his pencil case and how he goes
about it.




* Recalled and articulated the incident
scaffold was great again.


* Easily followed flowchart
*Said he understood the link between
his lack of organisation with his pencil
case and his anxiety last lesson, worked
well with the visual. Glad that I already
prepared the flowchart; dont think I
would get much progress with student
driving it.
* Had to be told the alternative and
cause of the problem, which is making
sure the correct equipment is put in.
cant think through himself.


*Return to Classroom
Preparation
- computer troubleshoot

- merits/demerit
1. S Follow through flowchart of what to do when computer
does not work
2. T/S Walk over and meet the IT dept. staff and practice
where to go for Tech help

* Responded positively to the ideas and
wanted to move through the steps
quickly. Needed to be slowed down a
reveal worked better here
* Merit given to return to classroom
procedures
16 *Return to Classroom
Preparation
- Computer troubleshoot



* Social board
-Personal space

1. T/S List in the scaffold some common computer problems
faced
2. S Complete scaffold with positive solutions
3. S Recap flowchart to see IT dept.
4. S Recall names of staff meet at IT dept.

1. T Stand up and wave hands around and discuss this is
personal space bubble.
2. T role play being in someones personal space
3. S role plays personal space and solutions to people being in
theirs and not being in others
4. Discuss concept of space ace and space invader
5. T Put visual on board with labels of space ace and space
invader with smiley or sad face.
6. S Add smiley and sad faces to the appropriate images
7. T/S Discuss where it would be appropriate to have
someone in your personal space.
* Discussed real issue of computer cause
of a previous meltdown, this real talk
approach works well with him, not
skirting the issue.
* With assistance could suggest some
solutions to computer problems and
complete scaffold easily.

*Responded well and could easily
articulate feelings to being in peoples
space
* Liked space invader and a space ace.
Will continue concept with other
students..
* Smiley faces made task easy again

17 *Return to Classroom
Preparation
- Classroom behaviour

1. T/S Walk around the school next to classes
2. S practicing sensible actions and words
3. S Observe a class being run
4 S Tick the appropriate boxes of class observation of 3
classes
5. T/S. Discuss observations and findings
5. S Complete question scaffold

* Maintained a sensible manner walking
around the school
* Greeted classmates appropriately
* Needed to be reminded to reply hello
to some students who greeted him
* Was serious about the observations of
the classes and easily identified
behaviours that needed to be ticked this
was a great way of getting him to pay
attention and once again he didnt have
to come up with the answers, they were
there to assist him already.
* Easily discussed what was ticked and
what behaviours were appropriate for
the types of classes observed, giving
reinforcement to the great task I set up.


18 *Return to Classroom
Preparation
- Classroom behaviour

1. Recap previous lesson on checklist
2. Discuss what will be required of his behaviour when
returning to class
3. Discuss and prepare return to part of 1
st
period classes next
week
4. Homework to pack equipment for 1
st
period Monday, Maths
* Received a demerit for the many times
he has not completed the homework of
collecting his pencil case equipment as
needed to return to classroom with real
school procedure consequences.
* Remained calm when demerit was
given and was given praise for this.
* In Planning this does not look like a lot
was done on paper but was essential to
recap /discuss everything that has been
done in the last number of lessons to
prepare for return to classroom
* lesson ended positively looking
towards going to class, so was please the
lesson went in a way that could freely
cover whatever issue came up from our
roundup
*Return to Class with
Teacher observation and
daily reports following
existing timetable and
existing in class support.



















*Return to
Classroom
Preparation
- Classroom
behaviour

1. Recap previous lesson on checklist
2. Discuss what will be required of his behaviour
when returning to class
3. Discuss and prepare return to part of 1
st
period
classes next week
4. Homework to pack equipment for 1
st
period
Monday, Maths
* Received a demerit for the many times he has not
completed the homework of collecting his pencil case
equipment
* Remained calm when demerit was given and was given
praise for this.
* Discussed that may be given demerits for many things and
could give examples of what theses may be.
* Discussed that merits are given for going beyond what
should be done
* Recapped school policy of merits/demerits/ green slips
and suspension.
* asked could he have his diary back and was told that a
teacher could
take his diary and write in it and not to ask for it back until
the end of the lesson , where it his responsibility to make
sure he collects it.
* Had a real discussion that he has not shown that he can
do the strategies and safe space and that failure to do this
when anxious and escalating behaviour that causes damage
or harm he will be removed from the class.
* Discussed he can talk the talk but has not yet talked the
talk
* Said that could we stop talking about these things and can
we get onto the work. Was told that response was rude,
cant use that in a classroom,
* Practiced sitting with hands to together waiting for the
class to move on.
* Discussed that this response could be because we are
discussing things he doesnt want to hear but he has to hear
it.
* lesson ended positively looking towards going to class.