Needs Analysis Handout

Use this handout to guide your small‐group discussion. In your triad, select a Tier 2 student profile and complete each section. Be prepared to share your top 2–3 priority areas and your rationale.

1. Student Profile

Name or Pseudonym:



Grade/Age:



Background/Factors (e.g., language needs, diagnoses, interests):

2. Current Routines & Supports

Describe the student’s typical daily routine and any existing supports (schedules, prompts, cues):

3. Strengths & Challenges

• Strengths related to engagement and independence:




• Challenges that may affect performance without visuals:

4. Potential Areas for Visual Support

List routines, tasks, or transitions where visuals might help (e.g., morning routine, work stations, transitions):

5. Priority Needs

• Select 2–3 priority areas from above for implementing visual schedules/cues:





• Rationale for these selections (consider impact on anxiety, task completion, independence):

6. Success Criteria

How will you know the visuals are effective? Describe at least one observable measure for each priority area (e.g., fewer prompts, increased on‐task behavior):

After completing this handout, share your top needs and rationale with the whole group.

Visual Schedule Templates

Use these printable templates to draft daily and weekly visual schedules. Draw or attach icons in the □ boxes and write task names in the blank lines.

1. Daily Visual Schedule Template

Use extra rows or repeat as needed for your student’s schedule.

2. Weekly Visual Schedule Template

Add or remove columns based on your grouping schedule and time blocks.

Tips for Use:

• Draw or affix small pictures/icons in each □ before laminating.
• Use dry-erase markers to write or update task descriptions.
• Color-code rows or columns to highlight key routines.
• Laminate templates for repeated use and easy cleaning.

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Reflection & Action Planning Worksheet

Use this worksheet to synthesize your learning and outline concrete next steps for implementing visual schedules in your Tier 2 small group.

Participant Name: ____________________

Date: ____________________

1. First Implementation Step

What specific visual support will you introduce first in your small group? Describe the routine or task and the type of schedule/cue you’ll use.

2. Anticipated Challenges

What potential obstacles or student reactions do you foresee? How might you address these challenges?

3. Support & Resources Needed

Who (colleagues, specialists, families) or what materials will support your implementation? List any additional resources or training required.

4. Timeline & Milestones

Establish a timeline with at least two check‐in points. Include dates and expected progress indicators.

5. Success Measures

How will you determine if the visual schedule is effective? Identify observable, measurable indicators (e.g., reduced prompt dependence, increased on‐task behavior).

6. Reflection Notes

Any additional thoughts, insights, or questions for future action.

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Example Visual Samples

Visual schedules come in many shapes and sizes. Below are a variety of formats you can adapt for Tier 2 small-group supports. Consider your students’ needs, motor skills, and language levels when selecting or customizing these examples.

1. Picture-Based Daily Schedule

A linear sequence of photos or icons representing each part of the lesson or day. Ideal for students who benefit from concrete, low-language cues.

• Format: Icons or photos in a vertical or horizontal strip.
• Benefits: Supports learners with limited reading, builds predictability, reduces transition anxiety.
• Teacher Tips:
  • Laminate a strip and attach icons with Velcro for easy rearrangement.
  • Include a visual “Now/Next” slider to show completed and upcoming tasks.
  • Use clear, simple images—avoid cluttered or overly detailed photos.

2. Color-Coded Task Chart

Organizes activities by color to signal routines or work stations. Effective for grouping similar tasks (e.g., red = writing, blue = math).

• Format: Table or grid with color-filled cells and brief labels.
• Benefits: Helps students quickly identify task type, builds independence in rotating through centers.
• Teacher Tips:
  • Assign each group or student a color to reduce verbal prompts.
  • Use consistent color conventions across days (e.g., red always means “Writing”).
  • Pair with a legend or key if introducing multiple colors.

3. Symbol-Only Transition Board

Uses abstract symbols (e.g., shapes, arrows) rather than pictures to cue events. Great for students ready to move beyond picture reliance.

• Format: Icons only, often arranged in a circle or timeline.
• Benefits: Promotes symbol decoding skills, more scalable for complex routines.
• Teacher Tips:
  • Pre-teach each symbol’s meaning before full implementation.
  • Provide a small “decoder card” students can carry.
  • Fade to black-and-white symbols as students master routines.

4. First–Then Mini-Schedule

Highlights two key steps: what happens first and what comes next. Supports students with difficulty attending to long sequences.

• Format: Two-column card: “First” [task icon], “Then” [preferred activity icon].
• Benefits: Increases motivation, breaks tasks into bite-sized parts, reinforces positive behavior.
• Teacher Tips:
  • Use for challenging or low-motivation tasks (e.g., “First: math worksheet, Then: free choice”).
  • Rotate the “Then” reward based on student interests.
  • Gradually expand to “First–Then–Finally” for longer routines.

5. Visual Timer Board

Combines a countdown timer with task icons to show remaining work time. Supports time management and self-monitoring.

• Format: Analog or digital timer image, paired with the current task icon or label.
• Benefits: Helps students anticipate transitions, reduces off-task behavior when they know how much time is left.
• Teacher Tips:
  • Use large, high-contrast timers for visibility.
  • Pair with a sand-timer for kinesthetic feedback.
  • Practice starting and stopping the timer as a group activity.

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Workshop Cool Down

Quick Exit Reflection (5 minutes)

On a sticky note, jot down your responses to each prompt below. Then place it on our “Take-Away” chart and take a moment to review peers’ notes.

1. My most valuable insight from today was:
   
   
   
   
2. The first visual support I will introduce in my small group is:
   
   
   
   
3. One question or challenge I anticipate—and what I’ll do about it—is:
   
   
   
   

(Optional) Continue deepening your plan using the Reflection & Action Planning Worksheet.