Weekly Schedule – AHRC Middle School

Weekly Schedule: AHRC Middle School

The following is an example of a weekly schedule at AHRC Middle School:



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

Arrival & Schedule Check: Students enter the classroom, unpack their belongings, locate and review the class and their individual schedules, and then complete a schedule activity.

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

Career Development:  Students complete their assigned classroom jobs and if necessary assist their classmates in finishing their jobs. ( jobs include: cleaning the desks, emptying the trash, erasing the board, organizing class materials, etc.)  Teachers provide support when necessary, while aiming to promote independent task completion for all students

Daily Living Skills: Students practice skills associated with independent living and self-care.  Lessons are differentiated and complex tasks are broken down into components to facilitate learning and to avoid repetition.

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.

Math: Students focus on their individual math goals.  Instruction occurs in small group settings that are created to reflect students’ math skills and learning styles.

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 who may be more challenged by literacy.

Reflection:  Individually, students will answer series of questions based on their experiences of that day.  The complexity of questions and answers varies based on students’ skills and self-awareness. Answers are then sent home to encourage dialogue with families.

Science:  Students engage in hands-on, experiential learning about science topics such as plants, environments, and animals.  Students focus on different aspects of the concepts, (e.g. vocabulary, relationships, cause-and-effect, etc.) based on learning ability and comprehension skills.

Self-Management: Students learn to make choices and to work effectively with peers on interesting tasks, games, and leisure activities.  Teachers provide support to ensure consistent engagement and appropriate participation.

Sensory Skills:  In cases when particular students benefit from sensory input due to their hypo-sensitivity, students have structured access to the Snoezelen Room, which includes equipment designed to improve sensory integration skills.

Social Skills:  Students focus on socialization skills such as conversational ability. Lessons are differentiated based on students’ social skills and preferences.

Social Studies: In small groups, students learn about social studies concepts such as different communities, people’s jobs in society, and households.

Spelling: Students receive spelling lists, practice writing the words, and demonstrate their knowledge of the words in different ways, (e.g. arranging words in alphabetical order, identifying words from list, writing out words spoken by teacher, etc.)

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)

Warm-Up Activities: Students complete their individualized warm-up tasks:  basic math problems, question and answer sheets, finishing activities on days of the week, months of the year, weather, and seasons. When students complete warm-up tasks, they can make a choice to read independently, to draw, or to use the computer.