Excellence in Education: Ensuring the Academic Success of ADHD Students
This is the 2nd part of an ADHD Series: Examining instructional strategies to ensure the success of students with ADHD. For the first part, click here.
Students with ADHD often struggle with work completion. Their disability may cause disorganization, distraction, poor focusing, and working memory deficits. As such, it may take them significantly longer to complete an assignment and once completed, the assignment may well get lost. Additionally, sustaining attention on one task for an extended period of time, most likely will be very difficult for student
Classroom strategies that benefit ADHD students (truly all students):
- Write classroom schedules and directions on the board in the same place each day.
- Use and display a timer for students to complete an assignment. Alternatively, if you say, “This should be done by 3:05,” it’s important to write that deadline on the board next to the direction.
- Use alerting cues and stand in the same place when giving directions (verbally and visually).
- ADHD students may struggle with transitions from one class activity to another (remember that they also may be slower to complete the first activity and that alone can be frustrating). Provide the student with an individual heads-up, “In a minute, we’re going to be starting the next part, so why don’t you…”
- If the student is off-task, remember that behavior that is ignored tends to decrease or go away. If ignoring the behavior isn’t possible, say for example, the student is distracting others or displaying antisocial behaviors, redirect the student with a specific demand. “John, I need you to answer the next 3 questions in the next five minutes.” Then, in 5 minutes, when John has completed the work, recognize John’s efforts.
- Chunk assignments into smaller, more manageable parts while providing examples and specific, actionable steps. Make frequent checks and provide feedback (it may be helpful to prioritize the ADHD student when checking individual work during class).
- Have the student set his/her own timelines and ask, “What do you need to meet your goal?” to support the student.
- Allow extra time for tests and assignments. Equity over equality.
- Allow students to compare notes or other work with a peer, so he/she can fill-in/complete missing parts.
- Many students with ADHD need to be taught organizational skills. Provide them and teach them using a consistent process that works best for your class to maintain organization and frequently monitor this process and provide positive reinforcement.
- Allow alternative methods to complete assignments, recognizing that ADHD students may struggle with sustaining attention, handwriting, working memory, etc.
Excellence in Education: Blind Kahoot!
We frequently use Kahoot! at the end of lessons, but check out this article and video on using Kahoot! to start lessons, spark curiosity and prime the brain for learning.
Positive Referrals: https://goo.gl/forms/HZtZoQqHoa2SWT0H3
Portfolio Assistance If you have a student who needs assistance setting up his/her portfolio, click here
Technology / Website Permission Request Form http://go.shr.lc/1HovEA6 Please use this form to request use of a website that requires student log-in if the site is not already on the approved list. DART approved list
Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm Please be sure to have announcements cued and ready to go at 8:55 every morning.
Announcement Request: http://tinyurl.com/requestannouncement
Calendar and Memo Items
Year-end calendar is here.
March 6-10: Writing SOL for Re-testers and Transfers
March 9: Parent-Teacher Conferences
March 21 & 22: All 10th graders will take Writing SOL tests No Mustang Morning
March 28: Middle School/Rising 9th Grader Visit; No Mustang Morning
March 30: End 3rd Quarter
April 21: Spring Pep Rally
March 14: Communication Matters: Speaking with Students in School with Bob Garrity. Join us for this workshop which will include
- Learning about Carol Dweck’s Mindset Research
- Exploring and learning about ways to clearly speak with students about their behavior
- Practicing I-statements for successes and concerns
Workshops will be offered on March 14th throughout the day from at 9:15-10:00, 11:15-12:00, 1:15-2:00 and 2:45-3:30. Please sign-up in advance.
Project-Based Learning: The What, Why, and How! -April 3
Virginia Association for the Gifted is excited to offer an introduction to Project-Based Learning: The What, Why, and How at the Lynchburg City Schools' Information Technology Center. Participants will explore delivery models by engaging in the creative process of developing their own project step by step with collaborative support from instructors and peers. All participants will receive resources for building future units along with a collection of previously developed ideas. Deadline for registration is March 29 and the event is April 3.
March 7: Sarah Stallings
March 9: Erica Terrell
March 12: Jennifer Meade
Great work by Kate Modica and Louise Weaver for organizing the Help Save the Next Girl symposium.
Kudos to Janet Whitmore and Rob Garland for their work last weekend with the Wintersongs Concert and the photo show at the Paramount, respectively.
Worth Your Time