Color Coded Folders
Color Coded Folders
Embedded Files
Using color coded folders...
Promotes organization
Improves executive functioning
Supports expectation clarity
Implementation
Implementation
Overview
A student struggling with organization or work completion may use a color coded folder system to track materials.
The teacher works individually with a student to create a folder system for each subject or period that all work and assignments will be collected in.
The key to this strategy is to monitor the correct use of the folders each time an assignment is given.
This could look like partnering a peer buddy to check each other's organization, a check in/check out mentor to look through at the end of each school day, or even a visual checklist the student has to go through before dismissal.
Core Components
Color blindness is considered
Used as organizational tool
Consistently used and implemented
Modeled and reminders given
Proactive Implementation
Proactively implementing Color Coding starts with a system and having students understand the system. Providing all students with the system understanding and the initial resources comes through teaching.
Responsive Implementation
Responsively implementing Color Coding requires taking the time to unveil the problems that have come from disorganization. Allowing students to process the concerns and involve them in the idea generation for introducing Color Coding creates increased awareness and higher success rates.
Bucket Fits
Bucket Fits
Connection
If the need is connection then students may support each other through the use of accountability partners ensuring each one is organized at the beginning or end of the day.
Skills Training
If the need is skill building then students should focus on a particular aspect of organization. Skills may include having materials, recorded information, preparedness, etc.
Awareness
If the need is awareness then colors can act as a cue. Students can get specific discrete color references to signal course correction of where they should go or what they should do. "Put this is your red folder."
Emotional Regulation
If the need is regulation then an emphasis should be placed on organization being a preventative to frustration from disorganization.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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