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Welcome! If you have your own device, open an internet browser and log into the classflow website: https://prod.classflow.com/join/QTJMJ Enter your name and join the class List the top three areas of executive dysfunction you have observed in your

students. Or you may submit your responses on a slip of paper http ://www.youtube.com/watch?v=8NPzLBSBzPI&sn s=em

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Episcopal School of Acadiana Lower School Why did we develop this program? How did we develop this program?

Met with head of lower division of the school Division head held several meetings with teachers to discuss their expectations Developmental Tasks Requiring Executive

Skills: 3rd-5th Grade Perform chores that take 15-30 minutes Bring books, papers, and assignments to and from school Complete homework assignments Plan simple school projects such as book reports

Keep track of changing daily schedule (i.e., different activities after school) Inhibit/self-regulate: Behave when teacher is out of the classroom From Dawson, Peg and Richard Guare. Executive Skills in Children

and Adolescents: A Practical Guide to Assessment and Intervention, Guilford Press, New York, N.Y., 2004 How did we develop this program? We identified our first year target group

as our 3rd, 4th and 5th grade students In our second year, we added 1st and 2nd grade We identified key concepts that we felt were important for student success in these grades

Key Concepts Active Listening Organization Active Reading

Planning Note Taking Routine Test Taking Skills Mindfulness

Study Skills Self-Advocacy How did we develop this program? Created a lesson template

Scheduled weekly 30 minute time blocks Collaborated with classroom teachers Core instructional elements 1. Active Listening

2. Time management and routine 3. Teach a new skill and/or reinforce a previously taught skill Teacher Name:

Grade: Core Element Planner Check Time

10 minutes Active Listening 5 minutes New Skill

10-15 minutes (Homework) 1 minute Date:

Activity Sample lesson Time timer www.timetimer.com

Executive Function Stand Up Red Light/Green Light Active Listening

Did you think about where you are organized at school and at home? Seat Sack Organization Homework

Keep your cubby and your seat sack neat. Put papers where they belong. Practice paying attention and being a good Active Listener and paying attention for a long time. Planner Check

Active Listening Riddle I am not alive but I grow I dont have lungs but I need air I dont have a mouth but water kills me

What am I? Fire Active listeners not only hear what is being said but understand and think about what it means.

Have you been maintaining your organization? Backpack Scavenger Hunt

Homework this week: 1. Organize your binder and backpack 2. Continue to write your assignments neatly and completely Be ready to answer this question: How are you breaking down your assignments?

How we adapt our lessons How we Adapt our Lessons Feedback from classroom teacher Teachers remain in the class and reinforce the concepts at other

times Post our lessons on the schools share drive Include our enrichment teachers -they use the same language in their lessons

Examples of other activities Active listening iPod activity Telestrations Riddles Simon Says Learning Styles and

Study Strategies Surveys Schoolhouse Rock https://www.cultofpedagogy.com/ blog/ Active Reading

Comprehension Strategies Visualizing Context Clues Key words Text Features Scavenger Hunt

Magazines - Time for Kids Ask Muse Teacher Name: Grade:

Core Element Planner Check Time

10 minutes Active Listening 5 minutes New Skill 10-15 minutes

(Homework) 1 minute Date: Activity

What has many keys but cannot open any doors? A piano

Highlighting - Underlining Kinesthetic study hints Divide your work into short study segments get up and move in between. If noise distracts you turn it off, wear earplugs. If sound helps you, listen to soft

music. Use models and materials that can be touched and moved (ex. a globe, math manipulatives) Trace your spelling words when you study Schoolhouse Rock http://www.youtube.com/watch?v=4AyjKgz9t

Kg#t=81 References Bell, N. (2003). Visualizing and Verbalizing Stories, Book 1. San Luis Obispo: Gander Publishing. Cooper-Kahn, J. & L. Dietzel (2008). Late, lost, & unprepared: A parents guide to helping children with executive functioning. Bethesda: Woodbine House.

Cooper-Kahn, J. & M. Foster (2013). Boosting Executive Function Skills in th Classroom: A Practical Guide for Educators. San Francisco: Jossey-Bass. Dawson, P. & Guare, R. (2010). Executive skills in children and adolescents: A practical guide to assessment and intervention, 2nd Edition. New York: Guilford. Dawson, P. & Guare, R. (2009). Smart but Scattered. New York: Guilford. Homayoun, Ana. (2010). That Crumpled Paper was due last week: Helping

Disorganized and Distracted Boys Succeed in School and Life. New York: Penguin Group. Kaufman, C. (2010). Executive function in the classroom: Practical strategies for improving performance and enhancing skills for all students. Baltimore: Brookes. Neville, J. (2013, August). Study Skills for Student Success Grades K-12 [Webinar]. The Hill Center, Inc. Retrieved from www.hillcenter.org

Seabranek, P., et al. (1999) Write Source 2000: A Guide to Writing, Thinking, and Learning. Wilmington: Great Source Education Group, Inc. Contact information ESA Lower School 337-993-2263 Paula Majeau, Learning Specialist

[email protected] Shannon Fruge, Learning Center Director [email protected] www.esacadiana.com