Parent Training Script: Executive Functioning Parent Power-Up!

(Slide 1: Executive Functioning: Parent Power-Up! - Empowering Families for Success in School and Life)

Teacher: "Good evening, everyone! Welcome to our session, Executive Functioning: Parent Power-Up! We are so glad you're here tonight, investing in your children's future and your family's success. I'm [Your Name/Title], and I'm excited to explore some incredibly valuable tools with you."

"Before we dive in, I'd love to hear from you. What comes to mind when you hear the term 'Executive Functioning'? Or, what are some common challenges your children face that you think might be related to how they organize, plan, or focus? Don't worry, there are no wrong answers!"

(Allow 1-2 minutes for parents to share, acknowledge their input, and make connections to the topic.)

Teacher: "Thank you for sharing! It sounds like many of you are already touching on some key areas we'll discuss. Today, our goal is to demystify Executive Functioning and equip you with practical, fun strategies you can use at home to support your K-12 children."


(Slide 2: What is Executive Functioning?)

Teacher: "So, what exactly is Executive Functioning? Think of it as the 'CEO' or the 'air traffic controller' of your brain. These aren't things we learn in a textbook; they are a set of mental processes that help us get things done!"

"EF skills enable us to plan and organize, manage our time and attention, regulate our emotions, initiate and complete tasks, and problem-solve effectively. They're essential for navigating daily life, whether it's doing homework, completing chores, or even managing social interactions."


(Slide 3: Key Executive Functioning Skills)

Teacher: "Let's break down some of these key skills. While there are many, we'll focus on a few core ones:

• Planning & Prioritization: This is about setting goals and figuring out the best steps to achieve them. For example, planning out the steps to bake a cake or deciding which homework assignment to tackle first.
• Organization: Keeping track of materials, information, and tasks. Think about keeping your backpack tidy, having a designated spot for homework, or knowing where to find your notes.
• Working Memory: This is your brain's temporary sticky note pad. It's the ability to hold information in your mind and use it to complete a task. Like remembering a phone number long enough to dial it, or recalling instructions for a game.
• Impulse Control: This is about thinking before you act, resisting distractions, and pausing. It's not blurting out an answer in class, or choosing to do homework before playing video games.
• Task Initiation: The ability to start tasks without excessive procrastination. How many of us know we should start something but just can't get ourselves to do it? Kids feel this too!
• Self-Regulation: Managing your emotions and behaviors to achieve your goals. This could be staying calm when frustrated with a difficult problem or adjusting your approach when something isn't working."

"These skills don't just magically appear; they develop over time, and we can actively help our children strengthen them."


(Slide 4: Why Executive Functioning Matters)

Teacher: "Why do these skills matter so much? Because they have a huge impact on success, both in school and in life.

For academic success, strong EF skills mean children can follow multi-step instructions, complete homework and projects on time, study effectively for tests, write essays, and participate confidently in class.

Beyond academics, EF skills are crucial life skills. They help with managing chores, budgeting allowance, making healthy choices, navigating social situations, and achieving personal goals. For example, if a child constantly forgets their homework, that's organization and working memory. If they struggle to start a project, that's task initiation."


(Slide 5: EF Skills Across Grade Levels (K-12))

Teacher: "It's important to remember that Executive Functioning skills develop and become more complex as children grow. What we expect from a kindergartener is very different from a high schooler.

For Kindergarteners, EF skills look like learning classroom routines, following simple one or two-step instructions, and sharing toys.

In Elementary School, children are developing skills like organizing their school supplies, remembering to bring homework home and back, and starting to manage their emotions in social settings.

By Middle School, the demands increase significantly. Students need to manage multiple subjects, handle long-term projects, develop time management, resist peer pressure, and begin to advocate for themselves.

And in High School, these skills are essential for independent study, navigating complex problem-solving, planning for college or careers, and balancing various commitments like extracurriculars and part-time jobs."

"As you can see, the strategies we use will adapt to your child's age and the complexity of the tasks."


(Slide 6: Let's Get Practical: Strategy Stations!)

Teacher: "Understanding EF is great, but now let's get practical! The best way to learn how to support these skills is to try out some strategies ourselves. We've set up five hands-on stations around the room, each designed to demonstrate a practical Executive Functioning strategy you can use at home with your children."

"These strategies are adaptable for all K-12 ages. You can adjust them for simplicity for younger children or add more complexity for older students. Your children can even join you for this part if they are here today!"

"I'll be giving each family or group a copy of the EF Station Activity Guide which has all the instructions and prompts. You'll move from station to station, trying out the activities."


(Slide 7: Our Five Strategy Stations:)

Teacher: "Here's a quick look at our stations for today:

1. Handwriting: 'Silly Sentence Scramble': This station focuses on planning and organization as you unscramble and write sentences.
2. Reading: 'Story Sequence Challenge': Here, you'll work on working memory and sequencing by putting a story in order.
3. Math: 'Budgeting Bonanza': This activity will challenge your planning and problem-solving skills with a fun budgeting scenario.
4. Focus: 'Mindful Maze': Get ready to practice sustained attention and impulse control as you navigate a maze.
5. Memory: 'Muscle Memory Match-Up': This station helps with retaining information and procedural memory through a fun matching game."

"Feel free to start at any station. I'll be circulating to help, answer questions, and encourage your participation."


(Slide 8: Time to Explore!)

Teacher: "Alright, let's get started! Head to your first station. Remember to:

• Read the instructions clearly at each station.
• Try the activity with your child if they are present.
• Think about how this strategy could be adapted and used in your home routine.
• And most importantly, have fun!

We'll spend about 20 minutes on the stations, and then we'll regroup back here to share our insights. Have a fantastic time!"

(Circulate, assist, observe, and engage with parents at each station. Give a 2-minute warning before regrouping.)


(Slide 9: Sharing Our Strategies & Takeaways)

Teacher: "Welcome back, everyone! I loved seeing all the engagement and collaboration at the stations. Let's take a few minutes to share. What was one new strategy you discovered today? Or, what is one strategy you plan to implement at home this week?"

(Facilitate a brief group share, calling on a few parents. Acknowledge and affirm their insights.)

Teacher: "Excellent ideas! It's clear you've gained some valuable tools. Remember, building Executive Functioning skills takes time and consistent practice. Be patient with your children and yourselves. Focus on small, consistent efforts, and celebrate every step of progress."

"Consistency and positive reinforcement are key. You are your child's best coach!"


(Slide 10: Thank You! - Questions?)

Teacher: "Finally, before we conclude, are there any remaining questions about Executive Functioning or the strategies we discussed today?"

(Address questions.)

Teacher: "Thank you all again for your participation and for being such dedicated parents. By understanding Executive Functioning and using these strategies, you are truly empowering your children to thrive in school and in life. I hope you found this session valuable! Have a wonderful evening!"

Executive Functioning Station Activity Guide

Welcome to our EF Strategy Stations! This guide will help you navigate through the activities designed to teach practical Executive Functioning strategies. Each station focuses on different skills vital for your K-12 children.

Instructions:

1. Work through each station with your family (if children are present) or in small groups.
2. Read the specific instructions provided at each station.
3. Discuss how the strategy used in the activity could be applied to your child's daily routines or academic tasks.
4. Have fun and be ready to share your insights when we regroup!

Station 1: Handwriting: "Silly Sentence Scramble"

EF Skills Targeted: Planning, Organization, Fine Motor Skills

Activity Overview: You will be given a set of words to unscramble and form coherent, silly sentences. Then, practice writing them clearly.

How it Helps: This activity encourages careful planning of sentence structure, organization of thoughts, and translates mental organization into a physical task (handwriting), developing fine motor control and the ability to sequence letters and words correctly.

Handwriting Station: 'Silly Sentence Scramble' Activity

Station 2: Reading: "Story Sequence Challenge"

EF Skills Targeted: Working Memory, Sequencing, Reading Comprehension

Activity Overview: You will receive a short story cut into individual sentences or paragraphs. Your task is to put them back in the correct chronological order.

How it Helps: This challenges working memory by requiring you to hold parts of the story in mind while organizing them. It also strengthens sequencing skills crucial for understanding narrative flow and improving overall reading comprehension.

Reading Station: 'Story Sequence Challenge' Activity

Station 3: Math: "Budgeting Bonanza"

EF Skills Targeted: Planning, Problem-Solving, Working Memory, Goal-Setting

Activity Overview: You will be given a hypothetical budget and a list of items (e.g., school supplies, party decorations) with prices. Your goal is to plan purchases within the budget.

How it Helps: This activity develops planning by requiring careful allocation of resources, problem-solving to stay within limits, and working memory to keep track of spending. It also introduces practical financial literacy.

Math Station: 'Budgeting Bonanza' Activity

Station 4: Focus: "Mindful Maze"

EF Skills Targeted: Sustained Attention, Impulse Control, Planning

Activity Overview: Complete a complex maze. The challenge is to do it slowly and deliberately, without lifting your pencil, and focusing on each turn.

How it Helps: This activity directly trains sustained attention by requiring focus for an extended period. It also enhances impulse control by discouraging rushing and making careless mistakes, promoting a more thoughtful, planned approach.

Focus Station: 'Mindful Maze' Activity

Station 5: Memory: "Muscle Memory Match-Up"

EF Skills Targeted: Retaining Information, Procedural Memory, Repetition

Activity Overview: You will perform a series of simple, repetitive physical actions (e.g., finger tapping sequence, simple stretching moves). After a few repetitions, you'll try to recall and repeat the sequence without prompts.

How it Helps: This activity highlights how repetition and physical movement (muscle memory) help in retaining information and developing procedural memory, which is essential for tasks like learning dance moves, tying shoelaces, or even remembering a sequence in math problems.

Memory Station: 'Muscle Memory Match-Up' Activity

Station 1: Handwriting: "Silly Sentence Scramble"

EF Skills Targeted: Planning, Organization, Fine Motor Skills

Goal: To practice planning and organizing thoughts into written form, while also reinforcing clear handwriting.

Activity Instructions:

1. Unscramble the Words: Below are groups of scrambled words. Your task is to unscramble each group to create a complete, grammatically correct, and ideally silly or interesting sentence.
2. Plan Your Sentence: Before you write, say the sentence out loud. Think about capitalization and punctuation.
3. Write Neatly: In the space provided, write your unscrambled sentence clearly and carefully. Pay attention to letter formation, spacing, and neatness.

Scrambled Sentences & Your Writing Space:

A. Words: jumped / over / the / moon / purple / cow / a

Your Sentence:

How this helps EF: This activity requires you to hold multiple words in your working memory, plan the sequence of the sentence, and then organize your thoughts into a clear written output. For younger children, this builds foundational organizational skills. For older students, it reinforces attention to detail and logical sentence construction.

B. Words: loudly / librarian / the / roared / when / dragon / a / came / in

Your Sentence:

How this helps EF: Juggling more words increases the demand on working memory and planning. Deciding the best way to phrase a descriptive sentence engages higher-level organizational thinking.

C. Words: invisible / socks / sang / a / tiny / opera / on / the / dog / with / the

Your Sentence:

How this helps EF: This more complex scramble challenges your ability to hold many pieces of information and mentally manipulate them into a coherent order. It strengthens flexible thinking and sustained attention to complete the task.

Reflect & Discuss:

• What strategy did you use to unscramble the words? (e.g., finding the verb first, looking for conjunctions)
• How could you use a similar

Station 2: Reading: "Story Sequence Challenge"

EF Skills Targeted: Working Memory, Sequencing, Reading Comprehension

Goal: To strengthen working memory and the ability to understand and order events in a story, which are crucial for comprehension.

Activity Instructions:

1. Read the Sentences: You will find a short story that has been cut into individual sentences or paragraphs. Read all the pieces carefully.
2. Think About the Order: Without gluing or taping yet, try to mentally (or physically if you have space) arrange the sentences in the order they should appear in the story.
3. Check Your Sequence: Once you think you have the correct order, read the entire story aloud to see if it makes sense. Does it flow logically? Does it tell a complete story from beginning to end?
4. Confirm: Once you're satisfied, you can arrange them permanently if materials are available.

Story Snippets (Pre-cut at station):

(These sentences would be printed on separate strips of paper for the actual station activity)

• Suddenly, a tiny, bright green frog hopped out and landed right on her nose!
• Lily was walking through her garden, looking for the ripest strawberry.
• She giggled, gently picked up the frog, and placed it back among the lily pads.
• The frog blinked its big eyes, and Lily couldn't help but smile.
• She had finally spotted a big, juicy one hiding under a leaf.

Correct Sequence (For reference, not to be shown to participants initially):

1. Lily was walking through her garden, looking for the ripest strawberry.
2. She had finally spotted a big, juicy one hiding under a leaf.
3. Suddenly, a tiny, bright green frog hopped out and landed right on her nose!
4. The frog blinked its big eyes, and Lily couldn't help but smile.
5. She giggled, gently picked up the frog, and placed it back among the lily pads.

Reflect & Discuss:

• What strategies did you use to figure out the correct order? (e.g., looking for time words, identifying cause and effect)
• How does breaking a story apart and putting it back together help with understanding what you read?
• How could you adapt this activity to help your child understand directions for a chore or steps in a science experiment?
  
  
  
  
  
  
  
  
  
  
  
  
• For older students, how does sequencing help with outlining an essay or organizing research notes?
  
  
  
  
  
  
  
  
  
  
  
  

Station 3: Math: "Budgeting Bonanza"

EF Skills Targeted: Planning, Problem-Solving, Working Memory, Goal-Setting

Goal: To practice planning, making choices, and problem-solving within set constraints using math skills.

Activity Instructions:

1. Read Your Scenario: You have a special budget for a fun event!
2. Review the Items: Look at the list of items you can buy and their prices.
3. Plan Your Purchases: Decide which items you want to buy, but you must stay within your budget. Use the space below to do your calculations.
4. Confirm Your Budget: Double-check your total to make sure you haven't overspent.

Your Scenario: Plan a Classroom Party!

You have a budget of $50.00 to buy supplies for a small classroom party. You need to pick at least 5 different items from the list below and not go over your budget!

Available Items:

• Bag of Balloons: $4.50
• Party Hats (pack of 10): $7.25
• Cupcakes (dozen): $12.00
• Juice Boxes (pack of 6): $8.75
• Small Candy Bags (pack of 10): $9.50
• Paper Plates (pack of 20): $6.00
• Napkins (pack of 50): $3.50
• Sticker Sheet (each): $2.00
• Small Toys (pack of 5): $10.00

Your Shopping List & Calculations:

Use this space to list the items you choose and track your spending. Show your work!

Item 1:



Item 2:



Item 3:



Item 4:



Item 5:



Item 6 (Optional):



Item 7 (Optional):

Total Spent:

Remaining Budget:

Reflect & Discuss:

• What was your strategy for choosing items? Did you start with the most expensive or cheapest?
  
  
  
  
  
  
• How did you keep track of your spending?
  
  
  
  
  
  
• How could this budgeting strategy help your child plan for a school project that requires specific supplies, or save up for a toy they want?
  
  
  
  
  
  
  
  
  
  
  
• For older students, how does this relate to managing an allowance, planning for a trip, or understanding household expenses?
  
  
  
  
  
  
  
  
  
  
  

Station 4: Focus: "Mindful Maze"

EF Skills Targeted: Sustained Attention, Impulse Control, Planning

Goal: To practice focusing attention, resisting the urge to rush, and planning a path strategically.

Activity Instructions:

1. Observe the Maze: Before you even pick up your pencil, look at the maze. Try to mentally trace a path from START to FINISH.
2. Go Slow and Steady: With your pencil, slowly and carefully trace a path through the maze. The challenge is to go as slowly as you can without stopping, focusing on each turn and line.
3. No Lifting: Try not to lift your pencil once you start until you reach the end (or hit a dead end!). If you make a mistake, simply retrace your steps slowly and find the correct path.
4. Resist Rushing: The goal isn't speed, but focused attention and deliberate movement.

The Maze:

+---+---+---+---+---+---+---+---+---+
| S |       |       |       |       |   (START)
+---+   +---+   +   +   +---+   +   +
|   |   |   |   |   |   |   |   |   |
+   +   +---+   +---+   +---+   +   +
|   |           |   |   |   |   |   |
+   +---+---+   +   +   +   +   +   +
|   |       |   |   |   |   |   |   |
+   +   +   +   +---+   +   +   +   +
|   |   |   |           |   |   |   |
+---+   +   +---+---+---+   +---+   +
|       |               |           |
+---+   +---+---+---+   +---+---+   +
|   |   |   |       |   |       |   |
+   +   +   +   +   +   +   +   +   +
|   |   |   |   |   |   |   |   |   |
+---+   +---+---+   +---+   +---+   +
|       |       |       |       | F |
+---+---+---+---+---+---+---+---+---+
                                       (FINISH)

(Note: This is a text-based representation. In a physical station, a printed maze with a clear visual would be provided.)

Reflect & Discuss:

• How did it feel to go slowly and deliberately? Was it challenging to resist the urge to rush?
  
  
  
  
  
  
• How could practicing focus with an activity like this help your child stay on task during homework or listen attentively during instructions?
  
  
  
  
  
  
  
  
  
  
  
• What other everyday activities require this kind of sustained focus and impulse control? (e.g., waiting your turn, completing a puzzle, quiet reading)
  
  
  
  
  
  
  
  
  
  
  
• For older students, how does mindfulness and deliberate action relate to studying for exams or avoiding distractions while working on a project?
  
  
  
  
  
  
  
  
  
  
  

Station 5: Memory: "Muscle Memory Match-Up"

EF Skills Targeted: Retaining Information, Procedural Memory, Repetition

Goal: To demonstrate how repetition and physical actions (muscle memory) help in learning and recalling sequences of information.

Activity Instructions:

1. Observe the Sequence: Watch the facilitator (or read the sequence below) and observe the series of simple physical actions.
2. Repeat and Practice: Perform the sequence of actions yourself, slowly at first, then a few more times to build rhythm.
3. Recall and Perform: Try to perform the sequence from memory, without looking at the instructions.
4. Increase Complexity (Optional): If easy, try adding one more step to the sequence and practice that new, longer sequence.

The Action Sequence:

(Facilitator will demonstrate, or participants can read and follow)

1. Tap right hand on left shoulder.
2. Tap left hand on right knee.
3. Clap hands together once.
4. Touch nose with right index finger.

(Repeat this sequence 3-5 times before trying to recall.)

Reflect & Discuss:

• How did repeating the actions help you remember the sequence?
  
  
  
  
  
  
• Can you think of any daily tasks or academic skills your child learns using muscle memory? (e.g., tying shoes, writing letters, playing an instrument, typing, sports)
  
  
  
  
  
  
  
  
  
  
  
• How could you incorporate physical movement or repetitive actions to help your child memorize spelling words, math facts, or steps in a science experiment?
  
  
  
  
  
  
  
  
  
  
  
• For older students, how does practice with muscle memory (like sports drills or instrument practice) apply to developing fluency in a foreign language or mastering complex equations?