Kim

Matias
Education Specialist Candidate for CSULB

Classroom Management Summary

As Special Education teacher, my day needs to have a flexible classroom that can
stick to a routine and schedule while still be able to change depending on the what is
happening to the classroom. This is my Classroom Management System:

Attached to this document is my most recent Lesson Plan for a week, a schedule of what the
students will do during the day, and a pairing schedule that decides how staff is paired with
each student or group of students.

My classroom is a Special Day Class for students with severe cognitive, developmental, and
behavioral disabilities. My students range are 6th-8th grade. I currently have 10 students
and 6 adults, including the teacher. Every day, each adult is paired with different groups or
individual students. The pairing schedule changes after lunch.

As evident from my lesson plans, my classroom schedule changes day to day.

Mondays: Extra and longer functional skills lesson, ELA Centers
Tuesdays: IEP Goal work in the morning, Math Centers
Wednesdays: IEP Goal work in the morning, ELA Centers
Thursdays: IEP Goal work in the morning, Math Centers
Fridays: Long art project, Fun Fridays

There is a large visual schedule for all my students to use when changing activities/classes.
Students know what to expect on a daily basis. Each student has a token board for
reinforcements. They also have an option to choose what activities or fun activities they
can earn. There is a break area that the students can utilize if needed.

My staff has jobs that they picked themselves. The jobs are semi-permanent in that they
dont change unless the staff chooses to. There is no confusion on who does what.

Everything that I have done for my classroom took over 5 months to learn. In the
beginning, everything was disorganized and mismanaged. Ive learned so much these past 6
months

The most disorganized part of my day is my own classroom desk.
Pairing Schedule Room 201 #1

Monday Tuesday Wednesday Thursday Friday

Morning G1: Ally G1: Anna G1: Felicia G1: Mr. M G1: Ally
9:00-12:30 G2: Anna G2: Felicia G2: Mr. M G2: Lucy G2: Anna
G3: Felicia G3: Mr. M G3: Lucy G3: Stephanie G3: Felicia
G4: Mr. M G4: Lucy G4: Stephanie G4: Ally G4: Mr. M
G5: Lucy G5: Stephanie G5: Ally G5: Anna G5: Lucy
G6: Stephanie G6: Ally G6: Anna G6: Felicia G6: Stephanie
Afternoon G1: Stephanie G1: Felicia G1: Mr. M G1: Lucy G1: Stephanie
12:30-3:40 G2: Ally G2: Mr. M G2: Lucy G2: Stephanie G2: Ally
G3: Anna G3: Lucy G3: Stephanie G3: Ally G3: Anna
G4: Felicia G4: Stephanie G4: Ally G4: Anna G4: Felicia
G5: Mr. M G5: Ally G5: Anna G5: Felicia G5: Mr. M
G6: Lucy G6: Anna G6: Felicia G6: Mr. M G6: Lucy
Group 1: Taija Group 2:Evan Group 3: Andrew, Ian, Rhyan Group 4:Stanley
Group 5: Jilian, Jackelyn, Kayla Group 6: Danny
Mondays Friday:

1) Breakfast 9-9:30 1) Breakfast 9-9:30
2) Walk 9:35-9:45 2) Walk 9:35-9:45
3) Functional Skills 9:45-10:30(45) 3) Goals 9:45-10:30(45)
4) Art 10:30(45)-11 4) Art 10:30(45)-11
5) APE 11-11:40 5) APE 11-11:40
6) Calendar 11:40-12 6) Calendar 11:40-12
7) Board Games/Activities 12-12:30 7) Activities 12-12:30
8) Lunch 12:30-1:05 8) Lunch 12:30-1:05
9) Reading 1:05-1:20 9) Fun Friday 1:05-2
10)ELA -1:20-2 10)Snack 2-2:25
11)Snack 2-2:25 11)Functional Skills 2:25-2:45
12)Functional Skills 2:25-2:45 12)Games/Activities 2:45-3:15
13)Games/Activities 2:45-3:15 13)Clean up and Go Home -3:15-3:30
14)Clean up and Go Home -3:15-3:30



Tuesdays, Wednesday,
and Thursdays:


1) Breakfast 9-9:30
2) Walk 9:35-9:45
3) Goals 9:45-10:30(45)
4) Art 10:30(45)-11
5) APE 11-11:40
a) M & W
i) Relax/Breathing
b) T & Th
i) Dancing
6) Calendar 11:40-12
7) Activities
a) Games/Activities 12-12:30
b) Body Parts 12-12:30
8) Lunch 12:30-1:05
9) Penguin Math 1:05-1:10
10)Math -1:10-2
11)Snack 2-2:25
12)Functional Skills 2:25-2:45
13)Games/Activities 2:45-3:15
14)Clean up and Go Home -3:15-3:30

Spectrum School - Hoover Functional Daily Lesson Plan Teacher: Kim Matias

Week Of: 5-1

Grade Levels: 6-8

1. Pairing Schedule is placed on the front whiteboard.

a. There are two schedules. Change every two weeks
2. Staff Jobs are assigned the beginning of the week
a. Job descriptions are placed at the front of the room
3. Lesson Plans Notebooks are found next to the IEP Binders
4. Lesson Plan Binder can be found in bottom drawer of the cabinet.
5. Schedule is on the left of the front whiteboard, along with arrival and dismissal times.
6. Student Info is located in the bottom drawer of the cabinet in the binder labeled Sub Binder.
7. Emergency Contacts are in the bottom drawer of the cabinet in the binder.

Time & Subject CA Learning Activity/Materials Enrichment and Classwork/Homework Differentiated Instruction
Standards Objectives
9:00-9:05 Students will enter Team members Students will enter the classroom and greet the team
Arrival Routine N/A
a room and greet greetings members and the students. Students will then place
adults/peers as their backpacks in the back of the room.
they walk in.

9:05-9:35 Students will eat Breakfast provided Team members will ask students to Check Your
Breakfast N/ as independently by parent/guardian Schedule for breakfast.
A
as possible. Staff or school cafeteria Students will be guided to the cafeteria for breakfast.
will provide
assistance when
necessary. They
will also clean up
after eating.
9:35-9:55 Students will Students will use the bathrooms as necessary once
Walk/Restroom N/A
complete prompted by Team members.
restroom and
hand washing
procedure
9:55-11:00 M.P.1, Students will Team members will ask students to Check Your Schedule for Goals. Visual: Visual models in binders
Tue- Thu M.P.2, complete Auditory: Directions are given
IEP Goals CCRA.R.1, individual IEP Each student will have individual goal binders that staff will use to track data orally, and repeated when
CCRA.R.2 Goals. on IEP goals necessary.
Kinesthetic: Students will hold
Team members Goal binders and assorted items: index cards, pictures, manipulatives, and pencils. Students will use
will ask students letter ID items manipulatives and flashcards
to Check Your Technology: SGD for choice
Schedule for Team members will also provide instruction to match necessary goals. (i.e. making.
Goals. using the same directive with a lower field and more intrusive prompting to Enrichment: Students are
teach students correct responses. rewarded using the token system
for jobs well done.

9:55-11:00 M.P.1, Monday Monday Visual: Students will have large and
Monday M.P.2 Students will learn Students will learn safety signs inside and outside the classroom small community signs
Functional Skills daily living skills. (Stop/Go/Walk/Dont Walk/Entrance/Exit) Auditory: Staff verbally name each
Students will learn 1. Students will follow arrows for the walk. sign for each student. Students will
Friday home-kitchen 2. Staff will carry signs and show students how each one works as they also hear the commands for each
Dedicated Art skills. Students will walk around campus sign
identify kitchen 3. Students will see signs being used as they walk through campus Kinesthetic: Students will be
utensils, learn how 4. Once inside the classroom, students will see a model of a cross walk walking around
to place them on a 5. Staff and students practice inside the classroom Technology: -
table, clean up, Enrichment: Students are
and wash dishes. Friday rewarded with verbal and edible
Students will work on several Spring and Earth day Projects. Staff members reinforcements
Friday determine projects two days before.
Students will work
on fine motor
skills for art.
10:30-11:00 M.P.1, Students will work If students are finished with IEP goals early, there will be supplementary
Tue-Thu M.P.2 on fine motor coloring worksheets for students. Students will also get a chance to play
Art skills for art. activities of their choice.
11:00-11:40 Students will use APE teacher- Team members will ask students to Check Your Visual: Videos show how students
APE N/A
fine motor skills provided materials Schedule for APE move for dancing. Staff will be
to properly grip Team members will showing students how to move
items such as a provide assistance to All students will have some form of Physical Education arms and body.
ball. students in order to class. Auditory: Instructions are sung to
use gross/fine motor Students with services the students. Students hear the
Students will also skills. DaPr 4/week sound of people breathing
use gross motor EvAm 4/week Kinesthetic: Balls, bubble wand,
skills to execute JiMa 2/week Frisbee, walking, stretching,
throws or passes KaNe 4/week Technology:
RhJo 5/week Enrichment: Students will be
Students will also StMa 1/month assisted with gross motor skills.
share materials Students get a chance to play
given to them by Monday & Wednesday (Yoga) with peers outside the classroom.
APE teacher. Quiet Time(10m)
Individual Groups go to front for stretching.
Students will practice breathing. Calming strategies.
Rest and repeat.

Tuesday & Thursday
Dances: Hokey Pokey, Macarena, Heads Shoulders
Knees and Toes

Going outside
Go outside to play with bouncy balls, whiffle ball bats,
and bubbles

11:40-11:45 Complete Students will use the bathrooms as necessary once
RESTROOM N/A
restroom and prompted by Team members.
hand washing
procedure
11:45-12:00 M.P.1, Students will Visual Calendar, Team members will ask students to Check Your Visual: Students use large visual
Calendar M.P.2 watch Calendar Laminated Calendar Schedule for Calendar. calendar along with worksheets
videos and Worksheet Students will bring a chair to the front of the Auditory: Students will sing along
sing/clap along classroom. or hear the music
with staff Students have a video to watch for Days of the Week Kinesthetic: -
members. and Months of the Year. Technology: Students will use
Students will point Students will use the classroom computer to play a computer to watch the video and
to the appropriate calendar game as a full class. After, they will go to the use the mouse to play the calendar
day of the week, Large Visual Calendar as partners or individually. game as a class
month, and date. They will then paste a prepped worksheet regarding Enrichment: Students have
months of the year. supplemental worksheets in
Classroom Materials drawer.
12:00-12:30 M.P.1, Board Board Board Games/Activities Visual: Activities and Videos will
Mondays and M.P.2 Games/Activities Games/Activities Team members will ask students to Check Your provide visual sensory input for
Wednesdays: Students will play Class provided Schedule for Board Games. students
Board turn-taking games games Students will play with peers and team members Auditory: Students will hear
Games/Activities with team games that require students to use appropriate directions regarding what to do
members and Body Parts communication. Games integrate fine motor skills, with certain body parts
Tuesdays and peers to learn Body Parts flash gross motor skills, and math. Kinesthetic: Students will have
Thursdays: appropriate peer cards, body parts Students will also play with the large beach balls. small toys and/or games to hold
Body Parts interaction song and manipulate whilst playing with
Body Parts others
Body Parts Team members will ask students to Check Your Technology: Students will get to
Students will learn Schedule for Board Body Parts see video from classroom
the parts of the Students will watch a body parts video. computer
body. Students will sing and dance to several Body Parts Enrichment: Students get to be
videos that instruct them to move and/or point to a socially active with peers
certain body part.
12:30-1:05 Students will eat Lunch is provided by
Lunch N/A
as independently parent/guardian or
as possible. Staff school cafeteria
will provide
assistance when
necessary. They
will also clean up
after eating.
1:05-1:10 Restroom Students will use the bathrooms as necessary once
Restroom N/A
Complete prompted by Team members.
restroom and
hand washing
procedure
1:10-2:00 Language Language Arts Goal binders and For Centers Visual: Each center will have
CENTERS Arts Red Group: assorted items: Students will be divided into three groups and sent to varying flashcards and/or
Monday & CCRA.R.1, Students will work index cards, Centers. manipulatives
Wednesday CCRA.R.2 on activities based pictures, 1) Staff will go to appropriate group. Auditory: Staff will explain to
Language Arts on IEP goals manipulatives, and 2) Staff will then ask his/her paired student to grab students what is required per
letter ID items the appropriate colored clothespin from his/her group.
Blue Group: schedule and pin it to the group. Kinesthetic: Each center requires
Tuesday & Students will Team members will 3) Centers will have a 15-20 minute time limit before students to use small or big objects
Thursday practice writing also provide changing. Technology: -
Math skills. instruction to match 4) Centers will change counter-clockwise. Enrichment: Students are given
Certain students necessary lessons. 5) Staff and the Centers will move but students 5-10 minutes at the end of all
Math will work on pre- (i.e. using the same remain in the same spot. three centers if they participate
M.P.1, writing skills while directive with a 6) Repeat steps 2-5 twice.
M.P.2 others will work lower field and more
on sentence intrusive prompting Starting:
 building. to teach students Yellow G1: TaGo, AnRu, and KaNe
correct responses. Blue G2: EvAm, IaSm, JaGr, and RhJo
Yellow Group: Red G3: StMa, JiMa, and DaPr
Students will be Staff will use a ****REUSE****
read to and asked variety of objects Language Arts
WH questions. from around the Team members will ask students to Check Your
classroom to teach Schedule for ELA.
Math lessons to students. Red: Individual Tasks
Red Group: There will be Blue: Writing Practice - BINDERS
Students will work worksheets that are Yellow: Reading
on activities based going to be provided
on IEP goals to the students on a Individual Tasks Focus:
weekly basis. 1) Group w/ TaGo, AnRu, and KaNe
Blue Group: a) Taija and Andrew
Students will work i) Give students functional items from
on color/shape CBI: Evans Binder
matching. Students will use
(1) Work on having student identify
APE materials.
Yellow:
the item and functions
Students will ID Spring b) Kayla
coins. Some Eggstravaganza: i) Have Kayla try to sound out each
students will work Donated items item
on learning the 2) Group w/ StMa, JiMa, and DaPr
value of the coin. a) For all
i) Practice writing
(1) Can use playdough and/or
CBI: magnetic writing board
With the aide of
3) Group w/ EvAm, RhJo, IaSm, and JaGr
staff members,
students will walk
a) For Rhyan, Ian, and Jackie
in the community i) Use sequencing cards
and follow safety (1) Try 6-scene for Ian and Jackie
signs. Once at the (2) Try 3-scene with Rhyan and Evan
park, students will
play appropriately. Math
Team members will ask students to Check Your
Schedule for Math.
Spring Red: Lesson Plans
Eggstravaganza: Blue: Color/Shape ID and Matching
Students will Yellow: Money ID/ Value Identification
engage in
appropriate social Individual Task Focus:
play. 4) Group w/ TaGo, AnRu, and KaNe
 a) For Kayla and Taija
i) Number ID #1-5
(1) ****When prompting student to
Point to or Give me to a
specific number, put the number
closer to the student as
compared to the others
(a) Ask Mr. M for clarification
b) For Andrew
i) Number Sequencing
(1) Place #1-3 out of order in front of
Andrew
(2) Have him place in order
(3) IF too easy, use more numbers
5) Group w/ StMa, JiMa, and DaPr
a) For Jilian
i) Number Sequencing
(1) Place #1-3 out of order in front of
Jilian
(2) Have her place in order
(3) IF too easy, use more numbers
b) For Stanley and Danny
i) Color ID
(1) ****When prompting student to
Point to or Give me to a
specific color, put the color closer
to the student as compared to
the others
(a) Ask Mr. M for clarification
6) Group w/ EvAm, RhJo, IaSm, and JaGr
a) For Rhyan, Ian, and Jackie
(1) Mr. M will print worksheets

 Homework:
Math worksheets for all students

2:00-2:35 Students can get a break from the class.

Snacks N/A (Unstructured Time)

2:25-2:35 Complete Students will use the bathrooms as necessary once

RESTROOM N/A restroom and prompted by Team members.
hand washing
procedure



2:35-3:20 M.P.1, Functional Skills Functional Skills Functional Skills Visual: Students will have small
Functional/Social M.P.2 Students will Supplied Hygiene Students will learn Community/Safety Signs community signs
Skills identify hygiene Products Students will have a shortened version of Mondays Auditory: Staff verbally name each
products. Lessons. sign for each student. Students will
Plastic forks, spoons, Students will create mini safety signs to use for role also hear the commands for each
knives, and paper playing with small toys. sign
plates. Kinesthetic: Students will role play
with small animal toys to
Social Skills Social Skills determine what to do for each sign
Students will play Team members will ask students to Check Your Technology: -
structured games Social Skills Schedule for Social Skills. Enrichment: Students are
that require turn- There are board Students with good behavior will practice going to rewarded with verbal and edible
taking skills. games and puzzles in room 203 and the office and saying hi and bye, as reinforcements
the game section of well as turn-taking conversations skills such as How
the cupboard that are you?
team members can When done, students will play activities with staff.
use to engage the W & F: Chalk Day!
students.

1:00-2:30 N/A Students will walk to the nearest park for playtime
CBI(Day is TBD) with peers.
Schedule
depends on
other class
 3:15-3:25 Students help staff
Clean Up! N/A
clean and organize
the room.

3:25-3:30
Pack Up and Go
Home!

Dismissal: 3:40 pm daily. .

Other Notes or Special Instructions: _________________________________________________________________________________________________________________

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