Executive Function

MindShift Article: Why Executive Function is a Vital Stepping Stone for Kids Ability to Learn

Edutopia Article: Strategies for Students with Scattered Minds

MDI Middle School Habits of Work Rubric

MDIRSS Middle School Habits of Work CROSSWALK with Underlying Executive Skills

EXECUTIVE SKILLS LIST FOR MDIRSS

August 2015

Purpose: To create common language and to make Executive Function accessible and recognizable.

EXECUTIVE SKILLS LIST FOR MDIRSS

Purpose: To create common language and to make Executive Function accessible and recognizable.

Skills Needed to Succeed	What These Look Like	Relevant Executive Functions	HELPFUL LINKS and RESOURCES
1. Activating Skills (Sizing up a task, planning and initiating)	Planning steps of a task Prioritizing the steps of a task Strategizing and sequencing the steps of a task Organizing materials for a task Initiation of a task	Task Initiation Organization Planning & Prioritization	The Leader in Me by Sean Covey Task Initiation Organization, Planning, Study Apps by grade
2. Focusing Skills (Attending and sustaining, persevering)	Shifting attention to task Focus on the task Sustaining focus on the task Sustaining effort Processing speed Managing time Pacing and resisting distraction	Time Management Sustaining Attention Shifting Organization Persistence	Daniel Goleman on The Importance of Cultivating Focus Video Series Time Management Time: Ages and Stages Article
3. Working Memory Skills (Storing and accessing relevant material efficiently)	Utilizing working memory: ability to hold information while working on a task Accessing recall Utilizing strategies for recall Categorize Chunk Sort	Working Memory Organization	Descriptor, Case Study and Strategies for Working Memory Organizing Ideas in Writing Argument Writing Template
4. Social Emotional Skills (Recognizing and managing appropriate social response)	Awareness of self and others Regulating emotions Goal directed persistence Flexibility	Flexibility Stress Tolerance Goal Directed Persistence Emotional Control	Restorative Approaches (K-12) 6 Ways Kids Use Flex Thinking to Learn Conscious Discipline
5. Self-regulating Skills (Recognizing, managing and sustaining personal response and productivity)	Regulating alertness Recognizing and inhibiting impulsive actions/thoughts Monitoring the context of action Assessing others’ perceptions Managing stress and anxiety	Self-Monitoring Self-Regulation Impulsivity Stress Tolerance Response Inhibition Emotional Control Persistence	Zones of Regulation by Leah Kuypers Sustaining Effort Conscious Discipline
6. Metacognitive Skills (Reflecting productively on one’s ability to think)	Awareness and understanding of your own thinking Making informed decisions based on feedback and past experience	Metacognition Flexibility	Metacognition Descriptor & Tools Metacognitive Process Test Analysis Tool (Landmark) Post Test- Student /Teacher feedback tool

***based on the work of Dr. Thomas Brown

Assessment, Strategies, Videos, Plans and Information in an interactive personal tool

The Learner Sketch Tool http://qedfoundation.org/learner-sketch-tool/

ACT Engage Survey ACT Engage Survey

Effective Classroom Supports for ALL Students to Strengthen Executive Function

Post schedule of the day/lesson agenda and check off as you go
Remind students to transfer assignments/deadlines to personal day calendar
Help students to prioritize and plan when they will complete tasks and assignments and remind about opportunities for additional support (learning center, homework club, etc.)
Clarity and post expectations for class rules (respect and responsibility) and remind as needed
Use of checklists, labeled visuals, and rubrics for both academics and behavior and talk about these with students.
Consolidate/summarize what was accomplished during a class period
Help students to reflect on the efforts they put forth and the results they obtained
Use MDIRSS common language with students when discussing executive function and habits of work.
Use of common tools (surveys, checklists) to help students to assess/rate/reassess Executive Function and how teachers and students can use the results
Explicitly describe and model expectations; provide in writing and give examples
Establish common systems with colleagues for binder organization/online folder organization and naming conventions
Share classroom organization expectations with those providing intervention and support (special education, literacy, math, learning center, GT, ed techs, etc.)
Encourage and coach students to reflect on academic performance and behaviors to develop deeper understanding of self/metacognition.
Encourage and promote culture of safety and connection.