Organizing Your Paperwork

Summertime brings a perfect opportunity to get your child’s paperwork organized.  We have two forms that we use when organizing files.  You can download them here:

unit-1-cs  and following-units-2-cs

We recommend having an organizational system that works well with your style.  One typical system is to purchase a large 3-ring binder and insert the papers in order.  Make sure you have a tab for school communication and print your e-mails and document your phone conversations with your child’s school.  Christina has a 31 tote bag and keeps file folders organized by current IEPs, evaluations, and all pertinent documentation.  It’s easy to carry to a meeting and can quickly find the folder needed on a moment’s notice.

We have found a terrific resource in organizing your child’s paperwork from the Understood website.  You can find it here https://www.understood.org/en/school-learning/special-services/ieps/how-to-organize-your-childs-iep-binder?utm_source=pinterest&utm_medium=social&utm_campaign=understoodorg

You can also find resources through our Pinterest page here https://www.pinterest.com/confidentsoluti/boards/

Remember, all special education paperwork will be accompanied with its own DEC5. If you would like to refresh your knowledge each type of form, you can look through our archives on past posts or send us an e-mail with your question! We love connecting with you and helping in any way we are able!

Happy Summer!

With Gratitude,

Christina and Wendy

 

 

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Executive Functioning Skills

Executive Functioning Skills are important in helping a student successfully navigate his or her school day.  So, what are they exactly  and how do they look within a classroom? Collectively, these skills are what helps a student regulate his/her own behavior.  Here is a breakdown of the skills: planning, organization, time management, working memory, and metacognition.   Let’s talk in detail about each one a little further.

Planning is what we use to decide what is important to focus on and what is not important to focus on.  This is what helps a student reach the completion of an assignment in school.  When a student is weak in this skill,  a teacher will frequently say that he/she is unable to complete classroom assignments independently.  He/she may possibly be working on a different task (such a drawing or writing) during math time.

Organization is shown when a student can easily locate all of his/her materials needed for an assignment.  For example, a student who is strong in this skill will be able to independently find the writing notebook, a pencil, collect a new graphic organizer, and overall be prepared for the assignment.

Time management is when a student shows they know how to judge how much time he/she needs to complete an assignment or a classroom project.  It’s typical to see a teacher help with this area during class by posting how much time the students have for an independent assignment or group work.  If a student is weak in this skill, you may see him/her struggling to pace the time to finish all parts of the assignment to completion.  When the time is up and the teacher transitions to the next subject on the classroom schedule, a child who is still working on the beginning of the last assignment would be showing a weakness in time management skills.

Working memory is how our brains hold information in our minds while performing a more difficult task.  We do have the ability here to “pull up” past learning experiences and apply them to a task or an assignment.  For example, we see this in the classroom when a student is asked to write a narrative.  While writing, the student is putting the idea down on paper while remembering to use punctuation, correct use of grammar, and spelling.  All of those tools are working together.

Metacognition is when a student has the ability to have a “bird’s eye view” of himself or herself.   When this skill is strong, a student would be able to observe how he/she is problem solving and even question himself/herself in how he/she did.

There are more executive functioning skills that we use when we face a new problem or want to achieve a goal. They are: response inhibition, emotional control, sustained attention, task initiation, flexibility, and goal directed persistence.

Response inhibition: This is basically the skill of thinking before you act.  When a student is able to “pause” and think before saying or doing something, than that student would be strong in this skill.

Emotional control:  This is when a student can manage his or her own emotions so he/she can complete a classroom task or assignment or successfully reach his/her own goal.

Sustained attention:  If a student has a strength in this skill, then he/she is able to attend to a task within the classroom even with distractions around him/her and feeling tired or bored.

Task initiation: This is when a student can successfully start an assignment without procrastination.  You may see a weakness in the classroom if, after the teacher has given directions to begin a task, a student is walking around looking for a pencil, sharpening the pencil, asking to go to the bathroom, talking to a peer, etc.

Flexibility: This skill involves a student being flexible in a change in the classroom routines, a mistake in his/her work, or any setback or change that may occur during their day.  A student who may show weaknesses in this skill would become rigid or upset if a change occurred suddenly during an assignment or in the schedule.

Goal directed persistence: This skill involves a student having the ability to follow through to finish a goal that he/she set for themselves or possibly by the teacher without  getting discouraged with a competing interest.

Honestly, we could talk for days on this topic.  🙂 When a student is weak in one of these skills, it affects his/her overall school day as well as at home.  It’s important, as parents and educators, to recognize where a child’s strengths and weaknesses are in relation to these skills so we may help support and strengthen these skills.  When we allow these skills to continue to be weak without any support,  it’s common to see an increased problem in school as the child grows and attends higher grades.  For example, “organization” in first grade may look like a child leaving behind a parent letter or forgetting to unpack his book bag at school (or when he comes home from school).  Leaving the skills to continuously be weak, in high school, “organization” will look like a messy book bag with a lot of difficulty finding assignments, turning in assignments, and forgetting about assignments. If these skills are strengthened over time, we will see a child who can manage time, projects, and maintain sustained attention. Additionally, once our children understand why they have trouble turning in assignments, keeping track of materials, or finishing activities then they can begin to work to change these behaviors to new behaviors with which they are happy. This enables students, parents, and teachers to partner together to teach the whole child.

If you would like to read more about executive functioning skills, we have a few recommendations.

Here are a couple of fantastic reads:

https://www.amazon.com/Executive-Skills-Children-Adolescents-Second/dp/1606235710/ref=sr_1_1?ie=UTF8&qid=1475534746&sr=8-1&keywords=executive+skills+in+children+and+adolescents

https://www.amazon.com/Smart-but-Scattered-Revolutionary-Executive/dp/1593854455/ref=sr_1_2?ie=UTF8&qid=1475534746&sr=8-2&keywords=executive+skills+in+children+and+adolescents

https://www.amazon.com/Coaching-Students-Executive-Practical-Intervention/dp/1462503756/ref=sr_1_3?ie=UTF8&qid=1475534746&sr=8-3&keywords=executive+skills+in+children+and+adolescents

http://www.edutopia.org/blog/brain-based-teaching-strategies-judy-willis

http://adayinourshoes.com/measurable-iep-goals-address-executive-functioning-deficits/

With Appreciation,

Christina and Wendy

Resource for Schools

We both love organization and being able to find what we need quick and easily.  Especially when it comes to paperwork. We have created these forms for schools to use within EC files.  “Unit 1” will clip together a full set of paperwork for a child.  From there, you can divide the sets of paperwork with the cover sheet of Unit 2.  We have used these in the past and NCDPI has commented to us how helpful it was when going through EC files.  Once the paperwork is put in each child’s folder, you can put one of these cover sheets to divide each section.  You can print it on colored paper to see it clearly, or use a binder clip at the bottom to clip each section together.  We recommend having the newest paperwork on top and then progressing down from there.  Typically, your first unit will be at the bottom  of the file.

Please let us know if you have any questions or need help organizing your EC files in your school.

unit-1-cs

following-units-2-cs

With Appreciation,

Christina and Wendy