9-Principal Seminar Don`t Eat the Marshmallow

Report
FCPS Back to School Updates 2013
Please take this EF assessment. You can
use the QR code or type the link into a
browser. http://tinyurl.com/ku57p9g
Objectives
• To identify essential behaviors needed for academic
success in school
• To discuss existing standards and expectations that
support these essential behaviors
• To share strategies for teaching and reinforcing
these behaviors
• To demonstrate the relationship between critical
and creative thinking and relationships with
executive functioning skills
What behaviors do students need to exhibit
to have academic success?
Executive Function
…a set of mental processes that helps
connect past experience with present
action
Allows individuals to self-regulate behavior
The Marshmallow Test
Executive Functions
•
•
•
•
•
•
•
•
Inhibition
Shift
Emotional Control
Initiation
Working Memory
Planning and Organization
Organization of Materials
Self-Monitoring
Standards and Executive
Functions
Inhibition
“Ability to stop one’s behavior at the
appropriate time, including stopping
actions and thoughts.”
Shift
“The ability to move freely from one situation
to another and to think flexibly in order to
respond appropriately to the situation.”
Emotional Control
“The ability to modulate emotional
responses by brining rationale thought
to bear on feelings.”
Initiation
“The ability to begin a task or activity and to
independently generate ideas, responses,
or problem-solving strategies.”
Working Memory
“The capacity to hold information in mind for
the purpose of completing a task.”
Planning and Organization
“The ability to manage current and future
oriented task demands.”
Organization of Materials
“The ability to impose order on work, plan,
and storage spaces.”
Self Monitoring
“The ability to monitor one’s own performance
and to measure it against some standard of
what is needed or expected.”
Connections to Existing FCPS Work
• EF is about Mindset….. the skills can be learned and
effort is key!
• EF skills are the foundation for Rigor... without them,
students will struggle to access material that requires
them to persist and deal with frustration and setbacks!
• EF requires positive Relationships … teachers must
understand where students are and how to scaffold
supports!
• EF supports Critical and Creative Thinking
• EF reminds us of the work of Eric Jensen and Teaching
with Poverty in Mind.
Jensen’s Emotional Keyboard
Strategies to Support EF Skills
Unstuck and On Target!
Unstuck and On Target! is an
Intervention Approach Targeting
Executive Functions for
High-Functioning Students
Ages 8–11
Paul H. Brooks Publishing Company
Unstuck and On Target! is an Executive Function
Curriculum to Improve Flexibility for Children
with Autism Spectrum Disorders.
Helping Students to . . .
•
•
•
•
•
•
•
Effectively and Calmly Mange Unexpected Events
Cope with Disappointment and Frustration
Keep an Open Mind
Navigate Disagreements with Friends
Set and Achieve Goals
Learn How to Compromise
Create a Plan B when Plan A Doesn’t Work
How is Executive Function Impaired
in Autism Spectrum Disorder?
UNSTUCK AND ON TARGET!
KEY VOCABULARY
Eagle View Elementary School
* Data Indicates Student Improvements *
• Nonverbal
Reasoning
• Flexibility
• Shifting
• Planning
• Organization
• Ability to
Compromise
• Rule Abidance
• Getting Unstuck
• Handling the
Unexpected
• Classroom
Participation
• Social Reciprocity
• Transitioning
Eagle View Elementary School
A Team Approach to Student Success!
Mountain View High School
• Pre-Assessment Results
• How did we integrate EF into the school?
• How are we integrating EF into the classroom?
Integrating EF into the School
• 2009 began discussing
• 2010 became Staff development topic
– Teach vocab to staff
• 2011 began implementing with students and
parents
– Identified team, one member from each department
• 2012 began discussing in classroom
– Posters, we value this, allowed for student discussion
• 2013 lessons to systematically teach EF skills
Integrating EF into the School
• Individual discussions with students and parents
• George Mason Study and Collaboration
• Teachers developed lessons that delineated how EF
impacts performance in their classes
• Now developing lessons that teach the skills and
imbed EF into the culture of the classroom on a daily
basis
Supporting Executive Functioning
Skills with Technology
• Low Tech Tools:
o Portable supplies and multiple locations
o Launching pad
o Accordion binder
o Weekly “clean sweep”
o Prioritizing strategies
o Calendars/Planners
o Schedules
Supporting Executive Functioning
Skills with Technology
o Microsoft Office
o Graphic Organizing Software
o Alphasmarts/Neos
o Email
o Google Tools
o Blackboard
Supporting Executive Functioning
Skills with Technology
o Digital Recorders
o Livescribe Pen - Records audio and notes synchronously
o iPads and other platforms
Supporting Executive Functioning Skills
with Technology
Todd Johnson, Fairfax County Public Schools, Fairfax VA USA; Anya Evmenova and Peggy King-Sears, George Mason
University, Fairfax VA USA
Supporting Executive Functioning Skills with
Technology
Supporting Executive Functioning Skills
with Technology
Supporting Executive Functioning Skills with
Technology
Supporting Executive Functioning Skills
with Technology
THE ADMINISTRATOR’S ROLE
Mike Bloom, Program Manager
Behavior Intervention Services
[email protected]
Maura Burke, Coordinator
Early Childhood and Grant Management
[email protected]
Pete Garvey, History and Social Studies Chair
Mountain View High School
[email protected]
Lisa Givens, Specialist
Assistive Technology Services,
[email protected]
Tim McElroy, Emotional Disabilities Teacher
Mountain View High School
[email protected]
Marcy Miller, Coordinator
School Counseling and College Success Program
[email protected]

similar documents