Define classroom expectations in positive terms
"Please sit down, get out your pencils and paper, and let's look at
the board to find our first task."
- Practice (routinize) classroom procedures (particularly at the beginning of the year)
Adhere to a regular routine the first five minutes every day (all sit, get materials out, check the board for assignments, look to see what the teacher is preparing).
- Post and refer to classroom rules
Review and post classroom rules in a central location in the classroom. Periodically reference rules throughout the day and week especially during "challenging" classroom
times (transitions, cooperative/team assignments etc).
- Provide the student with a written list of materials, or "steps" to refer to if he/she student forgets verbal instructions
Put a list of materials needed for class in the student's
- Give the student duplicate materials
Keep a set of classroom materials in the student's desk and another
set at home in case essential items are forgotten.
- Affix materials to the student's desk
Keep regularly needed materials such as pencils attached to the
student's desk where they cannot be misplaced.
- Provide organizational devices in the classroom
Use colored folders to distinguish math vs. reading vs. social studies work;
use a clipboard to hold papers or current activities.
- Keep a sample model of a correctly formatted paper for the student to refer to
Keep formatted (even laminated) paper showing where name, date, etc., should
appear on the student's assignments.
- Have the student use mnemonic strategies to remember steps and organize information
Provide a mnemonic such as "SLAB CATS" (Sit, Look At Board, Copy All
Tasks Silently) to help the student organize for class.
- Have the student employ visuals to remind him/her of problem-solving steps, story parts, etc.
Provide the student with an index card with math steps written down, or with sentence starters for each sentence in a paragraph to be written.
- Provide an advance organizer to direct the student to attend to particular information as he/she reads the text
Provide student with a "concept map" to remind him/her of the assignment
("classify the animals by size, diet, and geography"), so that the
student is directed to salient information in the text.
- Demonstrate attention before instruction begins
Clarify steps to demonstrate attention, such as "eye contact, lips together,
- Have the student use visuals to identify key points in the text
Have the student code important passages in the text with colored tabs; or mark
key information with a "sticky note" or pencil drawn "star."
- Devise signals for instructions
Devise classroom language or signals to increase attention ("[Student name], this is a direction" or "Class, this is a direction".)
- Have the student demonstrate understanding of directions
Have the student repeat directions back to the teacher.
- Provide both oral and written directions
Write directions on the board and also present directions orally.
- Create a "memory-friendly" classroom
Publicly (on the board or posters) post essential information so that the student
can easily reference the information (daily schedule, in-class assignments, step-by-step
summary of tasks for completing academic problems, etc.).
- Cue the student that a question will be for him/her
"[Student name], this question will be yours". Establish a routine
that if the student doesn't know the answer, others will then be called on so
that everyone listens.
- Provide check-in points during lessons
"Raise your hand when you finish the first three problems, and we'll come by to check them."
- Have the student show his/her organization scheme before attempting a task
Allow the student to describe the basic plan of his/her story before beginning
- Have the student exchange papers for editing/review with appropriate peers
Divide students into pairs and have them exchange their completed assignments. Instruct students to rate the quality of their peer's work and to share their written evaluations with each other. Before collecting work, encourage students to make changes to their own assignments in response to peer feedback.
- Have the student use a timer to clarify time for tasks and to signal transitions
Use a timer in the classroom to signal three more minutes, or for the student
to see how much longer he/she needs to work before the next task.
- Provide untimed or extended time for tests or assignments
Allow the student to work at his/her own pace, even "rest", so he/she
can demonstrate all that he/she has learned.
- Provide information in small chunks, with check-in to ensure the student understands the material
Break down tasks into one-two minute chunks, or steps, and check that the student
understands before adding more information or subsequent steps.
- Pair preferred, easier tasks with more difficult tasks
Allow the student to color or draw after completing 10 math problems.
- Seat the student in a location that limits distractions
Put the student in a seat closer to the carpeted (quieter) area, apart from distractions
(such as the door where people are walking by/in/out).
- Provide the student with multi-sensory cues signaling to return to on-task behavior
Devise with the student, ahead of instructional time, signals to return to work
(point to eyes, tap the student's desk).
- Assign specific roles or responsibilities to the student when working on group tasks
Clarify the student's particular task to complete for a group project (rather
than allow other students to compensate).
- Diminish external distractions
Minimize noise in the classroom by using headphones, tennis balls on chair legs,
- Use a planning calendar to chart homework assignments/completions
For school and home, provide a chart for the student to check off when assignments
are completed and turned in.
- Reward successes during the school day
Reinforce classroom and recess successes with stickers, points toward desired
activities (take a special book home, eat with a peer, choose the game).
- Use a daily progress book or email between school and parents
Send a small book or email between school and home to keep parents and teacher
aware of the student's daily progress, and of any events that might influence
the student's attention.
- Invite a parent to serve as a "homework coach"
Have a parent meet with the student each night to review assignments, set up a plan for completing the homework, monitor the student's actual time spent doing homework, and review finished work for completeness and quality.
- Have peer teams check homework assignments and create team scorecards
Put students into teams, and allow teams to check each other's
work; reward the students for team correcting, ensuring that each
member gets correct answers.
- Use peer tutoring when appropriate
Identify peer mentors who can tutor the student or use a "peer buddy" to
help the student ensure he/she has written down all assignments correctly and
has the necessary materials.
- Allow the student to receive instructional content in multiple modalities
Provide instructional content orally, in print, on compact disc, videotape, etc.
- Use rhyme, rhythm, or music to remember academic content
Develop or use jingles, songs (alphabet song), or rhymes to help the student
- Assign the student a staff member to help with organizational challenges
Assign one staff member to manage a group of students who have organizational challenges. At the start of each day, the staff member "checks in" with the students before they go to class (checks students' schedules, checks for necessary work materials, checks for missing items).