Weekly Schedule of a Student – AHRC High School

Weekly Schedule of a Student: AHRC High School

The following is an example of a weekly schedule in an AHRC High School classroom:



Bowling: Students travel to a nearby bowling alley to work on their travel skills, coordination, interactive skills, and sportsmanship.

Calendar and Current Events: Students participate in the Pledge of Allegiance, review daily schedules and personal schedules, and engage in a discussion of current events.

Classroom Jobs, Pack Up & Dismissal: Students independently complete their assigned classroom jobs (e.g. wiping down tables, putting away classroom materials, etc.) and pack up their belongings before leaving for the day.

Community-Based Instruction: Students prepare for and then go on extended community-based outing that is intended to develop a wide range of independent adult skills; example: Costco; the entire group  takes an inventory of the school store, develops an order, travels to Costco, purchases items, individually prices the items, and sets them on the shelves of the school store.  Students determine desired purchases, calculate required money, and then travel to neighborhood convenience store to buy items.

Computer Skills: Students work on basic and intermediate computer skills and usage with a focus on proper database searching and information location.

Adaptive Physical Education: Students receive instruction in various gross motor activities, improve cardiovascular and muscular strength, and engage in social skills building games with appropriate supports to ensure inclusion.

Art: Art Teacher presents hands-on art activity with appropriate scaffolds to ensure that every student can engage in and benefit from the task.

Groden: Student practice their relaxation skills and self-regulation ability

Health Education: Students learn about important health-related topics such as physiology, safe behaviors, personal hygiene, healthy eating habits, and other age-appropriate concepts.  Material is presented in accessible ways and is individualized to address specific student strengths and needs.

Home Economics: Home Economics Teacher presents differentiated lessons on range of cooking, cleaning, self-care, and other household-based tasks.  Tasks are broken down into sequential parts and are taught using visual supports and hands-on learning.

Independent Work:  Students manage personal belongings, rehearse self-regulation strategies, and then read independently.

Internship: Students participate in community-based activity (e.g. going to grocery store to buy items for future task; working at the Senior Center to serve food).  Teachers provide differentiated instruction in the community setting, but focus on increasing the amount of independence for each student.

Internship Preparation: Students prepare for community-based internship by creating relevant lists and role-playing future scenarios.

Leisure Skills: Students practice their ability to sustain leisure activities with peers and by themselves with teacher support where necessary.

Library:  Students receive instruction on how to successfully browse online library holdings to appropriately select books to then check them out.  Students are taught how to use books to learn more information about current classroom concepts (research; referencing).

Math: Students receive instruction in mathematical concepts that reflects individual student deficits (e.g. multiplication skills) and/or can help students be more independent (e.g. calculating prices).  Teachers have access to different curriculum, such as Everyday Math, Stern Math, Menu Math, etc.

Media: Media Teacher presents differentiated lessons that focus on important computer skills, Internet usage, graphic arts, and other relevant technology-based abilities. Students with more computer prowess engage in challenging computer tasks and responsibilities.

Music: Music Teacher focuses on hands-on and interactive musical activities that reflect student strengths and challenges. Classes practice group numbers to be presented at bi-annual concerts.

Reading: In small groups based on reading and literacy skills, students receive daily reading instruction and practice. Students travel between classes to ensure they are engaging in lessons that reflect their ability. Teachers use the Triumphs curriculum for most students and the Edmark curriculum for those more challenged by literacy.

Science: Students engage with science concepts such as geology, life science, and space via interactive, visually-based, experiential lessons.

Self-Advocacy: Students practice skills such as resume creation, problem solving, and other skills that increase students’ self-determination ability.

Speech and Communication: School-based Speech/Language Therapists provide individualized, small group, and whole-class instruction to help students improve communication and socialization skills

Social Skills Instruction: Students receive differentiated instruction in age-appropriate socialization, including phone manners, conversations, and smart consumer behavior.

Social Studies: Students are grouped with peers with similar skills from other classrooms to receive instruction on concepts such as geography, history, maps, and governments. Complex concepts are differentiated so students can access main ideas regardless of learning or communication issues.

Travel Training: Teachers use social stories, role playing, and rehearsals to help students understand the necessary skills to travel safely and successfully in the community. Lessons are differentiated to reflect range of ability (e.g. some students work on recognizing street signs while others role-play subway travel)