# data[].attributes.body
Used when students need a brief break from the task at hand, or when the student feels the need to work alone.

Available at any time during the class.

Materials: Desk, small table for materials, chair, fidget toys, timer.

Role of adult: The teacher is an observer, stating the rules of the desk and making sure this area is used appropriately. The teacher will mark who is using the station, the number of times, and for how long. When instructing students on proper use of the area, vocabulary will include words like "regulation" and "break," and identify the maximum amount of time deemed appropriate to be there. If a student is observed to be having a really hard time, the teacher can take a moment (when appropriate) and engage with the student at the desk.

Targeted standards: Emotional Development No. 3 Self-Management; Learners will be able to identify what triggers a strong emotion and apply an appropriate calming or coping strategy to defuse the emotional trigger. The regulation desk can serve as a great place for students feeling intense emotions to take a break and self-reflect. When they feel they are

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Used as an alternate place to work and complete tasks.

Available during open read time, or during certain types of worktime when designated by the teacher.

Materials: Bean bag chairs, comfortable chairs, clipboards/thick books to write on, low-frequency lights.

Role of adult: The teacher is a mediator by making sure students are being productive and not just social. This area has the ability to promote behavior that is not seen as productive, so it is important that the teacher highlights "benchmarks" for the students to reach during worktime in this area. Another phrase to highlight is "on-task behavior" and give examples of what that looks like. The teacher needs to make sure that there are no more than 4-5 students back in this area, and mark which students use the space each class. If it is the same group of students every time, encourage others to use the area. The teacher needs to walk around the room during worktime to check in with these students and make sure that they are accomplishing the tasks.

Targeted standards: Emotional Development No. 4 Focus Attention; Learners will be able to independently use organizational skills and strategies to focus attention in order to work toward short-term personal and academic goals. This area is meant to allow students to work productively in a more comfortable environment, not have social hour. It is important for the students who use it to understand their responsibilities and be able to focus their attention on the task at hand.

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Area 3: Seats next to the teacher's desk

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Area 3: Seats next to the teacher's desk

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Used primarily during worktime when teacher feedback is needed to progress through content, or when the teacher desires that a sort of trial is conducted.

Available at any time during worktimes.

Materials: Two seats, table space on the teacher's desk, low-frequency lighting, pencils and other writing tools.

Role of adult: The teacher is a mentor when providing one-on-one support to students. The student may feel ashamed or embarrassed by having to sit by the teacher's desk, but it is important to use reinforcing language with the students and encourage them that they are doing a good job in the class. This language could include phrases like "I like what you did when..." or could include prompts like "explain to me what you were thinking with..." The teacher will mark the students they talk with as needing further instruction to understand the learning objective. The teacher will determine which students need further individual instruction by walking around the classroom and cuing in to the discussions taking place.

Targeted standards: Social Competence No. 17 Relationship Skills; Learners will be able to recognize and respond appropriately to constructive feedback. When students need further instruction to better understand the concepts of the class, it is important for them to appreciate and acknowledge constructive feedback from the teacher. Students aren't expected to know everything, so it is important for them to be okay with being wrong.

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Students are given responsibilities to tend to the needs of the class pet (turtle).

Used before class, during pack up time, or when deemed appropriate by the teacher.

Materials: Turtle, tank, food, water, table, gloves, adaptive tools.

Role of adult: The teacher is a motivator by giving the students different responsibilities in caring for the class pet. The teacher is constantly watching what the students are doing in this area to ensure that rules are followed and that the students and the turtle are safe. The teacher uses words that revolve around the food given to the turtle (lettuce, pellets, feeder fish) as well as the specific jobs students are given (feeder, water changer, soil changer). The teacher is aware of which students have roles in caring for the class pet and how they respond to these roles. The teacher marks who has a task and who is next to have a turn. When students ask questions about the turtle or the enclosure, the teacher will provide feedback and explanation.

Targeted standards: Self-concept No. 7 Self-Awareness; Learners will be able to use optimism and a "growth mind set" to recognize strengths in self in order to describe and prioritize personal skills and interests they want to develop. By giving students different responsibilities in caring for the class pet, they are able to develop their individual senses of self-efficacy. EE.MS-LS2-2; Classify animals based on what they eat (e.g., herbivore, omnivore, carnivore). Students can use the feeding routines of the turtle to determine what type of animal it is.

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Used during math class each day.

Materials: Chairs, desks, material container (rulers, protractors, geometric shapes)

Role of adult: The teacher is a facilitator by promoting group work and providing scaffolding for groups that may struggle. The teacher consistently uses the phrase "turn and talk to your team" to emphasize problem-solving skills. The teacher walks around the room frequently and makes sure groups are on the right track, often asking "tell me why..." questions to get the groups to explain their reasoning. The groups are picked purposefully so that good friends aren't sitting together and becoming a distraction. If group members aren't participating or disputes take place, these are noted for correction. If individuals are not understanding the concepts, The seats by the teacher's desk can be used for further instruction.

Targeted standards: Social Competence No. 18 Relationship Skills; Learners will be able to work cooperatively and productively in a group and overcome setbacks and disagreements. Group work is the emphasis of this area, and it is important to respect and listen to others' ideas. M.EE.7.G.5; Recognize angles that are acute, obtuse, and right. By providing a container at each pod that contains basic math materials like rulers, geometric shapes, and protractors, students learn how to measure angles.

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Used during English class each day.

Materials: Chairs, tables, "quick write" prompts on note cards.

Role of adult: The teacher is an instructor by providing information in multiple ways and ensuring that students grasp the concepts. Lots of independent work goes into this area, but it is important that the concepts are still provided in different ways to catch the students attention. Things like "turn and talks" can be utilized when discussing new ideas, as can teacher-defined strategies like "think-pair-share." If students are unable to come up with a working definition of the concept, then the teacher will provide that definition using specific vocabulary. Teachers should also be clear about what "independent work" looks like in the classroom. During independent reading time, or other times that are identified as being independent, the teacher will observe the students and ensure that they are following the independent directions. If students are talking with each other or completely off task, the teacher will mark this in a document rather than deal with it in the moment (this could throw off the flow of the whole classroom). The next time there is independent work, these students will have more limited seating opportunities. Students that are struggling to get very far in their readings or assignments will be brought to the seats near the teacher's desk, as the teacher will have them read out loud and define terms for them.

Targeted standards: Emotional Development No. 2 Self-Management; Learners will be able to express their emotions in an appropriate and respectful manner using a variety of modalities (e.g., verbal and nonverbal). This seating arrangement promotes individual work and less socializing during instruction, which also promotes the use of proper manners and behaviors in the classroom. EE.W.7.4; Independently and collaboratively produce writing that is appropriate for the task, purpose, or audience. By having a "quick write" prompt visible in their seat each day, students are engaged in independent writing and coming up with ways to frame their writing. After the independent writing time is over, they will turn to someone either next to them or in front/behind them and compare what they have written.

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Area 7: Science/Social Studies seating (groups of 2)

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Area 7: Science/Social Studies seating (groups of 2)

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Used during both science and socials studies classes each day.

Materials: Chairs, table.

Role of adult: The teacher is a facilitator by asking interactive questions for table partners to discuss and giving students the chance to make mistakes to learn from. In this seating arrangement, partner activities and discussions are encouraged frequently to gain new perspectives on the topics. The teacher will define any abstract vocabulary, like "ecosystem" for science or "militia" for social studies, just to give examples. On a day-to-day basis, the teacher will be clearly defining any terms that come up in questions or assignments that are giving students trouble. The teacher will walk around the room during partner discussions and worktime, ensuring that on-task conversation is achieved. Any students that are either too social with their table partner or are displaying negative behavior towards them will be marked on a sheet of paper for data collection and will be considered for a new seat in the classroom. During independent worktime would be the most appropriate time to provide further scaffolding for individual students, as this won't take away from the partner discussions.

Targeted standards: Social Competence No. 12 Social Awareness; Learners will be able to show respect for other people's perspectives. Being in groups of 2 allows the students to frequently respond to open-ended questions together and discuss new and different ideas. While working on different projects or assignments, students can work with their table partner and compare answers. EE.MS-ESS2-6; Interpret basic weather information (e.g., radar, map) to make predictions about future conditions (e.g., precipitation, temperature, wind). At the beginning of class on the first day of each week, students and their table partners will be tasked with looking at two different locations' (one for each table partner) weather information for the week and compare the two areas. They will use their computers to quickly find this information and be able to compare the two side-by-side.

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Students are able to gather and use any materials they may need for the given content.

Available at any time during class.

Materials: Cabinets (each contains many tools for academic tasks), table, crafting table.

Role of adult: The teacher is an organizer by setting up the materials in an easy-to-access way. The cabinets are easy to reach, the table is spacious enough that materials can be temporarily set down, and crafting table allows students to make something using the materials that they can use for class. The teacher needs to establish what it means to be "responsible" in this area with how students handle the resources. With something such as the crafting table, it is important for the teacher to define what that is and explicitly show how it is used. The teacher does not have to mark every single item that is taken from the area, but it is important to note which students are using resources and for which class(es). If students are using materials from the center that have no relation to the task at hand, it is a good idea to walk over by that student and ask what they plan to do with this kind of tool.

Targeted standards: Social Competence No. 21 Social Awareness; Learners will be able to identify how social norms for behavior vary across different settings and within different cultures. It is important for students to understand how different individuals can use the same area in different ways. When picking materials to use, some individuals may feel more inclined to use certain resources than others are, but we want students to understand the point that everyone learns in different ways.

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Accommodations for motor challenges:

Space for the use of mobility devices: No matter their physical needs, any student is able to access all parts of the classroom.

Chairs with wheels: Students are better able to reposition/adjust themselves when sitting down. These chairs can also be moved away easily for students with mobility devices.

Tables/desks at an appropriate height: This makes it comfortable for students of any ability to use the space by eliminating height differences.

Accommodations for social emotional challenges:

Feelings chart: This helps students assess their intense feelings and redirect themselves.

Gratitude journals: This allows a student to shift their attention and change their mood.

Take-a-break cards: Students use these when they are feeling intense emotions and need a break from content.

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Accommodations or communication challenges:

Red/yellow/green cards: This indicates students' current level of understanding and if they need help.

Text-to-speech resources: This allows students express their thoughts and ideas with little to no limitations.

Visual supports: This highlights the proper steps to follow in the area and how to use any materials that may exist.

Accommodations for sensory integration challenges:

Controlled frequency lighting: This gives students freedom to choose which lighting works best for them.

Seat cushions/pads: More comfortable seating to prevent irritation.

Use of headphones: This eliminates outside noise and limits distractions.

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Accommodations for motor challenges:

Space for the use of mobility devices: No matter their physical needs, any student is able to access all parts of the classroom.

Assistive devices: Things like pencil grips and slant boards can assist students with their fine motor skills.

Assistive technology: When there is virtual work to be done, things like touchscreens and adaptive keyboards can help students complete their work using technology as they are helped with their fine motor skills.

Accommodations for social emotional challenges:

Gratitude journals: This allows a student to shift their attention and change their mood.

Take-a-break cards: Students use these when they are feeling intense emotions and need a break from content.

Feelings chart: This helps a student identify what emotions they are feeling and understand their emotional state.

# data[].attributes.body
Accommodations or communication challenges:

Red/yellow/green cards: This indicates students' current level of understanding and if they need help.

Text-to-speech resources: This allows students express their thoughts and ideas with little to no limitations.

Visual supports: This highlights the proper steps to follow in the area and how to use any materials that may exist.

Accommodations for sensory integration challenges:

Controlled frequency lighting: This gives students freedom to choose which lighting works best for them.

Seat cushions/pads: More comfortable seating to prevent irritation.

Use of headphones: This eliminates outside noise and limits distractions.

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Area 3: Seats next to the teacher's desk

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Area 3: Seats next to the teacher's desk

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Accommodations for motor challenges:

Space for the use of mobility devices: No matter their physical needs, any student is able to access all parts of the classroom.

Chairs with wheels: Students are better able to reposition/adjust themselves when sitting down. These chairs can also be moved away easily for students with mobility devices.

Set the teacher's desk at an appropriate height: This makes it comfortable for students of any ability to use the space by eliminating height differences.

Accommodations for social emotional challenges:

Gratitude journals: This allows a student to shift their attention and change their mood.

Take-a-break cards: Students use these when they are feeling intense emotions and need a break from content.

Feelings chart: This helps a student identify what emotions they are feeling and understand their emotional state.

# data[].attributes.headline
Area 3: Seats next to the teacher's desk

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Area 3: Seats next to the teacher's desk

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Accommodations or communication challenges:

Red/yellow/green cards: This indicates students' current level of understanding and if they need help.

Text-to-speech resources: This allows students express their thoughts and ideas with little to no limitations.

Visual supports: This highlights the proper steps to follow in the area and how to use any materials that may exist.

Accommodations for sensory integration challenges:

Seat cushions/pads: More comfortable seating to prevent irritation.

Fidget tools: By satisfying their sensory needs with a small tool, the student is better able to focus their attention and energy on the task at hand.

Controlled frequency lighting: Students are able to dim or brighten the lights to what they see as being most successful to them when seated by the teacher's desk.

# data[].attributes.body
Accommodations for motor challenges:

Space for the use of mobility devices: No matter their physical needs, any student is able to access all parts of the classroom.

Table/tank at an appropriate height: This makes it comfortable for students of any ability to use the space by eliminating height differences.

Physical tools: Adaptive tools like grabbers that have larger grips or modified handles can help a student with motor disabilities complete the same tasks that require fine motor skills.

Accommodations for social emotional challenges:

Feelings chart: This helps a student identify what emotions they are feeling and understand their emotional state.

Take-a-break cards: Students use these when they are feeling intense emotions and need a break.

Behavioral objectives on cards/posters: This ensures that students are demonstrating appropriate behaviors. In this area, this is extremely important, as they are caring for the life of the class pet.

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Accommodations or communication challenges:

Red/yellow/green cards: This indicates students' current level of understanding and if they need help.

Text-to-speech resources: This allows students express their thoughts and ideas with little to no limitations.

Visual supports: This highlights the proper steps to follow in the area and how to use any materials that may exist.

Accommodations for sensory integration challenges:

Use of headphones: This eliminates outside noise and limits distractions.

Fidget tools: By satisfying their sensory needs with a small tool, the student is better able to focus their attention and energy on the task at hand. This could look different based on what task the student has been given (cleaning a part of the tank versus feeding the turtle). Some tasks require both hands, while others could be managed with just one.

Gloves to use for tasks: This prevents uncomfortable sensory input from the various tasks in caring for the class pet. Having multiple types of gloves can expand this point even more.

# data[].attributes.body
Accommodations for motor challenges:

Space for the use of mobility devices: No matter their physical needs, any student is able to access all parts of the classroom.

Chairs with wheels: Students are better able to reposition/adjust themselves when sitting down. These chairs can also be moved away easily for students with mobility devices.

Tables/desks at an appropriate height: This makes it comfortable for students of any ability to use the space by eliminating height differences.

Accommodations for social emotional challenges:

Gratitude journals: This allows a student to shift their attention and change their mood.

Take-a-break cards: Students use these when they are feeling intense emotions and need a break from content.

Feelings chart: This helps a student identify what emotions they are feeling and understand their emotional state.

# data[].attributes.body
Accommodations or communication challenges:

Red/yellow/green cards: This indicates students' current level of understanding and if they need help.

Text-to-speech resources: This allows students express their thoughts and ideas with little to no limitations.

Visual supports: This highlights the proper steps to follow in the area and how to use any materials that may exist.

Accommodations for sensory integration challenges:

Seat cushions/pads: More comfortable seating to prevent irritation.

Use of headphones (available during independent worktime): This eliminates outside noise and limits distractions.

Fidget tools: By satisfying their sensory needs with a small tool, the student is better able to focus their attention and energy on the task at hand.

# data[].attributes.body
Accommodations for motor challenges:

Space for the use of mobility devices: No matter their physical needs, any student is able to access all parts of the classroom.

Chairs with wheels: Students are better able to reposition/adjust themselves when sitting down. These chairs can also be moved away easily for students with mobility devices.

Tables/desks at an appropriate height: This makes it comfortable for students of any ability to use the space by eliminating height differences.

Accommodations for social emotional challenges:

Gratitude journals: This allows a student to shift their attention and change their mood.

Take-a-break cards: Students use these when they are feeling intense emotions and need a break from content.

Feelings chart: This helps a student identify what emotions they are feeling and understand their emotional state.

# data[].attributes.body
Accommodations or communication challenges:

Red/yellow/green cards: This indicates students' current level of understanding and if they need help.

Text-to-speech resources: This allows students express their thoughts and ideas with little to no limitations.

Visual supports: This highlights the proper steps to follow in the area and how to use any materials that may exist.

Accommodations for sensory integration challenges:

Seat cushions/pads: More comfortable seating to prevent irritation.

Use of headphones (available during independent worktime): This eliminates outside noise and limits distractions.

Fidget tools: By satisfying their sensory needs with a small tool, the student is better able to focus their attention and energy on the task at hand.

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Area 7: Science/Social Studies seating (groups of 2)

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Area 7: Science/Social Studies seating (groups of 2)

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Accommodations for motor challenges:

Space for the use of mobility devices: No matter their physical needs, any student is able to access all parts of the classroom.

Chairs with wheels: Students are better able to reposition/adjust themselves when sitting down. These chairs can also be moved away easily for students with mobility devices.

Tables/desks at an appropriate height: This makes it comfortable for students of any ability to use the space by eliminating height differences.

Accommodations for social emotional challenges:

Gratitude journals: This allows a student to shift their attention and change their mood.

Take-a-break cards: Students use these when they are feeling intense emotions and need a break from content.

Feelings chart: This helps a student identify what emotions they are feeling and understand their emotional state.

# data[].attributes.headline
Area 7: Science/Social Studies seating (groups of 2)

# data[].attributes.subject
Area 7: Science/Social Studies seating (groups of 2)

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Accommodations or communication challenges:

Red/yellow/green cards: This indicates students' current level of understanding and if they need help.

Text-to-speech resources: This allows students express their thoughts and ideas with little to no limitations.

Visual supports: This highlights the proper steps to follow in the area and how to use any materials that may exist.

Accommodations for sensory integration challenges:

Seat cushions/pads: More comfortable seating to prevent irritation.

Use of headphones (available during independent worktime): This eliminates outside noise and limits distractions.

Fidget tools: By satisfying their sensory needs with a small tool, the student is better able to focus their attention and energy on the task at hand.

# data[].attributes.body
Accommodations for motor challenges:

Space for the use of mobility devices: No matter their physical needs, any student is able to access all parts of the classroom.

Table and shelves at an appropriate height: This makes it comfortable for students of any ability to use the space by eliminating height differences.

Little bins: Using the bins to place materials in allows any student to transport their materials to the desired part of the class in an easier way.

Accommodations for social emotional challenges:

Take-a-break cards: Students use these when they are feeling intense emotions and need a break.

Feelings chart: This helps a student identify what emotions they are feeling and understand their emotional state.

Buddy system: Another student in the class can accompany an individual to the materials center and help them gather the needed materials while staying on task.

# data[].attributes.body
Accommodations or communication challenges:

Red/yellow/green cards: This indicates students' current level of understanding and if they need help.

Text-to-speech resources: This allows students express their thoughts and ideas with little to no limitations.

Visual supports: This highlights the proper steps to follow in the area and how to use any materials that may exist.

Accommodations for sensory integration challenges:

Use of headphones: This eliminates outside noise and limits distractions.

Fidget tools: By satisfying their sensory needs with a small tool, the student is better able to focus their attention and energy on the task at hand.

Gloves: If students are uncomfortable with some of the materials, they can use gloves to pick up and transport their materials to their workspace. If their needs are strong enough, they can use these gloves as a material and continue to use them throughout the activity as well.

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Area 9: Self-contained musical play room

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Area 9: Self-contained musical play room

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Accommodations for motor challenges:

Space for the use of mobility devices: No matter their physical needs, any student is able to access all parts of the classroom.

Chairs with wheels: Students are better able to reposition/adjust themselves when sitting down. These chairs can also be moved away easily for students with mobility devices.

Table at an appropriate height: This makes it comfortable for students of any ability to use the space by eliminating height differences.

Accommodations for social emotional challenges:

Feelings chart: This helps a student identify what emotions they are feeling and understand their emotional state.

Gratitude journals: This allows a student to shift their attention and change their mood.

Take-a-break cards: Students use these when they are feeling intense emotions and need a break from content.

# data[].attributes.headline
Area 9: Self-contained musical play room

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Area 9: Self-contained musical play room

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Accommodations or communication challenges:

Red/yellow/green cards: This indicates students' current level of understanding and if they need help.

Text-to-speech resources: This allows students express their thoughts and ideas with little to no limitations.

Visual supports: This highlights the proper steps to follow in the area and how to use any materials that may exist.

Accommodations for sensory integration challenges:

Controlled frequency lighting: This gives students freedom to choose which lighting works best for them.

Seat cushions/pads: More comfortable seating to prevent irritation.

Use of headphones: This eliminates outside noise and limits distractions.

# data[].attributes.headline
Area 9: Self-contained musical play room

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Area 9: Self-contained musical play room

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Used as another way for students to regulate their emotions and take a brief break from tasks.

Available during worktime, or when deemed appropriate by the teacher.

Materials: Chair, small table, music box, low-frequency lighting, musical toys like a drum, small piano, or maracas.

Role of adult: The teacher is a mediator by making sure the resources are being used properly and for appropriate amounts of time. It is nice to allow students to freely explore when in this area, but it is equally as important to ensure that they are using the space in appropriate ways. This could be the teacher demonstrating what the different resources are in the class and how they are used properly. The maximum amount of time allowed to us the area needs to be stated as well. The teacher could also define what "regulation" is and things you can do in this area to achieve it. The teacher should collect data based on who uses the area and for how long. No more than one individual should be using the area at a time, as it is designed for self-regulation. As was the case for the self-regulation desk earlier, if the student is seen to be having a hard time, the teacher can make their way over to this area and check in with the student.

Targeted standards: Emotional Development No. 3 Self-Management; Learners will be able to identify what triggers a strong emotion and apply an appropriate calming or coping strategy to defuse the emotional trigger. By freely exploring this area and the musical tools that are provided, a student can attempt to regulate their emotions and identify the intense emotions they were feeling.

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Video presentation of my classroom design project

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Classroom Design Project in Minecraft (featuring StripMinin’)

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Academic standards. Wisconsin Department of Public Instruction. (2024, October 15). https://dpi.wi.gov/standards