3-4


 * 3-4 Collaborative Work**



// EF- Organization of Materials **Grade Level** **_** //__**2-4**__//**__** **Executive Function** **:** //**Organization of Materials** || · **Students are able to keep materials organized in desk.** // · //**Students are able to find materials quickly, with little stress to prepare for transition of lessons.** // · //**Students are able to bring homework, materials and assignments to and from school successfully.** // · //**Students are able to clean out backpack each week and maintain organization through the week.** || || || · **Teacher models how and where to put materials** // · //**Teachers provides explicit instructions to help students process and apply the strategy to maintain organization** // · //**Students use peer contact for feedback and support** // · //**Students use self-evaluation for the purpose of improvement with this function** || || · **Teacher continues support for expectation of organization with explicit directions and monitoring** // · //**Students are able to maintain organization of materials, desk and locker by the end of 4th grade** // · //**Students are independent with completion of homework and follow through with after-school activities by the end of 4th grade** // // || || · **Students spend too much time looking for needed materials** // · //**Homework is frequently missing** // · //**Desk and locker are disheveled and messy** // · //**Student is often behind as lessons begin; excuses begin to become part of student’s repertoire** // · //**Student begins to miss learning experiences while searching for materials** || // · //**Front load what will be coming to give student extra time** // · //**Consistent routine in planner to remind and monitor** // · //**Model, model, model** // · //**More frequent cleaning and organizational time** // · //**Discreet codes as reminders- ear tug, wink, place hand on desk…** || || · **Newsletters explaining expectations** // · //**Information on developmental level appropriate to age** // · //**Consistent use of planner to enlist parent support** // · //**Phone calls to praise and report positive progress** // · //**Student self-evaluation feedback shared with parent//** ||
 * Grades 2-4**
 * **Description of expected behaviors:**
 * **Purpose of Executive Function- Connection to learning:** || · **When students’ work areas and materials are clutter-free and organized, energy can then be spent on higher-level cognitive work. Organization becomes a habit when ritualized in the classroom and home activities.**
 * **What does the behavior (teacher and student) look like for this age cluster:**
 * **Expected level of mastery:**
 * Strategies for students needing extra support with Organization **
 * **Description of executive dysfunction – what does it look like when students struggle to master this skill:**
 * **Possible strategies to strengthen students functioning:** || · **Seating close to teacher or competent friend for monitoring and assistance**
 * **Communication necessary for parent support and alignment:**