Executive Functions Skill-Building Program
Change the experience of
learning from the inside out.
This neuroscience, research-based program strives to improve students' academic performance by encouraging the development of executive functions—the ability to plan, strategically solve problems, self-regulate behavior, make decisions, pay attention, monitor and evaluate performance, and manage time.
These skills are controlled by the frontal lobe of the brain just behind the forehead. Teaching and reinforcing executive function skills helps students build organizational and time-management proficiencies for life.
Executive Function Skill-Building Program
The program's scope and sequence promotes mastery of foundational skills and knowledge that is then built upon throughout the year. Each unit includes a two-page overview, assessments, student and teacher resources, and lesson plans. The lessons, ranging from 30-60 minutes, provide structure for introduction of the topics and ample activities for practice.
Educators follow a curriculum notebook with lesson plans and activities. Students follow along via a student guide, which is a practice and reference for each student's progress. Downloadable interactive whiteboard files of the student guide help educators model the program in class. Regular assessments are provided and encouraged.
During the first year, the school purchases both teacher and student components. Each year thereafter, only new student guides need to be purchased.
The Teacher Curriculum Notebook table of contents includes:
- 1. Overview
The introduction of the program provides thorough instructions of how to present concepts to students using time-allotted, engaging lesson plans, activities and assessment tools. Educators are provided structure for how to implement executive function skills into lessons so that students learn how to integrate and use them in their daily lives.
- 2. Classroom Structures & Learning Environment
This unit provides a variety of suggestions for how to manage the demands of running a classroom, including room arrangement, homework distribution and collection systems, managing time, and helping students manage materials. Unit includes an overview and teacher resource.
- 3. Materials Management
From filing cabinets to digital files, people of all ages need and use systems to keep materials organized. Learning how to keep track of papers and grades is essential to academic success. While these skills need to be taught explicitly and initially reinforced, they develop into lifelong habits that increase efficiency. Organizational systems help students become more aware of pressing work as well as make it easier for them to store and locate past materials. Unit includes an overview, assessments and three lessons.
- 4. Time Management & Planning
Students lead very busy lives. They spend six hours daily in school, are involved in all types of after-school activities, have family and household responsibilities, and are asked to complete nightly homework assignments. Helping students become aware of how they spend their time, as well as giving them strategies to efficiently manage their time, will facilitate independence and a sense of control. Unit includes an overview, assessments and four lessons.
- 5. Study Strategies
The first priority in the classroom is to establish an environment conducive to enhancing the language development of all students. Study strategies like following directions and taking organized and coherent notes bolsters students' ability to apply appropriate study and memorization techniques, allowing efficient and adequate test preparation. Unit includes an overview, assessments and twenty lessons.
- 6. Goal Setting
Goal setting requires the ability to articulate purposeful actions that will enable students to predetermine what they want to accomplish, develop a plan to get there, monitor progress and ultimately achieve what is desired. While goal setting is an executive function on its own, the process of engaging in goal-directed behavior involves other executive functions as well. Unit includes an overview, assessments and three lessons.
- 7. Decision Making & Problem Solving
Students—who face many decisions daily—often make choices without even realizing that there are options. Sometimes these instant decisions have lasting consequences. Other decisions are made knowing they have a long-term effect and can impact one's future. These types of decisions require careful research and evaluation so that the optimal solutions can be found. Unit includes an overview, assessments and two lessons.
- 8. Learning Strengths
When most people hear the word "intelligence" they think IQ. In this unit, we conceptualize this by distinguishing between learning potential and learning strength. Because each student has a unique pattern of learning strengths and weaknesses, we need to craft the presentation of new material in a way that engages all learning styles and allows students the flexibility to express their knowledge in various ways. Unit includes an overview and two lessons.
- 9. Appendix
Student worksheets, teacher resources and parent resources can all be found in one easy-to-find location.
- 10. Notes
When space is needed to capture important thoughts about students' progress, personal reminders or important tid-bits, this notes section allows educators to keep track of it.
A Blueprint for Success
The Student Guides follow the below outline in cadence with the Teacher Curriculum Notebook:
- Introduction
- Materials Management
- Time Management
- Study Strategies
- Goal Setting
- Decision Making
- Learning Strengths
- Maintenance
INTRODUCTION
Elementary students learn they were born with amazing abilities to organize and manage the world around them. This unit introduces young students to executive functions skills and how they use these skills to tackle new challenges by breaking them into manageable tasks.
MATERIALS MANAGEMENT
Students learn how to become a "Paper Police Officer!" They are encouraged to set up a zipper binder and offered a self assessment of how well they manage their materials. Insight and examples are provided to showcase how good materials management leads to academic success and overall less stress in their young lives.
TIME MANAGEMENT
Taking a realistic view of how many hours are in a day, students examine how they manage their time. For elementary students, learning how to differentiate structured time versus time that is "their own" is important. The next step is to recognize and plan their free time in cadence with their goals. Students are taught how to use a planner to help them accomplish this. An examination of task analysis helps students learn how to break down task to more easily to achieve their goals.
STUDY STRATEGIES
While "studying" looks different for an elementary versus a middle or high school student, the core of study strategies can be established from an early age. Students are given a list of "Powerful Questions" they can use to help them understand the goal and steps of every activity, project or assignment. This unit helps students to not get overwhelmed by all the information they must take in and helps them find ways to organize it.
GOAL SETTING
In this unit, elementary school students are encouraged to know what they want and how to get it. They are taught that dreams become goals when you create a plan for how to turn your dreams into your reality. This unit helps students set specific and measurable goals, which is an important and critical skill to learn for academic and lifelong success.
DECISION MAKING
Faced with innumerable decisions, students learn guidelines that help them make the right decisions for themselves. They are taught to ask for advice, research all options and weigh the pros and cons of each option. Narrative examples help students grasp these large concepts.
LEARNING STRENGTHS
In this unit, students learn and begin to understand how every brain is different—mainly that their own brain is unique and acquires knowledge and information differently from others. To use their brains to their fullest potential, students discover individual learning strengths—linguistic, logical/mathematical, spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, or naturalist.
MAINTENANCE
Students learn how to keep up the good work by providing regular maintenance to their organizational systems. Using consistency, students learn how to create a system for themselves, maintain their system and reinforce their system.
Executive Function Skill-Building Program
The program's scope and sequence promotes mastery of foundational skills and knowledge that is then built upon throughout the year. Each unit includes a two-page overview, assessments, student and teacher resources, and lesson plans. The lessons, ranging from 30-60 minutes, provide structure for introduction of the topics and ample activities for practice.
Educators follow a curriculum notebook with lesson plans and activities. Students follow along via a student guide, which is a practice and reference for each student's progress. Downloadable interactive whiteboard files of the student guide help educators model the program in class. Regular assessments are provided and encouraged.
During the first year, the school purchases both teacher and student components. Each year thereafter, only new student guides need to be purchased.
The Teacher Curriculum Notebook table of contents includes:
- 1. Overview
The introduction of the program provides thorough instructions of how to present concepts to students using time-allotted, engaging lesson plans, activities and assessment tools. Educators are provided structure for how to implement executive function skills into lessons so that students learn how to integrate and use them in their daily lives.
- 2. Classroom Structures & Learning Environment
This unit provides a variety of suggestions for how to manage the demands of running a classroom, including room arrangement, homework distribution and collection systems, managing time, and helping students manage materials. Unit includes an overview and teacher resource.
- 3. Materials Management
From filing cabinets to digital files, people of all ages need and use systems to keep materials organized. Learning how to keep track of papers and grades is essential to academic success. While these skills need to be taught explicitly and initially reinforced, they develop into lifelong habits that increase efficiency. Organizational systems help students become more aware of pressing work as well as make it easier for them to store and locate past materials. Unit includes an overview, assessments and three lessons.
- 4. Time Management & Planning
Students lead very busy lives. They spend six hours daily in school, are involved in all types of after-school activities, have family and household responsibilities, and are asked to complete nightly homework assignments. Helping students become aware of how they spend their time, as well as giving them strategies to efficiently manage their time, will facilitate independence and a sense of control. Unit includes an overview, assessments and four lessons.
- 5. Study Strategies
The first priority in the classroom is to establish an environment conducive to enhancing the language development of all students. Study strategies like following directions and taking organized and coherent notes bolsters students' ability to apply appropriate study and memorization techniques, allowing efficient and adequate test preparation. Unit includes an overview, assessments and twenty lessons.
- 6. Goal Setting
Goal setting requires the ability to articulate purposeful actions that will enable students to predetermine what they want to accomplish, develop a plan to get there, monitor progress and ultimately achieve what is desired. While goal setting is an executive function on its own, the process of engaging in goal-directed behavior involves other executive functions as well. Unit includes an overview, assessments and three lessons.
- 7. Decision Making & Problem Solving
Students—who face many decisions daily—often make choices without even realizing that there are options. Sometimes these instant decisions have lasting consequences. Other decisions are made knowing they have a long-term effect and can impact one's future. These types of decisions require careful research and evaluation so that the optimal solutions can be found. Unit includes an overview, assessments and two lessons.
- 8. Learning Strengths
When most people hear the word "intelligence" they think IQ. In this unit, we conceptualize this by distinguishing between learning potential and learning strength. Because each student has a unique pattern of learning strengths and weaknesses, we need to craft the presentation of new material in a way that engages all learning styles and allows students the flexibility to express their knowledge in various ways. Unit includes an overview and two lessons.
- 9. Appendix
Student worksheets, teacher resources and parent resources can all be found in one easy-to-find location.
- 10. Notes
When space is needed to capture important thoughts about students' progress, personal reminders or important tid-bits, this notes section allows educators to keep track of it.
A Blueprint for Success
The Student Guides follow the below outline in cadence with the Teacher Curriculum Notebook:
EXECUTIVE FUNCTIONS
For students to succeed in middle school, they need a strong foundation of executive functions. This unit helps students define executive functions, categorized by organizational skills and higher-order learning skills. Organizational skills include organizing materials, managing time, and initiating and inhibiting. Higher-order learning skills include goal setting, decision making and self-monitoring.
MATERIALS
In the same way that building a house requires lots of raw materials, students need basic materials to succeed in middle school. Even if students have all the tools needed, they won't do them any good if they cannot find them. This unit dedicates time to helping students keep their materials organized.
TIME MANAGEMENT
Students examine how they manage their time and learn how to become more proficient at this skill. They are taught the importance of good time management and the consequence of bad time management. An examination of task analysis helps students learn how to break down task to more easily achieve their accomplishments.
STUDY STRATEGIES
One of the most daunting tasks students will undertake in middle school is learning how to study. This unit helps students to not get overwhelmed by all the information they must take in and helps them find ways to organize information.
GOAL SETTING
Middle school students are required to navigate and complete many new accomplishments. This unit helps students understand how to set specific and measurable goals, which is an important and critical skill to learn for academic and lifelong success.
DECISION MAKING
Faced with innumerable decisions, students learn guidelines that help them make the right decisions for themselves. They are taught to ask for advice, research all options and weigh the pros and cons of each option.
LEARNING STRENGTHS
In this unit, students learn and begin to understand how every brain is different—mainly that their own brain is unique and acquires knowledge and information differently from others. To use their brains to their fullest potential, students discover individual learning strengths—linguistic, logical/mathematical, spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, or naturalist.
MAINTENANCE
Students learn that organizational systems require maintenance. Using consistency, students learn how to create a system for themselves, maintain their system and reinforce their system.
Executive Function Skill-Building Program
The program's scope and sequence promotes mastery of foundational skills and knowledge that is then built upon throughout the year. Each unit includes a two-page overview, assessments, student and teacher resources, and lesson plans. The lessons, ranging from 30-60 minutes, provide structure for introduction of the topics and ample activities for practice.
Educators follow a curriculum notebook with lesson plans and activities. Students follow along via a student guide, which is a practice and reference for each student's progress. Downloadable interactive whiteboard files of the student guide help educators model the program in class. Regular assessments are provided and encouraged.
During the first year, the school purchases both teacher and student components. Each year thereafter, only new student guides need to be purchased.
The Teacher Curriculum Notebook table of contents includes:
- 1. Overview
The introduction of the program provides thorough instructions of how to present concepts to students using time-allotted, engaging lesson plans, activities and assessment tools. Educators are provided structure for how to implement executive function skills into lessons so that students learn how to integrate and use them in their daily lives.
- 2. Classroom Structures & Learning Environment
This unit provides a variety of suggestions for how to manage the demands of running a classroom, including room arrangement, homework distribution and collection systems, managing time, and helping students manage materials.
- 3. Materials Management
From filing cabinets to digital files, people of all ages need and use systems to keep materials organized. Learning how to keep track of papers and grades is essential to academic success. While these skills need to be taught explicitly and initially reinforced, they develop into lifelong habits that increase efficiency. Organizational systems help students become more aware of pressing work as well as make it easier for them to store and locate past materials.
- 4. Time Management & Planning
Students lead very busy lives. They spend six hours daily in school, are involved in all types of after-school activities, have family and household responsibilities, and are asked to complete nightly homework assignments. Helping students become aware of how they spend their time, as well as giving them strategies to efficiently manage their time, will facilitate independence and a sense of control.
- 5. Study Strategies
The first priority in the classroom is to establish an environment conducive to enhancing the language development of all students. Study strategies like following directions and taking organized and coherent notes bolsters students' ability to apply appropriate study and memorization techniques, allowing efficient and adequate test preparation.
- 6. Goal Setting
Goal setting requires the ability to articulate purposeful actions that will enable students to predetermine what they want to accomplish, develop a plan to get there, monitor progress and ultimately achieve what is desired. While goal setting is an executive function on its own, the process of engaging in goal-directed behavior involves other executive functions as well.
- 7. Decision Making & Problem Solving
Students—who face many decisions daily—often make choices without even realizing that there are options. Sometimes these instant decisions have lasting consequences. Other decisions are made knowing they have a long-term effect and can impact one's future. These types of decisions require careful research and evaluation so that the optimal solutions can be found.
- 8. Learning Strengths
When most people hear the word "intelligence" they think IQ. In this unit, we conceptualize this by distinguishing between learning potential and learning strength. Because each student has a unique pattern of learning strengths and weaknesses, we need to craft teh presentation of new material in a way that engages all learning styles and allows students the flexibility tto express their knowledge in various ways.
- 9. Appendix
Student worksheets, teacher resources and parent resources can all be found in one easy-to-find location.
- 10. Notes
When space is needed to capture important thoughts about students' progress, personal reminders or important tid-bits, this notes section allows educators to keep track of it.
Student Guides
The Student Guides follow the below outline in cadence with the Teacher Curriculum Notebook:
- Your Brain
- Optimal Conditions
- Brain Accessories
- On Time
- Study Strategies
- Goal Setting
- Decision Making
- Learning Strengths
- Maintenance
YOUR BRAIN
For students to succeed in high school, a strong foundation of executive functions is needed. Executive function development originates in the frontal lobe of the human brain. Skills in this area must be practiced and used often in order for students to gain the most benefit from them.
This unit helps students understand the different parts of the brain and which tasks are associated with each lobe.
OPTIMAL CONDITIONS
Each person's brain operates best under optimal conditions. It's important for students to learn and promote an atmosphere that helps them be successful at their tasks.
BRAIN ASSESSORIES
Although the human brain is powerful, it still requires several accessories—such as a planner, pen and pencil, highlighters, notebooks, and/or a computer—to operate at top efficiency. In this unit, students learn how to utilize these handy tools to accomplish personal goals.
ON TIME
Students examine how they manage their time and learn how to become more proficient with their time use. They are taught the importance of good time management and how to plan out personal time. An examination of task analysis helps students learn how to break down task to more easily achieve their accomplishments.
STUDY STRATEGIES
This unit helps students to not get overwhelmed by all the information they must take in and helps them find ways to organize information.
GOAL SETTING
High school students are required to navigate and complete many new accomplishments. Working toward goals helps students create their own unique high school experience. This unit helps students understand how to set specific and measurable goals.
DECISION MAKING
Faced with innumerable decisions, students learn guidelines that help them make the right decisions for themselves. They are taught to ask for advice, research all options, and weigh the pros and cons of each option.
LEARNING STRENGTHS
In this unit, students learn and begin to understand how every brain is different—mainly that their own brain is unique and acquires knowledge and information differently from others. To use their brains to their fullest potential, students discover individual learning strengths—linguistic, logical/mathematical, spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, or naturalist.
MAINTENANCE
Students learn that organizational systems require maintenance. Using consistency, students learn how to create a system for themselves, maintain their system and reinforce their system.
Take a Closer Look
Response to Intervention: daily reinforcement of valuable research
This program incorporates Rush's compiled research into easy-to-implement classroom activities and lessons, which have been successfully used in intervention programs.
Helps students navigate learning
Executive functions are essential to a student's ability to function in an academic setting. This program introduces concepts and prepares students for school readiness, because students develop skills to be more effective and efficient learners.
Homework completion rate increases
As students gain deeper self-regulation and time-management skills, they are able to accomplish more tasks.
Students perform better on standardized tests
Students experience dramatic improvement in cognitive skills—mental processes of perception, memory, judgment and reasoning for example—which leads to more attentive students who are engaged in the classroom. Better attention and focus, as well as better recall of information, means grades, comprehension and test results improve.
Students participate more in class
By learning and practicing executive functions, students gain social awareness about how to appropriately engage in the classroom, as well as in other social and academic settings.
21st century skills acquisition leads to more success later in life
Executive function skills are essential to the real world. Problem solving, strategic thinking, and the ability to respond socially and cognitively are all refined and practiced. These are skills that help poise a student for success. This is a ready-to-implement, researched program that has been successfully used in intervention programs.
Supported with educator tools.
To ensure our products are easy to use and provide the most impact possible, we provide extra resources that help educators integrate the program into the classroom. Learn more about our product support in the Online section above.
Online Educator Support Pieces
The included educator support pieces elevate the program's effectiveness without adding more work for busy teachers. That is why we created Executivefunctions.schoolspecialty.com, a password-protected website where educators can download support pieces.
- Forms: Utilize progress-monitoring chart forms to see the difference the program is making.
- Program overview: A useful overview of the program for administrators and teachers, a great way to get started or refresh the focus mid-year.
- Best Practices: Helpful suggestions and implementation tips for using the program.
- Quarterly educator newsletters: These newsletters provide information and tips to administrators and educators about the resources available and how to utilize them effectively. Delivered four times per year: August, October, January and March.
All this support adds additional value and helps educators get the most from the Executive Functions Skill-Building program.
What's Included
Product support:
ExecutiveFunctions.schoolspecialty.com is a dedicated, password-protected resource. The website houses a variety of downloadable support items designed to help educators implement this program in their classroom. See the Online section above for details.
Executive Functions Teacher Curriculum Notebook:
Each unit consists of a two-page overview, assessment tools, student resources, teacher resources and lesson plans. The comprehensive scope and sequence allows educators to help students build on previously taught skills.
Executive Functions Student Guides:
Following a standard format as the teacher notebook, the student guides include worksheets and self-assessments.
A partnership based on neuroscience research.
A new partnership between School Specialty Planning & Student Development and Rush NeuroBehavioral Center provides the only neuroscience, research-based curriculum that strives to improve academic performance by encouraging the development of executive function.
Rush NeuroBehavioral Center (RNBC) serves the medical, psychological and educational needs of children with neurobehavioral issues with a special emphasis on social-emotional learning impairments. It provides the best care to children, teens, or young adults who have difficulty forming relationships, regulating behavior, or functioning effectively because of differences in the way their brains process information. Using research, clinical practice, and education, RNBC strives to help individuals achieve their full potential.
