Daily Planner
Daily Planner
Embedded Files
Using a daily planner...
Supports organization and executive functioning
Improves clarity and communication of expectations
Shares a structured system for monitoring assignments and events
Implementation
Implementation
Overview
Model and instruct student on how to utilize a given planner that is differentiated uniquely for student specific needs.
Student must have planner checked by adult prior to dismissal.
Planner should have ALL information and assignments accurately added each day.
Core Components
Students have a set time to use their planners
The planner expectations and system is clearly defined
What goes in (or doesn't) the planner is practiced
Planners are checked and reinforced
Proactive Implementation
Establishing a routine where students complete a daily planner creates an expectation that certain information will be logged each day. This allows for a platform for communcation without needed to create one down the line.
Responsive Implementation
Responsively implementing a daily planner for a student, group, or class requires identifying a need for organization, executive function, or communication. The student needs to understand why the planner is being implemented and help set the parameters for its completion.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the daily planner may include a space for parent feedback or the actual planner may be signed by a peer or mentoring adult. This could be combined with a check in/check out program.
Skills Training
If the need is skill building then the student should use an organizer within the planner to ensure key components are completed. This may include a checklist of all needed materials, a check out list, a reflection, etc. The student may also reflect on target goals using this platform.
Awareness
If the need is awareness then the student may be asked to complete a daily log at the beginning and end of day to identify any changes throughout the day or start to build the ability to self advocate with any noted challenges.
Emotional Regulation
If the need is regulation then the student may complete a regulation strategy such as a mood meter, emotions thermometer, or breathing exercise as part of the daily planner.
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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