Organizational Skills

A Tier 2 Intervention

Session Outcomes

• To be able to apply an organizational checklist as a tier 2 intervention

• To be able to add organizational checklist to CICO or Mentoring

Is There a Need?

• Disorganization manifests as difficulties with homework, being prepared for class, managing long-term projects, and keeping track of personal belongings. (American Psychiatric Association, 2000)

• Secondary school educators expect students to independently manage their time and work

• 67% of HS teachers view organizational skills as crucial for student success. (Kerr & Zigmond, 1986)

Yes, this is an actual student’s locker

I always go directly to my

locker after class but I am

still always late?

Why should I bother going

to class. I am just going to

get another detention for

being late and unprepared.

I wish someone would help

me with my locker issues.

5

Unorganized Desk leads to

Missing Assignments which leads to

Poor Grades

Purpose or Outcome

• To Facilitate student organization and promote student ability to sort and store paperwork, identify assigned homework, and locate completed assignments when they are due.

Preparing for the Plan Activity

Thinking back to the previous slides

• Choose one student who may be exhibiting one or more of these organizational deficits

• Using the Organizational Skills Checklist write the student’s name and list skill deficits.

Organizational Skills Checklist template

Steps to Implementation

1. Consider Program Design for your school

2. Identify/select students in need

3. Develop an Organizational Checklist

4. Design a Reinforcement System

5. Select a system for Data Management

6. Plans for Fading

7. Staff Training ( Organizational Checkers)

8. Student and Parent Training

Organizational Skills System Summary

Step 1: Program Design

(addressed in tier 2 meetings)

• An intervention coordinator is identified that will keep track of student data and match incoming students with an organizational checker

• Organizational checkers are identified and trained

• Develop a communication system to be utilized between organizational checker and students’ teachers/parents

Step 2: Identify/Select Students in Need

Establish data decision criteria to identify/select students at risk and in need of organizational support based on: Example:

– Students that turn in homework assignments and projects less than 80% of the time across classes.

– Students whose grades are significantly affected by missing or lost assignments.

• Teacher nomination form

Step 3: Develop an Organizational Checklist

• Include a place to document the student’s

goal

• Include a place to check each criteria for each item with a place for totals

• Items that may be included on list: – Homework or Assignment folder/planner

– Folders or binders for individual classes

– Desk/locker

– Book bag

Organizational Skills Checklist

Student ____________________________

Goal_______________________________

Place a Y in the box for each item that FULLY meets the criteria. Place an N in the box if the

item is missing or does not meet the criteria.

Dates:

1. Book bag

a) Free from loose papers

b) Homework folder

c) Planner

2. Binder/Folders

a) Folder for each subject

b) Within each subject, there is a place for completed assignments

c) There is a place for incomplete assignments

d) Free from loose papers

e) Notes for each subject are organized from oldest to newest and secured

3. Planner

a) Free from loose papers or items not related to school

b) Assignments are filled in for each subject

c) Due dates are indicated next to each assignment

d) Enough information is included to complete the assignment

4. Homework folder

a) Free from loose papers.

b) Contains all assignments needed to complete work

c) Has related books when needed to complete assignments

5. Locker

a) Free from loose papers and other unnecessary items.

b) Book and folder/binder for each subject are together on the shelf

c) Books/folders are in the order needed

d) Schedule posted

e) Coats or gym clothes are together in one area

Total out of 20

19/20=95%, 18/20=90%, 17/20=85%, 16/20=80%, 15/20=75%, 14/20=70%, 13/20=65%, 12/20=60%, 11/20=55%, 10/20=50%

Organizational Checklist Sample

Step 4: Reinforcement System

Design a reinforcement system:

• Use the first organizational check to establish baseline to determine initial goal. Increase goal regularly.

• Use verbal praise.

• Use current school wide recognition system or tangibles as needed. – Meeting daily/weekly goals

– Other function based reinforcers

Activity Time

• Refine Student Organizational Checklist to meet your student’s need

• Establish a student goal

• Determine type and a schedule of reinforcement to support student

Step 5: Data Management

5. Select a System for Managing Data

• Convert organizational checklist to percentage

• Chart percentage on graph for visual display

• Use excel spreadsheet or Advanced Tier Spreadsheet to collect data for periodic review by tier 2 team.

pbismissouri.org

Step 6: Plans for Fading

Establish Data Decision rule:

• How long will student be required to be near 100% before fading intervention?

– Teach student to self monitor paired with periodic checks by organizational checker

– Reduce the number of times student is checked by organizational checker until it is done monthly

Sample Fading sheet

Step 7: Staff Training

Train Organizational Checkers • Checker should meet with student in a consistent time

and location • Beginning and/or end of the day most ideal • Plan on spending time the first meeting to help

organize target areas to criteria • Samples or pictures should be kept on site for student

to compare • When student does not meet full criteria, the student

should be instructed to correct the problem (prompts may be needed)

Step 8: Teaching Students and Involving Parents

• Consider creating a manual to describe

interventions • Teach the program to the student and

demonstrate expected behaviors as listed on the checklist (model expected behavior)

• Explain program expectations to parent include a contract for them to sign agreeing to sign off on their daily homework

• Provide regular updates on student performance to parents

Parent Admission Form

Clarifying Questions

Additional Ideas

• Larger student desk or additional place to keep materials and assignments

• Sticky labels with assignments typed or written on them

• Color coded folders

• Accordion folder

• String bags in place of backpack

Activity Time

• Complete the Organizational Skills Checklist for your student

• Be Prepared to Share

Line Up Activity

Organizational Checklist as part of CICO or Mentoring

• Checker or Mentor can also address organizational goals

Concluding Thoughts

Main Points:

• Universal systems related to organization have been taught to all students

• Organizational system established as part of tier 2 interventions

• Utilize the Organization Skills System Steps as your guide

• Celebrate Progress

Contact Information

• Deb Childs – Tier 2 Consultant

dchilds@missouri.edu

• Karen Westhoff – Tier 1 Consultant and Tier 2 Supports

kwesthoff@csd.org