Executive Functioning Skills (Agenda Use, Binder Organization, Reading Skills)

Agenda Use

• Teachers paused instruction before the bell to provide explicit time for students to record homework, reminders, and upcoming assessments.
• Teachers periodically checked agendas to reinforce consistent use.
• Advisory reinforced shared language around planning and time management.

Binder Organization

• Teachers provided explicit, step‑by‑step instruction on setting up binders with dividers.
• Staff reinforced the routine of placing handouts directly into the correct sections.
• Teachers ensured materials were hole‑punched before distribution.
• Suggested practice: Grade 8 Advisory teachers supported binder checks to build early habits.

Reading Assessment (Word Skills, Main Idea/Details, Response to Text)

• Conducted schoolwide reading assessments to identify skill gaps.
• Small-group and embedded classroom instruction targeted: 
• Word recognition and decoding strategies
• Identifying main ideas and supporting details
• Citing evidence when responding to text
• Teachers used common prompts and shared rubrics to support consistent expectations.

Identified Gaps

• Varied levels of executive functioning skills among students, impacting academic performance differently.
• Many Grade 8–10 students demonstrated inconsistent organization habits, leading to lost work, incomplete assignments, and difficulty managing deadlines.
• Assessment data revealed gaps in: 
  • Word Skills (decoding, fluency)
  • Main Ideas & Details
  • Responding to text with evidence

Rationale for Strategies

• Executive functioning skills are foundational for learning, independence, and long-term academic success.
• Consistent routines (agenda use, binder systems) help reduce cognitive load and build predictable habits.
• Embedded EF instruction within classes ensures equity, reaching all students rather than only those needing additional support.
• Reading skill gaps directly affect achievement in all subjects; therefore, addressing them was essential to improving comprehension and overall performance.
• Strategies chosen emphasize: 
•  Explicit instruction
•  Consistency across classes
•   Reinforcement aligned with adolescent learning needs
• Opportunities for students to practice and reflect

Early Indicators of Impact

Agenda Use

• Majority of students demonstrate improved routine use when teachers consistently provide time and check-ins.
• Students report that agenda reminders reduce stress and help them track deadlines.
• Teachers note greater follow-through on assignments when agenda checks occur.

Binder Organization

• Students with explicit setup + weekly reinforcement maintained organized binders longer.
• In classes without consistent reminders, binder organization deteriorated more quickly—highlighting the importance of structured cues.
• Grade 8 teachers observed that binder checks improved students’ ability to access materials promptly.

Reading Assessment Results

• Data show improvement in: 
  • Locating main ideas
  • Pulling details from text
• Students still require support with: 
  • Word skills (decoding unfamiliar vocabulary
    • Providing text evidence consistently in written responses
• Qualitative feedback from teachers suggests that students who improved their organizational skills also showed better performance on reading tasks—indicating a cross-domain benefit.

Next Steps & Adjustments

Strengthen Schoolwide Consistency

• Embed agenda-writing pauses as part of daily routines in all classes.
• Implement monthly binder checks in Grade 8 Advisory and optional checks in Grade 9–10 classes.
• Revisit common language for executive functioning to ensure alignment across departments.

Continue Explicit EF Instruction

• Provide short, skill-focused “EF Mini-Lessons” (e.g., how to prioritize tasks, how to prepare for quizzes).
• Increase modelling of how to organize materials and plan ahead for assessments.

Deepen Literacy Support

• Provide targeted small‑group instruction for students with persistent word‑skill gaps.
• Expand reading strategies instruction that focuses on: 
  • Citing evidence
    • Understanding text structure
    • Synthesizing information
• Re-administer assessments to measure growth and adjust instruction.

Build Student Ownership

• Create student-facing visuals and checklists for agenda use, binder organization, and reading strategies.
• Encourage students to self-assess their EF growth each term.

Continue Data Collection

• Collect mid-year and year-end data to determine which strategies yield the highest impact.

Use scanning conversations with students to understand which routines feel most helpful.