Mitch Weathers is an educator who is passionate about helping teachers and families make explicit the executive functioning skills that are the foundation for academic success. He designed a program called Organized Binder to make this a tangible reality, helping students achieve in K-12 environments and college in the US and internationally. He also works with teacher training programs to introduce pre-service teachers to the principles that underlie Organized Binder and speaks nationally and internationally at education conferences.

Fresh out of graduate school, Mitch saw that many of his students were struggling. In order to help these students, he needed tools to use in heterogeneous classrooms: Resources that would move the needle for underperforming students, but also empower those who were succeeding.

The initial challenge was finding time. Educators are hired to teach a subject or grade level, and he taught Biology. He found there was rarely enough time in the school day to do that job well. Where would he find the time to also teach my students the skills and habits they needed to achieve academically? He decided to embed practice using these skills directly into the classroom routine. Not only would students gain daily practice employing these skills, but it would create a predictable and dependable learning environment for my students.

Mitchs students began to succeed and they began to see themselves as capable learners. They developed agency and confidence. Ten years later Organized Binder is an evidenced-based MTSS Tier 1 universal solution that creates a structured and dependable environment with clear expectations and routines. This content-agnostic platform gives students exposure to goal setting, reflective learning and metacognitive practice, time and task management, study strategies, organizational skills, and more. Organized Binder aligns directly with the Universal Design for Learning (UDL) framework and is an integral component for ensuring Least Restrictive Environments (LRE).

Foreword
Preface
Acknowledgments
Introduction
Lost in the Wilderness
Navigating With Executive Functioning Skills
The Two Challenges With Teaching Executive Functions
Why Predictable Learning Routines?
Three Keys to Teaching Executive Functions
Chapter 1. Executive Dysfunction and Disengagement
Struggling With "Studentness"
We Cant Afford Executive Dysfunction Any Longer
Chapter 1 Reflection Questions
Chapter 2. Teaching Executive Functions
What are Executive Functioning Skills?
The Benefits
Clarity, Routine, & Modeling
Self-Regulation Through a Daily Routine
Conclusion
Chapter 2 Reflection Questions
Chapter 3. Working Memory: Beginning Routine
Designing a Beginning Routine
Why the Old Beginning Routine Doesnt Work
Strategies to Make Your Beginning Routine Better
Beginning Routine Example
Adjustments and Considerations
Self-Regulation Through the Beginning Routine
Conclusion
Chapter 3 Reflection Questions
Chapter 4. Working Memory: The Concluding Routine
How to Receive Authentic Feedback
Designing Your Concluding Routine
Why the Old Concluding Routine Doesnt Work
Strategies to Make Your Concluding Routine Better
Concluding Routine Example
Adjustments and Considerations
I Dare You to Try It
Self-Regulation Through the Concluding Routine
Conclusion
Chapter 4 Reflection Questions
Chapter 5. Time & Task Management: The Agenda
Developing Time & Task Management Skills
Why the Old Agenda Doesn't Work
Strategies to Make Your Agenda Better
Agenda Template
Adjustments and Considerations
Self-Regulation Through Agendas
Conclusion
Chapter 5 Reflection Questions
Chapter 6. Organization: Tables of Contents and Academic Toolkits
What is a Table of Contents?
Why the Old Table of Contents Doesn't Work
Strategies to Make Your Table of Contents Better
Table of Contents Example
Adjustments and Considerations
Academic Toolkits
Academic Toolkit Example
Self-Regulation Through Tables of Contents and Academic Toolkits
Conclusion
Chapter 6 Reflection Questions
Chapter 7. Accountability: Portfolio Checks
Accountability Starts With Expectations
Accountability Through Portfolio Checks
Designing Your Portfolio Check
Portfolio Check Example
Adjustments and Considerations
Self-Regulation Through Portfolio Checks
Conclusion
Chapter 7 Reflection Questions
Chapter 8. Goal Setting
Why the Old Goal Setting Doesn't Work
Strategies to Make Goal Setting Better
Goal Setting Example
Adjustments and Considerations
Self-Regulation Through Goal-Setting
Conclusion
Chapter 8 Reflection Questions
Chapter 9. Conclusion
Self-Regulation
Self-Efficacy and Internal Motivation
Tenacity (Formerly Known as Grit)
Executive Functions as Transferable Skills
Content Area Gains
Family Engagement
Signing Off
Appendix: Effect Size
Glossary
References