Calendar, Agenda and/or Planner

MODEL:  Model the collective agenda/planner and keep it visible over time.

DECIDE WHAT WORKS FOR YOU:  Decide what works best in your specific classroom, utilizing the Teacher Resource Agenda/Planner Implementation Plan as a guide in your planning. 

1. 1. 1. • If students transition classrooms throughout the day, then they should record learning outcomes, academic tasks, and reflections for each core period at an established, consistent time each day/period. 

         • If students are in a self-contained classroom, time constraints may not allow for students to record after each subject; therefore, set aside a specific time for planners at the beginning or end of the day where students are not rushed.

GUIDE STUDENTS:  Provide ample opportunity to guide students through the process of recording in their planners by together discussing and recording learning outcomes for core subjects, academic tasks, and reflections.

CREATE A HOMEWORK PLAN:  Together, designate a homework plan for long-term projects, such as backwards mapping.  By doing this, students can track ongoing projects and break them into manageable tasks.

NO HOMEWORK?:  If no homework is assigned, “No homework” or “NH” is written. Color-coding and other visual reminders, such as highlighting, are encouraged to manage various academic responsibilities (e.g., homework, quizzes, tests, projects, extracurricular activities, community service, etc.). 

1. 1. 1. • For example, students can highlight homework each day, so they are visually reminded that they have a task that needs to be completed. Students can also plan ahead by recording upcoming tests and quizzes in a specific pen color, so they are reminded that it is coming up, and they will need to study for the test. For long-term projects (see Activity 4.3: Backwards Mapping and Student Handout 4.3a: Backwards Mapping Template in this chapter), students can record the broken-down components of the project in another assigned pen color, so again, it is a visual reminder that everything in “blue” pen, for example, is connected to the long-term project. 

DEMONSTRATE SELF-MONITORING:  Demonstrate that self-monitoring is evidenced by a student’s check, star, or signature placed after completing each academic task. 

ADDITIONAL ITEMS:  Determine additional items to be recorded in the student planner, such as: responsibilities outside of school and appropriate signatures, as well as reminders (personal and school-related), evidence of goal-setting, and monitoring of goals.

AGENDA/ASSESSMENT EXAMPLE:  An agenda/planner assessment example (Student Handout Agenda/Planner Assessment Tool) is provided, as well as a reflection (Student Handout Agenda/Planner Reflection), for the teacher to determine next steps in supporting students in the use of their agenda/planner. While this assessment tool is ready for immediate use, it can also be utilized as a steppingstone to create a more personalized rubric.

Build routines with students

Model agenda/planner usage by projecting your own planner or posting a weekly planner on the wall.

“Backwards map” major assignments together as a class

Use the agenda/planner as a hall pass for trips to the restroom, nurse’s office, office, etc.

Have daily “planner checks”

Support all students by assigning planner buddies within the classroom

Support struggling students by assigning another adult within the school to view the planner

Start the year with an agenda/planner “scavenger hunt”

Design an agenda/planner that works for your school’s unique needs

Find fun ways to incorporate the agenda/planner into your class