The Role of Cerebellar Circuitry in Executive Function: Moving Literally and Figuratively Beyond Basic Study Skills Approaches, Bartholomew D. Brigidi, Clinical Neuropsychologist, NCNbA, PLLC & Associate Director, Laboratory of Neurogenetics at Duke University

Affinity/Group Discussions

• Effective Reading Methods/Early Intervention led by Aimee Picon, Noble Academy (Main Meeting Room)

• Orton-Gillingham credentialing led by Concha Wyatt and Diane Milner, Key School at Carolina Day School (Training Room)

• Reaching All Mathematicians led by Parker Tegeler, Summit School (Training Room)

• Middle-High School Executive Function Test Prep led by Sarah Streyle, The Hill Center (Glaxo Meeting Room)

• Communication with Parents led by Michelle Toler and Maura Triebenbacher, The Fletcher School (Main Meeting Room)

• Academic Support in a Traditional Setting led by Maragaret Sigmon, Charlotte Latin School (Main Meeting Room)

• Outside Testing- Now What? led by Emily Moss, Canterbury School (Training Room)

• Putting Brain Literacy Into Practice led by Bartholomew D. Brigidi (Main Meeting Room)

Breakout Sessions I

Design Your Own Mindfulness-based Executive Functioning Skills Training Elective, After-school, and Summer Programs, Dr. Bartholomew D. Brigidi, Clinical Neuropsychologist, NCNbA, PLLC & Associate Director, Laboratory of Neurogenetics at Duke University (Main Meeting Room)

This session will provide introductory level instruction in considering rationale, methods, and obstacles to develop elective, after-school, and summer courses in EF skills training for children in elementary, middle and high school.

Twice-exceptional - The Gift of Difference, Dr. Diane Milner, Key School at Carolina Day School (Training Room)

Understanding the gifts and meeting the needs of bright students with language-based learning differences can be a challenge in any classroom with  a wide variety of learners. Dr. Milner will share insights into how these students can bring a richness to your class as well as strategies that you can use support their success.

Legal Responsibilities and Best Practices for Private Schools Serving Students with Special Needs, Allison Guenther, Outreach Director, Parents for Educational Freedom in North Carolina and Julia Adams-Scheurich, Long-Time Special Needs Advocate and Lobbyist (Glaxo Meeting Room)

From the perspective of those schools receiving state scholarships for children with disabilities and those who are not, learn about your legal responsibilities to students with special needs. What is defined in law and what is not? Beyond the letter of the law, learn about best practices to meet the needs of these students.

Lunch/Discussion Groups

• Lower School Teachers Prek-1st Grade led by the Conference Planning Committee  (Training Room)

• Lower School Teachers Grades 2-5- led by Aimee Picon, Noble Academy (Glaxo Meeting Room)

• Learning Specialists (Middle/Upper)- led by Carolina Day School Faculty (Main Meeting Room)

• Support Program Administrators led by Maragaret Sigmon, Charlotte Latin School (Main Meeting Room)

• Tutors/learning Support Specialists (K-5) led by Emily Moss, Canterbury School (Main Meeting Room)

• Middle school/high school teachers led by Sarah Streyle, The Hill Center (Main Meeting Room)

• Administrators led by Diane Milner, Carolina Day School  (Training Room)

Breakout Sessions II

Accessing the Curriculum with Assistive Technology, Antoinette Qutami, The Hill Center (Glaxo Meeting Room)

Participants will hear about the best assistive technology tools and see how they can be used in the classroom to help students access the curriculum. Come learn about text to speech, speech to text, audio books, math tools, graphic organizers, and more.

Supporting Student Success - Study Skills for Every Class, Tracy Griffin, Debra Rosenblum, Cindy Scruggs, and Kate Walters; Carolina Day School (Main Meeting Room)

These four Study Support teachers representing grades 4 to 12 have developed a comprehensive program to support diverse learners. They will share useful tips and strategies to support students (upper elementary through high school) with organization, short and long term planning, study techniques, and management of day-to-day routines.

Using Psychological Evaluations to Better Understand and Serve Your Students, Parker Tegeler and, Paul Dresel, Summit School (Training Room)

To be a more attuned to the diverse needs of the students in the classroom, it is beneficial to understand the complexities of psychological evaluations. In this session, participants will examine commonly used achievement and intelligence assessments and gain a better understand how to use this information to inform their instruction. Participants will also spend time looking at typical profiles for children with Dyslexia and how they can support these learners in their classroom.

Breakout Sessions III 

Educator Heal Thyself, Bartholomew D. Brigidi, Clinical Neuropsychologist, NCNbA, PLLC & Associate Director, Laboratory of Neurogenetics at Duke University (Main Meeting Room)

This session will provide nstruction and resources to help participants cultivate daily formal and informal mindfulness meditation practices in the context of an increasingly more complex, digital, and potentially stressful classroom and world. Special emphasis is given to metta practices or loving kindness meditations to strengthen compassionate awareness and stress resiliency skills.

Supporting the Technology Needs of Learners, Benjamin Maynard, Noble Academy (Glaxo Meeting Room)

Noble Academy uses a variety of technology tools to meet the needs of all students. Ben will show participants how these tools are selected and supported for teachers, students, and parents to fully utilize their potential.

Orton Gillingham across learning environments - Specialized and Traditional Settings, Michelle Toler and Maura Treibenbacher, The Fletcher School (Training Room)

Participants will gain a deeper understanding of the principles of Orton Gillingham utilized by The Fletcher School, how you can incorporate O/G best practices into your classroom and when to consider a more intensive setting to meet a student's needs.