7/29/15

THE DOG DIDN’T EAT MY ACTIVITY HOMEWORK: Listen carefully, instructions will only be given UNDERSTANDING EXECUTIVE once… FUNCTION

Tracy Mail Wendy Szakacs State Support Team – Region 8 OCALI Regional Consultant Cuyahoga Falls, OH Northeast/Eastern OH

IN THE WORLD BEYOND SCHOOL… SEVEN ESSENTIAL LIFE SKILLS In college? At work? „ Focus and self-control What are the characteristics „ Perspective taking „ Communicating of a successful independent „ Making connections learner and productive citizen? „ Critical thinking „ Taking on challenges At home? In „ Self-directed engaged learning relationships?

Mind in the Making, http://www.mindinthemaking.org/7-essential-skills/

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 1 7/29/15

“The best predictor of kids' academic success SUCCESS IN SCHOOL might not be how many letters they recognize

Top 10 Skills as identified by a survey of 8,000 teachers by age 3 or how high they can count by age 4, but how willing they are to persist at Ask for help • Listen to others • challenging tasks and how well they plan Get along with others • Follow the steps • ahead, pay attention, remember and follow Stay calm with others • Follow the rules • instructions, and control their impulses Be responsible for your • Ignore distractions • and emotions.” behavior • Take turns when you talk Amy Wang, Preschool Children Can Have Fun Building the Crucial • Do nice things for others Life Skill of Self-Regulation

(Elliot & Grisham, 2006)

PREPARES YOUNG PEOPLE FOR SUCCESS “…a person's SELF-REGULATION IN ADULTHOOD SKILLS can help predict his or her Common list of soft skills employers want: likelihood of college completion and • Social skills/interests/involvement adult criminality, as well as his or her • Communication skills health and wealth outcomes – even • Interpersonal abilities when adjusting for factors such as innate • Problem solving intelligence and parents' educational • Teamwork levels.” • Adaptability/flexibility Megan McClellan, Oregon State University

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 2 7/29/15

LAZY KID OR EXECUTIVE DYSFUNCTION? THINK-PAIR-SHARE LAZY KID-ARTICLE „ Do you know a student who seems “lazy”? „ Intentionally forgetful „ Unmotivated „ Disorganized „ Chronically distracted „ Discuss the following with someone beside you: „ Do you know a student who is bright, but can’t seem „ Think about some students you have now or had in the past to get the information out? who exhibit the signs mentioned in the article. Share your „ Difficulty with ordering, answering question with relevant info experiences.

EXECUTIVE FUNCTIONING DEFINED AKA CEO and Management Conductor and Section „ Cognitive processes that enable individuals to Structure of the Brain Leaders of the Brain engage in goal-directed or problem-solving behavior (Council for Exceptional Children, 2011)

„ Allow us to organize our behavior over time GPS of the Brain Administrative Assistant and override immediate demands in favor Team of the Brain of longer-term goals (Dawson & Guare, 2010)

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 3 7/29/15

SPECIFIC EXECUTIVE FUNCTIONS SPECIFIC EXECUTIVE FUNCTIONS (CONT’D)

Executive Function Definition Signs of Difficulty Executive Function Definition Signs of Difficulty

Emotional Control Regulates emotion to be Easily upset or excited, Working Memory Holding information in Forgets assignments, appropriate to situation overreacts, frequent mind while performing materials, classroom mood changes other tasks procedures, remembers Inhibit Delays certain activities Distractible or impulsive, only part of directions or response for sake of cannot delay gratification Shift Smoothly transitioning Difficulty coping with others from one task to another changes in routine, Goal Setting/Planning Setting goals and Sets unrealistic goals, thinking “outside of the identifying steps to take starts work at last box” minute, fails to anticipate Self-Monitor Assessing progress Doesn’t notice how consequences toward goal or effect on others react to behavior, Organize Establishing order in a Scattered, disorganized others asks for help rather than place or activity approach to solving trying first, avoids problems, materials problem-solving games Initiate Begin a task or activity Trouble getting started, may appear defiant

SELF-MANAGEMENT SELF-MANAGEMENT SKILLS WE USED PREPPING FOR THIS

PRESENTATION „ Taking responsibility for your own behavior, „ Three people collaborating actions, and well-being „ Meeting and working together „ Self-regulation „ Sticking with agreed work dates „ Sensory regulation „ Social competence „ Communication „ Impulse control „ Come to agreement backed up with rationale Manifestations: Emotional Control „ Reflecting on what worked and revising Inhibitory Control Initiating Shifting Self-Monitoring

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 4 7/29/15

TIME MANAGEMENT SKILLS TIME MANAGEMENT WE USED PREPPING FOR THIS

PRESENTATION

„ Ability to use time effectively and „ Find dates to work on and to deliver productively presentation „ Understand the abstract concept of time „ Communicate with SSTs and OCALI in a timely „ Chunk routines/projects into pieces and know how long manner each piece will take „ Respond to communication „ Know when to start, how long to work, when to stop „ Send materials „ Shared work load depending on current Manifestations: Goal Setting individual responsibilities Planning Initiating Working Memory Shifting Self-Monitoring

MATERIALS MANAGEMENT MATERIALS MANAGEMENT SKILLS WE USED PREPPING FOR THIS

PRESENTATION „ Ability to manage the “stuff” of school „ Having the right materials at the right time „ Develop Power Point „ Knowing everything has a place „ Locating available resources „ Remembering to keep things in their place „ Having materials at the presentations „ Reflecting and revising what materials Manifestations: Organizing worked Initiating Working Memory Shifting Self-Monitoring

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 5 7/29/15

INFORMATION MANAGEMENT INFORMATION MANAGEMENT SKILLS WE USED PREPPING FOR THIS

PRESENTATION „ Ability to acquire, retain, and use information „ Can take notes „ Outlined main points „ Can organize facts, information „ Utilized relevant materials „ Shared work load

Manifestations: „ Reflecting on what worked and revising Goal Setting Organizing „ Adding new and relevant materials Initiating Working Memory „ Collaborating with Jan Shift Self-Monitoring

EXECUTIVE FUNCTION… EFFORTS TO EXPAND EXECUTIVE CAPACITY… Is sharply reduced when: 1) executive functioning capacity must be devoted to In two ways: managing “lower level” (cognitive) skills and 1) by scaffolding lower level skills so that they require responses which are not automatic or fluent thus less executive processing; and the capacity for “higher level” (metacognitive) 2) by scaffolding higher level executive skills and functions is taken; and strategies so that they are more effective and 2) executive capacity itself is reduced due to some developed. sort of higher level disability or to lack of fluency with executive strategies.

http://www.udlcenter.org/aboutudl/udlguidelines http://www.udlcenter.org/aboutudl/udlguidelines

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 6 7/29/15

HOW DOES EF DEVELOP?

WHAT EF SKILLS ARE EXPECTED AT DEVELOPMENT OF EF DIFFERENT AGES Age Self-Regulation Ability E.g., Keeping safe near hot stove. 1 Adults provide external regulation Yell “No!”/move child „ Preschool (one) „ Inhibitory control 5 Uses talk/mental representation, “That’s hot,” “That could burn you, often with adult help remember when you burned yourself?” „ Working memory 10 Capable of basic task self-regulation “Watch.” “Hey, stove’s on.” „ with occasional reminder; needs • May be able to rely on child’s ability to Not fully developed support for emotional self- self-regulate „ Emerging skills regulation or more complex tasks 20 Self-regulates across a variety of Ask them to cook you dinner! „ Continue to make errors task/emotional demands; uses prior „ experiences to invent new solutions Lack of awareness to know when to use them „ Don’t know how to use particular skills yet

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 7 7/29/15

WHAT EF SKILLS ARE EXPECTED AT WHAT EF SKILLS ARE EXPECTED AT DIFFERENT AGES DIFFERENT AGES „ Elementary „ Verbal working memory „ Middle School/Junior High „ Goal-directed behavior „ EF skills start to integrate and work together „ Response inhibition „ Skills become more effective and efficient „ Attention „ Planning, goal-directed behavior, and attention grow „ Strategic planning and organizational skills „ Cognitive flexibility „ Continue to develop from early childhood levels „ Start to use across contexts

WHAT EF SKILLS ARE EXPECTED AT BORN WITH THE POTENTIAL DIFFERENT AGES TO DEVELOP EF SKILLS

„ High School “Adverse environments resulting from neglect, „ EF skills continue to mature abuse, and/or violence may expose children to „ Can start to handle more complex tasks toxic stress, which disrupts brain architecture „ EF Skills continue to mature until age 25 and impairs the development of executive function.” http://developingchild.harvard.edu/key_concepts/executive_function/

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 8 7/29/15

WHAT YOU SEE Management of: “WHO STRUGGLES WITH EF?” MATERIALS TIME ON A DAILY INFORMATION „ Students with disabilities or developmental delays BASIS… SELF „ ADHD Working Memory „ Learning Disabilities …might really be Emotional „ Cognitive Disability impacted by what „ Autism Spectrum Disorders Control is happening Organize „ Some emotional disorders (e.g., anxiety, OCD) Shift below the surface. Initiate „ Increasingly, students without disabilities Self-Monitor Inhibit Planning „ Most have average to above average IQ

ASSESSING EXECUTIVE FUNCTION HOW DO I ASSESS AND SUPPORT

“Can’t do, or won’t do?” If 1-5% of my students show a challenge with an EF: teach the support to „ Be an EF detective: find out what the child is the individual capable of, and under what circumstances If 5-20% of my students „ Informants can include parent, teachers, past teachers, show a challenge with an EF: teach the support to coaches, student (observation, work samples, interview) the small group „ Be comprehensive using standardized and informal assessments If 20-100% of my students show a challenge with an EF: put a universal support in place for all

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 9 7/29/15

Assessment Informal Method Formal Method Approach BEHAVIOR ASSESSMENTS Assessment Type Ages Indirect • Interviews of parents and • Parent behavior teachers ratings BRIEF (Behavior Questionnaire and Ages 5-18 • Review of school records • Teacher behavior Rating Inventory of rating scale for • Process-oriented ratings Executive Function) parents and teachers interpretation of parent and • Self-report ratings teacher ratings and self-reports CBCL (Child Behavior Teacher report form Ages 6-18 Checklist) Direct • Child interview • Individually • Systematic and nonsystematic administered BASC (Behavior Teacher, parent, child Ages 6-11 behavioral observations standardized tests Assessment System (self) • Process-oriented for Children) interpretation of Standardized test CEFI (Comprehensive Psychologist, Ages 5-18 • administration and classroom Executive Function counselor work samples McCloskey, p. 102 Inventory)

ASSESSMENT RUBRIC EXAMPLE INFORMAL ASSESSMENT Criteria Expert (4) Advanced (3) Developing (2) Novice (1)

Materials Brings all Often Materials are Materials are necessary brings all sometimes frequently missing. „ Classroom observation materials to necessary missing. Must ask to class on a materials to Occasionally asks borrow writing „ Work samples daily basis class to go to locker utensils, paper, or plus to retrieve copies of „ Informal questionnaires/interviews (Smart, additional materials handouts, or go to learning aids locker to retrieve But Scattered Dawson & Guare, 2009) materials Organization Materials are Materials Materials are Materials are „ Assessment rubric (see next slide) complete, are complete but not incomplete or neatly complete, neatly organized disorganized organized, neatly or well well organized, maintained maintained, and well and modified maintained to assist in learning Dawson & Guare, 2009

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 10 7/29/15

STUDENT ASSESSMENT CASE STUDY: GABRIEL

Gabriel is a sophomore attending general education classes. He is identified with ADHD and high functioning Autism Spectrum Disorder. He is on a 504 Plan to meet his needs. Gabriel displays average intelligence in most academic areas, with a spike in Mathematics skills. Yet, he is failing some classes due to missing information in class, not being able to complete assignments, and missing homework. His education team has decided to assess his executive functioning skills.

GABRIEL’S ASSESSMENT COMPLETED BY HIS EDUCATION TEAM GABRIEL’S ASSESSMENT AREAS

Strength Area Sample: Response Inhibition

Challenge Area Sample: Planning & Prioritization

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 11 7/29/15

UDL GUIDELINES: EF AND INSTRUCTION UNIVERSAL DESIGN FOR LEARNING

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

*Executive Functioning*

http://www.udlcenter.org/aboutudl/udlguidelines

CURRENT EXPECTATIONS: CONSIDERATIONS FOR EF TEACHING 9 CRITICAL THEMES IN COMMON CORE

„ Higher-order thinking „ Regular writing in all „ Consider the developmental progression of areas of curriculum „ Use of evidence to EF skills: What is an age-appropriate „ Research and media support/justify expectation? answers „ Technology and digital media „ Consider whole group, small group, „ Rigorous texts „ Mastery and use of individual: Could this support help „ Student collaboration, academic vocab everyone? presentation, and „ Deep concepts/ dialogue vocab

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 12 7/29/15

THREE WAYS TO MANAGE EF CHALLENGES Adapt tasks

Change „ Modify the environment physical or Provide cues social and supports „ Teach the skill environment „ Use incentives MODIFY THE ENVIRONMENT

Dawson & Guare (2010)

Dawson & Guare (2010)

Establish Specific procedure to positive achieve goal Supervise feedback child during Layer Set a goal and after preferred and Menu of procedure non-preferred rewards activities

Evaluate and Define TEACH THE adjust if USE missing skills SKILL necessary INCENTIVES

Dawson & Guare Dawson & Guare (2010) (2010)

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 13 7/29/15

GROUP ACTIVITY: EF IMPACT CHART

„ Find a small group of 2-5 „ Using EF Impact Chart, discuss impact of each area on the following task: Student participates in class discussion after completing a reading assignment. „ Choose the grade level, student abilities, possible assignment, etc. and then complete chart

TEACHING EF SKILLS/ROUTINES CONSIDER TEACHING…

„ Before a task or problem situation arises „ Homework collection „ Controlling impulsive routine behavior „ During a task or problem situation „ Making homework „ Managing anxiety plans „ After a task or problem situation „ Managing changes in „ How to pay attention schedule „ Gather data across all steps „ Desk/locker cleaning „ Learning not to cry „ Record and graph „ Managing open-ended over little things „ Reflect on progress with education team and student tasks „ Controlling one’s „ Learning to solve temper problems

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 14 7/29/15

EXAMPLE: EXECUTIVE FUNCTION EXAMPLE: EXECUTIVE FUNCTION ROUTINES TEMPLATE PART 1 ROUTINES TEMPLATE PART 2

GROUP ACTIVITY: ROUTINES FROM DR. GEORGE MCCLOSKEY:

„ Pull out the routines packet and review “Can you think of „ Talk with a partner/small group about additional routines you use in your anything better to do classroom with your time than help „ Fill out template for one routine with the students better group themselves?”

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 15 7/29/15

WE WANT STUDENTS TO BE THEIR OWN TELL KIDS WHAT YOU WANT THEM TO FRONTAL LOBE RATHER THAN US BEING THEIR LEARN: GOALS FRONTAL LOBE. HOW? „ Most of what a teacher says to students is intended to activate specific areas of the PRACTICE THE SKILLS!!! students’ brain George McCloskey, Ph.D. „ The more specific the language used by a teacher, the more likely it is that students will be activating the necessary brain areas George McCloskey, Ph.D.

MENTAL CAPACITIES MUST BE AN EMPHASIS ON Capacity Definition TEACHING SKILLS, Abilities Broad, overarching mental capacities; enable learning RATHER THAN JUST COMPENSATING FOR and production; ability deficits constrain learning and THE LACK OF SKILLS. production Processes Narrow, specific mental capacities that enable learning and production; deficits obstruct learning and production but often can be by-passed or compensated for at least to some degree Skills Specific, learned routines; skills are utilized in concert with abilities, process, lexicons and strategies to perform tasks or increase knowledge through new learning Lexicons Knowledge bases from which information can be retrieved and used to inform learning or production McCloskey, p. 140

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 16 7/29/15

EF DEVELOPMENT DOES NOT PROGRESS REVERSE ZENO’S PARADOX BY CONTINUOUS EQUAL INTERVALS „ Every intervention starts with an infinitely small step toward positive growth. „ Each successive step doubles in impact. „ Response to intervention therefore may not be noticeable until long after the intervention has started. „ Once positive change is detectable, it seems to increase dramatically in a short period of time. George McCloskey, Ph.D.

George McCloskey, Ph.D.

TEACHING PERSISTENCE: EF SUPPORTS SUMMARY HOW TO MAINTAIN AND SUSTAIN

„ Once you find what works, how do you help „ Put your “EF colored glasses” on „ Use assessment tool/survey to determine student’s the student use it consistently? strengths and challenges „ Set up goal oriented behavior that includes motivators „ Consider „ Implement check in systems (student and adults) „ What are the EF demands of various classroom/learning tasks? „ What is developmentally appropriate? „ Accept successive approximations „ How many students need help (and how to best provide support)? „ Work towards fading prompts „ What EF skills are necessary for success with classroom/learning tasks? „ Institute incentives and positive reinforcement „ Provide supports and instruction in the classroom „ Recognize cycles of behavior (Universal supports help all students)

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 17 7/29/15

EF AND ASSISTIVE TECHNOLOGY

“Assistive technology that lessens the cognitive burden of performing mechanical tasks, along with guided mentorship and informative feedback are needed. ” Kool Tools 4 Students

http://sifts.ocali.org/

SIFTS: SAMPLE OF STATEMENT CHOICES

AVAILABLE: Communication Writing Organization and Planning

COMING SOON: Access Behavior Math Reading

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 18 7/29/15

SIFTS: FEATURE CONSIDERATIONS

SIFTS: TEXT AND IMAGE EXAMPLES SIFTS: VIDEO EXAMPLES

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 19 7/29/15

GABRIEL’S SIFTS RESULTS: STATEMENTS GABRIEL’S SIFTS RESULTS: STATEMENTS FROM FIRST TWO AREAS FROM SECOND TWO AREAS

GABRIEL’S SIFTS RESULTS: FEATURE GROUP ACTIVITY: COMPLETE SIFTS FOR CONSIDERATIONS FROM INFORMATION OWN STUDENT MANAGEMENT/PROCESSING AREA „ Annotated „ Reminders „ Log in to SIFTS account Directions „ Rubrics „ Start new student „ Checklists „ Step-by-steps „ Choose Organization and Planning Section „ Graphic Organizers „ Time Lines „ Complete statements for your student (with „ Highlighting „ Video/Audio your team if here, or by yourself and then „ Modeling Summaries review with your team at a later date) „ Notes Templates „ Visual Supports

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 20 7/29/15

GABRIEL’S ASSESSMENT RESULTS PROFILE INCLUDING ACTION PLAN

„ From Questionnaire „ From SIFTS „ Strengths: „ Manifestations : „ Emotional Control „ Response Inhibition (Inhibit) „ Information „ Goal-directed Persistence Management (Goal-Setting & Planning; Self- „ Time Monitoring) Management „ Challenges: „ Planning & Prioritization (Goal-Setting & Planning) „ Organization „ Time-Management

GABRIEL’S PROFILE: SELF MANAGEMENT TOOLS

„ Self-management „ Time management „ Information management „ Materials management

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 21 7/29/15

SELF-ORGANIZATION OR MANAGEMENT “…students in high-poverty schools were especially likely to benefit from „ Unable to self regulate behavior learning self-regulation skills, „ Difficulty attending to what is important suggesting that a focus on those skills „ Easily distracted in early elementary education ‘holds „ Unable to shift attention promise for closing the achievement „ Difficulty starting an activity gap.’” „ Often display exaggerated emotion Blair & Raver, 2014, Tools of the Mind Program „ Do not always think before acting; impulsive http://www.toolsofthemind.org/

GABRIEL: SELF-ORGANIZATION OR SELF-ORGANIZATION OR MANAGEMENT MANAGEMENT Sensory Regulation Tools Movement and Deep Pressure Tools Fidgets Auditory Visuals

WATI Section 8 Organization

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 22 7/29/15

SENSORY TOOLS (CONSULT AN OT) Sensory

Alternate Seating-Movement

Fidgets-hands Has 2 desks in class Inflatable disc and is allowed to move between them

Therapy balls as alternate seating Deep Pressure and Resistance Resistive Foot Band

FIDGETS AUDITORY TOOLS

Noise cancelling headphones Earbuds

Music or white noise

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 23 7/29/15

SOAPS: SELF-OPERATED AUDITORY BrainWorks PROMPTING SYSTEMS

„ Provides cues to promote task completion or engagement in specific behaviors „ Scripted auditory prompts delivered through technology (MP3 Player, device with app) „ Lessens dependence on adults „ Successful for students with ASD, ID, VI

Teaching Exceptional Children, September/October, 2014

SOCIAL STORY SOCIAL STORY CONTINUED

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 24 7/29/15

VISUALS COPING FOR SOCIAL STRATEGIES STORY VISUAL

Squareleaf.net

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 25 7/29/15

ZONES OF REGULATION APP

INCREDIBLE 5- POINT SCALE

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 26 7/29/15

OUTLINER APP I EARNED THAT

App for earning goal oriented rewards

GROUP ACTIVITY: GABRIEL’S SELF- GABRIEL: SELF-ORGANIZATION OR ORGANIZATION OR MANAGEMENT MANAGEMENT „ Locate “Executive Functioning Profile and Supports” Form „ Did this one for you!!

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 27 7/29/15

TOOLS TIME MANAGEMENT

„ Self-management „ Arrives late „ Misses deadlines „ Time management „ Difficulty breaking tasks into smaller parts „ Information management „ Difficulty following a sequence to complete a „ Materials management task „ Struggles with determining the amount of time needed to complete a task

TIME MANAGEMENT GABRIEL: TIME MANAGEMENT Checklists Paper planners/Calendars Schedules Portable, adapted time keepers Electronic reminders Digital planners (PDA) cell phones Web based planning tools WATI Section 8 Organization

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 28 7/29/15

CHECKLISTS CALENDARS

Taska to do app

PLANNERS POCKET MOD

Build a mini-book online www.pocketmod.com

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 29 7/29/15

SCHEDULES FIRST THEN WORD SCHEDULE

VISUAL SCHEDULE PLANNER APP CHOICEWORKS Features: FEATURES: • 3 boards • Daily, weekly, monthly views • Schedule • Custom images • Waiting • Custom sound • Feelings • Activity schedules • 3 books for each board • Video modeling • Image library >180 • Timer • Add your own images • Checklist • Reminders • Record your own • Notes audio • Password protected settings • Save unlimited boards • Print daily schedules • Speaks boards out loud

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 30 7/29/15

TIME TRACKER TIMERS

Traffic Light Timer Time Timer Watch Onion Mountain Technology

TIME TIMER WATCH WITH ALERTS Time Timer

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 31 7/29/15

Classroom Scheduler

Watch Minder

http://timer.onlineclock.net/

CLOCK AND TIMER/ALARM: APPLE IOS CALALARM APP

Timer Alarm

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 32 7/29/15

GOOGLE CALENDAR

REMEMBER THE MILK APP

Many tutorials available online

COUNTDOWN CALENDAR APP IHOMEWORK APP

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 33 7/29/15

ISTUDIEZ PRO Assignment tracking REMIND 101 – TEXT REMINDERS

https://www.remind101.com

http://ohdontforget.com

http://www.textmemos.com

http://spectrasoft.com/ appointment-software/ reminders/text

Weekly view http://istudentpro.com/

GROUP ACTIVITY: GABRIEL’S TIME Reminders: Apple iOS MANAGEMENT „ Review Gabriel’s “What Needs Taught Explicitly” and “Strategies” „ Work with a small group (2-5 people): „ Add in “Tools and Supports” to match the Strategies „ Write up a “Plan of Action Including Incentives” to support the “Tools and Supports” you developed

Create a List Set reminder by location Receive Push or date and time Notification Reminder

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 34 7/29/15

GABRIEL: TIME MANAGEMENT TOOLS

„ Self-management „ Time management „ Information management „ Materials management

INFORMATION MANAGEMENT INFORMATION MANAGEMENT Tabs Sticky notes, index cards „ Breaking a large project into smaller steps „ Organizing notes or review items Highlighters „ Completing multi-step tasks Handheld recorders „ Initiating tasks Key words „ Holding items in working memory Study guide Task analysis Digital highlighters and sticky notes

WATI Section 8 Organization

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 35 7/29/15

INFORMATION MANAGEMENT GABRIEL: INFORMATION MANAGEMENT Handheld scanners/electronic extraction Electronic organizing Study grid generators/grading rubric Online search tools Online web trackers Online sorting file tools Digital graphic organizers Online manipulatives, interactive, tutorials, animations WATI Section 8 Organization

STICKY NOTES AND TABS STICKY NOTES IN USE

Read the Paragraph

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 36 7/29/15

STICKY NOTES HIGHLIGHTING

Software with Highlighting and Text Extraction Feature Kurzweil

Traditional Sticky Notes Highlighter Tape

Embedded Sticky Notes: Computer OS Sticky Notes Highlighter Pens Bubble Notes-Kurzweil

MASKING DIGITAL VOICE RECORDERS

Read Write Gold Software

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 37 7/29/15

STUDY GUIDES http://www.studygs.net/

TASK ANALYSIS MAGAZINE PROJECT DESCRIPTION

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 38 7/29/15

MAGAZINE SCANNERS PROJECT BREAKDOWN Handheld Apps • TurboScan • Scanner Pro • Genius Scan+ • CamScanner Free • Prizmo • InstaPDF http:// www.teachingwithamountainview.com/ 2014/02/nonfiction-text-structures- features.html

CHECKLIST ELECTRONIC ORGANIZING

http://blablalist.com/

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 39 7/29/15

RUBRICS NOTE TAKING

„ iRubric „ Evernote „ http://www.rcampus.com/indexrubric.cfm „ Ubernote „ Rubrics for Teachers „ Google Notebook „ http://www.rubrics4teachers.com/ „ Microsoft OneNote „ Teachers First Rubrics and Rubric Makers „ Springnote http://www.pcworld.com/ article/2031818/google- „ http://www.teachersfirst.com/single.cfm?id=8602 „ Zoho Notebook keep-vs-onenote-vs- „ Zotero evernote-we-name-the- note-app-winner.html

NOTABILITY PAPERPORT NOTES

Features: • Write • Type • Import pdfs • Annotate • Record Audio • Organize & share notes • iCloud sync

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 40 7/29/15

POWERPOINT LIVESCRIBE WI-FI PEN NOTES VIEW— KEYNOTE DOES IT TOO! Pencasts

http:// www.livescribe.com/en- us/smartpen/wifi- smartpen/

DICTATION PROGRAMS DICTATION PROGRAMS FOR PHONES „ Turn on Siri for Apple; works with „ Windows Dictation for All Programs all built in apps „ http://windows.microsoft.com/en-us/windows-vista/turn- „ Apple when mic icon is showing on-dictation-for-all-programs „ Android when mic icon is showing „ Dragon Naturally Speaking http://

„ www.nuance.com/dragon/index.htm „ WordQ+SpeakQ „ http://www.goqsoftware.com/store.php

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 41 7/29/15

GRAPHIC ORGANIZERS USE OF GRAPHIC ORGANIZERS HOLT Graphic Organizers http://my.hrw.com/nsmedia/intgos/html/igo.htm „ Can be used before, during, or after a lesson „ Should be explicitly taught to students „ Keep information simple & use for showing relations „ Minimizes demands on working memory „ Can impact gains for students with little or no prior knowledge of subject/topic

POPPLET SMART ART Features: IN MICROSOFT • Unlimited boards • Notes in text WORD • Notes with images • Notes with drawing tool • Change colors • Link notes visually • Export as PDF or JPEG • Can zoom/expand

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 42 7/29/15

GROUP ACTIVITY: GABRIEL’S ORGANIZER TOOLS INFORMATION MANAGEMENT

„ List with links and descriptions for online „ Review Gabriel’s “What Needs Taught tools Explicitly” and “Strategies” „ http://cooltoolsforschools.wikispaces.com/ „ Work with a small group (2-5 people): Organiser+Tools „ Add in “Tools and Supports” to match the Strategies „ Write up a “Plan of Action Including Incentives” to support the “Tools and Supports” you developed

GABRIEL: INFORMATION MANAGEMENT TOOLS

„ Self-management „ Time management „ Information management „ Materials management

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 43 7/29/15

MATERIALS MANAGEMENT MATERIALS MANAGEMENT

Low-tech organizers „ Messy work and storage areas Checklists „ Lost papers and projects „ Can’t find work tools such as book, scissors Container system or markers quickly Coding system „ Difficulty keeping digital files organized Electronic filing and storage Portable electronic storage Computer-based tools WATI Section 8 Organization

GABRIEL: MATERIALS MANAGEMENT LOW TECH ORGANIZERS

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 44 7/29/15

CHECKLISTS CHECKLISTS

CHECKLIST MATERIALS COLOR CODED SYSTEM

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 45 7/29/15

CONTAINER SYSTEMS HOMEWORK LIST WITH COLOR CODING

VIDEO MODELING: HOW TO CLEAN AND EMAIL ORGANIZE YOUR LOCKER

„ Use email to send reminders about materials needed for class or special project „ Have students email homework assignments to teacher for printing at school

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 46 7/29/15

IANNOTATE APP UPAD

„ Highlight, underline, note „ Handwrite on screen „ Pop up notes „ PDF editing „ iPad and Android „ Image insertion „ Typing „ Add shapes to docs „ Share docs by email, FB, Twitter „ Easy to use templates

USING PHOTOS: BYOD OR TAKE YOURSELF TYPE ON PDF APP AND POST

„ Assignment written on board „ Notes or diagrams on the board „ How desk should be organized „ Schedule „ What materials are needed for each class

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 47 7/29/15

ORGANIZING DIGITAL FILES TINY FINDER: MINI BLUETOOTH DEVICE „ Evernote „ Googledocs „ Folder system on your computer

EVERNOTE: ALL NOTES LISTED

Guided Access-iOS

http://www.apple.com/ios/ios6/? siclientid=6381&sessguid=68b6d979-1ae1-4a79-9dc6-3e4f074627a2&userguid=68b6d979-1ae1-4a79-9dc6-3e4f074627a2&p ermguid=68b6d979-1ae1-4a79-9dc6-3e4f074627a2

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 48 7/29/15

Learning Management Systems Electronic File Management Systems

GROUP ACTIVITY: GABRIEL’S MATERIALS GABRIEL: MATERIALS MANAGEMENT MANAGEMENT

„ Review Gabriel’s “What Needs Taught Explicitly” and “Strategies” „ Work with a small group (2-5 people): „ Add in “Tools and Supports” to match the Strategies „ Write up a “Plan of Action Including Incentives” to support the “Tools and Supports” you developed

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 49 7/29/15

BOOKS FOR EDUCATORS & PARENTS REFLECT…. „ What are two changes I can make right now in my practice? (Classwide and/or individualized) „ What is my “aha” • Executive Skills in Children and Adolescents: A Guide to Assessment and Intervention – Peg Dawson and Richard Guare moment? • Late, Lost, and Unprepared: A Parent’s Guide to Helping Children with Executive Functioning – Joyce Cooper-Kahn and Laurie Dietzel • Smart But Scattered – Peg Dawson and Richard Guare • High-Functioning Autism/Asperger Syndrome in Schools – Frank J. Sansosti, Kelly Powell-Smith, and Richard Cowan

FINAL THOUGHT OCALI LENDING LIBRARY The goal of education is for students to learn to use their minds well so that they can apply what they know in the world beyond school. Muncey & McQuillan, 1996

http://www.ocali.org/project/lending_library

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 50 7/29/15

OCALI Lending AT Device OCALI Lending AT Device Library Lending Library Library Lending Library

Organization Kit • Idea Organizer • Working4 • Popplet • Preference & Reinforcer • Time Timer Assessment • Talking Timer • Epic Win • Time's Up • Visules • i Get...My Schedules at School • Remember the Milk Social Skills Stories • iHomework • Visual Schedule Planner • Idea Sketch • Choiceworks • Voice Reminders! • My Video Schedule • VoCal XL • Functional Planning System • Can Plan • Everyday Grooves • Tiny Finder • Big Day Lite • First Then Visual Schedule • iEarnedThat • TextMinder

RESOURCES MORE RESOURCES J „ LD Online article: Lazy Kid or Executive Dysfunction „ http://www.ldonline.org/article/6311?theme=print „ Task analysis of writing processes (example of EF as „ Cornell Notes templates the foundation for learning) „ http://office.microsoft.com/en-us/templates/cornell-notes-template- „ http://www.k8accesscenter.org/training_resources/ TC030004763.aspx successfulwritingdevelopment.asp „ Graphic organizer resources „ Research based strategies for learning „ http://www.eduplace.com/graphicorganizer/ „ http://www.k8accesscenter.org „ www.edhelper.com à search “graphic organizers” „ LD Online EF resources and articles „ http://www.teachervision.fen.com/graphic-organizers/printable/ „ http://www.ldonline.org/cse/? 6293.html?detoured=1 cx=018213866340234083221%3Ahh6qnz0cy2u&cof=FORID „ Assessing Students' Needs for Assistive Technology %3A10%3BNB%3A1&ie=UTF-8&q=executive (ASNAT) 5th Edition +functioning&sa.x=10&sa.y=11&siteurl=http%3A%2F %2Fwww.ldonline.org%2Farticle%2F24880%2F „ http://wati.org/?pageLoad=content/supports/free/index.php

E E

Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 51 7/29/15

EVEN MORE RESOURCES J J THANK YOU! „ Executive functioning Pinterest Site Questions? Want to know more? „ http://pinterest.com/ldgivensfcps/?d „ Study Guides and Strategies Tracy Mail ([email protected]) „ http://www.studygs.net Wendy Szakacs ([email protected]) „ Rubrics „ Rubrics for Assessment A collection of rubrics for assessing portfolios, cooperative learning, research process/ report, PowerPoint, podcast, oral presentation, web page, blog, wiki, and other web 2.0 projects. http://www.uwstout.edu/soe/profdev/rubrics.cfm? THEBIGDEALBOOK=634611295785560000 „ Online Teacher Resource http://www.teach-nology.com/web_tools/rubrics „ Online Checklist Creator „ http://pblchecklist.4teachers.org/checklist.shtml

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