I’m glad that they are bringing some EF skills into the advisory period. We hired an EF tutor when DC was in 6th grade to help them learn study skills. I read Ann Dolin’s excellent book and we’ve implemented many of her techniques. DC is now in HS with much better study skills and is well prepared for the giant jump in rigor that’s occurred as they begin to take college level classes. It’s made a big difference. I will say, the implementation hand in hand with us at home. I hope that there is a component that informs parents how to support their student.

Anonymous wrote:In ES, the teachers did more hand holding and had students fill out planners, etc. starting in MS, I as a parent have helped my kids by buying planners, asking about their tests/due dates. The goal is for them to be pretty independent by high school. I realize that some parents might not be able to do so-but if you have time to post on DCUM, you aren’t one of those parents.

My kids received the planners and we sat down with them to show them how they work. It took 15 min; maybe half an hour.

The parent(s) who pacify their kids with TikTok, or who are working single-moms, probably skipped that half hour, and their kids did not bother using the free planners.

Yet again, FCPS is pushing itself into the role of being the parent to certain kids.

My now adult kid had a useless 504, and had the planners, but never wrote in them and no one checked. Ever. I could ask what he's supposed to have written, but he wouldn't have known and it wasn't always posted on Blackboard.

I am thrilled that FCPS is moving towards standardizing things across the board.

Anonymous wrote:The goal with this “executive functioning” pilot is not academics.

The goal here is consistent with the elected school board’s number one goal:

- racial equity of outcomes.

You all are so ready to jump on the “bad FCPS bc of equity” bandwagon that I think you are missing the point. FCPS does have silly policies like not dealing with behavioral issues or retakes. But this is saying all students—not just those identified as potentially needing it-could use some resources on executing functioning. And if you go ask a college professor, I don’t think it’s just underserved students.

Anonymous wrote:In ES, the teachers did more hand holding and had students fill out planners, etc. starting in MS, I as a parent have helped my kids by buying planners, asking about their tests/due dates. The goal is for them to be pretty independent by high school. I realize that some parents might not be able to do so-but if you have time to post on DCUM, you aren’t one of those parents.

Our ES phased out planners a couple years before my kids started there.

The OP is directed to K-12, not just MS and HS. Executive functioning can be taught at all ages, ideally starting younger and then letting them use those skills on their own as they get older.

In ES, the teachers did more hand holding and had students fill out planners, etc. starting in MS, I as a parent have helped my kids by buying planners, asking about their tests/due dates. The goal is for them to be pretty independent by high school. I realize that some parents might not be able to do so-but if you have time to post on DCUM, you aren’t one of those parents.

The goal with this “executive functioning” pilot is not academics.

The goal here is consistent with the elected school board’s number one goal:

- racial equity of outcomes.

The operative word is buried in OP’s post:


EQUITY

Anonymous wrote:Or they could go back to issuing planners and checking them...

DC took the "dedicated Advisory section" in middle school and didn't get anything out of it. I've heard that other students (at other schools) benefitted but my DS didn't. IOW, we don't need a pilot, we already have that class.

There are ways that schools could teach or could sabotage executive functioning, for all students. Doesn't sound like that's what they're focusing on though.

My kids were given planners, and they/teachers use them. Not sure who you think should be checking them?

Anonymous wrote:

Anonymous wrote:Or they could go back to issuing planners and checking them...

DC took the "dedicated Advisory section" in middle school and didn't get anything out of it. I've heard that other students (at other schools) benefitted but my DS didn't. IOW, we don't need a pilot, we already have that class.

There are ways that schools could teach or could sabotage executive functioning, for all students. Doesn't sound like that's what they're focusing on though.

a) If it's that important, buy a $5 planner for your kid. The school doesn't need to buy thousands of dollars worth of planners when the majority end up trashed by October.
b) Everything is on schoology now. The schoology calendar is the planner. Students have been trained in advisory (there was a county wide lesson on how to add things to the schoology calendar). Teachers are required to post all assessments to the calendar. If they aren't doing that, please ask them to do so.
c) Teachers don't have time to check agenda books.

Teachers don't have time to post everything in Schoology.

At first glance, to me, it looks like expanding a lot of the skills taught through AVID to more students.

Anonymous wrote:Or they could go back to issuing planners and checking them...

DC took the "dedicated Advisory section" in middle school and didn't get anything out of it. I've heard that other students (at other schools) benefitted but my DS didn't. IOW, we don't need a pilot, we already have that class.

There are ways that schools could teach or could sabotage executive functioning, for all students. Doesn't sound like that's what they're focusing on though.

a) If it's that important, buy a $5 planner for your kid. The school doesn't need to buy thousands of dollars worth of planners when the majority end up trashed by October.
b) Everything is on schoology now. The schoology calendar is the planner. Students have been trained in advisory (there was a county wide lesson on how to add things to the schoology calendar). Teachers are required to post all assessments to the calendar. If they aren't doing that, please ask them to do so.
c) Teachers don't have time to check agenda books.

Or they could go back to issuing planners and checking them...

DC took the "dedicated Advisory section" in middle school and didn't get anything out of it. I've heard that other students (at other schools) benefitted but my DS didn't. IOW, we don't need a pilot, we already have that class.

There are ways that schools could teach or could sabotage executive functioning, for all students. Doesn't sound like that's what they're focusing on though.

Interesting, slide 14. Anyone know about this? So this this like study skills, note taking?

https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/D9AMSD5CA04E/$file/EL-%209%20Presentation%20September%202024.pdf
A consistent scope and sequence and required advisory lessons for learning seminar were developed and
published for all middle and high schools to ensure consistency and equitable access to lessons in
Academic and Career Planning, Academic Habits (Executive Functioning), and Social-Emotional Learning
In the 2024-25 school year, FCPS will implement a Pilot to expand the development of Executive
Functioning skills development support for students in grades Pre-K-12.
○ Preschool: pilot schools will use an Executive Functioning skills curriculum in special education
preschool classrooms and early childhood inclusion classrooms.
○ Elementary (K-6): pilot schools will use an Executive Functioning skills curriculum at the Tier 2-3
levels.
Middle and High School: pilot schools will test how a dedicated section of Advisory can be used to
support a subset of students with access to Executive Functioning skill development.