Session 1 Script

1. Warm-Up Icebreaker (5 minutes)

Teacher (smiling, holding up cards): “Good afternoon, everyone! Welcome to our first Executive Edge session. Today, we’re going to start with a super-fun icebreaker called Bingo. I’m passing out one Icebreaker Bingo Card to each of you. Your job is to mix and mingle, find classmates who match the statements on your card, and have them sign the square.

“Here’s how it works:

1. Find a classmate who has met a goal they set in the last week. Get their signature.
2. Find someone who organizes their backpack every day. Signature.
3. And so on.

“You have 5 minutes. When the timer dings, freeze in place and we’ll come back together. Ready? Go!”

(Teacher starts timer and circulates, encourages quieter students to join in.)

2. Introduction to Executive Functioning (7 minutes)

Teacher (after timer): “Great work, everyone! Let’s return to our seats. Show me your cards—looks like we have lots of signatures!”

Teacher (writing on whiteboard): “Now, let’s talk about the brain skills that help us succeed every day. Does anyone want to share one skill you used just now during Bingo?”

Student responses.

Teacher: “Awesome examples! Those skills are part of what we call executive functioning. Executive functioning is a set of mental processes that help us:

• Organize tasks and materials
• Manage our time
• Set and track goals
• Regulate our emotions and behavior

“These skills are like the conductor of an orchestra, making sure everything works together smoothly.”

(Teacher highlights each bullet as they speak.)

3. Group Discussion (5 minutes)

Teacher: “Now, let’s dive deeper. I’m dividing you into small groups of 3 or 4. Each group gets a copy of the Executive Functioning Discussion Prompts. In your groups, talk about these questions:

• How do strong executive skills help you in school?
• How might these skills help you outside of school?

“You have 3 minutes. I’ll walk around to listen. Then, one person from each group will share a key insight.”

(After 3 minutes, teacher signals time.)

Teacher: “Time’s up! Group 1, what did you discuss?”

Spokesperson shares insight.

(Repeat for 2–3 groups.)

4. SMART Goal Setting Activity (10 minutes)

Teacher (returning to front): “Fantastic insights! Now, let’s learn how to set a goal using SMART criteria. SMART stands for:

• Specific: clear and detailed
• Measurable: you can track it
• Achievable: realistic but challenging
• Relevant: aligns with what you care about
• Time-bound: has a deadline

“For example, instead of saying ‘I want to read more,’ a SMART goal is: ‘I will read two chapters of my English book every other night for the next two weeks.’”

(Teacher points to the slide or board displaying each SMART letter.)

Teacher: “I’m handing out the SMART Goal Worksheet Part 1. Take 6 minutes to draft your own academic SMART goal. I’ll walk around to help you refine each part.”

(Teacher circulates, gives feedback: “Is your goal measurable? Can you track it?”)

5. Cool Down and Reflection (3 minutes)

Teacher (ringing bell): “Time’s up! Who would like to share their SMART goal?”

Two or three students volunteer and read goals.

Teacher: “Those are excellent! I notice you all included specific numbers and deadlines—great work. For homework, please refine your goal based on today’s feedback and bring your final SMART goal to our next session. See you then!”

SMART Goal Worksheet Part 1

Use this worksheet to draft a clear, actionable academic goal using the SMART framework. Answer each prompt, then combine your ideas into one SMART goal statement.

1. Specific

What exactly do you want to achieve? Be clear and detailed about your goal.

2. Measurable

How will you track your progress? What metric or criteria will show you’re moving forward?

3. Achievable

Is this goal realistic? What steps or resources will you need to reach it?

4. Relevant

Why is this goal important to your academic success or personal growth?

5. Time-Bound

What is your deadline? When will you check in on your progress and complete this goal?

6. Your Full SMART Goal Statement

Combine your answers above into one clear, concise SMART goal.

Executive Functioning Discussion Prompts

Use these questions in your small groups to explore how executive functioning skills play out in everyday life. Appoint one group member to note key ideas and another to share out.

1. School Success:
   • In what ways do strong organization and time-management skills help you perform better on assignments and tests?
   • Can you share a specific example when planning ahead prevented a stressful situation?
   
   
   
   
   
   
   

2. Personal Life Impact:
   • Beyond academics, how might goal-setting and self-regulation skills improve your relationships, hobbies, or chores?
   • Describe a time you used one of these skills outside of school.
   
   
   
   
   
   
   

3. Overcoming Challenges:
   • What obstacles have you faced when trying to stay organized or meet deadlines?
   • What strategies did you try? What worked and what didn’t?
   
   
   
   
   
   
   

4. Strategy Brainstorm:
   • What new tools or habits could you adopt to strengthen one executive skill (e.g., using a planner, setting reminders, breaking tasks into steps)?
   • How will you know if that strategy is helping?
   
   
   
   
   
   
   

5. Group Share-Out:
   • Choose one key insight or strategy from your discussion to share with the whole class.
   
   
   
   
   
   
   

Icebreaker Bingo Cards

Use this bingo card to mingle with classmates and find peers who match each statement. Write your classmate’s name or initials in the square. You have 5 minutes—aim to fill as many squares as you can!

Goal-Setting Relay

Objective:
Practice constructing each component of a SMART goal under time pressure and reinforce understanding of each element.

Time: 8 minutes
Group Size: Teams of 4
Materials:

• 5 stacks of index cards labeled S, M, A, R, T (10 cards each)
• Markers
• Chart paper or poster board for each team (divided into 5 labeled columns: S, M, A, R, T)
• Timer

Setup (2 minutes)

1. Divide students into teams of four and have them line up in single-file at the starting line.
2. Place the five stacks of index cards (labeled S, M, A, R, T) at the far end of the room.
3. Give each team a piece of chart paper divided into five columns titled S, M, A, R, and T.

How to Play (5 minutes)

1. On “Go,” Student 1 from each team runs to the “S” stack, grabs a blank card, and writes the Specific statement for their team’s goal (e.g., “Read one extra chapter each night”).
2. Student 1 runs back, places the card under S on their poster, and tags Student 2.
3. Student 2 sprints to the “M” stack, writes the Measurable criterion (e.g., “Track progress in a reading log each day”), returns, and tags Student 3.
4. Continue with Student 3 for A (Achievable), Student 4 for R (Relevant), then Student 1 (or next in line) for T (Time-bound).
5. Once all five cards are placed, teams quickly review their goal. The first team to call “Done” and show a complete, accurate SMART goal wins.

Cool Down & Reflection (3 minutes)

• Invite the winning team to read their SMART goal aloud.
• Ask other teams to compare and offer one piece of constructive feedback.
• Facilitate a quick class discussion using these prompts:
  1. Which SMART component was easiest to write under time pressure?
     
     
  2. Which part needed the most revisions? Why?
     
     
  3. How might focusing on one component at a time help you set stronger goals in the future?
     
     

Homework (optional): Refine today’s relay goal into a final SMART statement and submit it on your next planner check.

Session 1 Cool Down: Exit Ticket

Directions: Please respond to the following questions. You have 3 minutes.

1. Executive Functioning Reflection
   What is one executive functioning skill you learned today, and why is it important for your academic success?
   
   
   
   
   

2. SMART Framework Reflection
   Which component of SMART (Specific, Measurable, Achievable, Relevant, Time-bound) was the easiest for you, and which was the most challenging? How will you use both when finalizing your goal?
   
   
   
   
   
   
   

3. Refined SMART Goal Statement
   Write your revised full SMART goal in one clear sentence: