Executive

Functioning
Lessons & Activities

Attention

Perseverance Self-Control
Time
Management

Metacognition Flexibility
 • Table of Contents •
Resource PAGE

EDUCATOR GUIDES

Educator Guide & Assessment Guide 4-5

Educator Lesson Plans 6-16

INTRODUCTION TO EXECUTIVE FUNCTIONING

Executive Functioning Skills 17

Executive Functioning Skill: Topics I Will Learn 18

PLANNING

Activity 1: Planning Self-Assessment 19-20

Activity 2: Planning Overview 21

Activity 3: Planning Your Routine 22

Activity 4: Planning with a Goal in Mind 23

ORGANIZATION

Activity 1: Organization Self-Assessment 24-25

Activity 2: Organization Overview 26

Activity 3: Organizing Your Notebooks 27

Activity 4: Keeping a Planner / Homework Log 28

TIME MANAGEMENT

Activity 1: Time Management Self-Assessment 29-30

Activity 2: Time Management Overview 31

Activity 3: Managing Your Time 32

Activity 4: Meeting Deadlines 34

Activity 5: Planning for Projects 35

TASK INITIATION

Activity 1: Task Initiation Self-Assessment 36-37

Activity 2: Task Initiation Overview 38

Activity 3” Stop Procrastinating! 39

Activity 4: What Should You Be Doing Right Now? 40

© 2014 Pathway 2 Success 2

Resource PAGE
WORKING MEMORY
Activity 1: Working Memory Self-Assessment 41-42
Activity 2: Working Memory Overview 43
Activity 3: Working Memory Strategies 44
Activity 4: Working Memory Practice 45
METACOGNITION
Activity 1: Metacognition Self-Assessment 46-47
Activity 2: Metacognition Overview 48
Activity 3: Metacognition Strategies 49
Activity 4: Quality of Work 50-52
Activity 5: Reflecting on Progress 53-54
SELF-CONTROL
Activity 1: Self-Control Self-Assessment 55-56
Activity 2: Self-Control Overview 57
Activity 3: Stop, Think, Choose 58
Activity 4: Self-Managing Behaviors 59
ATTENTION
Activity 1: Attention Self-Assessment 60-61
Activity 2: Attention Overview 62
Activity 3: Classroom Attention Strategies 63
Activity 4: Dealing with Distractions 64
FLEXIBILITY
Activity 1: Flexibility Self-Assessment 65-66
Activity 2: Flexibility Overview 67
Activity 3: Problem Solving 101 68
Activity 4: Problem Solving 102 69
PERSEVERANCE
Activity 1: Perseverance Self-Assessment 70-71
Activity 2: Perseverance Overview 72
Activity 3: Perseverance Strategies 73
Activity 4: Practicing Perseverance 74

© 2014 Pathway 2 Success 3

 Executive Functioning Skills
Educator Guide

Why teach executive functioning skills?

Executive functioning skills are the skills in our brains that help us accomplish daily
tasks, work through challenges, and meet goals. These are critical skills that help
students inside and outside of school every day. All students can benefit from
building and strengthening executive functioning strategies.

Wha t sk il l s a r e ta rgete d in this r e so urce?

Executive functioning skills targeted in this set include: planning, organization, time
management, task initiation, working memory, metacognition, self-control,
attention, flexibility, and perseverance. This resource serves as a basic
introduction to each of the skills. It provides practice and introduces strategies to
help support learners improve these skills.

How do the skills work together?

It is important to note that all executive functioning skills work together. For
example, planning also requires a certain level of organization and time
management. Similarly, flexibility requires one to have some self-control over
emotions and plan before solving a problem.

How should this resource be used?

These lessons can be taught in large or small groups by the regular education
teacher, special education teacher, support staff, or even parents aiming to help
learners improve their executive functioning skills. While all students can benefit
from improving skills, some students may need executive functioning instruction
as a critical intervention to support organization, planning, attention, and more.

Educators can simply read through the lesson plans and complete the activities
included. Questions and prompts are included in the educator lesson plans to allow
for additional discourse.

© 2014 Pathway 2 Success

 Executive Functioning Skills
Pre & Post Assessments
In each of the executive functioning sections, you will find a Self-
Assessment. These Self-Assessments are quick and easy self-checks that
students can give themselves to score their own behaviors associated with
each executive functioning skill. The students will score themselves either a 0
(never), 1 (sometimes), or 2 (always).

Every total score will be out of 10.

0-3 = This is a significant area of struggle for me
4-6 = I have some basic skills, but I’m in need of support
7-8 = I have strong skills, but could still make growth
9-10 = This is a significant area of strength for me

In order to interpret these scores, students should be considering:

• Did I give myself lots of 0’s and 1’s?
• Is my total score 5 or below?
• Is there any area that I scored a 0 and really stands out?

These scores will help students interpret and

understand their own executive functioning
strengths and challenges.

After giving instruction in an area, you may use

these assessments as a post-assessment to
show growth.

© 2014 Pathway 2 Success

 Executive Functioning Lessons • Lesson Plans
To p i c # 1 : I nt ro d u c t i o n To E x e c u t i v e F u n c t i o n i n g S k i l l s
A c t i vi ty 1 : I ntro duc tion to E xec u tive F u n c ti on in g
Explain that students will be learning about executive functioning skills. These are
the processes in our brain that help us accomplish tasks, whether it is starting a
homework assignment, playing in a soccer game, or having a conversation with a
group of friends. Sometimes it helps to think of executive functioning skills like a
boss to our brains. It helps tell us which skills to use at different times so we can
accomplish our goals and complete tasks.

Read through the “Executive Functioning Skills” page. Give time for students to
respond to the question at the bottom of the page and discuss.

A c t i v i t y 2 : To p i c s I W i l l L e a r n
Have students read through the “Executive Functioning Skills: Topics I Will Learn”
page. Have them shade or color each symbol while discussing what that skill might
be about.

Q u e s tions to D i s c us s
• What are executive functioning skills?
• Why are they so important?
• How can learning about executive functioning skills help you be a better learner?
• Which executive functioning skills do you think are a strength for you?
• Which executive functioning skills do you think are an area of need for you?

N otes:

© 2014 Pathway 2 Success

 Executive Functioning Lessons • Educator Guide
To p i c # 2 : P l a n n i n g

A c t i v i t y 1 : P l a n n i n g S e l f - A s s e s s m e nt
Let students know that they will be taking a self-assessment before learning about each
skill. The self-assessment isn’t a test, but rather a tool to help students learn about
their own executive functioning strengths and challenges. Review the poster to discuss
the skill. Pass out the “Planning Self-Assessment” and read through. Have students score
themselves and check off their score using the scoring guide on the page. Read through
common challenges associated with the skill. Finally, have students reflect upon the score
on the bottom of the page. Give time to discuss.

Activity 2: Planning
Explain that students will learn about planning and why it is important. Ask students to
discuss what they think planning might mean. Read through the “Planning page. Ask
students to think of other examples involving planning. Discuss the prompts on the page
and allow students to write their responses. Give time to share.

A c t i v i t y 3 : P l a n n i n g Yo u r Ro u t i n e
Explain that planning out our days can help us develop routines and positive habits. A
routine is a task or activity we do every day. Ask students to share some routines in their
lives, such as going to school, a dedicated homework time, or brushing their teeth. Explain
that planning out these activities can help us make sure we have time for all the things
we want to do. Read through the “Planning Your Routine” page. Have students fill out their
daily routine. Give time to discuss.

Activity 4: Planning with a Goal in Mind

Explain that another important part of planning is developing goals. Read through the
“Planning with a Goal in Mind” page. Discuss possible goals that students might want to
work towards. Have each student pick a goal and fill out the organizer. Discuss.

Q u e s tions to D i s c us s
Why is planning an important skill?
What are some examples of times when you should plan?
What might it look like if you don’t plan?
What are some strategies and tools to help you plan?
How can you plan to come prepared to classes?
How can you plan for long-term assignments?

N otes:

© 2014 Pathway 2 Success

 Executive Functioning Lessons • Educator Guide
To p i c # 3 : O r g a n i z at i o n
A c t i v i t y 1 : O rg a n i z at i o n S e l f - A s s e s s m e nt
Review the poster to discuss the skill students will be learning about. Pass out the
“Organization Self-Assessment” and read through. Have students score themselves
and check off their score using the scoring guide on the page. Read through
common challenges associated with the skill. Finally, have students reflect upon the
score on the bottom of the page. Give time to discuss.

A c t i v i t y 2 : O rg a n i z at i o n
Explain that students will learn about organization and why it is important. Ask
students to discuss what they think being organized might mean. Read through the
“Organization” page. Ask students to think of other examples involving organization.
Discuss the prompts on the page and allow students to write their responses. Give
time to share.

A c t i v i t y 3 : O rg a n i z i n g Yo u r N ote b o o ks
Explain that a big part of organization is keeping your materials neat and tidy. This
can help you to know where things are and find what you need quicker. Read
through the “Organizing Your Notebooks” page. Allow students time to go through
their notebooks and work on organizing them.

A c t i v i t y 4 : Ke e p i n g a P l a n n er / Ho m ewo r k Lo g
Explain that there are many tools that can help us plan and stay organized. One of
those tools is a homework log or planner. Read through the “Keeping a
Planner/Homework Log” page. Have students identify what could be wrong and what
could be improved with each example. Give time to discuss. Have students review
their own homework logs and reflect on how well they write assignments down.

Q u e s tions to D i s c us s
Why is organization such an important skill?
What tools can you use to help you stay organized?
What strategies can you use to help you stay organized?
How do you feel when you are organized?
How can staying organized help you do better in school?
How can staying organized help you later on in life?

N otes:

© 2014 Pathway 2 Success

 Executive Functioning Lessons • Educator Guide
To p i c # 4 : T i m e M a n a g e m e nt
A c t i vi ty 1 : T i m e M a n a gem ent S e l f -As s e s s m ent
Review the poster to discuss the skill students will be learning about. Pass out the
“Time Management Self-Assessment” and read through. Have students score
themselves and check off their score using the scoring guide on the page. Read
through common challenges associated with the skill. Finally, have students reflect
upon the score on the bottom of the page. Give time to discuss.

A c t i vi ty 2 : T i m e M a n a gem ent
Explain that students will learn about time management and why it is important.
Ask students to discuss what they think time management might mean. Read
through the “Time Management” page. Ask students to think of other examples
involving using time management. Discuss the prompts on the page and allow
students to write their responses. Give time to share.

A c t i v i t y 3 : M a n a g i n g Yo u r T i m e
Explain that learning to manage your time truly isn’t just one skill, but many skills all
together. Read through the “Managing Your Time” page. Have students think of an
assignment they need to complete soon and use the prompts to help them think
about managing their time well. Give time to discuss. Review the “Ready Do Reflect”
sheet and discuss how this could help students manage their time well.

Activity 4: Meeting Deadlines

Ask students to think about what it means to meet a deadline. Have students come
up with some examples when they need to accomplish tasks by certain due dates.
Read through the “Meeting Deadlines” page. For each situation, have students chunk
the assignments into smaller ones. For example, if you are studying for a big math
test, you could make it a point to study one section every night so that it isn’t too
overwhelming. Give time to discuss.

A c t i v i t y 5 : P l a n n i n g fo r P r o j e c t s
Explain that time management is an important ingredient when it comes to long-
term projects. However, time management isn’t the only important skill we use. We
have to plan and get organized, too. Have students brainstorm a list of some recent
long-term projects they have had to work on. Review the “Project Planning Form”
and discuss. Have students practice filling it out to help plan, organize, and manage
their time for an upcoming long-term assignment.

Q u e s tions to D i s c us s
What does it mean to manage your time well? Why is it important?
What strategies can you use to manage your time?
© 2014 Pathway 2 Success
 Executive Functioning Lessons • Educator Guide
To p i c # 5 : Ta s k I n i t i at i o n
A c t i v i t y 1 : Ta s k I n i t i at i o n S e l f - A s s e s s m e nt
Review the poster to discuss the skill students will be learning about. Pass out the
“Task Initiation Self-Assessment” and read through. Have students score
themselves and check off their score using the scoring guide on the page. Read
through common challenges associated with the skill. Finally, have students reflect
upon the score on the bottom of the page. Give time to discuss.

A c t i v i t y 2 : Ta s k I n i t i at i o n
Explain that students will learn about task initiation and why it is important. Ask
students to discuss what they think task initiation might mean. Read through the
“Task Initiation” page. Ask students to think of other examples involving task
initiation. Discuss the prompts on the page and allow students to write their
responses. Give time to share.

A c t i v i t y 3 : Sto p P ro c ras t i n at i n g !
Explain that procrastination is the opposite of initiating tasks. To procrastinate
means to put something off when you could start it right away. We procrastinate
for many different reasons; sometimes we just don’t feel like doing something, it
might be an overwhelming job, or we aren’t sure how to start. Regardless of the
reason, it’s important to overcome procrastination. Read through the “Stop
Procrastinating!” page. Give time to discuss.

A c t i v i t y 4 : W h at S h o u l d Yo u B e D o i n g ?
Explain that one helpful way to make sure you’re starting your work is just to check
in with yourself. Checking in with yourself means stopping and thinking about what
you’re doing. You might ask: What should you be working on right now? How are you
doing? Use the “What should you be doing right now?” poster and discuss. Have
students practice starting a homework assignment and encourage them to check in
with themselves.

Q u e s tions to D i s c us s
What does it mean to initiate a task?
Why is it difficult to start work sometimes?
How can you overcome procrastination?
When are some examples for when you might need strong task initiation skills?

N otes:

© 2014 Pathway 2 Success

 Executive Functioning Lessons • Educator Guide
To p i c # 6 : Wo r k i n g M e m o r y
A c t i vi ty 1 : Wo r k i n g M e m o r y S e l f - As s es s m ent
Review the poster to discuss the skill students will be learning about. Pass out the
“Working Memory Self-Assessment” page and read through. Have students score
themselves and check off their score using the scoring guide on the page. Read
through common challenges associated with the skill. Finally, have students reflect
upon the score on the bottom of the page. Give time to discuss.

A c t ivity 2 : Wo r king M e m o ry
Explain that students will learn about working memory and why it is important. Ask
students to discuss what they think working memory might mean. Read through
the “Working Memory” page. Ask students to think of other examples involving
working memory. Discuss the prompts on the page and allow students to write
their responses. Give time to share.

A c t i v i t y 3 : Wo r k i n g M e m o r y St rate g i e s
Explain that there are specific strategies and tools to help compensate for
challenges with working memory. Read the “Working Memory Strategies” and
discuss. Have students share which strategies might work best for them.

A c t ivity 4 : Wo r king M e m o ry P ractice

Read through the “Working Memory Practice” page. Give time to read each prompt
and discuss responses.

Q u e s tions to D i s c us s
What is working memory?
When are some times that you need to use working memory?
Why is improving working memory skills important?
How can stronger working memory skills help you?
What are some strategies for supporting your working memory?

N otes:

© 2014 Pathway 2 Success

 Executive Functioning Lessons • Educator Guide
To p i c # 7 : M e t a c o g n i t i o n
A c t iv it y 1 : M e tac o gni t ion S e l f -A s s es s ment
Review the poster to discuss the skill students will be learning about. Pass out the
“Metacognition Self-Assessment” page and read through. Have students score
themselves and check off their score using the scoring guide on the page. Read
through common challenges associated with the skill. Finally, have students reflect
upon the score on the bottom of the page. Give time to discuss.

Activity 2: Metacognition
Explain that students will learn about metacognition and why it is important. Ask
students to discuss what they think metacognition might mean. Read through the
“Metacognition” page. Ask students to think of other examples involving metacognition.
Discuss the prompts on the page and allow students to write their responses. Give
time to share.

A c t i v i t y 3 : M e tac o g n i t i o n S t rate g i e s
Explain that self-talk can be a helpful tool when learning new information. Self-talk is
that voice in our head that encourages us or reminds us when we need to do
something. When we stop and think about what we are learning, why it matters, and
how we can use this information, we are much more likely to have that information
stick. Read the “Metacognition Strategies” page and discuss.

A ct ivity 4: Quality of Work

When we are thinking about our work and progress, it’s important to consider the
quality of our work and what that means. Read the “Quality of Work Rubric” page and
discuss. Use the model rubric or create your own with the class.

A ct ivity 5: Reflecting on P rogress

Explain that good learners use self-reflection to always get even better. This is an
activity using metacognition because you are actively thinking about your learning and
progress. Read the “Reflecting on Progress” page. Have students think about
assignments they recently completed and reflect on them. It might help if they can
find the assignments in their binders to review. Give time to discuss. Students can use
the “Self-Monitoring” form to help them track their progress throughout the week.

Q u e s tions to D i s c us s

How can you use metacognition skills before, during, and after learning?
When are some times when you would use metacognition skills?
How can improving your metacognition skills help you be a better learner?
What does it mean to be reflective? How can that help you?

© 2014 Pathway 2 Success

 Executive Functioning Lessons • Educator Guide
To p i c # 8 : S e l f - C o nt ro l
A c t i v i t y 1 : S e l f - C o nt ro l S e l f - A s s e s s m e nt
Review the poster to discuss the skill students will be learning about. Pass out the
“Self-Control Self-Assessment” and read through. Have students score
themselves and check off their score using the scoring guide on the page. Read
through common challenges associated with the skill. Finally, have students reflect
upon the score on the bottom of the page. Give time to discuss.

A c t i v i t y 2 : S e l f - C o nt ro l
Explain that students will learn about self-control and why it is important. Ask
students to discuss what they think self-control might mean. Read through the
“Self-Control” page. Ask students to think of other examples involving self-control.
Discuss the prompts on the page and allow students to write their responses. Give
time to share.

A c t ivity 3 : Sto p, T h i nk, C h o o se

Explain that self-control has a lot to do with positive decision-making skills. That is
because good decisions require you to stop, think, and consider options first. This is
self-control in action! Read through the “Stop, Think, Choose” worksheet. Discuss
each scenario and have students consider possible choices. Give time to discuss.

A c t i vi t y 4 : S e l f - M a n a g i n g B e h av i o r s
Explain that understanding self-control can help you make positive choices with
your own behavior. Ask students to share some examples of habits they might
want to improve. For example, students might want to be better about writing
homework down, raising their hand in class, reviewing their work for mistakes, or
anything else. Read the “Self-Managing Behaviors” page. Have students come up
with one goal they want to work on. Students can cut out the “Striving for Success”
section and help track their progress.

Q u e s tions to D i s c us s
Why is self-control an important skill in school?
When else (besides school) do you use self-control skills?
How are self-control skills related to decision-making skills?
What are some strategies you can use to help you with self-control?

N otes:

© 2014 Pathway 2 Success

 Executive Functioning Lessons • Educator Guide
To p i c # 9 : At t e nt i o n
A c t i v i t y 1 : At te nt i o n S e l f - A s s e s s m e nt
Review the poster to discuss the skill students will be learning about. Pass out the
“Attention Self-Assessment” and read through. Have students score themselves
and check off their score using the scoring guide on the page. Read through
common challenges associated with the skill. Finally, have students reflect upon the
score on the bottom of the page. Give time to discuss.

A c t i vi t y 2 : At te nt i o n
Explain that students will learn about attention and why it is important. Ask
students to discuss what they think attention might mean. Read through the
“Attention” page. Ask students to think of other examples involving attention.
Discuss the prompts on the page and allow students to write their responses. Give
time to share.

A c t i v i t y 3 : C l as s ro o m At te nt i o n St rate g i e s
Explain that attention is a skill that frequently needs attention. In other words,
people often don’t “perfectly” pay attention. It’s normal for you to be more
attentive when you’re interested in something and less when you’re not. Of course,
it’s important to learn how to fine tune your attention when you notice you’re not
engaged. Ask students to brainstorm some strategies to help them pay attention in
class. Read through the “Classroom Attention Strategies” page. Have students
identify which strategies might work best for them and discuss.

Activity 4: Dealing with Distractions

Explain that distractions can be a huge problem when it comes to attention. Knowing
your distractions and how to handle them can make all the difference. Read the
“Dealing with Distractions” page and discuss each section.

Q u e s tions to D i s c us s
When are some times you need to pay attention?
What can happen if you don’t pay attention?
What are some strategies and tools that can help you fine tune your attention?
What are your biggest distractors?
How can you reduce or eliminate your distractors?

N otes:

© 2014 Pathway 2 Success

 Executive Functioning Lessons • Educator Guide
To p i c # 1 0 : F l e x i b i l i t y
A c t i vi ty 1 : F l e x i b i l i ty S e l f - As s es s m ent
Review the poster to discuss the skill students will be learning about. Pass out the
“Flexibility Self-Assessment” and read through. Have students score themselves
and check off their score using the scoring guide on the page. Read through
common challenges associated with the skill. Finally, have students reflect upon the
score on the bottom of the page. Give time to discuss.

Activity 2: Flexibility
Explain that students will learn about flexibility and why it is important. Ask
students to discuss what they think flexibility might mean. Read through the
“Flexibility” page. Ask students to think of other examples involving flexibility. Discuss
the prompts on the page and allow students to write their responses. Give time to
share.

Activity 3: Problem Solving 101

Explain that a big part of flexibility is allowing your mind to think in different ways.
This is being a flexible thinker. We don’t want to get “stuck” in our thinking. Being
open-minded and considering multiple options can help you solve problems and deal
with challenges big and small. Read through the “Problem Solving 101” page. Solve
the problem together and discuss.

Activity 4: Problem Solving 102

Explain that students will be putting their flexibility skills to the test! Read through
the “Problem Solving 102” page. Have students come up with their own problems
and use the worksheet to help guide their thinking. Give time to share.

Q u e s tions to D i s c us s
What does it mean to be a flexible thinker?
Why is it important to stop and think about problems?
Is there only one way to solve a problem? Why or why not?
What does it mean to “think outside the box?”
When are some times when flexible thinking is important?

N otes:

© 2014 Pathway 2 Success

 Executive Functioning Lessons • Educator Guide
To p i c # 1 1 : Pe r s e v er a n c e
A c t i vi ty 1 : Per s everanc e S e l f -As s es s m ent
Review the poster to discuss the skill students will be learning about. Pass out the
“Perseverance Self-Assessment” and read through. Have students score
themselves and check off their score using the scoring guide on the page. Read
through common challenges associated with the skill. Finally, have students reflect
upon the score on the bottom of the page. Give time to discuss.

A c t ivity 2 : Per s everance

Explain that students will learn about perseverance and why it is important. Ask
students to discuss what they think perseverance might mean. Read through the
“Perseverance” page. Ask students to think of other examples involving
perseverance. Discuss the prompts on the page and allow students to write their
responses. Give time to share.

A c t i v i t y 3 : Per s e v era n c e St rate g i e s

Ask students to think about some challenges they have encountered lately. It could
be a challenging math test or not getting picked for a sports team. We all
experience challenges like this and it’s just part of life! What’s important is knowing
how to handle these challenges so we can persevere and meet our goals. Have
students discuss strategies and ways they might work through those challenges.
Read through the “Perseverance Strategies” page. Give time to discuss and share
favorite strategies.

A c t ivity 4 : P racticing Per severance

Read through the “Practicing Perseverance” page. Read each scenario and have
students brainstorm strategies for what each person could do to persevere. Give
time to share.

Q u e s tions to D i s c us s
What does it mean to persevere?
Why is perseverance an important life skill?
Who are some people who have persevered through challenges?
Is it ever okay to give up? Why or why not?
What are some strategies you can use to keep working towards a goal?

N otes:

© 2014 Pathway 2 Success

Name: ______________________________ Date: ___________________

Executive Functioning Skills

What are executive functioning skills?
Executive functions are the skills in our brain that help us
accomplish our goals. They are the basis for so many skills! They
help us to plan, organize, start, and follow through with all tasks.
This is true for both inside and outside of school. Really, all of us
could use a boost with executive functioning skills since they help us
with so many different things! For example, better executive
functioning skills can help you to stay organized, plan for long-term
assignments, and deal with change. We could all use help with that!

Why should you learn executive functioning skills?

Strengthening your executive functioning skills can help make your life easier! You will
learn strategies to start work right away, manage your time better, develop better
self-control, and work through problems until you reach your goals. While learning the
skills will take some time, effort, and practice, it will be worth the work you put in.

What will you learn?

Executive functioning skills that you will learn include planning, organization, time
management, task initiation, working memory, metacognition, self-control, attention,
flexibility, and perseverance. If you’re unsure about what they mean – don’t worry!
We’ll learn about them together.

It is important to note that all executive functioning skills work together. For example,
planning also requires a certain level of organization and time management. Similarly,
flexibility requires one to have some self-control over emotions and plan before
solving a problem. This is why it’s important to learn about all the skills!

How do you think learning about executive functioning

skills might help you?

© 2014 Pathway 2 Success 17

Name: ______________________________ Date: ___________________

Executive Functioning Skills

To p i c s I W i l l L e a r n

Planning Organization Task

Initiation

Time
Metacognition Self-Control
Management

Working Perseverance
Memory

Flexibility Attention
© 2014 Pathway 2 Success 18
 Planning
• Planning is developing a strategy in
order to complete a task or a goal.

• Good planners can prioritize tasks,

manage their time well, and work
most efficiently.

• Planning involves determining a task

or goal and then determining the
steps to get there.

• Tools for planning may involve

planners, calendars, homework
logs, and schedules.
© 2014 Pathway 2 Success
19
Name: ______________________________ Date: ___________________

Planning Self-Assessment
Directions: Read each prompt. Score yourself:
0 = Never, 1 = Sometimes, 2 = Always
Score
I use a homework log to write down assignments.
I have a calendar somewhere in my house.
I take time in the morning to think and plan out my day.
Before a long-term assignment, I stop to think about how to
chunk the assignment.
I come to classes prepared with all materials (binder,
pencil, pen, book).
YOUR SCORE

Scoring Guide
 0-3 = This is a significant area of struggle for me
 4-6 = I have some basic skills, but I’m in need of support
 7-8 = I have strong skills, but could still make growth
 9-10 = This is a significant area of strength for me

Common Planning Challenges

 Come to class unprepared
Check off  Get overwhelmed with long-term or multiple assignments
the box if  Forget homework assignments
 Need to rush to complete assignments
you…  Turn in assignments late
 Have to rush a lot
How did you do? Describe your score:

© 2014 Pathway 2 Success 20

Name: ______________________________ Date: ___________________

Planning
What is Planning?
Planning is making a strategy to complete a task or a goal. Good planners can prioritize
tasks, manage their time well, and work most efficiently. This is an important skill because
it helps us use our test most efficiently and effectively to get a job done.

What are some examples of planning?

• Getting ready to start a long-term research paper
• Figuring out the best way to start cleaning the whole house
• Thinking of how to ask your parents to stay out later
• Writing down homework to make sure you get it done later
• Planning what ingredients you need to cook a meal
• Taking time to make sure you have all your materials to bring to school
• Figuring out what outfit you are going to wear to a special event

What are some ways that you have planned this week?

W h y i s p l a n n i n g i m p o r ta n t i n y o u r l i fe ?

© 2014 Pathway 2 Success 21

Name: ______________________________ Date: ___________________

Planning Your Routine

Getting into a routine is one of the best ways to plan your day. It helps create
positive habits, such as giving yourself enough time for homework and spending
time with friends.

Come up with a daily routine below. Remember to include: Wake up, breakfast,
bus/ride, school, homework time, sports, friends, dinner, bedtime, etc.

6:00am 2:30pm

6:30am 3:00pm

7:00am 3:30pm

7:30am 4:00pm

8:00am 4:30pm

8:30am 5:00pm

9:00am 5:30pm

9:30am 6:00pm

10:00am 6:30pm

10:30am 7:00pm

11:00am 7:30pm

11:30am 8:00pm

12:00pm 8:30pm

12:30pm 9:00pm

1:00pm 9:30pm

1:30pm 10:00pm

2:00pm 10:30pm
© 2014 Pathway 2 Success 22
Name: ______________________________ Date: ___________________

Planning with a Goal in Mind

A goal is a desired result for the future with a specific plan. Developing
goals can help you think about what you want to accomplish and how to
get there. Most importantly, our goals need to be SMART! SMART goals
are specific, measurable, achievable, relevant, and time-bound.

Think about a goal you’d like to accomplish in the next two months. Keep that
aspiration in mind and fill out the organizer to help you create your very own SMART
goal.

SPECIFIC
What do you want to
accomplish? Be
specific!

MEASUREABLE
How will you tell when
you meet the goal?

ACHIEVABLE
What are the specific
steps you will take to
achieve this goal?

RELEVANT
Why is this goal
important to you?

TIME-BOUND
When would you like
to achieve this goal?

© 2014 Pathway 2 Success 23

 Organization

• Organization is setting up a system to

keep your materials neat and
orderly.

• Organization may be different for

each individual. You need to find a
system that works for you.

• Once you develop and stick with a

system, staying organized can
help reduce stress in your life.

© 2014 Pathway 2 Success

24
Name: ______________________________ Date: ___________________

Organization Self-Assessment
Directions: Read each prompt. Score yourself:
0 = Never, 1 = Sometimes, 2 = Always

Score
I have a dedicated homework space at home.
I use a homework log or organizer to keep track of my
daily assignments.
My binders and class materials are neat and orderly.
I always come to class with required materials (pen,
pencil, notebook, book).
I always know where my homework is and turn
assignments in on time.
YOUR SCORE

Scoring Guide
 0-3 = This is a significant area of struggle for me
 4-6 = I have some basic skills, but I’m in need of support
 7-8 = I have strong skills, but could still make growth
 9-10 = This is a significant area of strength for me
Common Organization Challenges
Check off  Come to class unprepared
the box if  Have a messy binder, locker, or room
 Complete assignments but forget to turn them in
you…  Forget to bring necessary materials home

How did you do? Describe your score:

© 2014 Pathway 2 Success 25

Name: ______________________________ Date: ___________________

Organization
What is Organization?
Organization is setting up a system to keep your materials neat and orderly. Being
organized is a very important skill because it helps you find what you need quicker and
helps you feel neater. It also allows you to make sure you’re turning all your work in and
you will be able to find something when you need it!

What are some examples of being organized?

• Having a binder with all papers put in the right spots
• Keeping your locker clean so you can find materials quicker
• Having your room in order with everything in its own spot
• Using a planner to help you figure out how to write your paper before you start
• Knowing where all of your important items are and keeping track of them

What are some ways that you have organized this week?

W h y i s o r g a n i z a t i o n i m p o r ta n t i n y o u r l i fe ?

© 2014 Pathway 2 Success 26

Name: ______________________________ Date: ___________________

Organizing Your Notebooks

For each class should you will need a separate
notebook section or binder. If you really struggle
with staying organized, it might be best to opt for
one large binder with separate dividers. Also, you
should have a homework folder or section to store
current homework assignments.

O r g a n i z i n g Yo u r H o m e w o r k F o l d e r
Let’s get your binders organized! Follow the steps to help you organize your
homework folder and get papers where they should go.

1. Set up all of your binders at a large table. You will need room to spread out.
2. Take all unsorted and loose papers out of the homework folder and put them
into a pile. It is fine if they are all put together. You will be sorting them next.
3. Create and make space for piles for each of your classes: math, science,
history, English, current homework, and "trash". (The piles will vary depending on
what classes you have).
4. One by one, sort the papers by placing them into the correct pile. This may
take time, but it is important!
5. You can toss out any old papers that are no longer needed.
6. Take one pile and put them into the correct binder or section of your notebook
(For example, your math pile will go in the math section). Repeat this with all classes.
7. If your teachers have a specific way to organize their class’ notebook, you
should do that next.

The key to keeping organized in the future is:

 Never just throw papers in your notebook aimlessly. Take the extra 2 minutes
and put the papers in their correct location!
 Take 10 minutes once a week to tidy your notebooks.

© 2014 Pathway 2 Success 27

Name: ______________________________ Date: ___________________

Keeping a Planner / Homework Log

Keeping a planner is not just something adults want students to
do in school. It is a critical survival skill for outside of school as
well. Many adults keep calendars or planners to keep track of
important dates, meetings, and appointments (whether their
planner is on paper or in their phone).

One major problem that arises when keeping a homework log is that students often don’t
write everything down and just think they will remember. Another problem is not being
specific enough. When writing homework or assignments down, it’s important to be
specific and detailed so that you can accomplish the task well later on.

Take a look at the following homework logs. Identify what is wrong and what could be
improved.

What is wrong?
Fr i d a y
Math – numbers 1 – 12

Science –
What can be improved?
History – paper thing

English – spelling

What is wrong?
Tu e s d a y
Math – project assigned

Science – worksheet
What can be improved?
History – done already

English – read

© 2014 Pathway 2 Success 28

 Time Management
• Time management is having an
accurate understanding of time in
order to work efficiently.

• It involves having an awareness of

deadlines and pacing yourself.

• Time management requires you to

prioritize your work and complete
the most important tasks first.

• This is a learned skill because you

must be realistic about what you
can get done in a given time.
© 2014 Pathway 2 Success

29
Name: ______________________________ Date: ___________________

Time Management Self-Assessment

Directions: Read each prompt. Score yourself:
0 = Never, 1 = Sometimes, 2 = Always

Score
I can fairly accurately estimate how long an assignment or
project will take.
I start my work early enough that I know I’ll finish it before
the end of the night.
I plan when I’ll need to start my work so I can still enjoy
free time.
I can plan out long-term assignments.
I prioritize what work needs to be done first.
YOUR SCORE

Scoring Guide
 0-3 = This is a significant area of struggle for me
 4-6 = I have some basic skills, but I’m in need of support
 7-8 = I have strong skills, but could still make growth
 9-10 = This is a significant area of strength for me

Common Time Management Challenges

 Rush to get places
Check off  Rush to complete assignments or projects
the box if  Don’t finish assignments or turn them in late
 Have trouble getting enough sleep because you need to stay
you… up to complete something
 Arrive late to classes
How did you do? Describe your score:

© 2014 Pathway 2 Success 30

Name: ______________________________ Date: ___________________

Time Management
What is Time Management?
Time management is having an accurate understanding of time in
order to complete work or tasks efficiently. Time management is an
important skill because it helps us get work done well without wasting
time. The quicker we get our work done right, the quicker we can do
other tasks and activities we want to do.

What a re s ome e xamples of using t ime management?

• Prioritizing what work to work on during a study hall
• Using your time well to clean your room and getting it done before your parents get
home
• Handing work in on time (meeting a deadline)
• Leaving your friend’s house early so you can have enough time to complete your
homework.

What are some ways that you have managed your time
this week?

W h y i s t i m e m a n a g e m e nt i m p o r ta nt i n y o u r l i fe ?

© 2014 Pathway 2 Success 31

Name: ______________________________ Date: ___________________

Managing Your Time

Learning to manage your time means thinking about what you need
to do, estimating how long something will take, pacing yourself,
staying focused on the task, and working to get it done by a
deadline. When you think about it, time management is many
different skills all in one!

Think of an assignment you need to complete soon. Fill out the organizer to help you
work on managing your time well.

What do you
have to
Thinking
accomplish?
Ahead What materials
will you need?

Estimating How long will it

Time take you?

Pa c i n g How will you

Yo u r s e l f pace yourself?

What
Sta y i n g
distractions will
Fo c u s e d you eliminate?

Meeting When will you

the complete the
Deadline work by?

© 2014 Pathway 2 Success 32

 Ready • Do • Reflect
READY
• Choose an assignment to work on
• Gather necessary materials
• Plan your time
• Manage your time! “By halfway through, I
should have completed ____”

DO
• Eliminate distractions & stay focused
• Pace yourself well
• Check-in at the halfway point

REFLECT
• Did you accomplish your task?
• How did you manage your time?
• How could you improve for next time?
© 2014 Pathway 2 Success
33
Name: ______________________________ Date: ___________________

Meeting Deadlines
Deadlines are dates that specific tasks or assignments are due. Understanding
deadlines an important life skill. Whether in school or at a job, you will have tasks that
must be finished by a certain date. For example, you might have a history paper due
in two weeks. Similarly, an adult might have to turn in a report to their boss by the
end of the week.

In order to meet those deadlines, you must manage your time well! Sometimes, it
helps to chunk the task. This just means breaking the task up into smaller ones before
the actual deadline is due.

Let’s practice chunking some assignments. Think about how you could break each
longer assignment or task into smaller steps.

A science lab
report that is
due by the end
of the week.

S t u d y i n g fo r a
big end-of-
the-unit math
test in two
weeks.

A history
research paper
and class
presentation
d ue in a month.

© 2014 Pathway 2 Success 34

Name: ______________________________ Date: ___________________

Project Planning Form

Use this form to help you plan for an upcoming project or assignment:

Project:

Due Date:

Summary of
Project:

Materials I’ll
need:

Steps to
Complete:

Estimated
Time to
Complete:

1st Check-In
Date and
Progress I’ll
Show Teacher

2nd Check-in
Date and
Progress I’ll
Show Teacher
© 2014 Pathway 2 Success 35
 Task Initiation
• Task initiation is the ability to begin
a task right away.

• This means getting started when

you need to (even if you don’t feel
like it).

• With strong task initiation skills,

you can get the job, chore, or
task done more efficiently.

• Task initiation involves using

strategies to overcome
procrastination and motivate
yourself.
© 2014 Pathway 2 Success

36
Name: ______________________________ Date: ___________________

Task Initiation Self-Assessment

Directions: Read each prompt. Score yourself:
0 = Never, 1 = Sometimes, 2 = Always

Score
I always turn my assignments in on time.
I am able to complete 2 or more assignments in a row.
I can get started on an assignment right away during a
working session.

I can work straight through without needing a break.

I start my work on my own without any reminders.

YOUR SCORE

Scoring Guide
 0-3 = This is a significant area of struggle for me
 4-6 = I have some basic skills, but I’m in need of support
 7-8 = I have strong skills, but could still make growth
 9-10 = This is a significant area of strength for me

C o m m o n Ta s k I n i t i a t i o n C h a l l e n g e s
 Avoid or delay starting your work
Check off  Need someone to tell you to start your work before you
the box if begin
 Turn in assignments late
you…  Have trouble completing multiple assignments in one sitting
 Try to start your work but just “can’t” do it

How did you do? Describe your score:

© 2014 Pathway 2 Success 37

Name: ______________________________ Date: ___________________

Task Initiation
W h a t i s Ta s k I n i t i a t i o n ?
Task initiation is being able to start a task right away on your own. It means not
procrastinating or putting it off, even if the task is something you don’t really want to do.
This is a very important skill because it helps us get work started and finished, even when
it’s something that is not particularly fun. You will also do a better job on tasks that you
don’t wait until the last minute on! The sooner we get started, the sooner we can finish.

What are some examples of using task initiation?

• Starting your homework right when you get home
• Beginning to organize for a long-term project long before it is due
• Doing your chores right away so you can hang out with a friend
• Starting your math quiz right away so you can use all the time you will need

What are some ways that you have initiated tasks this
week?

W h y i s ta s k i n i t i a t i o n i m p o r ta n t i n y o u r l i fe ?

© 2014 Pathway 2 Success 38

Name: ______________________________ Date: ___________________

Stop Procrastinating!
Procrastinating means putting something off that you could start right now. Here is a list of
some simple strategies you can try to help with task initiation.

# 1 S e t u p a r o u t i n e t h a t w o r k s . This is probably the biggest help of all.

Maybe your homework routine is sitting at the kitchen table while your dad works, or
perhaps it is in your bedroom right after school. Make this part of your daily routine. This
will help your brain recognize that it is “work time”.

Where and when is

your “work time”?

# 2 S e t a t i m e r . Think about how long you think you can

realistically work for and set a timer for a short break. (You’ll probably
need the timer for the break, too). Knowing that a break is in sight may
help your brain stay focused on the task at hand. Just make sure that
you really have put in sufficient effort before you take your short
break.

How long do you think

you can work before
needing a break?

# 3 R e w a r d y o u r s e l f . Once the task is done, give yourself a bit of a reward.

Maybe it is hanging out with a friend or just a bowl of ice cream.

What reward would

you give yourself for
completing work?

# 4 C h e c k i t o f f t h e l i s t . Besides just having outside

rewards like ice cream, it is also important you begin to feel good
inside about finishing the work, too. You should feel relief and a
weight lifted off your shoulders when you complete a task. Check it
off your list and feel good about yourself for finishing something.

© 2014 Pathway 2 Success 39

 What
Should
You Be
Doing
RIGHT
NOW?
© 2014 Pathway 2 Success

40
 Working Memory
• Working memory is the skill that
helps hold information in your
mind in the short-term while
working with it.

• Working memory is important

during note-taking, math
problems, and directions with
multiple steps.

• If you find you have weak

working memory skills, there
are strategies that can help you.
© 2014 Pathway 2 Success

41
Name: ______________________________ Date: ___________________

Working Memory Self-Assessment

Directions: Read each prompt. Score yourself:
0 = Never, 1 = Sometimes, 2 = Always

Score
I can take good notes in class on my own.
I remember homework assignments and directions given
by the teacher aloud.
I can remember steps to a process, such as math
problems or how to organize an essay.
I can follow several directions at a time.
I am clear on directions hours or days after I hear them.
YOUR SCORE

Scoring Guide
 0-3 = This is a significant area of struggle for me
 4-6 = I have some basic skills, but I’m in need of support
 7-8 = I have strong skills, but could still make growth
 9-10 = This is a significant area of strength for me
Common Working Memory Challenges
 Have trouble following directions
 Have trouble taking notes in class
Check off  Forget to take materials to or from school
the box if  Forget the steps in math problems (such as long division)
you…  Have trouble remembering something that was just explained
aloud
 Forget homework assignments when they are mentioned aloud

How did you do? Describe your score:

© 2014 Pathway 2 Success 42

Name: ______________________________ Date: ___________________

Working Memory
What is Working Memory?
Working memory is the ability to hold information in our minds in the short-term while
working with it. This is a skill we use during note-taking, difficult math problems, and
remembering information. Working memory is an important skill because it helps us to
remember tasks and get our work done more efficiently.

What are some examples of using working memory?

• Taking notes in class while the teacher is talking
• Adding numbers in your head while completing a math problem
• Remembering a friend’s phone number by repeating it to yourself
• Memorizing facts for a history quiz by saying them to yourself and studying
• Remembering multi-step directions for an assignment

What are some ways that you have used your working
memory this week?

W h y i s w o r k i n g m e m o r y i m p o r ta n t i n y o u r l i fe ?

© 2014 Pathway 2 Success 43

Name: ______________________________ Date: ___________________

Working Memory Strategies

#1 Make Lists – Making lists can be helpful for studying or just
taking notes in class. This can be especially helpful if you
categorize your list. For example, when studying for Spanish, you
might need to make a list of the colors and another list of the
numbers. It will help your brain “file” the information away and
access it another time.

#2 Use Self-Talk – Have you ever tried to remember a phone

number by saying or singing the digits to yourself aloud over and
over? This is a strategy that surely helps you remember! When
you use self-talk, you are letting your brain process the
information at your own pace. If you know you need to bring in
clothes for gym, but think you will forget, repeat it to yourself a
few times and really think about the words you’re saying.

#3 Listen for Key Words – Sometimes when someone is talking, they

do not realize how fast they are blabbering! This is challenging for
someone who struggles with memory. Listen for the key words,
rather than trying to process every single word thrown at you.

#4 Write it Down – After you hear those key words, write it

down! This is especially important for homework, long-term
assignments, and important dates. Even if you *think* you will
remember on your own, there is no harm in writing it down and
making sure you have it somewhere.

#5 Make it a Story, Make it Silly – There is a reason why so many math teachers
teach “PEMDAS”. Please excuse my dear aunt Sally is a bit silly, but it helps you
remember order of operations in math. Similarly, you can make up a story or
anything that you can make a connection to. For example, reciprocal fractions
might be known as “the flippy thing”. Whatever works- be creative!

© 2014 Pathway 2 Success 44

Name: ______________________________ Date: ___________________

Working Memory Practice

We really do use working memory all of the time, whether it’s solving math
problems, listening to a teacher give directions, or trying to remember the
steps for something in your head.

Let’s put your working memory to the test. Read each situation and come up
with some strategies that could help you remember what you need to in the
moment.

# 1 Yo u h a v e t o s o l v e s o m e c h a l l e n g i n g m a t h p r o b l e m s o n a
t e s t . Yo u ’ r e h a v i n g t r o u b l e d o i n g i t a l l i n y o u r h e a d . W h a t
could you do?

# 2 A t e a c h e r i s a b o u t t o g i v e d i r e c t i o n s fo r a l o n g - t e r m
p r o j e c t o u t l o u d . Yo u k n o w t h e d i r e c t i o n s a r e i m p o r t a n t
because it is a big grade.

# 3 Yo u h a v e t o m e m o r i z e a s e t o f v o c a b u l a r y w o r d s fo r a
s c i e n c e t e s t c o m i n g u p . Yo u a r e h a v i n g t r o u b l e
remembering them.

© 2014 Pathway 2 Success 45

 Metacognition

• Metacognition is self-monitoring
and self-evaluating your own
skills and work.

• This means becoming self-

aware to check in with yourself
and identify how you are doing.

• With strong metacognition skills,

you can make adjustments to
help you learn and do your best.
© 2014 Pathway 2 Success

46
Name: ______________________________ Date: ___________________

Metacognition Self-Assessment
Directions: Read each prompt. Score yourself:
0 = Never, 1 = Sometimes, 2 = Always

Score
Before turning in assignments, I think about what score I
would give myself.
During work sessions, I check-in with myself by thinking,
“How am I doing right now?”
I complete my work carefully with good quality.
I proofread and check my work before turning it in.
I am aware of what my grades are and understand how I
am graded by the teacher(s).
YOUR SCORE

Scoring Guide
 0-3 = This is a significant area of struggle for me
 4-6 = I have some basic skills, but I’m in need of support
 7-8 = I have strong skills, but could still make growth
 9-10 = This is a significant area of strength for me

Common Metacognition Challenges

Check off  Have no clue how you did on a test or quiz
the box if  Get surprised when you get a poor grade on an assignment
 Make careless mistakes in your work
you…  Have trouble proofreading or checking your work

How did you do? Describe your score:

47
Name: ______________________________ Date: ___________________

Metacognition
What is Metacognition?
Metacognition is the ability to self-monitor and self-evaluate our own learning. In other
words, it is the voice in your head when you ask yourself what you know about something
before you learn it, or when you ask yourself if you can add more details before you turn
an assignment in. This skill is important because it helps us learn better and complete our
best work.

What are some examples of using metacognition?

• Thinking about a topic before you learn about it
• Assessing what you have to do before starting a project
• Checking in with yourself to see what you’ve read in a novel
• Stopping yourself at the end of a test to see if there are any parts you need to go
back and check over
• Reviewing your progress at the end of a lesson to think about what you have
learned
What are some ways that you have used metacognition
this week?

W h y i s m e ta c o g n i t i o n i m p o r ta nt i n y o u r l i fe ?

© 2014 Pathway 2 Success 48

Name: ______________________________ Date: ___________________

Metacognition Strategies
Thinking about what we know before, during, and after a task is important. This can
help us do our best! Read through these questions to help you before, during, and
after completing a task.

Ask Yourself – Before the Task

• What is the purpose of this task?
• What materials will I need to complete this?
• What will my first step need to be?
• How much time should I take to complete this?

Ask Yourself – During the Task

• How am I doing so far?
• Am I following the directions?
• Am I on track with time management?
• What do I need to do next?

Ask Yourself – After the Task

• How did I do on this task?
• How would I score myself?
• Is there anything I need to go back and fix?
• Am I proud of my work?
• What could I have done better?

M a k e a l i s t o f d i f fe r e n t a s s i g n m e n t s a n d ta s k s y o u
could use these strategies with:

© 2014 Pathway 2 Success 49

Name: ______________________________ Date: ___________________

Quality of Work Rubric

An important part of metacognition is assessing your own work. However, just getting the
work done is often not good enough. It is important that you consider the quality of your
work and learn to take pride in your best work.

Below, create your own rubric for quality of work on a scale from 0 to 3. Try to find
examples from your own work that might fit in each category.

Quality of
Description of Work
Work Score

© 2014 Pathway 2 Success 50

 Quality of Work Rubric
Quality of
Description of Work
Work Score

© 2014 Pathway 2 Success 51

 Quality of Work Rubric
Quality of
Description of Work
Work Score
• No spelling or editing mistakes
• Final product looks professional
• Work is accurate
3 • Work is fully completed with sufficient detail and
elaboration
• All work is shown
• Very few spelling or editing mistakes
• Final product looks mostly professional
• Work is accurate
2 • Work is fully completed but could use more
detail or elaboration
• Most of the work is shown

• Has some spelling or editing mistakes

• Final product is somewhat sloppy
1 • Some of the work may be inaccurate
• Work is partially completed
• Details, elaboration, and/or work are lacking

• Has multiple editing/spelling mistakes

• Final product is sloppy and unprofessional
0 • The work may be inaccurate
• Work is partially completed
• No work or elaboration is given

© 2014 Pathway 2 Success 52

Name: ______________________________ Date: ___________________
Reflecting on Progress
Reflecting on progress means thinking about how you did after you
finish a task. Being reflective is important because it helps you learn,
grow, and improve for next time.

Let’s practice some self-reflection! Choose some assignments or

tasks you’ve completed recently. List what work you completed, what
you are proud of, and what you could improve for next time.

What work did I complete? What am I proud of? What could I improve?

© 2014 Pathway 2 Success 53

 Name: ______________________________
Self-Monitoring:
What Work Did I Complete Today?
What work did I complete today? How did I do?

Monday

Date:

Tuesday

Date:

Wednesday

Date:

Thursday

Date:

Friday

Date:

© 2014 Pathway 2 Success 54

 Self-Control
• Self-control is stopping to think
before you act.

• It involves making the “right” choice,

instead of acting on impulses.

• Self-control also means managing

emotions in order to complete a task
well.

• Developing strong self-control really

helps you make the best choices for
yourself now and for the future.
© 2014 Pathway 2 Success

55
Name: ______________________________ Date: ___________________

Self-Control Self-Assessment
Directions: Read each prompt. Score yourself:
0 = Never, 1 = Sometimes, 2 = Always
Score
I take my time with assignments and always read the
directions first.
I raise my hand to speak in class.
I keep my thoughts to myself if they are not appropriate at
the time.
I can deal with corrections or criticism from others.
My emotions don’t get in the way of finishing a task or
assignment.
YOUR SCORE

Scoring Guide
 0-3 = This is a significant area of struggle for me
 4-6 = I have some basic skills, but I’m in need of support
 7-8 = I have strong skills, but could still make growth
 9-10 = This is a significant area of strength for me

Common Self-Control Challenges

 Interrupt or shout out in class
 Say things you later regret
Check off  Make impulsive decisions
the box if  Become frustrated and give up easily
you…  Have difficulty accepting corrections or criticism from others
 Have a difficult time calming down when you need to complete
work
How did you do? Describe your score:

© 2014 Pathway 2 Success 56

Name: ______________________________ Date: ___________________

Self-Control
What is Self-Control?
Self-Control is the ability to stop and think before acting. It involves being able to stop
yourself by saying or doing something at an inappropriate time. Another element of self-
control is being able to manage your emotions so that you can make more positive
choices when angry or upset. It is an important skill because we need to think first to
make the best choices possible.

What a re s ome e xamples of using s elf-control?

• Raising your hand to share a thought in class
• Stopping yourself from making a mean comment to someone else
• Resisting the urge to taking a friend’s snack that was left out
• Stopping and thinking to help you make a more positive decision
• Managing your emotions in a positive way when you are angry or upset

What are some ways that you have used self-control this
week?

W h y i s s e l f - c o n t r o l i m p o r ta n t i n y o u r l i fe ?

© 2014 Pathway 2 Success 57

Name: ______________________________ Date: ___________________

Stop, Think, Choose

A huge component of self-control is being able to stop and think
before making a decision. By doing this, you can help yourself
understand the situation or problem, weigh your options, and
consider consequences. Ultimately, self-control can help you make
the best choice for you now and in the future!

What are some possible What would you choose and

Situation
choices? why?
#1 You have a big test in
math tomorrow you
wanted to study for but
your friends want you to
go to the movies with
them.

#2 You are really hungry

and forgot your snack.
You notice the person
next to you has left their
snack out when they
walk away.

#3 You hear from

someone else that a
good friend has been
talking about you behind
your back. You feel upset
and angry.

#4 You are helping a

friend with a question in
class when the teacher
gives you a detention for
talking out. You are upset
because you were just
helping.

© 2014 Pathway 2 Success 58

Name: ______________________________ Date: ___________________

Self-Managing Behaviors
You have the power to self-manage your own choices every single day! By thinking about
your own choices, you can be more likely to make positive decisions.

Choose one positive behavior that you’d like to increase. It could be raising your hand to
talk, starting your work right away, writing your homework down, following directions on
the first time, or any other positive behavior you can come up with. Write the behavior
where it says “Goal”. Then check off a box each time you perform the behavior. Give
yourself a special reward when all the boxes are filled. This is a way to self-manage your
own behaviors.

Questions to Consider:
• What do you want to work on?
• What strategies can you use to help yourself?
• What reward can you give yourself when you meet the goal?

S t r i v i n g fo r S u c c e s s !

Goal: ____________________________________________________________________

© 2014 Pathway 2 Success 59

 Attention
• Attention is being able to focus on a
task or person for a period of
time.

• It involves avoiding distractions

and re-focusing when needed.

• People can develop and learn

strategies to help them
concentrate, re-focus, and shift
attention when needed.

• Paying attention is not only

important for completing work, but
in social situations, too.
© 2014 Pathway 2 Success

60
Name: ______________________________ Date: ___________________

Attention
Self-Assessment
Score
I can list specific things that cause me to feel distracted
or unfocused.
I can read through an assignment and understand it well.
I have a workspace that is free from distractions.
I can focus well on the teacher or task in the classroom.
If I feel my attention start to wane, I can use a strategy
to help me refocus.
YOUR SCORE

Scoring Guide
 0-3 = This is a significant area of struggle for me
 4-6 = I have some basic skills, but I’m in need of support
 7-8 = I have strong skills, but could still make growth
 9-10 = This is a significant area of strength for me

Common Attention Challenges

 Have trouble staying focused in class
Check off  Have trouble staying focused when you are completing an
the box if assignment
you…  Find yourself distracted from many different things
 Sometimes “zone out” during a conversation

How did you do? Describe your score:

© 2014 Pathway 2 Success 61

Name: ______________________________ Date: ___________________

Attention
What is At tention?
Paying attention is being able to focus on a task or person over for a period of time. This
means staying focused even when there are distractions. It also means adjusting your
level of attention when you need to. Attention is an important skill because sometimes we
need to pay attention to hear directions, get all the information we need, or just be safe.

What a re s ome e xamples of pa ying a t tention?

• Listening and watching a teacher during a lecture in class
• Reading an entire chapter in a book without stopping or getting distracted
• Ignoring distractions in order to complete a math test
• Listening and paying attention to your coach even if you are tired or exhausted
• Listening to a friend tell a story

What are some ways that you have paid attention this
week?

W h y i s a t t e nt i o n i m p o r ta nt i n y o u r l i fe ?

© 2014 Pathway 2 Success 62

Name: ______________________________ Date: ___________________

Classroom Attention Strategies

#1 Check In With Yourself. Attention skills aren’t always just “on” and
“off”. It’s completely normal to have your attention drift sometimes.
What’s most important is learning how to check in with yourself and
recognize your attention is drifting. This is a great time to use a
strategy to keep yourself focused!

#2 Ask Questions – Keep yourself engaged by asking questions. From

time to time, raise your hand to ask questions about the content or
share a related idea. Not only does this strategy encourage you to
really listen well, but you’ll feel more interested in what is going on if you
can share your voice, too!

#3 Take Notes – Jotting a few notes down on a piece of paper can

help you stay focused and alert. Challenge yourself to listen for the
most important information and write it down when you hear it. As
a bonus, your notes can also help you remember the information
later on.
#4 Resist Distractions – Try to be open and honest about your
biggest distractions. Sometimes you might feel distracted when you
work with a best friend. Other times you might feel distracted
sitting too close to the window. Make a plan to resist or avoid these
distractions so you can get your work done right.

#5 Take a Movement Break. We all need breaks sometimes! If you

notice you are really struggling to pay attention, stretch a little or
even ask to go and get a drink. Make sure you use that break to
help you get right back on track!

W h i c h s t r a t e g i e s s e e m b e s t fo r y o u ?

© 2014 Pathway 2 Success 63

Name: ______________________________ Date: ___________________

Dealing with Distractions

It is important to identify the specific distractions that may cause you to lose sight
of your focus. List what distracts you right in the box. Then, number each distraction.

Let’s problem solve how you can fix each of the following distractions. They may
have more than one solution. List the solutions and discuss which solution you would
choose.

#1 Cell phone keeps going off.

#2 It is noisy.

# 3 You are starving.

#4 You are feeling tired and bored.

#5 You have a big test coming up

that you’re afraid you’ll fail.

© 2014 Pathway 2 Success 64

 Flexibility
• Flexibility is the ability to adjust
to new situations and effectively
cope with change.

• Being flexible means being able

to think differently and
problem-solve on the spot.

• It also includes just going with

the flow when you’re unsure
what is happening.

© 2014 Pathway 2 Success

65
Name: ______________________________ Date: ___________________

Flexibility Self-Assessment
Directions: Read each prompt. Score yourself:
0 = Never, 1 = Sometimes, 2 = Always

Score
I can stay calm when situations don’t go to plan.
I am able to problem-solve on the spot.
I can stay calm when my schedule changes.
Moving from one task to another is easy for me.
I feel I can handle it when a teacher gives a big
assignment or lots of homework all at once.
YOUR SCORE

Scoring Guide
 0-3 = This is a significant area of struggle for me
 4-6 = I have some basic skills, but I’m in need of support
 7-8 = I have strong skills, but could still make growth
 9-10 = This is a significant area of strength for me

Common Flexibility Challenges

 Get upset or anxious when plans change last minute
Check off  Find your mind “goes blank” when you are put on the spot
the box if  Have difficulty with transitioning from one task to another
you…  Feel overwhelmed when a teacher gives you a lot of work all
of a sudden

How did you do? Describe your score:

© 2014 Pathway 2 Success 66

Name: ______________________________ Date: ___________________

Flexibility
What is Flexibility?
Flexibility is the ability to adjust to new situations and cope with change. That means being
able to problem-solve and work through challenges when they come up. Flexibility is an
important skill because sometimes things just don’t go as planned, so we need to be able
to deal with those changes well.

What are some examples of being flexible?

• Re-arranging your schedule to meet with the counselor at a different time
• Being accepting when the day’s schedule gets changed due to an event
• Being willing to change plans when the teacher changes your seat in class
• Going with the flow when you’re not sure which lab group you will end up with in
science

What are some ways that you have used flexibility skills
this week?

W h y i s f l e x i b i l i t y i m p o r ta n t i n y o u r l i fe ?

© 2014 Pathway 2 Success 67

Name: ______________________________ Date: ___________________

Flexibility – Problem Solving 101

When you are feeling upset about a problem, you may need to step away and reframe
your thinking. Then, you can brainstorm and select solutions to the problem.

Situation: Your favorite outfit never made it into the washer and dryer and it is picture day
today. You were set on wearing this specific outfit. You are very upset.

Question Your Response

What is the problem?

How big is the

problem?
Will it matter in five
years from now?

What are possible

solutions?

What are
consequences for
those solutions?

What are some

examples of self-talk
that you can use in
this situation?

© 2014 Pathway 2 Success 68

Name: ______________________________ Date: ___________________

Flexibility – Problem Solving 102

Think of a situation that upset you in the past or something that may happen in the future. It
can be big or small. Describe the situation and complete the organizer.

Question Your Response

What is the problem?

How big is the

problem?
Will it matter in five
years from now?

What are possible

solutions?

What are
consequences for
those solutions?

What are some

examples of self-talk
that you can use in
this situation?

© 2014 Pathway 2 Success 69

 Perseverance

• Perseverance is working through

to complete a goal, even when
challenges come up along the way.

• This means “sticking with it” and not

giving up until a task is completely
finished.

• Perseverance also involves having

self-control to stick with it and
flexibility to try new strategies.

© 2014 Pathway 2 Success

70
Name: ______________________________ Date: ___________________

Perseverance Self-Assessment
Directions: Read each prompt. Score yourself:
0 = Never, 1 = Sometimes, 2 = Always

Score
I always stick with difficult problems or assignments until
they are finished.
I complete long-term assignments.
I turn in homework assignments on time.
I feel good when I finish an assignment or task.
If something goes wrong, I can figure out another way to
complete the task or assignment.
YOUR SCORE

Scoring Guide
 0-3 = This is a significant area of struggle for me
 4-6 = I have some basic skills, but I’m in need of support
 7-8 = I have strong skills, but could still make growth
 9-10 = This is a significant area of strength for me

C o m m o n Pe r s e v e ra n c e C h a l l e n g e s
 Want to give up when something becomes really challenging
Check off  Turn in assignments late
the box if  End up not completing long-term assignments because they
you… are too overwhelming
 Feel overwhelmed when you get a lot of work all at once

How did you do? Describe your score:

© 2014 Pathway 2 Success 71

Name: ______________________________ Date: ___________________

Perseverance
What is perseverance?
Perseverance is the ability to keep working and finish a task, even when challenges come
up. It is “sticking with it”, no matter what happens! This is an important skill because if you
give up, you will never accomplish your goals and dreams.

What are some examples of perseverance?

• Working through a tough math test
• Finishing running the mile, even when you are exhausted
• Completing a long-term project, even if it is overwhelming at first
• Working through an assignment, even if you don’t know all the answers
• Trying a different way to solve a problem when you’re unsure of the answer

What are some ways that you have shown perseverance

this week?

W h y i s p e r s e v e r a n c e i m p o r ta n t i n y o u r l i fe ?

© 2014 Pathway 2 Success 72

Name: ______________________________ Date: ___________________

Perseverance Strategies
#1 Remember Your WHY. When you are struggling with finishing an
assignment or task, take a minute to remind yourself why you are
doing it in the first place. Is this test helping you improve your math
grade? Is cleaning your room showing your parents that you are
responsible? Always think back to your why for some extra motivation.

#2 Try a Different Strategy. Be open-minded! It’s easy to get

stuck in our own ways at times. However, if you are having
difficulty with a problem or task, think outside the box and be
willing to try a new way.

#3 Skip It (and come back later). We all get stuck sometimes. If

something is a big challenge for you at the moment, take a break
and come back later. For example, that might mean skipping a
difficult math problem and moving on with the rest of the test.
Giving yourself a mental break can sometimes do the trick.

#4 Learn from Setbacks. Some of the most successful people in the

world experienced setbacks and letdowns before they found their
way. It’s just part of life! Instead of just feeling disappointed or upset,
think about what lesson the setback might be teaching you. Then, use
that to drive you forward even more.

#5 Ask for Help. After you’ve done all you can do on your own, it’s
okay to reach out and ask for help. You might ask someone next
to you for help on an assignment or maybe you need to ask the
teacher if you can stay after school for a little extra help.

#6 Be Proud of Your Effort. Always think back and celebrate your

true accomplishments. Learning how to feel proud of your wins
and successes can help you move forward the next time you’re
struggling. Think about it: What are you proud of accomplishing this
week?

© 2014 Pathway 2 Success 73

Name: ______________________________ Date: ___________________

Practicing Perseverance
Read through the following scenarios. Identify specific solutions for each person to
allow them to persevere.
#1 Jane completed most of her social studies essay which took her three days.
Then, she realized she answered the wrong question in the essay. She wants to give
up because it is due tomorrow.

#2 Ben thought he studied really hard and even stayed after with the math teacher
but ended up getting a 60% on his math test.

#3 Jeremy was told if he gets sent to the office just one more time he will miss out
on the field trip he’s been looking forward to. The trip is two weeks away and he
already knows there is no way he can make it.

#4 Martha waited until the last minute to start her math homework. She thought it
would be easy but realizes at 11pm that it is going to take at least an hour.

© 2014 Pathway 2 Success 74

 If you need more executive
functioning resources…
Consider the Executive Functioning Advanced Workbook!
Teach specific executive
functioning skills with this
advanced workbook.
Detailed information,
examples, practice, and fun
activities are included for
every executive functioning
skills. With over 120 pages,
you will have everything you
need to teach these skills
thoroughly! These are
great materials to use with
middle and high school
students.

© 2014 Pathway 2 Success 75

 MORE Study Skills!

Full year
resources to
teach
executive
functioning
skills.

Lessons,
worksheets, and
practice for
teaching study
skills including
planning,
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Click here to
check out all
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 • About the Author •
Kristina Scully is a special educator and
curriculum specialist with over 13 years'
experience in the education field. She has a
bachelor’s degree in special and elementary
education from the University of Hartford, and
a master’s degree in special education from
the University of St. Joseph. She has worked
extensively with kids and young adults with
social-emotional needs, learning disabilities,
autism, executive functioning challenges, and
more.

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