36. Google Calendar Supports
Time management
Sequencing
Setting Priorities
Notification of Deadlines
37. Organizational Strategies
• Notebooks
Loose Leaf Binders with Dividers
Checking notebooks is necessary
Both parents and teachers participated
when a student struggled
38. Organizational Strategies
• Notebooks
Loose Leaf Binders with Dividers
Checking notebooks is necessary
Both parents and teachers participated
when a student struggled
• NO MORE!
39. Organizational Strategies
• When a student struggled with being
organized a teacher might:
Allow them to keep a copy of materials at
home
Require the use of an assignment log that is
checked daily or weekly
Give positive reinforcement
40. Organizational Strategies
• No Need for Modifications!
A copy at home
No Need for Assignment Log
Instruction time is VALUABLE!
Less need for positive reinforcement – Now
praise can be used for creative productivity…
50. Organizational Strategies
• The Environment
Specific location for work
Location should be distraction-free
Set aside a specific time
Daily, regardless of whether there is
homework or not
Supplies and resources available and
accessible
51. Organizational Strategies
• The Environment
Specific location for work
Location should be distraction-free
Set aside a specific time
Daily, regardless of whether there is
homework or not
Supplies and resources available and
accessible
• Still true, but…
52. Organizational Strategies
• The Environment
Specific location for work, but realize the
digital environment is mobile
Location should be distraction-free, limit
connectivity but not access to information
Set aside a specific time, and work to increase
focus
Daily,but “down time” is good too
Supplies and resources available online with
access to the internet
53. Honor Diversity of Style
Help students find an organizational
system the fits their “style”
Encourage them to develop their own
systems
Allow trial and error: Have patience to
give system ideas a fair chance
59. • Tied to his or her
identity
• Personally
interesting
• Integral to his or
her vision of the
future
• Viewed as
useful
(Eccles & Wigfield)
60. Behavior Contracts
Mutual agreement between parent
and young person
An opportunity for a young person so
function somewhat independently
Increases responsibility for his or her
own actions
Provides some freedom for the her in
acquiring skills and understandings
61. Behavior Contracts
Include:
A goal component (The “what”)
An actions component (The “how”)
A time line (The “when”)
Specification of expectations
• Criteria for successful completion
• Criteria for quality
Signatures of agreement to terms
(Young Person and Parents)
