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ORGANIZATION BOOTCAMP ASCA Conference 2006 Shawn Grime, M. Ed. Liberty Center Middle School Liberty Center, OH.

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Presentation on theme: "ORGANIZATION BOOTCAMP ASCA Conference 2006 Shawn Grime, M. Ed. Liberty Center Middle School Liberty Center, OH."— Presentation transcript:

1 ORGANIZATION BOOTCAMP ASCA Conference 2006 Shawn Grime, M. Ed. Liberty Center Middle School Liberty Center, OH

2 Objectives To better understand the contributing factors leading to poor organization skills in students. To review a program designed to intervene with disorganized students to better support academic success.

3 Contributing Factors Leading to Poor Organization Brain Development: Adolescence is marked by extensive brain development where pruning and restructuring of synapses can lead to forgetfulness and disorganization of thought. Greater Time Demands: The average student spends 32.5 hours at school and 7.5 hours doing homework each week. In addition, students are actively involved in extra- curricular activities, part-time jobs, friends, etc. Modeling: Organization is a learned skill and without proper modeling from parents and teachers, students may develop poor habits. Somatic Factors: Learning disabilities, attention deficits, dyslexia, spatial disorders, sensory-integration disorders, physical limitations, and so on can present a biological basis for organization problems. Motivation: Students lacking motivation are less likely to monitor their supplies and complete assignments and are more likely to be apathetic, procrastinate, and disobey. Lack of Parental Support: Either a result of personal beliefs about education, economic needs, social schedules, or an inability to provide assistance.

4 Contributing Factors Leading to Poor Organization Cultural Differences: Different cultures value organization and education differently. Study by Chen and Stevenson (1989) found that Chinese students enjoyed doing homework and spent a greater deal of time on it than American students. They also found that 95% of 5 th grade Chinese students had a desk at home compared to 63% of American students. School Progression: As students progress through the grade levels, the structure of their day and expectations for staying organize greatly change. Inadequate Teaching: Certain teaching practices and perceptions can negatively impact student abilities to be organized. Homework is often poorly designed, lacks real-life relevance, and is inconsistent in frequency and ability level. Teachers assume that students are already proficient in organizational skills. Systemic Failures: Schools are for one reason or another, failing to explicitly instruct students in organizational/study skills. Teachers feel inadequately trained to teach these skills. Schools are pressured to cover the curriculum and prepare for standardized testing. Districts are unsure where to work these skills into the curriculum.

5 Why Teach Organization Skills? Reason 1: Schools feel it is important for students to develop academic skills. A study by Kerr and Zigmond (1986) identified that 67% of high school teachers surveyed viewed organizational skills as “crucial for student success.” Reason 2: Disorganization greatly impacts a students academics and personal self. Disorganized students tend to … get poorer grades have lower self-esteem complete fewer assignments be less motivated be more frustrated with school Reason 3: Good organization skills prepare students for life after high school. The lack of skills is seen as more and more colleges are requiring students to take study skills classes because students are arriving unprepared.

6 Principals of Teaching Organization Skills Principal 1: Organization skills fall under two categories. Organizing Supplies Organizing Behaviors Principal 2: Do not assume students have been taught organizational skills in previous grades. ALL students need to be taught these skills throughout their school career. Principal 3: Student organizational skills should be consistently assessed. Principal 4: Students experience greater success when a school standardizes its organizational standards. Principal 5: Time must be devoted at school and home for organizing. A few minutes spent organizing saves hours in the long run. Principal 6: Punishing, blaming, ridiculing, and comparing students is counterproductive. Students need positive support. Principal 7: Patience is key in teaching organizational skills. Principal 8: Strengthening organization skills helps build self-esteem leading to academic success. Principal 9: There must be collaboration between the school and home. Principal 10: You must be organized yourself. Practice what you preach.

7 Principals of Teaching Organization Skills Mmodel the strategy Iinform the students Rremind students to use strategy Rrepeat the strategy Ooutline the strategy’s usefulness Rreassess student performance Sstress the strategy’s general usefulness

8 Keep In Mind Disorganized students do not necessarily get poor grades. Disorganized students do have parts of their lives that are very organized. Disorganized students will not change over night. Disorganized students can come from very organized homes. Disorganized students come from all sorts of backgrounds. Disorganized students may not be able to be helped.

9 Organization Bootcamp Components Recruitment  Parent Basic Training  Student Basic Training  Inspection  Retraining

10 Recruitment Begin recruiting several weeks before beginning the program. The best times to recruit are at the end of the previous year or beginning of the current year. What Students To Target those who struggle with homework completion learning disabled students students with ADD/ADHD students who are physically disorganized

11 Recruitment The two best sources for referrals: Parents: advertise in newsletters, web page, or letters sent home Teachers: have them complete the Teacher Referral Form When you have obtained a list of potential recruits, mail home the Parent Permission Letter. Be sure to determine any guidelines such as return dates and first-come policies.

12 Recruitment Once your group has been determined, collect pre-program data: Parent Survey Teacher Survey Student Self-Assessment Student Baseline Data (current grade percentages, number of missing or late assignments, observations of skills, etc.)

13 Parent Training Organization has to be a joint effort between the student, school, and home. To ensure follow through of student objectives, participating parents are required to attend a parent training session. Parent training is an evening workshop with a PowerPoint presentation. Open the training to ALL parents regardless of participation in the bootcamp. Provide a table of resources related to organization, time management, and study skills for parents to have. Visit my website to download a copy of my parent presentation.

14 Basic Training Basic training consists of 8, small group sessions lasting approximately 30 to 60 minutes. Schedule sessions before, after, or during school. Find common times (i.e. homeroom, recess) or work with teachers for a time to work with students during class. Sessions are most effective if they can be conducted in a series (daily or every other day) versus weekly.

15 Basic Training How Organized Are You? Creating A Productive Work Environment Keeping Track of Assignments Transitioning Between Classes and Home Managing Your TimeTaking Organized Notes Keeping Binders, Lockers, Desks, & Bookbags Organized Inspection Process & Bootcamp Graduation

16 Basic Training Session 1: How Organized Are You? To gain a better understanding of ones organizational strengths and weaknesses. Set goals for improving organizational skills. Session 2: Keeping Track of Assignments To understand the importance of using an agenda/daily planner. To learn effective ways to track assignments.

17 Basic Training Session 3: Managing Your Time To break down large assignments into components. To evaluate when we are most productive during the day. To develop and use checklists. Session 4: Keeping Binders, Lockers, Desks, and Bookbags Organized To visualize the difference between good and bad binders, lockers, desks, and bookbags To learn strategies to keep binders, lockers, desks, and bookbags organized

18 Basic Training Session 5: Creating A Productive Work Environment Develop an environment that will help promote organization and work completion. Opening conversation with parents about academic success needs at home. Session 6: Transitioning Between Classes and Home To evaluate schedules and identify appropriate times to stop at lockers or switch materials. To ensure students are bringing necessary supplies to class. To develop strategies for getting work and materials home and then back to school.

19 Basic Training Session 7: Taking Organized Notes To learn the Cornell method of note taking. To learn shortcuts and shorthand to speed note taking. Session 8: Inspection Process and Bootcamp Graduation To understand the scoring rubric used during inspection. To reward students for learning new skills.

20 Inspection Specifics of the Inspection Process All inspections are unscheduled and rely on the element of surprise. They occur at a maximum of once a month. They follow a standardized rubric. They are objective and subjective in nature. They rely on student self-assessment. They obtain input from teachers. They provide rewards and feedback for progress

21 Retraining Retraining occurs when a student does not pass their inspection. Retraining is done one-on-one and focuses on discussing the strengths and areas of improvement. Retraining should take place no later than 3 days from the inspection. Goals set during the training should be revisited and student should develop a plan for improvement using the Retraining Documentation Form.

22 Program Effectiveness 85.1% of Inspections Passed (out of 101 total) 22.8% decline in missing homework assignments from 1 st quarter to 3 rd quarter. There was then a 28% increase from 3 rd to 4 th quarter. * Not atypical to see declines in academic performance at the end of the year. 83% decline in after school Homework Clinics assigned from 1 st to 2 nd quarter. Taking average of 4 core academic classes for all 19 participants, there was no significant change in academic performance (80.6% at 1 st quarter and 79.4% at end of the year). * Missing assignment data does not include outlier student whose data was extremely atypical compared to the rest of the group.

23 Changes From Original Program Sessions cut from 10 to 8. 8 has been a well documented number for group sessions with students. Training sessions presented in greater detail with more practical activities. Refresher session at the semester break. Removal of study/testing skills and focus primarily on organization. Greater emphasis on teacher feedback during inspection versus parent feedback. Adding more subjectivity to the inspection process. In the works: Expand the program from group intervention to school-wide prevention by implementing a standardized building organization plan as well as implementation models for elementary and high school students.

24 Contact Information Bryan High School c/o Shawn Grime 150 South Portland Street Bryan, OH Click on Conference Presentation link to download Power Points and reproducibles. This link may become inactive sometime over the summer. If so, me for the new address.


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