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Executive Function Learning Series

Monday, June 5, 2017 - 8:00am to Tuesday, June 6, 2017 - 3:30pm
Attend either day, or both.  
Ashland University Credit Available
Register Now

ADHD, Struggling Learners and Executive Function: Where Is the Breakdown?

Day 1: Monday, June 5, 8:00 a.m. to 3:30 p.m.

Weaknesses in executive function and/or a diagnosis of ADHD have a significant impact on student achievement, but the right classroom supports can build skills that lead to success. To realize success in the classroom, students with Executive Function deficits must be explicitly taught skills which may come easily to others.

Evidence-based strategies for developing classroom procedures that support the development of Executive Function will be presented. Participants will leave with a working knowledge of the interaction of ADHD, struggling learners and Executive Function, and the ability to design interventions based on individual student profiles.


KEY LEARNING:

  • Examine the components of Executive Function skills and their impact on academic, organizational, and social/emotional functioning.
  • Learn to view classroom challenges through the lens of Executive Function breakdowns, including the diagnosis of ADHD.
  • Acquire knowledge of evidence-based strategies that support Executive Function weaknesses such as organization and study skills.

Executive Function Strategy Instruction to Support Success in Reading, Writing and Math

Day 2: Tuesday, June 6, 8:00 a.m. to 3:30 p.m.

Successful students understand the process of learning, use a variety of strategies to learn across the curriculum, and are persistent in their learning efforts.  However, struggling students and students with Executive Function deficits are not proficient in the use of strategies, causing these students to never quite move from recall and reproduction to demonstrating concepts, strategic thinking, and extended thinking.

Participants will acquire methods to identify the roots of many academic struggles.  Participants will also learn explicit strategy instruction, a research-based method to help struggling students learn how to learn, breaking the cycle of failure in reading, writing, and math these students have often experienced.


KEY LEARNING:

  • Investigate classroom-based assessment techniques to identify learning weaknesses.
  • Learn the process for effective strategy instruction in all content areas to boost demonstration of concepts, strategic thinking, and extended thinking.
  • Discover evidence-based strategies for instruction in reading, writing, and math to take back to the classroom.

Price:
$155 per participant for one day (may choose either June 5 or 6). 

$275 per participant for both days.

Schools/districts sending a team of three or more receive $30 off each registration.
(contact Jill Wieging at 513-871-6080 x402 to register a team of three or more)

Course Credit:
Participants will earn 6.25 contact hours per day.

Ashland University Credit:
For those participating in both days, you may earn 1 graduate credit hour at Ashland University, for an additional fee of $175 (paid directly to Ashland University and collected on June 6) and submission of an assignment given by the instructor.