FOCUS

PLANNER
 WHAT IS FASTBRAIIN?

STRENGTH-BASED ADHD CARE

Between the rising need to “succeed” and the all-encompassing negativity around symptoms and diagnosis of ADHD, individual children and parents feel an
immense amount of pressure to “fix” what’s “wrong” with them before it’s too late.

With four decades of pediatric experience, Dr. Jim Poole is leading the charge through what he calls FastBraiin, the revolutionary approach to ADHD that is
both positive and comprehensive. From study tips to parenting strategies, to custom supplements, and everything in between, FastBraiin utilizes a variety of
means to holistically serve those struggling with ADHD.

CLINICAL EXPERIENCE
Their clinics have helped over 5,000 children and adolescents move from C’s, D’s and F’s to A/B honor roll, and helped more than 2,000 adults improve their
productivity and relationships at home and in the workplace. FastBraiin currently has multiple locations within the Raleigh/Durham area with hopes for
national expansion.

MEET DR. JIM

“I have a deep desire to help children, adolescents, families, and adults navigate the confusing and sometimes hopeless world of ADHD. For me, flipping my thoughts
and understanding about ADHD has made ALL the difference—as a husband, father, physician, and friend. Those of us who are FastBraiin do not need to blend in
with the rest of the world. We need to embrace our FastBraiin by developing our strengths, being grateful and excited about who we are, and sharing our gift with the
world!”

-Dr. Jim, Founder of FastBraiin

For FastBraiin's guide to more effectively using this planner, please visit www.fastbraiin.com/planner-guide
 BENEFITS OF THE PLANNER
Decreases Anxiety And Stress
Our brains can only hold on to a limited amount of information at any given time. What's interesting though, is that the brain works really hard to not forget
important to-do's or assignments. It does this automatically and that creates a cognitive load and stress that we might not even be aware of. The Planner
unloads this cognitive burden, which frees up valuable energy that can instead be used to focus on getting school or other priorities accomplished.

Increases Executive Functioning

Executive functioning is like the CEO of the brain-the control center responsible for seeing and planning, discerning priorities, and making decisions. This
planner helps develop a student’s understanding and ability to act and respond to their environment more appropriately.

Provides Structure
Because ADHD students often lack internal structure, it's important for them to have a greater sense of external structure. A planner helps give students
important structures and boundaries that help them focus and thrive.

Increases Mood And Confidence

Our planner boosts self-esteem and confidence. They will develop positive feelings as they gain a sense of achievement and gratitude.

Builds The Parent/Child Relationship

Our planner provides a context in which parents can engage with their child, understand at a glance what is going on at school, and how the child is thinking
through and preparing to accomplish school or life demands. Students need someone to help them think through their use of time and what to prioritize. The
planner then becomes a wonderful bridge between the parent, child, and school.

Raises Grades And Overall School Performance

While your child’s self-esteem is more valuable than grades, we cannot deny the value of better school performance. Our school planner, if followed, will help
your child have greater success in school. Grades will improve, and an improvement in school almost always translates to a boost in self-esteem and confi-
dence.

School is often not too difficult, it's just difficult to manage, stay on top of, and be prepared for quizzes, tests, and projects. Organization is key in school
performance, and that's exactly what a planner provides. It provides a context where important school and learning rhythms can be developed and main-
tained.
 GETTING STARTED GUIDE

1. Get to Know the Planner

There are three views in the planner (90-Day, Month, and Day) that work together to form your complete Focusing System. Take a moment to familiarize
yourself with each view and how they relate to one another. Walk with your child through the Planner and discuss how the planner can be used and the
benefits of using such a planner.

2. Fill Out the Planner

Work with your child, if appropriate, and begin filling out the Planner. Start with the 90-Day View, then move to the Month View, and finally begin working on
the Day Views. As projects or appointments come up, add them in to the monthly and daily views.

Discuss specific goals and aspects of character formation that are relevant and appropriate for your child. Involve your child in the setting of goals so that they
take a greater degree of ownership and responsibility. Consider setting rewards for certain achievements.

3. Execute the Planner

Keep the planner in a place that can be easily seen and consistently filled out. The Planner works best when it becomes the main operating dashboard. Once
a week make sure you are looking at all three views. Glance at the 90-Day to make sure you have the birds-eye view, and then work through the Month and
Day Views.

At the close of each day make sure to have your child complete the journaling as well as marking that day’s score. Add any relevant notes for the day.

4. Reflect and Retool the Planner

After each Month or 90-Day period consider what strategies worked well with the Planner and what strategies do you need to adjust. What can be
improved? Feel free to tweak the system to your preferences and specific context.
 90-DAY

PROJECTS EXAMS OTHER

Subject Assignment Date Subject Assignment Date Item Date

GOALS TO-DO NOTES

1. 1. □
2. 2. □
3. 3. □
CHARACTER FOCUS 4. □
1. 5. □
2. 6. □
3. 7. □
 MONTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

Goal(s) Notes

Daily Habit
 DAY
MONDAY
SCHEDULE HOMEWORK CHECKLIST
Subject Assignment Priority
7am:
□ I finished my homework, including studying

8am: □ I reviewed my notes from the day

9am:
□ I glanced at/filled out tomorrow’s schedule

□ I glanced at/filled out the upcoming week

10am:
□ I am ready for tomorrow (bag packed, etc.)

11am:
□ I achieved my daily habit

12pm: JOURNAL

What did you do well today?

1pm:

2pm: What could you have done better?

3pm: TO-DO What are you grateful for?

1. □
4pm:
NOTES
2. □
5pm:
3. □
6pm: 4. □
7pm: 5. □
“Whether you think you can or you can’t,
8pm: you’re right.”
-Henry Ford PERSONAL SCORE
 DAY
TUESDAY
SCHEDULE HOMEWORK CHECKLIST
Subject Assignment Priority
7am:
□ I finished my homework, including studying

8am: □ I reviewed my notes from the day

9am:
□ I glanced at/filled out tomorrow’s schedule

□ I glanced at/filled out the upcoming week

10am:
□ I am ready for tomorrow (bag packed, etc.)

11am:
□ I achieved my daily habit

12pm: JOURNAL

What did you do well today?

1pm:

2pm: What could you have done better?

3pm: TO-DO What are you grateful for?

1. □
4pm:
NOTES
2. □
5pm:
3. □
6pm: 4. □
7pm: 5. □
“Everybody is a genius, but if you judge a fish by its
8pm: abitlity to climb a tree, it will live its whole life believing
that it is stupid.” -Albert Einstein PERSONAL SCORE
 DAY
WEDNESDAY
SCHEDULE HOMEWORK CHECKLIST
Subject Assignment Priority
7am:
□ I finished my homework, including studying

8am: □ I reviewed my notes from the day

9am:
□ I glanced at/filled out tomorrow’s schedule

□ I glanced at/filled out the upcoming week

10am:
□ I am ready for tomorrow (bag packed, etc.)

11am:
□ I achieved my daily habit

12pm: JOURNAL

What did you do well today?

1pm:

2pm: What could you have done better?

3pm: TO-DO What are you grateful for?

1. □
4pm:
NOTES
2. □
5pm:
3. □
6pm: 4. □
7pm: 5. □
“You have brains in your head. You have feet in your shoes.
8pm: You can steer yourself in any direction you choose.”
-Dr. Seuss PERSONAL SCORE
 DAY
THURSDAY
SCHEDULE HOMEWORK CHECKLIST
Subject Assignment Priority
7am:
□ I finished my homework, including studying

8am: □ I reviewed my notes from the day

9am:
□ I glanced at/filled out tomorrow’s schedule

□ I glanced at/filled out the upcoming week

10am:
□ I am ready for tomorrow (bag packed, etc.)

11am:
□ I achieved my daily habit

12pm: JOURNAL

What did you do well today?

1pm:

2pm: What could you have done better?

3pm: TO-DO What are you grateful for?

1. □
4pm:
NOTES
2. □
5pm:
3. □
6pm: 4. □
7pm: 5. □
“It’s not whether you get knocked down,
8pm: it’s whether you get up.”
-Vince Lombardi PERSONAL SCORE
 DAY
FRIDAY
SCHEDULE HOMEWORK CHECKLIST
Subject Assignment Priority
7am:
□ I finished my homework, including studying

8am: □ I reviewed my notes from the day

9am:
□ I glanced at/filled out tomorrow’s schedule

□ I glanced at/filled out the upcoming week

10am:
□ I am ready for tomorrow (bag packed, etc.)

11am:
□ I achieved my daily habit

12pm: JOURNAL

What did you do well today?

1pm:

2pm: What could you have done better?

3pm: TO-DO What are you grateful for?

1. □
4pm:
NOTES
2. □
5pm:
3. □
6pm: 4. □
7pm: 5. □
“People who are crazy enough to think they can
8pm: change the world, are the ones who do.”
-Rob Siltanen PERSONAL SCORE
 DAY
SATURDAY
SCHEDULE HOMEWORK CHECKLIST
Subject Assignment Priority
7am:
□ I finished my homework, including studying

8am: □ I reviewed my notes from the day

9am:
□ I glanced at/filled out tomorrow’s schedule

□ I glanced at/filled out the upcoming week

10am:
□ I am ready for tomorrow (bag packed, etc.)

11am:
□ I achieved my daily habit

12pm: JOURNAL

What did you do well today?

1pm:

2pm: What could you have done better?

3pm: TO-DO What are you grateful for?

1. □
4pm:
NOTES
2. □
5pm:
3. □
6pm: 4. □
7pm: 5. □
“Do what you can with all you have,
8pm: wherever you are.”
-Theodore Roosevelt PERSONAL SCORE
 DAY
SUNDAY
SCHEDULE HOMEWORK CHECKLIST
Subject Assignment Priority
7am:
□ I finished my homework, including studying

8am: □ I reviewed my notes from the day

9am:
□ I glanced at/filled out tomorrow’s schedule

□ I glanced at/filled out the upcoming week

10am:
□ I am ready for tomorrow (bag packed, etc.)

11am:
□ I achieved my daily habit

12pm: JOURNAL

What did you do well today?

1pm:

2pm: What could you have done better?

3pm: TO-DO What are you grateful for?

1. □
4pm:
NOTES
2. □
5pm:
3. □
6pm: 4. □
7pm: 5. □
“I haven’t failed, I’ve just found 10,000
8pm: ways that won’t work.”
-Thomas Edison PERSONAL SCORE