Organizational Checklist
Organizational Checklist
Embedded Files
Using an organizational checklist...
Gives a clear progression on sequential tasks to be accomplish
Establishes a routine
Improves executive functioning skills
Implementation
Implementation
Overview
Students will be given a daily checklist (laminated if possible) to complete at the beginning/end of the school day prior to dismissal.
Checklist should include ALL steps student must complete prior to leaving school.
A good practice would be to conference with a student to help create the checklist.
Students who self identify executive functioning as a goal could greatly benefit from this strategy for an accountability support.
Core Components
Checklist is based on needs of the student
Provides steps that are chunked
Allows the student to signify they have completed each step
Student practices the routine with an accountability partner
Checklist is monitored
Proactive Implementation
Proactively providing a student with an organizational checklist at the start of a year or semester looks like choosing specific tasks that are required of the classroom to closeout a subject or day.
Responsive Implementation
Responsively implementing an organizational checklist may look like identifying a pattern of disorganization leading to frustration, anxiety, or agitation. The supervising adult may determine with the student what steps are needed to support the student. This checklist is typically introduced at the beginning or end of the day but may include before transitions.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may conference with a peer or another adult to review the organizational checklist.
Skills Training
If the need is skill building then each of the students on the organizational checklist should support building organizational needs. This may slowly be scaffolded where steps are consolidated or become more generalized over time.
Awareness
If the need is awareness then the intial checklist should be created based on walking through the check out expectations with the student in real time. After asking questions about the student's thinking and process, a conference is held to discuss what is needed.
Emotional Regulation
If the need is regulation then part of the organizational checklist may be to check out in an environment that allows for a sensory movement break.
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
Page updated
Report abuse