Has the target executive function deficit improved since the student started using the strategy?
Analysis of Data and Evaluation of Student Success Using the Strategy
Design and implement a data analysis plan to determine the strategy’s effectiveness. A final assessment of the strategy needs to be completed before deciding the student has mastered the strategy. A blank template for this chart is provided in Appendix 1.12, and blank templates, modifiable versions of materials, and strategy cards can be found at http://resources.corwin.com/ExecutiveFunctioning.
Sample Template for Final Assessment of the Strategy
Date: 4/12/18
Name of Student: Kelly
Executive Function(s) Being Addressed: Initiating, Time Management, Attending
Intervention Implemented? (Describe the Strategy and How It Is Being Used).
The Self-Check Card was used by Kelly initially after an intermittent verbal prompt by the teacher. Kelly later checked her progress based on the use of a timer. At the end of the strategy instruction period, Kelly used the Self-Check Card independently to monitor her progress.
☐ Strategy Used From: 3/20/18 To: 4/10/18
☑ UDL-EF Process UsedCompleted Executive Function Planning ChartThought through Selecting a Strategy for the Student While Integrating UDL ChartCreated with student a Strategy Implementation With a Focus on UDL and Metacognition ChartField-tested the strategyCreated strategy card for the strategy and placed on the student’s Strategy RingFinalized the strategy and selected this strategy for the studentTaught the Strategy and kept data of usageMade revisions as necessary
☑ Data for Measured ResultsData were analyzed and showed that the strategy helped Kelly complete her work on time 12 out of 15 days.
☑ Anecdotal Report of ResultsKelly reported that she liked using the Self-Check Card. She was happy to finish her work on time.
☑ Review of Results:Kelly began generalizing the use of the Self-Check Card at times when it was not required.
☑ Summary Report on Game Plan Progress:Although Kelly has experienced success with this strategy, she will need additional reinforcement in other situations.
Summary Report on Implications of Strategy Use on Academic Skills and Social Interactions (continue on reverse side):
Step 7
Revisit the Game Plan to determine whether the student’s goals have been met. Once each goal is met, have the student write a Success Plan.
Once a goal is met, have the student write a Success Plan (figure 1.8 or appendix 1.14) outlining the steps he or she will follow as he or she transitions to using the strategy independently. Reviewing the EF Planning Chart (table 1.5) will provide information that will help in the determination of whether the student’s goals have been met.
To determine whether a goal has been met, look at the data for the entire period the student has been using the strategy. Review the data with the student and discuss the following key questions:
Does he or she feel the strategy is helping? Do the data support this perception?
Does he or she feel it would be beneficial to continue to use this strategy?
Does he or she feel ready to move on to another goal for this executive function?
The plan becomes a self-advocating tool the student can use for seeking the assistance he or she needs to achieve ongoing success. In this document, the student should identify the following:
What I want to do next
Difficulties that I may have
Strategies I can use to help myself
What the teacher can do to help me succeed
Note: Having met the Game Plan goals does not mean the student will no longer need UDL considerations for lessons, but it does mean the student is improving in that executive function skill.
A blank template for the Sample Student Success Plan for both Elementary and Secondary Students is available in Appendix 1.14, and blank templates, modifiable versions of materials, and strategy cards can be found at http://resources.corwin.com/ExecutiveFunctioning.
The completion of the Game Plan provides the opportunity to identify new EF deficit challenges for the student to work on. Most students experience difficulty in several areas of executive function. The next step would be to return to the executive function planning chart to determine other EF deficits to address while the student continues to maintain and generalize previously learned strategies.
Examples of how to apply the 7-Step Model for Executive Function Skills Training will be provided for each of the EFs throughout the book, as will strategies to use with different executive function skills. Case studies are used to demonstrate the entire seven-step process of executive function skills training for students with different EF skill deficits. Readers will have the opportunity to self-assess their learning with sample case studies. Templates and downloadables are provided for all strategy cards and forms so that readers can implement the 7-Step Model in their classrooms. If you are asking yourself whether this model, as developed originally or modified, will work for you, the section below will provide information for your consideration.
FIGURE 1.11 Sample Student Success Plan for Kelly, an Elementary Student
How Might You Offer Executive Function Training in Your Setting?
Every minute of our teaching day seems filled with curricular demands and timelines, assessments of student skill mastery, and various activities that fall within our job description. Finding time to address deficits in executive function skills can be a challenge. There are several ways to integrate executive function skill training into your teaching schedule. Some overarching ideas are listed below. More detailed ideas are found throughout the book.
Front-load executive function skill instruction.Just as you teach rules and procedures the first day or days of school, teaching students how to learn content is worthy of time before you move on to your daily instruction schedule. You will find that one to five days of skill instruction will pay off in terms of student success. If you teach in middle or high school, you will find that some students who have not demonstrated difficulty with skills such as working memory, organization, and planning in elementary school find the demands of stand-alone subjects, research projects, and the retention and retrieval of more information seems too much to handle. Indeed, some students do not hit the wall of overload until college and find that they need some help in metacognition and self-regulation to meet all the learning demands placed on them. That is why some colleges provide tips for studying in orientation and study skill classes. You will find the Modified 7-Step Model described in this book helpful for teaching executive function skills to groups. Follow the instructions in this book for teaching strategies using the Modified 7-Step Model.SAMPLE SCHEDULE FOR FRONT LOADING EXECUTIVE FUNCTION SKILL INSTRUCTION ELEMENTARY—3RD GRADE
Integrate executive function skill instruction into “morning meeting, class meeting, or homeroom time.”In elementary school classes, the morning meeting is a time you may use to teach a “strategy of the week.” You might follow this routine if using morning meeting time for executive function training