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Routines and Predictability

Instructional Support

Building predictable transitions, schedules, and instructional routines that scaffold students who need consistency to access learning.

See the thinking

The thinking behind strong practice, and the cues that show it.

Practice Library Guides

Local

Guides written for paraprofessionals. Ranked by para ratings, then by how directly each guide maps to this skill.

★ Start hereCommunication & AAC20 min read

Visual Supports

You use (or could use) visual schedules, first-then boards, choice boards, social stories, or visual timers to support a student through the day.

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Disability-Specific Briefs14 min read

Autism

You support an autistic student, and you need a frame that holds the heterogeneity ("if you've met one autistic person, you've met one autistic person") without flattening it.

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Settings & Grade Bands11 min read

Routines and Transitions

You support students whose hardest moments are transitions, between activities, locations, adults, and most behavioral incidents cluster there.

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Settings & Grade Bands8 min read

Early Childhood PreK

You work in preschool / pre-K, and resist the urge to make it look like elementary school.

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Try it

Recall is where it sticks. A few quick scenarios.

Quick check: try a few scenarios in Instructional Support

Reading is useful, but recall is where it sticks. Three short scenarios, low-stakes, no scoring. About 3 minutes. You can stop any time.

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Take it further

Short on time? Start with the first one.

★ Start hereGuide~20 min

Creating a Classroom Teaching Matrix

Center on PBIS (OSEP-funded, U.S. Dept. of Education)

Center on PBIS guide to explicitly identifying, defining, and teaching predictable classroom routines and expectations — the structure students who need consistency rely on to access learning. Includes a fillable matrix template.

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EssentialVideo~45 min

Creating Effective Environments: Back to Basics with Critical Practices

Center on PBIS (U.S. Dept. of Education, OSEP-funded)

PBIS webinar on the practices that create positive, predictable, safe learning environments — how consistent routines, clear expectations, and structured transitions support students who rely on predictability.

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EssentialInteractive Module~45 min

Antecedent and Instructional Strategies (NCII Behavior Course)

National Center on Intensive Intervention (NCII) — AIR / U.S. Dept. of Education (OSEP)

Interactive module on arranging the environment and planning predictable routines and active-engagement structures to prevent problem behavior before it starts. The routines/antecedents section maps directly to a para's role in keeping the day predictable under the teacher's plan.

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Interactive Activity~5 min

Predictable-Environment Look-Fors (HLP 7 Self-Check)

CEEDAR Center & American Institutes for Research — U.S. Dept. of Education (OSEP-funded)

One-page checklist of the concrete moves that make a classroom predictable — posting expectations, rules, and procedures where students can see them; explicitly teaching and re-teaching them; limiting unstructured time; and laying out the room and high-traffic areas so transitions go smoothly. Pull up the 'HLP 7' section on its own (about 5 minutes). Written for teachers, so use it to recognize these structures and see how you can help keep the day predictable and reinforce the posted routines across settings under the supervising teacher's plan — not to set the rules yourself.

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