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HomeMy WebLinkAbout2012-12-05 Speical Education Parent Advisory Council Minutes,« 9. PAC Meeting on 12/5 /12 rWWes " �RECEIVERK The meeting took place in auditorium of the Reading Public High REor{t1Q ;G E ASS. Michelle Grasso opened the meeting at 7:05 pro ApR 11 21 Welcomed everyone 2AI3 APR 29 P Introduced herself and other officers This evening is co- sponsored by Lynnfield PAC Thank you to previous officers for scheduling this event Business meeting will follow the speaker Introduced guest speaker, Sarah Ward See speaking notes Presentation finished at 9:15 pm Business meeting: See business meeting agenda Officers in attendance: Elizabeth Bostic Michelle Grasso Michele Sanphy Teresa Teixeira Melissa Pacci Whitney Crane Kristi O'Malley Nicole O'Neill Officers not in attendance: Jodie Vasily -Cioffi Michelle Ferraro Michele Sanphy called business meeting to order Michele Sanphy motioned to accept minutes Elizabeth Bostic seconds it Minutes accepted Michele Sanphy & Michelle Grasso hand out a job description list Inform board that Mary DeW has set up an account for future PAC funds Introduced Terri Ferrell of the Lynnfield PAC Terri Ferrell spoke on how they are trying to build Lynnfield PAC by collaborating with other PACs. The Reading PAC will be doing basic rights in collaboration with Lynnfield Michele Sanphy informs group of current work on programming, with a goal to do biweekly updates. PAC is working with a couple of high school students who have produced a website. They are waiting on their teacher and on our providing content to get it up and running. Introduced Laura Gemme from the town hall to teach us about the responsibility of the various officers Melissa Pucci requested a copy of the bi -laws Laura Gemme: As elected we are considered employees of the Town of Reading and representatives of the schools Minutes need to be posted at town clerk 10 days before the next business meeting in either draft or final form Meetings need to be held in a public forum Meetings need to be posted 48 bra before they happen Meetings are posted at 3:00 by the town clerk, so take that into consideration when posting. Michele Sanphy talks about how we actually let the general public know: Edline, gmail list serve Recommendations made of more ways we can inform the public. Parents whose kids are out of district are unable to access edline and don't get school emails. In the future, postings for meetings will be electronic. Michele Sanphy ask if board meetings need to be posted in advance? Yes, and minutes need to be taken at board meetings. Open Law keeps everything open and public. If it is necessary to have a closed session, the session must be done as an executive session, and it is for discussing private information about a student. Student names may not be given out, nor details of a student. Only that information which is relevant to that issue can be discussed in closed session. Anything else needs to be discussed in open session. The only other reason to have a closed session is for litigation. Those minutes will be labeled confidential, will go into a safe at the Town Hall, and will not be avail to the public. When taking the minutes, don't take the details about an individual child. Questions about what the minutes contain. Minutes should contain the subject, the presenter, and a copy of the notes. If you are an officer, you need to be listed in attendance. Votes need to be recorded. In the future the minutes will need to be done on a form or on a .pdf attachment and, in the future, the minutes will be posted on the town website and will be able to be posted on the PAC website as well. Discussions are not allowed to happen via email because this is considered to be deliberation, which has to be in a meeting. If you reply to an email, you may not hit reply all. Also, your email is subject to Open Law so your whole email is available to the public. Question who is subject to this? General public who send an email? Question what is going on now with the PAC? Is there some secrecy, why weren't we all invited to that meeting? Lama Gemme will help us right new by -laws. Election by -laws treed to be written in such a way that parents can vote without being subject to open law. There will be new email accounts for elected officials, but Michelle Grasso is getting the bugs out. In order to have a session, it is necessary to follow the quorum laws: 1/2 elected positions plus 1. There are 15 officer positions for election, so 8 officers are necessary to have a business meeting. Even if positions aren't filled, it is still necessary to have 8 officers present. When the by -laws are rewritten, they can be written with the change to state the quorum as something different. When speaking to a parent, we need to make the parent aware that we are an elected official. Michele Sanphy noted that we need more time to work on how we define ourselves. Laura Gemme said to make sure the new by -laws state how you want your business meetings to run- Michelle Grasso will send out an email letting us know how to get our new emails. Elizabeth Bostic motioned to close meeting. Michelle Grasso seconds the motion. Meeting adjourned at 10:35 pm Minutes are not verbatim Minutes taken by Whitney Crane, secretary. oFRfgO Public Notice `a Meeting Posting Town of Reading - Town Clerk a P gJ94X[OPPOP Board. Committen n- Commission: Reading Parent Advisory Council hale. [012 -12 -05 Time. 7:00 pm Location: Parker Middle School Address: 45 Temple Street Purpose: Sarah Ward Presentation /Business Meeting Requested By: Michele Sanphy and Michelle Grasso Notices and agendas are to be posted 48 hours in advance of the meetings excluding Saturdays, Sundays, and Legal Holidays. Please keep in mind the Town Clerk's hours of operation and make necessary arrangements to be sure your posting is made in an adequate amount of time. A listing or tnpis that the chair reasonably anticipates will be discussed at the meeting must be on the agenda. All Meeting Postings must be submitted in typed formal; handwritten nolkes will no longer be accepted. Agenda Call to Order: Introductions Old Business: Topics of Discussion: ♦ Open session for topics not reasonably anticipated 48 hours in advance of the meeting ♦ Executive Functioning by Sarah Ward ♦ New Business: ♦ Description of Board responsibilities and search for new liaisons. ♦ Fundraising ideas and volunteers. ♦ Programming update ♦ Website Update ♦ Laura Gemme, Town Clerk, to Present Acceptance of Minutes: 10/2 and 11/13 Adjourn: 9:45 pm This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed at Me meeting. However the agenda does not necessarily include all matters which may he taken m of this maetino. Reading Parent Advisory Council Chairperson(s) - Set the agenda for each general meeting - Preside at all meetings of the Reading Parent Advisory Council - Recommend the organization and monitor the function of sub- committees - Act as liaison to the Director of Student Services - Coordinate public communications (if needed), not including those that are the Secretaryis - Attend School Committee meetings Secretary: - Coordinate communication between the Reading Parent Advisory Council and its membership - Coordinate the recording and filing of minutes of the Reading Parent Advisory Council and its subcommittees - Collect and review all correspondence of the Reading Parent Advisory Council Prepare periodic reports for the Special Education Administration Treasurer: Coordinate efforts to apply for grants, donations, reimbursements or any other funds for which the Reading Parent Advisory Council may be eligible Manage and account for funds collected, donated and spent for the Reading Parent Advisory Council (this is collaborative with the Fundraiser) 7 Fundraiser School Liaisons: - Coordinate fundraising activities - Manage and account for funds collected, donated and spent for the Reading Parent Advisory Council Attend PTO meetings Report on school issues /events at each monthly PAC meeting Distribute PAC information to their assigned school (update school newsletters and edline) r ' Executive Function Skills — Practical Interventions L f p S e' ep"flVQ SfiuGi llOna� -rnev rNp Fostering Executive Function Skills _a Itniten Jawbun, M.S., CC[ /SLP BeYtg Aa oaarma PWnm. aPwa . Tlm.: aebreycu leave the bnWa.GeW mP,.,Wrema. aW� bWWaa.a. mIM, Galore Me r kanen came - SpW,uv: itt safl M! ern • ogaWa: erWn ey.laomn waWC.+aobuw.m Home Routines Translate SPrah Ward, M.S., L'CC /SLP y sP..a.w rm�warnv.umyP. to school Ruudnas dbklr, People �w WWO.wrwu.xr.c>r>winiNemreui. _a Itniten Jawbun, M.S., CC[ /SLP BeYtg Aa oaarma PWnm. aPwa . Tlm.: aebreycu leave the bnWa.GeW mP,.,Wrema. aW� bWWaa.a. mIM, Galore Me r kanen came - SpW,uv: itt safl M! ern • ogaWa: erWn ey.laomn waWC.+aobuw.m Home Routines Translate STOP and Read the Room y IWW WPbrmm�W IXm.Wm) to school Ruudnas dbklr, People mP mvlufWpbi.Yi�ani Wmm�WrW mrW. a.�m ••..a�,r_aa lWprq 2 a Ma aalmp4 evN m C 12/5/2012 HewisSamarti lI lyemw/IF..n..--•—•-- lornlaenxwfnmaol Derebpadi .n mwatlmemww. M1aaMnr«4ia' �,yrwm m, mwWv -w. Mr mn im cam- I.Wemm -cam.. �d.b - _ Neml.m vWn max . ehlan -ppmr, m,naxn. �Mm -nap, mimb. ...w.rn m. ayaem m �m�n amomaeaul en �e- Ielpbm nvanrM1e "Clean your 0 0 Copyright December 2012. Sarah Ward, M.S.,000/SLP & Kristen Jacobsen, M.S., CCC /SLP 7a r� 0 �l STOP and Read the Room y IWW WPbrmm�W IXm.Wm) Tme dbklr, People mP mvlufWpbi.Yi�ani Wmm�WrW mrW. a.�m ••..a�,r_aa lWprq 2 mwmm..rpbrmmam aalmp4 C 0 Copyright December 2012. Sarah Ward, M.S.,000/SLP & Kristen Jacobsen, M.S., CCC /SLP 7a r� 0 �l STOP and Read the Room Space Tme dbklr, People 0 Copyright December 2012. Sarah Ward, M.S.,000/SLP & Kristen Jacobsen, M.S., CCC /SLP 7a r� 0 �l M 'Arlon MiYas Irn0411ln W- ew'(*ion Ct q 4 4uiwa ' � r �1 Executive Function Skills — PnIctiwl Interventions COh '`S going 4t 160 Prospective Memory rn.aaF.mwm.w., *o mbmenYam m. Y.,.. N..aiµ x.r m FawF rmYrwv ra..rvuv What If ..........T .11W. If_ Than 12 /5/2012 Space T. Ohm", P-Pit e=Fr �fwNoa .,Fea�fa ^�° ypr.nn Y.mNm' us,.mmnF bia xuulMm> ® Copyright December 2012. Sarah Ward, M.S. ,CCC/SL? & Kristen Jacobsen, M.S., CCC/SLP r Executive Function Skills — Practical Interventions fi awareness and the Cognitive skll of Shift' Oefails ��� Big Pim./Main Idea Nmv Nevt Familiar Nouel Operational Dennnlon of Ne Ebetnnve funcObo Skills BMnrunGMr/+bb tM1,I Nerrt urta ... reltlkl tFxAlevwlevmereN Petallptivpehrces f.¢,evtea pbn maNlert,M1alauarcle�nl @banaW ercnl) InfUV b.0Vm9bwe aRbns eM emapnus b SXUtlbn mnn.+mM o.[�me m.�... tl,.:w.msa.mNrtwoor. mX..la IFMnrcG n.wu.p NwtM wi >..nae.rea eetmi noeXOxn[.nerxmleml aMr<nuoligbn.tl+!NUnniirclM Onl.cw p� a Give the Student Future Glasses! t2 /s /2ot2 A Vh.el Image .1 .11, cutian WNYVII.IIXwWIM MY SpvhlLWa ® Copyright December 2012. Sarah Ward, M.S.,000/SLP& Kristen Jacobsen, MS., CCC/SLP 3 �✓t C�I U'1 IJ� 56� c�U-,- •t ejs �16Jb �v aho�xf Developmental List Of Executive Function Skills From Executive Function Skills in Children and Adolescents, by Peg Dawson and Richard Guare Preschool • Run simple errands (e.g., 'Get your shoes from the bedroom "). • Tidy bedroom or playroom with assistance. • Perform simple chores and self -help tasks with reminders (e.g., clear dishes from table, brush teeth, get dressed). • Inhibit behaviors: don't touch a hot stove; don't run into the street; don't grab a toy from another child; don't hit, bite, push, etc. Kindergarten — Grade 2 • Run errands (two to three step directions). • Tidy bedmom or playroom. • Perform simple chores, self -help tasks; may need reminders (e.g., make bed). • Bring papers to and from school. • Complete homework assignments (20- minute maximum). • Decide how to spend money (allowance). • Inhibit behaviors: follow safety rules, don't swear, raise hand before speaking in class, keep hands to self. Grades 3 -5 • Run errands (may involve time delay or greater distance, such as going to a nearby store or remembering to do something after school). • Tidy bedroom or playroom (may include vacuuming, dusting, etc.). • Perform chores that take 15 -30 minutes (e.g., clean up after dinner, rake leaves). • Bring books, papers, assignments to and from school. • Keep track of belongings when away from home. • Complete homework assignments (1 hour maximum). Grades 3 -5 (continued) 4 Plan simple school project such as book reports (select book, read book, 'write report). Keep track of changing daily schedule (i.e., different activities after school). Save money for desired objects, plan how to earn money. InhibR /self - regulate: behave when teacher is out of the classroom; refrain from rude comments, temper tantrums, bad manners. Grades 6 -8 Help out with chores around the home, including both daily responsibilities and occasional tasks (e.g., emptying dishwasher, raking leaves, shoveling snow); tasks may take 60 -90 minutes to complete. Baby -sit younger siblings or for pay. Use system for organizing schoolwork, including assignment book, notebooks, etc. Follow complex school schedule involving changing teachers and changing schedules. Plan and carmy out long -term projects, including tasks to be accomplished and reasonable timeline to follow; may require planning multiple large projects simultaneously. Plan time, including after school activities, homework, family responsibilities; estimate how long it takes to complete individual tasks and adjust schedule to fit. Inhibit rule breaking in the absence of visible authority. High school Manage schoolwork effectively on a day -to -day basis, including completing and handing in assignments on time, studying for tests, creating and following timelines for long -term projects, and making adjustments in effort and quality of work in response to feedback from teachers and others (e.g., grades on tests, papers). Establish and refine a long -term goal and make plans for meeting that goal. If the goal beyond high school is college, the youngster selects appropriate courses and maintains grade point average (GPA) to ensure acceptance into college. The youngster also participates in extracurricular activities, signs up for and takes Scholastic Aptitude Tests (SATs) or American College Tests (ACTS) at the appropriate time and carries out the college application process. If the youngster does not plan to go to college, he or she pursues vocational courses and, if applicable, employment outside of school to ensure the training and experience necessary to obtain employment after graduation. Make good use of leisure time, including obtaining employment or pursuing recreational activities during the summer. Inhibit reckless and dangerous behaviors (e.g., use of illegal substances, sexual acting out, shoplifting, or vandalism). Executive Function Skills — Practical Interventions Goal: Create the Mental Mindset of Ilanning wgh Me End In Mlnd Give the Child Future Glasses 12/5 /2012 aa„ and SMW- K, Shifts in De,elopnent iaFes IN 911. 3 d". to na th lull mXOMVI =5,0 ag c,2mN binmvul ImNaaWYmPT+earIa eunls -Sh&I. nnI. nl Nawto. Nry WlnIi WWre - N1M rromlmmMM1RG18[IIKa0w1 b121u119lMCWiYed m rm Nine MR, m - ShMc,nsollw W oMm m Siff waw,Mn Goal: Create Mindset Recognize Todd, Have 3 Mavis ® Copyright Deoember 2012. Sarah Ward, M.S. ,CCC/SlP & Kristen Jacobsen, M.S., CCC/SLP I Executive Function Skills— Practical Interventions �wr her<ra Oy` gd�e 1p t , Get Ready DO "We hove to gd Are pu reody fa' school?' .� �.emraN- ,s o ew O ene.a om 12 /s /2012 BUILD AWARENESS THAT WE START WITH "WHAT WILL IT LOOK LIKE ?" Organized Self., Match the Picture "Are yoO reody for baseball ?" eow l IL 'Ll ® Copyright December 2012. Sarah Ward, M.S. ,CCC/5LP & Kristen Jacobsen, M.S., CCPa P clo f At opts Executive Function Skills— Practical Interventions C7 o- Visual Mediators: Match the Picture SotchApp! ,r Doodle Buddy App Clean Your Bedroom 0 Copyright December 2012. Sarah Ward, M.S.,000/SLP & Kristen Jacobsen, M.S., CCC /SLP Executive Function Skills — Practical Interventions a The Future Picture for Assignun' �..� \ Inweeee FwethoupM1t for Aae gnmentsi Whatwi UnaaasiprmaM look lka mtha end? What are the parta9 Ww much time do i have? In that tme what neeAS ro ba amompBaM1ed? Sample School Projects We W. Oveneluaying malodor .or Mee: • Etaggeml'ran'. Ae po.W1.. merged worse vduraary lmPlemenwW- p rwe ar at'rcn. a'l People wlw • opinlons aaserleE as lacffi. _ir is we/I krwwn chef_ P.Judt nslBttlu O., Ne onrylacT romnflNeriS • Pm)Wices. INlbve... Lmk mlcx�:apem.lmgazime, Byers, pop up atla, uas bsllea, aCvertwemarta lOr4 enmples of lfe eLVVe tolls TMi,e eewai°snare In etii �eetlrg gee prepare your 12/5/2022 Get Ready - Do - Done W'��1Q ZV l In VIVO a nw:..>a,n VO— .... .. rarb. b.� pin arRr ya e.rrr. a en: m.abre.. anvre.ee. ww.�arnabnwaw rmn+w mwaw�rweesr ♦a..rawnnn. MuYwwww�e IbM/410[n11Yk area- era.... brn�b. Mwrests • L,' • em 1MMShnbb�..lYVa�➢. an b w.o.,rma..torrara.. �! H oxwµrwwo.. ® Copyright De rnber 2012. Sarah Ward, M.S.,000/SLP& Kristen Jacobsen, M.S., CCC /SLP 9 Executive Function Skills — Practical Interventions Handling Students who Get Stuck Sample Assignment: Practice OFY eIRCHOW BrapnnsN ae surcroIrm aanpFlLarpMrzr OFYW PCHOIR! t. W,hn alway ,neanaquemene,,wannnamwwa.wnn dt.wrhisq raanuswl ENn Fb W.meemeitemsh lnetlMm cast his q uesUOns lory nelxe s[lenn sMwG rneu mry2rles. Mym r. Lrcawa mom.ndnnfess nthe -Im answe,a —mein otlq atlem, m wtllasroalm Mnaf Meunknown,aMaaamxrs mw.N pm homeNl. `j/dlna we0.sw e, mu!i,enpaph aWsa mpingthme Gmek mys (you may Norse one s we n ave med mpNC) and gwgftn.at,OwnIpne emenm Ney minis. LONG TERM 12/5 /2012 '�•e, ese W.r,rswe -1m end .-'rMk, (y r,w/ dm• w w• F•n mJ 6e•IFn •na f @yya xTtl nYal pFV.xn•nonrMMH. vakmkawraaaww•.. 7UvJ MIssse�fr i9faryt s yr.s".,. a.dww I Social Studies Project N Mrs bng-term project nudents will be asked to Ineemmea members at char famlim, to kam about thelretMk heritage. Students will • conrtruq hsmllytree, • e,,,mmm a report, • A. porter board, • mahea n oral p,nemation to the dass. 0 Copyright December 2012. Sarah Ward, M.S.,000/SLP & Kdsten Jacobsen, M.S., CCC(SLP Executive Function Skills — Practical Interventions The "Get Ready —Do - Done" Work Space 12 /s /2012 kill Moth: Fmctiom WorF hmt G © Copyright December 2012. Sarah Ward, M.S. ,CCUSLP & Kristen Jacobsen, M.S., CCUSLP Executive Function Skills — Practical Interventions Small Space Study Create Study carrel with Cardboard presentation boards from Staples http f/familyfun.ga.comicraflslhomework- central- 787551/ Closet study areas Imperative vs Declarative language Imperative, Command Declaraaveo O O A w, m..M, Declarative Language �I rWheV4nWi!N �m�- VMhls✓ W+MMMNp'.. FI'q(NiIi 1WY4Meb M4Fse1[IJa rtpnYWlgNM W Mb[M �MW4 w� otlba Wf; N*Wn•m1Yl aM1M .M10epX MM1WV4pK�f ,��MraXMNrtNa. FMIhXaSVx AM MNn WpuWr NcvenbN• 6i0YeINtNUbb „:M mMNOT � M1Xwi: 12/S/2a12 Try Picking a Unique Space • Study forts • Bathtub studying -No water of coureel Swings esple'cairee &.wm IKEA Amazon Wm What is Declarative language? rMtpelXyuputl Wyman Nmmrmnu�YVaartlM1amna k prtEU[b {pmp,Innvry,M. - stlmv.,M1eX -. �.uMnM1•,.bM1a... i.�.XmN.w.awn.v ..m r Na., m. b.X m m.ee. Xbm.X. r...blvX ...a p�wXW m.. XXe,veebb. .mmX4XM_�. �,.bMmamXM, Declarative Language . MaN�W�Wm �W..waiL9lb. �Mb WPTY �XY'.. O,Y4M,.IONPV Mmn. 4ViF wW X1H,Xaelmlm.. aweMmeeMllrwM WeHM'µt ,M 6waXN ��myw,. Fes• w'ar. tletlMXW MX. © Copyright December 2012. Sarah Ward, M.S. ,CCC/SLP & Kristen Jacobsen, M.S., CCC /SLP My Top 5 Reasons to Use Declarative Language 1. Model self- nseradve to help your child develop his or her own inner voice. Early on infants and toddlers develop and teem language when they hear it from others. When children are just teaming to talk, pascals are reminded to label objects, nannte simple actions and comment an their child's focus of attention eo that the child will learn and than use those words accordingly. After theinitid language spark is igaited, most of m then go on to develop an own voice that we use m share our thoughts, Wrap experiences, talk about what we are doing, and talk about what we are thinking. Meet of as also then go on to create one own inner voice. This is a hugely impormot by- product of one language leaning. We use our inner voice to problem solve and plan. We remember what we have leaned m noticed in the pest, and apply it to the here and now. For example, imagine you are getting ready to go to work and you can't find your keys. Your timer voice may say something like, 'Hmmm.... Now when did I last see my keys? Where do I usually put them down? What jacket did I have on yesterday ?... Maybe they're in the pocket." Yom' inner voice helps you think through the problem and gets you starred an a plan of action to solve it Children with Executive Functioning difficidam do net usually develop this inner voice to regulate their thoughts and actions on their own. fail as modeling was important when yon child was learning to talk thoughtful modeling now, in this regard, is equally imposition. So - talk out loud, think out loud, work through a problem, make predictions, pander opportunities, consider possibilities, and reflect on past experiences when you are with your child. They will Irma from your models, intemalite the ideas, and begin to form their own inner voice. 2 Provide a whiten into another person's perspective. Some children have difficulty taking perspective. Using declarative language to share your thoughts and feelings provides your child a regular window into time things in an inviting, nonthreatening way. We are providing them information that is critical in a social interaction that we know they may not pick up on their own. When we present declarative language in this way, we are not asking them to provide an answer that may be right or wrong. Rather, we are clueing them into social information and then allowing them to decide what to do with the information. By regularly using declarative language in this way, we are also slowly building memories and awareness that different people have different thoughts. opinions, perspectives and emotions. For example, you say something to your child but he is facing the other way, appearing not to listen. Rather than say to him "turn around!" or "look at me' (both imperatives) share year feelings and perspective with declarative language: "It would make me happy if you would face me when I'm talking in you" or "I feel like you are not listening to me." Or, if you arrive home and your child does not say hello, instead of saying "say hello to me" we could say, "I really like it when you say hi" or "I feel disappointed because you haven't said hello to we yet." In my experience, kids usually make choices that are good for the relationship once they are provided thin information. It's not that our kids don't want to say hi! It may join be that they don't realize how happy it will make you when they do. 3. Help your child zeom out to see the big picture and generate multiple solestiom to a problem: Often times when we get caught up trying to get our kids to do specific things, we all lase sight of the big picture Because some children with executive function challenges are strong when it comes to details, but weak when it canes to seeing the big pichve, it is important to think about the big picture when we present information. Giving very specific directions or question; dial have oneright answer promotes that focus on details. For example, if we tell a child to "put the toy in the box" or "say goodbye to Grandma" we are zooming into the details and creating a situation where there's one and only one right answer. However, if we use language instead m comment on what we see in the big picture: "I ace a toy on the floor" or'Graudme is leaving" - we are instead encouraging our clhildnm to take a step beck, notice the context and situation around them, and subsequently form a plan of action dot make, sense to them. We are also leaving open the possibility that there may in fact be more than one solution - i.e., maybe the toy could go on a shelf m in the toy box, maybe the could could say "goodbyq" wave, give Grandma a hug in walk her to the tom. Generating multiple or alternate solutions to a problem can be hard fm some kids. Declarative language nstmdly creates opportunities, to practice this skill. - 0. Empower yaw child to be a aroblem solver rather than direction roll Anytime we tell children what to do, ask them to follow a direction, or ask them to answer a question that has a rigbNwroag answer, we are honing their receptive language skills. This is not a bad thing, but it may not be what your child needs most. In cmarmt, if we use declarative language to present information about the environment or situation at hand we are instead inviting her to notice this information and develop a plan of action. We we inviting her to have an "aha!" moment where she figures out an ha own what to do with presented information. We are giving her an opportunity to think! Problem solving moments are huge for all children as they learn to view themselves as competent human beings in the world. Most kids have been asked right/wrong questions and given directions from a very young age. More practice to this area is not what they need most! Rather, they need practice problem solving, and identifying themselves as cumpetmt problem solvers. It is importund to become comfortable presenting information to yaw child, and then waiting. The waiting time allows your child time and apace to consider his next step. Here are some exaa plm of direction following vs. problem solving opportunities —can you feel the diffetanoe? 'Throw that away" vs. "There is a piece of trash on the floor." "Wash your hands" vs. "Yaw hands look dirty." 'Gpm the door' vs. "I heard someone knocking on the door." `Give that to your eistce'vs. "I sure be your sister would like to we that now." 'Pass me that" vs. "I can't reach that." S. Help yaw child read what's going on in his mvirortmmt. We know that it can be difficult for some kids to tore into the social information that is going an around them. Rather then telling them maWy wbm to do and when to do it, use declarative language to help them notice what is impurmat! For example, if it is time for a transition, instead of telling your child "go to the table for snack" or "put on your cost," drsot his nation toward the changes in the enviroanmran'q notice all the kids are at the table' or "I notice all the kids are putting an their coats." This will help intemahze the importance of periodically checking in on one's anv'nonment; there are visual clues available all the time, and they are important to pay "Un tim to! We want our kids to lean that information is not always going to come to them - they have to become active information gatherers. In contrast, if we are using imperatives all the time with our kids, information is coming to than an a regular basis, and they don't have the same need to look around or read the behaviors of others. Executive Function Skills — Practical Interventions Summary: Declarative Language am•i.w mm -d.m yad.l�wmea • InnYfe Pa6�e,NaS:Xmmmnm 11•BdU.m FM4eiazWaeueu�Na .163. �1aY •aav�n�. . aa�la n�mm . IM tl'e'OL{ectl�,e Vore' bkeeOtlK •elattESbR o! ab4xis TM NmW Onas HMSneI How.Pre.Senl SaN Mat Mal Uces TOUT FNum ytlt-a kUlce? 00 waar>aWi.�a,�arrtW� or.XNu Trill; amtbettl imoa afoa'ane lame mrtnecM1ae Wader, Imrev, waapar, WIM. Waerr, Sprayer, WIM, TaNR, NhRer • oaaeez samaXwe swcmra mane a:re o ual MemaN • Urals b ma, ptW pextlolrs 12/5/2012 w. your sNre planes. VMT�tlo you see youreNf ddrg mxC!• 1: Improving Initiation Fx•ipw Paueerxu apmehr61Y9 albaq eler 4�ar•° N 6YI MMBY bla�q�bwwarrlemnlmms ® Copyright December 2012. Sarah Ward, M.S. ,CCC/SLP & Kristen Jacobsen, MS., CCC /AP aau� a w aslnev ` , 6 i,t Ie lvnrvaoj-Q '5 c(-6t, LNG oeS tF ul0.S ✓ dL' a'okds ere crbln Al NJ ,O W O -Y 4- J fn O O C O � J N CO `=- N ) a N A d z Al NJ ,O Exa utive Function Skills — Practical Interventions sr :arwr...w wrrrrwr ..I.wwwr _ 0 0 C_ bO Need Help Around the House? Create Help - Wanted Bulletin Board be Their Own Time Cops CHILLZme: mrtl rn, aN I.Illravle OBLIGATED zone: ednol nlan'vyralYle, eemmemuale. aa+eame. ear PRODUCTIVE Zorn: yw beveb plbailm sompbhgfinn YwrlNneapela 12/5/2012 wmae Ilw bNyw mana�ablYmb, I1rmFasrnplYa m.M IR.MId OIM{YIYV br+YwaMY inYIMN VepiY mY M1Ytl waaMYYbYlrawbl Yr\wbbnp.11YYbwe Ipltl P=Ibv NIany\bnlpl•IIYYrblabpbwA. 1`a1mllYe KM•IgY�O•}1a9M \.t/W IG IIbYk \YaM sn•Irl loan .lf(1'.etlRrtl.trtl,w.[r,Y¢Iy1a � rcs]. yrN.YnglfalaWY >4YMIIY1nbw6 yllpw.Lnn �11.lYr.n.lybaor m.nleewa. nW Ixr. Imm•�ar 1rib +Ira.wwmYm•mn.boma n bpaa. mNanns aa6YnamtlwwrPw.Ymy an wr R a0.pw LYCmwEb soYf Yb m f4a91 iNk ry IMF yy llrkY TIME MANAGEMENT ® Copyright December 2012. Sarah Ward, M.S. ,CCC/SLP & Kristen Jacobsen, M.S., CCC /SLP 3 3 _6 n d oGo R 2 n = N M O F F71 a = 3 N x O z L L N �� _ T S 3 n d 2 a O F a = M N T L 3 _6 c O 6 i s PLAN YOUR DAY: How b gw0 Olniment8 �laCtICPB Ike. - WWltiveb� I(n� How long wm For Fun/ Entertainment/Errands wnu om. buma n1mt4 1mM�Ow liaW'MOV ib'GwuM LU'Wmliu nu Ibw lmgwlll it WM Do List N0tud C�ni'hbu Du °WrxddlA'Wm+(OW M vn Cwtl'4WV UO +SboolQDO'R3otmlb M ai loal'Ti1vI DO °�.ddno'Wammno 'Goeswith' and l&ybe's': Other things to think about today A�if4 + +a l�raimx:A. &. i'CC +FLI' JII t�YM W.aM 11u mry u:x b�<lvodmW .umn Rnn nnl��Npaimfei.niuwnMy I.un Yir M. ^.:uf. 19 Executive Function Skills— Practical Interventions scheduling Vsualizebow today's Me 'same' but 'differe-t" tha. the ut.I -day of the weeV PrIntthe qplealsthed.lefthe week. skoach ,,aaw�aaswuo Elei 12/5/2012 Electronic Calendars Kids Calendar • Kid. calendar App — htlpdfkuws ppla ralaMwfM(6019071Wot-e .J (D copyright December 2012. Sarah Ward, M.S.,CCC/SLP & Kristen Jambsen, M.S., CCCISLP 20 S Executive Function Skills — Practical Interventions SENSING WE PASSAGE OF THE The Time Tracker Program www .executivefunciioniherapy.com 1rafJX6r: aYy}gl nape6 Nri paxN b auLp p1. MY otl YN Ynac b u0 bi Masi rtxo Panamb wrva.. apa amx • Map sum*" artrteK kxel mqe [num B�3_ nu �a.uw�xe.bba.��r '�" ��i �1'� � M pdte m[k' b tlu[b[Rxek[an itltleba mty[ucaelxnaerc[ rmlbam bm�Wbbus t.B Y Tracknets For Students to ;r & Learn the Sweep of Time- ( They Need to Set Time Markers ..x......asax..a . am..ox. 32/5/2012 Clock Time . Nsre M[b6 [btltlMge a Yewregrysre m[ PaMnll NUnM011 ft • Map sum*" artrteK kxel mqe [num B�3_ • IWea W[b[kxMa wwm,gea[krrvwtura '�" ��i �1'� � uµrctsblpsan tlw Eak of u'' ✓..a13:'. -. tlu[b[Rxek[an itltleba niM^[Ik wMMEmN. Drawing Time: Create Tlms Zones L 01aW H0w aNMTlrta ares0H[II[Nu 2 C,MYtima MaM1xx laxrtlhhpxa qe Yraum Peiura lmaev: If arenaW aaaw�.xrybexwmmYnpP e. MMewre msb2aV aMwT. Fxm, name mr_•i.e,.axMrYe.u. �mxxmeamn•[wma�x.sl 5. Mary qe Yartt maxMgealePt�ma. 6. MxYa T]metl,W xtle %wryltiv. Exrnplea ar How W cteala Time Wriara -' -- Z- ® Copyright December 2012. Sarah Ward, M.S. ,CCC/SLP & Kristen Jacobsen, M.S., CCC /SLP 21 Executive Function Skills — Practical Interventions I'I Z 7 ' j; -AL LI Ih Way Check Point Mdr Vii 12/5/2012 Check out our Pinterest Board 6L -Amol Q Copyright December 2012. Sarah Ward, M.S. CCC/SLP & Kristen Jacobsen, M,5.,CCC/5LP 22 Managing Time Robbers Identify * Remove * Re -Plan ©Copyright September 2011, Sarah Ward, M.S., CCC /SLP Speech and Language Pathologist 23 What Did The Time Robber Steal? Thirsty aHungry__ -_- Co g Sleepy .. I 'Antsy' v I can't find my assignments and papers - c My papers /binders are messy. p r µ I'm looking for materials: pens, pencils, etc_ T � I don't have a plan for how to do this I don't know how to start. I 1 can't deade what to do. I don't have a goal p u 1 am trying to do too much: { -- I'm trying to make it perfect. _I I'm distracted by the computer or other I electronic. u I'm socializing. I'm going from task to task.... ' I forgot what the assignment was asking me to o do. I have gone in a different direction. t j l o —_ ©Copyright September 2011, Sarah Ward, M.S., CCC /SLP Speech and Language Pathologist 23 Executive Function Skills — Practical Interventions N1t1Edo175 11q Cantor Iv Fx #ve Fu�SMD ®vMx�mn1 tgyPll,Ona: 78I�1 a'Ya�3.CW ws.aVSr 't�Ja+laOMtii/ 1�Na�un�nrnrvup wruv+neu1mn µ�m�a.m� Notes' 12/s/2o12 © Copyright December 2012. Satah Ward, MS.,CCC/SIP& Kdstenlambsen,MS.,CCC/SLP 24 Recommended Reading on Executive Function Skills and Related Disorders by Sarah Ward, M.S., CCC /SLP Tows ofthe Ind The yjeotskjan Approach to EarlyCbIldhood Edua[' 12 d Ed'HOnI by Elena Budrova and Deborah Leong • This book h my absolutefawiteforunderstanding how executiv efunchon skigs develop in Young children. Several chapters are dedicated to an outstanding approach to teaching writing to young children. Writing can be a realstruggk forldds with executive Junction based *Jk is and this tech Moue is extrenlelYhrlp/ul. This book also addresses the value afteaching play skills as a means 01 learning selfregulaaon, delayed gratification and tnlerancefcr frustration. The mmparkm website toolsoRhemind.om has unbelievable resources and lists of research on the EFskills. in Children and AdQig=nts- A Practical Gi ilde to Assesangri and liticnaintior, a Editloa (P ck 1 IM H p the sdwolsl by Peg Dawson and Richard Cesare A good introductory book on Executive Function Skills. Particularly excellent for teachers and parents who need foundational understandings on what the Executive Function Skills are. The Second Edition has lots of additional Information and updates. These authors have also written the book Smart but Scatt d which has many practical ideas to Improve executive function routines in the home setting. A great webstte on teen brain development: / b, d bhfa s/fra H' / h k b IN Raisint If ki - Pretem, 1bg "I Can Probe save" p=ulai f ii t 12- y -0Ids by Myma B. Shure and Roberta IsraeloH and I an Problem Save Workbook Series by Mynra Shure These booksfbow hewilyon machingstudents how to develop flexibleproblem solving skills. This is one of the few books /hare nmd that does mat memlysay problem solving ism knixamat sldg'butrather Mdyteaches the reader 'how to'tearh children the steps to being Independemproblem solver, yyou work with youngerstudenty her workhaoidi me mMJkpremme group lessors to teach problem saying and thinking skills to elementaryoged children. Lost In sdwd and The Emlosye CNN by Ross Green. Bad, are excellent booksfaraomn"micatingto sdwdpofes iwrds about the underlying EFat kunieschiMren with bthavimarchagenges experience and why theynot the waythey do. A mustmadfartew mandparentsdike. /f you have an explosive child at home thisis a mustreadMSOUrce, butt donotrecummend you skim the book. lead it over toowarto really understandcollaborathe problem sokdng to work with children who struggle with flexibility. Relaredrcsources include the webslres. • thinkklds.org ascho 1 aed H /he tth/ ELve-function-fers-toyiew-mur- childa0coptent=1027 • hffyYVwww9vesJnthebQl gle This Is an OUTSTANDING webasm with many great vklecsforleaming the collaborative problem solving approach. d and n'st.•.md tows sWcoanl 1School and Life by Ana Homayoun. Missed assignments. Lack of focus and enthusiasm. falling grades. For too many boys and their frustrated parents, these are the fads of life. But they don't have to be. Top academic counselor Ana Homayoun has helped turn even the most disorganized, scattered, and unfocused boys Into successful young people who consistently meat their personal and academic challenges. She does this by getting back to basics, starting with a ample fact: Most boys needs to be taught how to get organized, how to study, and— most Impartsm- -how to visualize, embrace and meet their own Soak. Fl-] Recommended Reading on Executive Function Skills and Related Disorders by Sarah Ward, M.S., CCC/SLP Onus - +�h'i- toc cd•di 5 h I -by Martin L. Kutscher and Marcella Moran A superb book. The authoes explain the roots of children's organizational problems, and the parents'role In fixing them. They outline different organizational styles used by different students. (Not all kids organize the same wayl) They provide a step-by -step plan for an organizational system Including: Refining morning and nighttime routines, Getting the correct work home, Planning the work, and getting it back to where it belongs, Tips for reading and note taking Study and test taking skills, Learning how to ask the right question& for Teaching Executive Function Skills in the Classroom: Fostering ladggCodgai I earning Practical St ter' to Promote student Success by Virginia Smith Harvey and Louise ChiGtle -Wolfe This has any practical strategies to improve study habits, time management, organization, writing and reading comprehension skills. An excellent book for teachers and tutors alike, the strategies are very metacognitive in nature and demonstrate how W move the studenf from dependence to independence. Promoting F,3gcuttve W ctlen In Ma Clawoom by Lynn Meltzer A must for all teachers interested In Improving executive function skills in the classroom. Has many practical strategies to Improve classroom organization, note taking, studying, emotional self - regulation and task management. Executive Egoction in the Classroom' Practical Stmt for P rf d Frilharming Skills for All St dents by Christopher Kaufman 'This book provides a plethora of information on what should be the next big push in education— enhancing the executive skills of our students. Dr. Kaufman gives a variety of suggestions which should assist all classroom teachers in connecting with and helping their students stay connected with the lesson. This is a very readable book with a chapter describing seven general strategies for developing executive functioning in the class. The next three chapters describe specific ways executive functioning interferes with the academic topics of reading, writing and mathematics." 26