Professional Development and School System Support

Attention Deficit Hyperactivity Disorder (ADHD) and Executive Function Challenges impact almost ten percent of school-age children.  These students often require more time and attention than their peers, creating additional stress for teachers and classmates.

A significant percentage of children who have ADHD / Executive Function challenges are educated in the mainstream classroom.  Many of these students do not receive direct services such as resource room or skills training to address or remediate weaknesses in their attention regulation and executive function skills.  They benefit from direct support at the point of performance.

Professionals who work with these students need effective tools, strategies, and insights to help them and their parents manage the social and emotional impact of ADHD, Executive Function challenges, and stress on learning, motivation, and the family system.

I have provided full-day and ½ day in-service professional development for school districts nationwide for over a decade.  My programs offer resources, education, tools, and strategies to help struggling students and families.  The impact on school culture and teacher performance has been profound

ADHD, Executive Function & Behavioral Challenges in the Classroom

These training modules provide the latest research and best practices regarding remediating and supporting students with ADHD and Executive Function weaknesses.  Participants will gain skills, strategies, and techniques to help students in need at the Point of Performance while balancing the needs of all students in the classroom.  Learn to teach students a targeted ten-minute lesson on how their brain works to help them focus, reduce stress, and learn more effectively.  Take advantage of the latest brain research and evidence-based best practices to help all students be more motivated, focused, organized, and perform closer to their real potential.
Each module builds upon the knowledge and skills acquired in the previous module.  

Professional Development Presentation Topics:

This module provides participants with an experiential understanding of how learners are impacted by ADHD and Executive Function challenges. You will gain insights into why some students struggle regardless of their intelligence, potential, and desire. Participants will gain strategies to help students deal more effectively with transitions and performance inconsistency. You will learn the latest research and best practices to remediate and support students. We will also explore the implications of medication use for students with ADHD. With this foundation, you will be able to help individual students minimize their challenging behaviors and improve their productivity while balancing the needs of all students in the classroom.

Research has shown us that how we perceive our ability to learn dramatically impacts our confidence, motivation, and perseverance. Participants will learn how personal mindset affects motivation and willingness to learn. We will show how to support students in developing a helpful perspective for facing challenges and acquiring strategies for approaching new and challenging learning opportunities. Participants will learn how to reduce the impact of stress in the classroom to improve student mood, receptivity, and performance.

As an educator, you know how to differentiate instruction to help students with learning differences. This training provides new strategies for handling challenging behavior that disrupts the learning environment. Learn techniques to reduce disruptive behaviors, stress, and anxiety. Strengthen students’ emotional/ self-regulation skills to help them improve problem-solving and advocacy skills in school and at home.

Participants will gain skills, strategies, and techniques to help students in need at the Point of Performance while balancing the needs of all students in the classroom. Learn to design subtle changes in the environment to improve and support focus, time management, organization, working memory, slower processing speed, motivation, and emotional regulation that will benefit all children, not only those with ADHD. Participants will walk away with new ideas, valuable handouts, and essential resources for teachers, parents, and related service providers to help students perform closer to their true potential.

Students, especially those with ADHD/Executive Function Challenges, often have dreams and desires but lack a concrete plan to realize these wishes. Setting meaningful goals is an impactful way for students to develop and improve self-regulation skills. In addition, research shows that when students set goals and work toward them, they perform better, experience less stress and anxiety, and are happier and more satisfied with their lives. Participants will learn to teach both the value and the process of setting, monitoring, and achieving their goals. Participants will gain specific strategies for engaging students in meaningful conversations around goal setting, establishing a process for choosing realistic goals, and setting the pathway for planning and monitoring the goals.

Paraprofessionals play an integral role in facilitating student achievement as well as supporting the work of the classroom teacher. Children with ADHD and learning challenges, while often bright, enthusiastic, and creative individuals, can create a tremendous challenge in the classroom due to their behaviors and their unique needs for support.

This workshop will address the specific challenges that paraprofessionals face as they work to support the needs of the individual student, the learning environment, and the classroom teacher.

Note: If scheduling allows, I recommend providing an evening Parent Presentation to complement the training to provide parents with tools and insights to support their children.

Check Out Cindy & Carly's Book for Teachers and other School Professionals!

ADHD, Executive Function & Behavioral Challenges in the Classroom:
Managing the Impact on Learning, Motivation and Stress
by Cindy Goldrich, M.Ed., ADHD-CCSP & Carly Wolf, MA

ADHD Executive Function & Behavioral Challenges in the Classroom

Take advantage of the latest brain research and evidence-based best practices to get kids motivated, focused, organized and performing closer to their real potential.

ADHD and executive function expert Cindy Goldrich and Special Education teacher Carly Wolf combined efforts to create this powerful resource to help teachers and professionals understand and connect with student. These practical tools and worksheets are designed to help students become resourceful, accountable, optimistic, and perseverant.

There is a link included in the back of the book to download all of the PDF's, for free!


"Wow! I wish I could put this book in the hands of every teacher. Not only does it make the academic topic of executive function accessible, it translates the best research-backed methods for developing these critical skills into clear, actionable strategies for the classroom. This book is a gift to all educators - and the children they support."
- Krista Marks, CEO of Woot Tutor and former Vice President, Disney Online

"This book gets to the heart of how to best support teachers in helping even their most challenging students. Combining their knowledge and experience as an ADHD expert and a special education teacher, Cindy and Carly Goldrich provide real, practical, and powerful insights and tools.  This book is invaluable for all classroom teachers."
- Edward Hallowell, MD, author of Driven to Distraction

"This well-written and insightful book helps educators and others by providing new strategies and tools to better understand and reach and teach students with neurobehavioral challenges. It empowers and connects teachers with fresh perspectives to better understand and engage students to promote academic successes.  The many user-friendly worksheets are practical and fun, and will help students better know and challenge themselves to stretch and master the skills they need. This book will energize and inspire students and teachers.  Highly recommended."
- Gene Carroccia, Psy.D., Clinical Psychologist, Author of the books Treating ADHD/ADD in Children and Adolescents: Solutions for Parents and Clinicians and Evaluating ADHD in Children and Adolescents: A Comprehensive Diagnostic Screening System


  • “It’s a pleasure to recommend Cindy Goldrich to present at your school or organization. She led a ½ day presentation at Boulder Country Day School where she helped us discover the unique qualities of both students and adults with attention deficit and executive function issues. Cindy was a dynamic presenter, well informed and eager to engage with her audience. She reviewed key characteristics of ADHD and executive functioning deficits, all the while putting to rest myths and inaccuracies that seem to inundate the public discourse. Her practical strategies were well received by our faculty and staff, and we were immediately able to put her training to good use. She’d be an outstanding resource for schools and/or organizations seeking to explore or to learn more about these important issues.”

     - John H. Suitor III (Head of School, Boulder Country Day School)

  • “Thanks for the great presentation today. As a school counselor, I wanted to hit the record button and press play for my parents/teachers.”

    - Kim S. (School Counselor)

  • "I enjoyed your presentation. You were engergetic, informative, and made the learning accessible by using lots of real life examples. I walked away with greater insight, strategies and tools I will use in my classroom. Thank you."

    - Ms. B. (6th grade teacher)

  • "I attended your conference at WSBOCES in January...loved it...and have used many of your strategies (and ways of thinking) in my classroom.”

    - Pamela S (1st grade Teacher)

  • “I had the good fortune to attend one of your sessions at the NWAIS conference in Seattle and want to thank you – I learned a great deal in a very brief amount of time! In terms of defining what the executive functions are, I have never seen a more clear and easily understandable definition and list of the distinct areas as the one you presented last week. Thank you.”

    - Joan T. (Teacher)

  • "I loved your workshop yesterday!! I immediately started re-reading your handouts and feel very inspired. I can't wait to implement many of the strategies, especially showing how the neurons connect and what is happening inside their brains. I also love the two homework handouts.”

    - Lisa (Elementary Teacher)

  • “I attended one of your trainings earlier this year and loved it!!!! I work as an Educational Technician at a grade 2-5 school and work with many children with ADHD. I was happy to share some of the strategies that I learned from one of your trainings and they proved to be terrific strategies with the students.”

     - Amy H. (Educator)

  • “I am a clinical psychologist and I have worked with many psychologists, social workers and therapists. I took Cindy’s 7-week course on parenting children with ADHD, and was very impressed. Cindy covers a broad range of material, and offers many practical techniques and tools for parents dealing with challenging children. But most importantly, Cindy has a gift for making parents feel understood. She helps parents look at their weaknesses without making them feel badly about their parenting. She provides a great sense of hope for parents who are feeling despairing and guilty. I so valued her coaching that my daughter and I now work with her privately on an ongoing basis. Working with Cindy has been invaluable to us and our relationship. I highly recommend Cindy’s class and her coaching to parents and professionals working with people with ADHD.”

    - Eve L. (Clinical Psychologist and Mother of 11 yr. old girl)