Teacher Reflection & Action Planning Worksheet

Part A: Reflect on Your Current Practice

1. Describe two strategies or supports you currently use to support students with ADHD/sensory needs. What works well? What challenges remain?
   
   
   
   
   
   
   
   
   

2. Identify one classroom scenario or student behavior that you find most challenging when implementing supports.
   
   
   
   
   
   
   

Part B: Select a Tier 1 Strategy or Sensory Tool

3. Choose one strategy/tool from the ADHD & Sensory Strategies Handout or the Sensory Tools Catalog:

a. Name of strategy/tool:

b. Why is this a good fit for your classroom context?

Part C: Action Plan

Outline the steps to implement your chosen strategy/tool:

• Who will be involved or support implementation?
  
  
  
  
  

• What specific actions will you take?
  
  
  
  
  
  
  
  
  

• When will each step occur? (Timeline or schedule)
  
  
  
  
  

• How will you prepare resources, materials, or modifications?
  
  
  
  
  
  
  
  
  

• How will you monitor progress and measure success?
  
  
  
  
  
  
  

Part D: Peer Feedback

4. Summary of key feedback from a colleague on your plan:
   
   
   
   
   
   
   
   
   

Part E: Commitment Statement

5. Write one sentence that captures your commitment to implement this strategy/tool in your classroom:
   
   
   
   
   

ADHD & Sensory Strategies Handout

This handout summarizes key Tier 1 strategies and sensory supports to help every student stay focused, self-regulate, and thrive in your K-12 classroom. Use these ideas alongside the Focus and Flow Presentation Slides and explore tools in the Sensory Tools Catalog.

1. Universal Classroom Accommodations

Flexible Seating

• What: Options like wobble stools, yoga balls, standing desks, cushions.
• Why: Allows students to adjust posture and movement needs without leaving the learning area.
• Tip: Label seating choices clearly and rotate options so students can find what works best.

Movement Breaks

• What: Short, structured brain breaks every 10–15 minutes (stretching, quick walks, wall presses).
• Why: Provides sensory input and re-energizes attention.
• Tip: Integrate academic content into breaks (e.g., math jump-counts) to reinforce learning.

Visual Supports & Routines

• What: Color-coded schedules, step-by-step checklists, visual timers.
• Why: Reduces anxiety and clarifies expectations for transitions and multi-step tasks.
• Tip: Post visuals at student eye-level and review them daily as a class.

Chunked Instructions & Check-Ins

• What: Break tasks into small steps and pause for comprehension or self-assessment prompts.
• Why: Supports executive function and prevents overwhelm.
• Tip: Use quick thumbs-up/thumbs-down signals to gauge understanding before moving on.

2. Sensory Tool Strategies

“Matching the right tool to a student’s sensory profile can reduce off-task behaviors by up to 25%.” – Jones & Lee (2019)

3. Implementation Tips

• Collaborate with students: Invite them to trial tools and give feedback on what helps.
• Set clear expectations: Teach proper use and storage of each tool.
• Monitor & adjust: Observe for signs of over- or under-stimulation and tweak as needed.
• Communicate with families: Share successful strategies and invite home-school consistency.

4. Next Steps & Resources

• Visit the Sensory Tools Catalog for product ideas and sourcing links.
• Practice applying strategies in the Case Study Scenarios session.
• Draft your personalized plan in the Teacher Reflection & Action Planning Worksheet.
• Continue the conversation and share success stories in your PD follow-up community.

Sensory Tools Catalog

This catalog offers a curated list of sensory tools to support students with ADHD and sensory processing needs. Use this guide to select, source, and implement tools that promote focus, self-regulation, and engagement in your K-12 classroom.

How to Use This Catalog

1. Review each category to match tools with individual student profiles.
2. Compare price ranges and consider budget-friendly options.
3. Pilot tools with students and gather feedback on comfort and effectiveness.
4. Rotate and sanitize items regularly to maintain novelty and hygiene.

1. Tactile Tools

2. Auditory Regulation Tools

3. Proprioceptive Support Tools

4. Vestibular Movement Tools

5. Oral Motor Tools

6. Visual Supports

7. Multi-Sensory Stations

Create a corner or portable kit combining several tools. Rotate items weekly to sustain novelty. Include:

• A tactile bin (putty, fidgets)
• Headphones or white noise device
• A small balance disc or push/pull band
• Visual timer
• Chewy necklace or pencil topper

Ordering & Budget Tips

• Bulk Discounts: Many vendors offer discounts when buying classroom sets of 10+.
• Trial Kits: Start with one of each tool to identify effective options before large purchases.
• DIY Alternatives: Homemade stress balls (balloons + rice) or glitter jars can be cost-effective.
• Grants & PTA Support: Seek small grants or parent-teacher association funds for initial investments.

For more examples and sourcing links, revisit the ADHD & Sensory Strategies Handout and apply tools in the Case Study Scenarios.

Case Study Scenarios

Use these three scenarios during your breakout discussion. Each group should:

1. Identify the student’s profile and primary challenges.
2. Propose three Tier 1 strategies or sensory tools from the ADHD & Sensory Strategies Handout and the Sensory Tools Catalog.
3. Predict expected outcomes once supports are in place.

Scenario 1: “Maya,” 3rd Grade (Inattentive ADHD + Under-Responsivity)

Background
• Maya is an 8-year-old in a general education 3rd grade class.
• She often appears daydreamy, misses verbal instructions, and rarely raises her hand.
• Her teacher notices she needs frequent prompts to stay on task and turn in assignments.

Behaviors & Challenges
• Slow to start independent work and drifts between tasks.
• Fidgets under her desk but seems unmoved by typical fidgets (stress balls).
• Struggles to maintain volume control and frequently whispers answers.

Considerations
• Maya may need extra sensory input to boost alertness.
• Visual reminders could reduce missed instructions.
• Tasks should be broken into smaller steps with check-ins.

Scenario 2: “Jordan,” 5th Grade (Hyperactive-Impulsive ADHD + Over-Responsivity)

Background
• Jordan is an energetic 10-year-old in 5th grade.
• He excels at hands-on science but becomes overwhelmed in loud, crowded settings.
• He’s been asked to step out of line multiple times for excessive noise and movement.

Behaviors & Challenges
• Leaves seat frequently without permission, especially during whole-class lessons.
• Covers ears and appears agitated when classmates speak loudly or bells ring.
• Has difficulty waiting his turn in partner activities and blurts out answers.

Considerations
• Jordan benefits from safe outlets for movement but is easily overstimulated.
• He may need auditory breaks and a predictable routine.
• Social-emotional support around impulse control could help.

Scenario 3: “Sofia,” 2nd Grade (Combined-Type ADHD + Sensory Seeking)

Background
• Sofia is a bright 7-year-old who loves art and storytelling.
• She frequently chews on pencils, taps her feet, and seeks close contact with peers.
• During transitions, she runs in the hallway and collides with lockers.

Behaviors & Challenges
• Distracts classmates by drumming fingers on tables.
• Seeks deep pressure and crash activities to feel regulated.
• Resists sitting still during read-aloud time but concentrates well while drawing.

Considerations
• Sofia thrives on proprioceptive input but needs clear boundaries.
• Movement breaks alone may not satisfy her sensory craving.
• Visual schedules could ease anxiety around transitions.

Next Steps

Once your group has discussed the scenario, record your ideas on flip-chart paper or a shared digital document. Be prepared to share:

• A brief summary of the student’s needs
• Three Tier 1 supports or sensory tools you recommend
• Expected benefits and how you will measure success

Then rotate or debrief as a whole group to compare insights and refine your action plans.

Sensory Check-In Icebreaker

Purpose: Warm up participants’ awareness of sensory tools and build personal connection to student needs.

Materials Needed: A small handful of different sensory items (e.g., stress balls, textured strips, mini-balance disc, chewy pencil topper, noise-canceling headphones).

Instructions:

1. Spread out on a table or pass around one of each sensory tool from the Sensory Tools Catalog.
2. Ask each participant to select the tool that most “speaks” to them.
3. Give participants 30 seconds to explore or use their chosen tool.
4. In a quick round-robin (30–45 seconds each), have each teacher share:
   • Which tool they picked
   • How it felt (e.g., calming, energizing, grounding)
   • One way that sensation might help a student in their classroom
5. Debrief as a whole group:
   • Highlight how different sensory inputs meet diverse needs
   • Connect personal reactions to potential student experiences

Transition: Emphasize that just as we each responded uniquely, students benefit from a menu of sensory supports. This sets the stage for today’s Tier 1 strategies.

Exit Ticket Reflection

Time: 5 minutes

1. One key insight I will apply in my classroom:

2. One question, concern, or next step as I implement these strategies: