On Monday, August 11, 2025, Cassie Brusch and Kari Kessler, project consultants at the Montgomery County Intermediate Unit (MCIU), hosted twenty-four special education administrators at the Corbett Building in Norristown, Pennsylvania. The session focused on strategies to build and sustain programs for students with low-incidence disabilities across exceptionalities.

Physical Structure

The morning began with a focus on physical structure and why it matters. Administrators worked in job-alike groups to design classroom spaces that promote student success.

Morgan Buterbaugh, Innovation Specialist at Corbett Inc., led a tour of the Corbett space and shared insights on how intentional design can enhance learning. Participants noted features such as “egg-shell” chairs for social and leisure areas, stackable desks to maximize smaller spaces, and flexible seating options that accommodate diverse needs.

Technology and Classroom Environment

Morgan also demonstrated technologies designed to increase access for students with complex needs. One highlight was the clear whiteboard, which allows up to nine screens to display simultaneously and can be positioned flat for students in wheelchairs or upright for group collaboration. After the tour, administrators redesigned their classroom layouts using this tool to incorporate what they had observed.

A final piece of technology was the One Button Studio. This could be used instructionally in many ways across a variety of age groups. Imagine students being able to access this technology to develop their own weather reports!

Morgan also referenced Building Minds: Designing Learning Spaces for Connection & Coherence, which describes the classroom environment as the “third instructor.” This concept resonated with participants, reinforcing that well-designed environments go beyond aesthetics. Organized, predictable, and distraction-free spaces help students feel safe, reduce problem behaviors, and foster independence.

Visual Supports

In the afternoon, attention turned to the role of visual supports. While these supports are recognized in evidence-based practice, they are not always used to their full potential in low-incidence programs.

Visual supports can serve behavioral purposes, such as First/Then strips or token boards. They also structure routines by using furniture placement, classroom schedules, and individualized staff schedules. Administrators practiced creating classroom schedules and then developed individual schedules for each staff role—teacher, teaching assistant, and personal care assistants.

The activity highlighted a common challenge: classrooms often struggle with smooth transitions. Staff who consistently follow the schedule and understand their responsibilities contribute to classrooms that run more effectively, while unclear roles or inconsistent transitions can lead to frustration and problem behaviors.

Resources

To close the day, administrators explored two practical resources:

• • • Quarterly Checklist – A tool to help classroom staff ensure that key program components are in place. The checklist addresses environmental design, instructional practices, data collection, and inclusive practices.
    • ABA Tool – A virtual questionnaire that guides teams in identifying the Applied Behavioral Analysis (ABA) approach best suited to a student or program. Options include Intensive Teaching/VB-MAPP, Competent Learner Model (CLM), Essential for Living (EFL), and PEAK. This tool is available through Cassie Brusch and Kari Kessler.

The session emphasized how intentional classroom design, clear schedules, and effective visual supports can make programs more sustainable for both students and staff. Administrators left with strategies they could apply immediately in their schools, as well as resources to guide ongoing program development.

If you are interested in reviewing your program or accessing the ABA Tool, please contact Cassie Brusch or Kari Kessler at MCIU.

Meet the Team 

Reach out to any of the team members for more information.