Logo: Charting the Cs: Cooperation, Communication and Collaboration. Statewide Professional Development to Support the Workforce & Low Incidence Disability Areas Fostering a Culture of Connection by Supporting Executive Functioning Skills –Part 2 Presented by Janet Peters, Independent Consultant janet.l.peters@gmail.com https://www.linkedin.com/in/janet-peters/ Session Handout Screen shot of the handout Bitly link to the handout bit.ly/EF-CCC bit.ly/EF-CCC About Me Janet is an independent consultant specializing in Assistive Technology (AT) implementation, Universal Design for Learning (UDL), and creating systems change through inclusive technology. Janet Peters Who Are You? Introduce Yourself in the Chat by typing your name and answering these questions: * 1.What is your favorite app or software for keeping a to-do list? * 2.What is 1 barrier to students effectively using technology to supporting executive function skills? Who Are You? Session and Learning Objectives Agenda I. Quick Review from Part 1 II. HLP 19: Use Assistive and III. Instructional Technology IV. Tools to Support EF –Learn and Apply V. Reflection on Technology VI. Integration VII. Q & A Objectives * Participants will be able to understand and describe High Leverage Practice 19 and how it supports Executive Function. * •Participants will learn and apply two technology applications that can be used with students to support executive function. * Participants will learn and apply two self-reflection strategies that can be used with students to enhance capacity for progress monitoring. Review Executive Function Skills * EF Skills are distributed across the brain. * Deficits in executive functions impact all aspects of a student’s life including academic performance, social relationships, and daily living skills. * EF Skills can be taught and grow and develop over time. Focus and Attention Emotional Control Working Memory Planning Skills Organization Emotional Control Working Memory Planning Skills Organization Focus and Attention Executive Function Challenges for Students * Keeping track of important documents, papers, or items. * Completing a task, but not submitting or turning in the work product. * Creating a plan or schedule. * Estimating and predicting time needed to complete a task. * Initiating or starting a task. * Making connections or categorizing/ prioritizing information across contexts * Effectively communicating needs and desires. folders and papers student at a messy desk We Learned UDL and HLP Frameworks Can Help “Awareness allows us to assess Barriers, build in Positive Supports, and determine potential Points of Distraction that affect performance” - Alexis Reid, Educational Therapist Tech TechTech–Technology is Everywhere word cloud of technology HLP #19: Use Assistive and Instructional Technology View Video Next at highleveragepractices.org website. Defining Technology in Schools Instructional Technology. Strategy for Use: Provides learning experiences to enhance or support student's progress in curriculum. Information Technology. Strategy for Use: Consume and organize information or produce content. Assistive Technology. Strategy for Use: Provides a means to allow students with disabilities to do tasks they could not otherwise do. Source: Center on Inclusive Technology and Education Systems (CITES), 2021 Assistive Technology is for Individuals An AT device is... "any item, piece of equipment or product system whether acquired commercially off the shelf, modified, or customized that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities.” And An AT service is... "any service that directly assists an individual with a disability in the selection, acquisition, and use of an assistive technology device.” braille writer Understanding AT in Context student using a computer in the classroom Instructional Technology in UDL Classroom Good for all, with and without disabilities About choice and preference Flexibility of use Complements Instructional Strategies Built-in universal accessibility for all, not customized Proactive –Designed from the Beginning Assistive Technology to Support EF Individualized need for one student Supporting functional capability Required (think wheelchair or glasses!) Defined bylaw as a device or service supporting the device Feature matched and/or adapted to the needs of the student Responsive to data/need Laptop Computer in 1:1 Setting What features might this device provide or have that would support Executive Function? laptop computer Focus and Attention Biofeedback Visual Schedules and Supports Movement and Brain Breaks Engagement Focus graphic Emotional Control Social Stories Behavior Checklists Emotional Regulation Supports (ieZones of Regulation) Meditation and Calming mood meter - 5 options from sad red to happy green Working Memory Effective Note taking Graphic Organizers Simplifying Written Information Chunking/Breaking Down Complex Assignments a notebook with stickynotes to support working memory Planning Skills Calendars Color Coding Planning Rubrics and Self- Direction Support Task Management student thinking and planning with lots of ideas Organization Inventories to Target Specific Issues Managing Information Managing Time Managing Materials student with organized files on the computer Explore Two Technologies Activity screenshot of the activity document 1. Explore, consider, and reflect on the tool ideas provided in the Resource List. 2. Selected one EF category and explore two tools more in-depth. Add your ideas to the Padlet on how each resource might be used to support executive function. 3. BONUS: Have a different tool that has been beneficial? Share the resource with your colleagues on Padlet. Share Out A young boy, thinking with a chalkboard in the background Student Self-Reflection Questions Process Reflection and Monitoring * Now that you’ve tried x, what are your first thoughts about it? Are they mostly positive or negative? Why? * What were some of the most interesting discoveries you made while working on EF skill with x? * What problems did you encounter while you were working with this technology? How did you solve them? Intrapersonal * What is the most important thing you learned personally during implanting this technology? Did it support the EF skill you are trying to improve? * What did you learn were your greatest strengths? * What moments are you most proud of your efforts/involvement? * In what ways do you think you need to improve? Student Self-Reflection Questions for AT * Functional * Operational * Strategic * Social boy with a trackball Source: Self-Determination and Quality Indicators for Assistive Technology in Postsecondary Education Questions? Thank you for your attention! Keep in touch! My contact information: janet.l.peters@gmail.com www.linkedin.com/in/janet-peters/ Question mark 2