Interventions for

Before you start, a few important points:

Interventions:

Help them start to internalize time by having them do things like:

1. • Close their eyes for 30 seconds, 1 min, 2 min. Etc.

   • Reference times that are significant to them such as how long recess is, a TV show, the amount of time it takes them to drive to school from their house, PE/Music Class, etc.

Have students practice estimating time such as:

• • How long do you think it’ll take for us to do math, go to PE, get ready to go home, line up, transition between groups, etc.

Getting Started:  Prepare, Do, Check

1. • Prepare

     • Help students visualize the finished product and steps for getting there

       • Use nonlinguistics such as graphic organizers and rubrics to help with visualization

       • Students create their own visual supports

         • They choose visual representations that are most meaningful to them

         • Going through the illustration process helps them comprehend the content of visual support and own it.

         • Some visual supports include:

           • To-do lists

           • Checklists

           • Planners

           • Templates

           • Maps

           • Labeling things

     • Use models and guided practice to help break big tasks down into manageable parts

     • Put “to do” lists or checklists on a timeline, including breaks (add time frames)

       • Help them prioritize items on the list.

     • Make sure all directions are understood

     • Have students gather materials and think of people and resources that can help if they get stuck

   • Do

     • Check things off a “to do” list

     • Remind students to avoid distractions

     • Plan small breaks and ideas for getting right back to the job

   • Check

     • Make sure all “to do” steps from checklist are finished 

     • Tell students to edit and revise for quality (can use individualized checklists of their most common errors)

     • Make copies in case things get lost

     • Clean up work space

     • Turn in assignment

     • Reflect on process - what worked well and what didn’t

Sharing What to Do to Stay Organized

• • • Show them how you as a teacher stay organized

    • Have class brainstorm and share ideas on how they stay organized

    • Schedule enough time for them to design a plan and follow through on that plan

Finding and Matching the Student’s Style

• • • Model and suggest a variety of approaches to get organized but students need to pick their own routines in order to take ownership of it

    • Help them figure out which study conditions work best for them (with or without music, with or without TV, with or without texting, in the kitchen, in bed, right after school, with snack, etc.)

Creating Relevance by Charting Benefits

• • • Help students make connections between being organized and success such as minimizing do-overs thus freeing up more time for other things

Sorting and Classifying to Build Independence

• • • Don’t organize materials for students.  The objective is not just getting the work done, it’s learning how to take ownership of their own organization so they can transfer it to other areas

    • Model, ask clarifying questions, reflect on, and adjust their own routines

    • Slow steps and continual practice with corrective feedback so it becomes habit