Support #11: Self Management Checklists

In order to be independently successful, students need to learn how to manage all sorts of behaviors: turning in homework, raising their hand when they have something to share, transitioning to a new class, etc. One strategy that I've had success with in the past is creating individualized Self Management checklists. This is an old-y but a good-y. Looking at my old self-management checklists, I would do things a little bit differently. Let's get critical together!

Even though this skill is all about independence and managing oneself, it requires a lot of teacher support at first! These checklists are the most successful when they are taught using the gradual release of responsibility model. This can be individualized by student need, but generally this is how I use self management checklists in the inclusive classroom:


1. Introduce the self-management checklist to the student.
2. Go through the routine together and find a place to keep the checklists. This should be in the same location every day (my colleague extraordinaire, Cara was always much better about this than me).
3. Run through the checklist with the student at the same time every day. Go through the checklist together. You might do this for one week or even more depending on the student.
4. Start using non verbals.  Tell the student that you want them to take the lead this week. Point to the checklist. Point to the list. Continue to be in there every day but start walking away during the activity or even bopping out of the room for a second (this can only be accomplished if you have a co-teacher in the room with you). This should be done for at least a week.
5. During the third week, the student should have the routine down pat. Continue to be in the room for the beginning of the routine. You don't need to be anywhere near the student, but this will allow you to see what they are able to do independently and what supports they still need. Try to walk away and make as little eye contact as possible. This should feel fully independent even though you are checking them out.
6. Full independence! Make sure you are still looking at the checklists on a daily or weekly basis. This will give you valuable information and tell you if the student needs reteaching or other supports.

Check out the examples (some old, some new) below!
I'm being critical of my old work but number 4 is absolutely ridiculous. I'd also include less steps. I do like that the focus is on on-task student behaviors.

Again, I'm being critical but there's no need to meet in the back once the student becomes independent. I would also teach this skill using an agenda and not a checklist. You live and learn! Remember when school ended before 2:00? Crazy!

This one is for writing.

Here's one that Jenn made this year. I love that it's not very wordy and just focuses on 2 or 3 items per class.











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