Instructional Strategies

  • Develop a personalized organizational system in collaboration with the student.
  • Provide clear, routine transitions between activities.
  • Use labels/visuals.
  • Develop a “packing up/exit” routine that is explicitly taught, modeled, and reinforced daily.
  • Ensure clear directions are given.
  • Communicate with parents about steps at home to support preparedness and organization.
  • Develop weekly/monthly calendars to keep track of important events, assignments, and due dates.
  • Set a goal with the student and create a monitoring/self-monitoring system to track the student’s progress toward the goal.
  • Model organizational strategies for the student.
  • Scaffold tasks and check-in periodically.
  • Create an organizational plan with the student prior to beginning an assignment. Use a checklist to scaffold the plan. 
  • Teach the student to use a checklist to structure locker time
  • Utilize and teach the student to use Guided Notes
  • Utilize a structured check in-check out (CICO) procedure (see link to google drive with resources at bottom of video)


  • Provide a clear work area, written/visual schedule, quiet work space, post assignments/homework.
  • Develop a checklist for the student for necessary materials.
  • Give the student one task and/or one paper at a time.
  • Limit the student’s access to materials.
  • Use a color-coded organizational system.
  • Provide extra time for the student to organize his/her materials.

Additional Resources

Focus Area/Sample SMART Goal/Sample Tier 2 Intervention Plan:

Focus Area

Sample SMART Goal

Sample Tier 2 Intervention Plan


Student will improve in her ability to come prepared for the class by bringing all necessary materials (books, papers, homework, and writing tools), being on time, and handing in homework and assignments as requested by the teacher from 23% of the time to 80% of the time as measured by a checklist by May 2020.

With the student, create an organizational plan, such as creating a checklist of needed materials for the student’s locker. Monitor closely then fade the support when the student gains greater success. Then add a checklist for the student’s binder to help organize him/her for beginning class, such as handing in homework and completing the do now. Incentivize success as needed.

Organization/Preparedness Student will improve his preparedness with materials to start class from 25% of the time to 75% of the time as measured by frequency of success on a checklist by December 2019.  Provide the student, or create with him/her a checklist of necessary materials (pencil/pen, binder/notebook, agenda). Establish and teach consistent entrance/exit routines across all classes: placement of notebook in the classroom, pencil in the notebook, writing down homework. At the close of class, support the student in replacing materials to ensure success for the following day. Have the student self-monitor his/her organization with the checklist based on the goal he/she has set. 
Organization of Planner Student will increase the organized use of the planner from 30% to 70% as measured by planner checklist scores by March 2020. Utilize "Using a Planner" lessons and materials from Executive Functions: A Blueprint for Success Guide. Model and practice in own planners.

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