Let’s take a dive into my daily schedule in an autism classroom! I will be showing you all of the ins and outs to keep the day running as smoothly as possible! Maybe you’re looking for some new ideas or you don’t know where to start. I’m here to help you keep it simple!
Morning Routine
Before my students enter the classroom, my paras and I get the room prepared for our morning routine. This includes setting out breakfast, making sure the sign-in sheets are cleared from the day before, and making sure their iPads are charged and ready for the day.
Once the students arrive, they are expected to unpack, sign-in, use the restroom, and eat their breakfast. After these tasks are completed, we move into our morning meeting. For a more in-depth look at our morning routine, click here!
Morning Meeting
In my classroom, we utilize this digital morning meeting for Google Slides. It is so easy to use, customize to your needs, and it keeps the students engaged. As shown above, we display the morning meeting slides on our Promethean Board (interactive whiteboard), which we are able to manipulate by sliding the pieces into their appropriate boxes. Another great feature of using this digital morning meeting is that I am able to share a copy with each of my students to their Google Drive. By doing this, they each have access to the same presentation that is displayed so they are able to actively participate, remain engaged, and follow along with the staff member leading morning meeting. Using a digital morning meeting has also reduced off-task behaviors, elopements, and destroying materials that so much time and effort was spent making.
Next up…
At the end of morning meeting, we go over what is happening in our schedule for that day. We talk again about what day of the week it is, what cycle day it is, what special we have, and what (if any) related services the students can expect that day. As we know, our students thrive on routines and structure. Being sure to go over their daily schedule with them first thing helps them to mentally prepare for their day.
I display my daily whole-group schedule in the front of the room next to the Promethean Board. This is a central location so everyone is easily able to view it. I use sticky tack to attach the schedule cards to the chalkboard so that the pieces are able to be easily rearranged as needed. My students enjoy being able to see what’s next in our day, and are sure to point out what we should be doing or what they’d rather be doing! Read more about our schedules here!
SSE teaches classroom setup + how to create classroom schedules inside her course Simple Self-Contained Setup 101® .
Learn more about Simple Self-Contained Setup 101®: the bingeable online course made specifically for self-contained special educators! Reduce overwhelm and anxiety during back-to-school season with the proven methods I teach you in this course! Click here to learn more and join the waitlist now!
Work Centers
Once the students return from their special, we have a quick fifteen-minute snack break. During this time, they wash their hands, sit at their desks, and request the items they want or need.
After snack, we begin our work centers. During work centers, students rotate every fifteen minutes. Some centers are teacher-led, while others are student-led/independent centers. I am very fortunate that our related service providers are able to be in my room during this time to be included as a rotation. Let’s take a look at what each center entails!
Work with Teacher
When students rotate to the Work with Teacher center, they are working with me. During our time together, we focus heavily on their IEP goals and progress monitoring data. As shown above, I have a tabbed folder with all of my students’ IEP data collection and IEP goal bins for each student. Some of the concepts we’re working on are uppercase to lowercase letter matching, CVC word to picture matching, money identification, addition, and telling time. I take one data point for each goal each day, and focus the rest of my time with each student on teaching these skills errorlessly.
For taking data, grab these editable data sheets.
Yellow Center
The Yellow Center is a para-run center that focuses heavily on literacy activities for the students. Every day the students complete their Daily Writing Journal, and another literacy-based task. In the photo shown above, the students are matching uppercase to lowercase letters by “brushing” the shark tooth that has the corresponding letter. My paraprofessional made this activity, and the students absolutely love it! It can also be adapted to other skills, such as number or color matching.
Green Center
Next, we have the Green Center. This is also a para-run center, however, this center focuses heavily on math activities. During their time at this center, they are working on skills such as sequencing numbers, one-to-one correspondence, number recognition, and writing numbers. They also do some fun activities like play-doh mats and “roll a number” activities with dice.
Red Center
Another para-run center is the Red Center. Here students work on fine-tuning their fine motor skills. Put-in tasks and stringing beads (shown above) are just a few of the fun activities done in this center. The students also practice handwriting (writing their name), cut-and-paste activities, puzzles, and putty/play-doh activities. The students seem to really enjoy going to the Red Center!
iPad Center
Of course, the students’ favorite center is the iPad center! Each student has an opportunity during center rotations to have time on their iPads. The catch is, however, that they must complete an educational activity while at this center. Free time on iPads is for times other than center rotations. We have a variety of apps on our iPads, many of which are free to download. Most of them are focused on literacy, however, there are a few math apps as well. These are the apps they are expected to use during the iPad center. Guided Access can be your best friend during this time!
Blue Center
The Blue Center is our Independent Center. Here, the students are learning to complete tasks on their own. We are still in the beginning stages of implementing this center and understanding the expectations while here. However, by the end of the year, the students will be able to find their task schedule and complete it during their time in this center. The goal of this center is to gain independent skills, as my students are getting older and needing to rely less on adult supports during work sessions.
Here are a few helpful resources to get started with an independent work center:
- Task Box System Labels
- 3-Drawer Task Box System
- Task Boxes
- How to Organize Your Task Box System
- What is a 3-Drawer Workbox System
- How to Use the 3-Drawer Workbox System
Life Skills
After center rotations are complete (about an hour and a half), we move on to our hygiene and/or life skills routines. Currently, my students are working on toothbrushing, however, we will also be learning to brush our hair, wash our face, and wash dishes throughout the school year. To start, we have been reading adapted books and listening to some e-books on the topic. We are also practicing the hygiene skills on other objects before practicing it on ourselves. Once the students are showing mastery, we will begin to transfer these skills and practice brushing our own teeth and hair, and washing our own face.
Read here to find out more about implementing life skills centers!
Here is another great post about implementing life skills centers!
After our life skills session, it is time for us to go to lunch and recess. My students are included with their second-grade peers for these times of the day. As expected, these are their favorite parts of the day!
The End Draws Near
Once the students return to the classroom from recess, we have enough time to complete three more center rotations or complete a group activity. This activity could be a craft, a game, or a literacy-based activity. Once this is completed, the students are asked to do their daily job. Our daily jobs are line leader, table washer, attendance eraser, and vacuumer. Since the line leader does not usually have anything to do during this time, they can sit quietly and read a book in the calm corner, or find a quiet bin to play with. While the students are attending to their jobs with the support of a para, I am filling out their daily communication logs. Once jobs are finished and communication logs are ready, the students are able to pack up their belongings and line up to go home.
That’s a Wrap!
Once the students are on their way home, I have a little time to reflect on the day. I use this quiet time to prep for the next day, sit in silence and just breathe, or clean up any toys left behind by the students. Our days are busy and require a lot of energy from students and staff, but in the end, it is oh so rewarding!
Here is a tour of my classroom!
Want to learn more about Centers? Get on the waitlist for The Simple Centers System and be the first to know when enrollment opens! 🎉 This course is designed specifically for special education teachers looking to set up, organize, and run stress-free centers that support student independence and success. You’ll get step-by-step guidance, tons of ready-to-use resources, and strategies to create a streamlined system that works for you. Don’t miss out—sign up now and get exclusive bonuses, early access, and a special discount when the doors open!
