Elements of Structured Classroom Teaching

The CMS Approach™ incorporates various strategies to help educators implement structured classroom teaching in the classroom. 

The CMS Approach™ enables students to understand:

• Where am I going? Students can use individualized student schedules to figure out what they have to do and where they need to be.
• What and how much will I do? Students receive instructions about how to do their tasks independently in areas designated for independent skill advancement. The teacher can determine what and how much help each student needs.
• How will I do it? Teachers can utilize different material organization strategies, such as visual supports, structure, and visual aids, to assist students in completing tasks effectively.
• What happens here? Through physical environment engineering, teachers can help students understand what activities occur within the different areas in the classroom. 
• What happens next? Teachers use visual structure support to guide students through the tasks and understand classroom routines.

Pre-planning provides educators with tools such as Individual Education Plans (IEPs), Student-Action Guide (SAG), and Specially Designed Instruction (SDI). These tools help teachers understand each student's needs, goals, and abilities. 

Additionally, pre-planning includes IA (Instructional Assistant) zoning recommendations and guidance on creating daily schedules to help teachers plan classroom lessons and activities effectively. 

By using these resources, teachers can tailor their teaching approach to address the specific needs of students with ASD and related disabilities. The ultimate aim is to make the most of instructional time and ensure that learning goals are achieved. 

Pre-planning guidance helps educators understand the specific needs of each student and how they can best support them. You can learn more about pre-planning in Domain I of The CMS Approach™. 

In Domain II of The CMS Approach™, Physical Environment Engineering, educators receive guidance on how to organize and structure the classroom space to optimize learning outcomes for students with ASD and related disabilities. 

We offer tools and strategies to effectively prepare classroom spaces in a way that conveys a clear message to students. This includes organizing each area of the classroom in a way that each space has specific purposes and expectations. 

You also learn to incorporate concrete visual cues into the learning environment to enhance student’s learning experience and empower them to complete their tasks independently.

Individualized student schedules provide structure within the learning environment and help students with ASD and related disabilities manage their daily activities.

We provide you with guidance on how to create and implement individual schedules in the classroom. This includes creating schedules that help students understand what they need to do, where they need to be, and in what sequence. 

Within Domain IV of The CMS Approach™ - Independent Skill Advancement Areas, educators find a structured approach on how to implement stimulus prompt fading effectively. Stimulus prompt fading includes reducing the student’s dependence on teachers, prompts, or cues given during learning tasks. 

We offer educators guidance on using stimulus prompt fading as a tool to create an inclusive learning environment. This helps ensure that all students have the opportunity to develop and enhance their skills independently. 

This process will include instructions, examples, and resources to support educators in applying this method in their classrooms. You learn how to adjust the level of prompting based on the student's progress, ensuring that they receive the appropriate level of assistance.

Independent skill advancement methods help you empower students to become more independent and capable of completing tasks with minimal help. 

Cooperative peer interaction happens in a designated space and is intentionally integrated into your classroom routines. You have the chance to design a clear and defined space in the classroom to create opportunities for students to interact and engage with their peers in a collaborative manner.

You receive guidance on various activities and exercises that can help students improve their social communication and self-regulation skills. You will learn more about the cooperative peer interaction area in Domain IV of The CMS Approach™. 

Cooperative peer interaction enables educators to support effective communication between students and their peers.