Report

Board of Education of Howard County Meeting Agenda Item Bridge to Excellence: LD/ADHD Initiative: Title: A Model for Systemic and Community Collaboration Date: March 22, 2012

Presenter(s): Cynthia A. Schulmeyer, Ph.D.,Coordinator, School Psychology & Instructional Intervention

Emily B. Hurd, M.Ed., Instructional Facilitator, Psychological Services ______Overview: The 2008-09 year marked the inception of the Howard County Public School System (HCPSS) LD/ADHD Initiative established in accordance with recommendations from the Early Identification and Intervention Charter Committee’s Preliminary Report. The initiative supports the classroom teachers’ efforts to deliver effective, differentiated instruction to students with learning and/or behavioral needs. The LD/ADHD Initiative endeavors to represent a model for systemic and community collaboration through a focus on two HCPSS systemic expectations: 1) know your students and the differentiated supports in place to ensure their success and 2) develop a relationship with students and their families.

This is the first Board of Education report since implementation in July 2008. The information presented in this report will demonstrate: Systemic collaboration among offices and departments within the HCPSS to develop resource modules for classroom teachers Community collaboration, including HCPSS staff and community groups, in the development of resource modules and evening programming for parents Creation and implementation of professional development strands for teachers focusing on understanding and responding to learning disabilities (LD), Attention Deficit Hyperactivity Disorder (ADHD) and the executive functioning needs of our students Collaboration with community and higher education colleagues to support the current work and long-term planning of the LD/ADHD Design Team ______Recommendations/Future Directions: The LD/ADHD Initiative will: Disseminate parent and teacher modules, Strategies for Teachers/Parents to Support Students with Learning and Attention Challenges, created by the LD/ADHD Design Team in fall of 2012. Develop professional learning opportunities to support HCPSS personnel who self-identify and request support with their own learning and/or attention challenges. Continue collaboration with HCPSS offices/departments and community groups to further design supports for classroom teachers.

Submitted by: Approval/Concurrence: Pamela Blackwell Sydney L. Cousin Director, Student Services Superintendent

Cynthia A. Schulmeyer Mamie J. Perkins Coordinator, School Psychology Deputy Superintendent & Instructional Intervention

Emily B. Hurd Linda T. Wise Instructional Facilitator Chief Academic Officer

Bridge to Excellence: LD/ADHD Initiative: A Model for Systemic and Community Collaboration

Introduction

The Howard County Public School System (HCPSS) recognizes the importance of collaboration with stakeholder groups including staff, students, school, community members, business partners, and community agencies to promote the success of all students and staff. Collaboration among stakeholders within a system as well as stakeholders outside a system is needed to promote systemic change.

As a result of the beliefs for our teachers, students, and their families, the HCPSS developed systemic expectations for student success: Know your students and the differentiated supports in place to ensure their success Ensure students receive exemplary instruction that prepares them for college and careers Have a process in place for continuously monitoring student progress Develop a relationship with students and their families

While the LD/ADHD Initiative embraces all systemic expectations, critical to the success of the Initiative was an initial concentration on: 1) to knowing your students and having the differentiated supports in place to ensure their success, and 2) developing a relationship with students and their families. To further guide the work of the LD/ADHD Initiative, a banner question was collaboratively developed by stakeholder groups:

How do we support the classroom teacher to deliver best practices in instruction and behavioral intervention for students with learning and/or behavioral needs?

This report provides the first update to the Board of Education on the LD/ADHD Initiative. Key components of the initiative included within this report are:

Background of the LD/ADHD Initiative Collaborative efforts within the HCPSS Collaborative efforts within the community Professional development Future directions

Background

In 2005 the HCPSS formed an Early Identification and Intervention Committee to investigate early identification of students with learning and/or behavioral difficulties. The committee membership represented four stakeholder groups:

HCPSS staff Learning Disabilities Association (LDA) Individual Differences in Learning (IDL) Children and Adults with Attention Deficit Disorder (CHADD)

Following a presentation to the Board of Education in 2006 the committee focused its efforts specifically on the early identification of and interventions for students with Learning Disabilities (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD). Four main area were identified as needs and included: 1) professional development for classroom teachers addressing how to support students exhibiting characteristics of LD and/or ADHD in their classrooms; 2) improved communication with families; 3) expansion of services to support students exhibiting characteristics of LD/ADHD; and 4) evaluation of how teachers used the strategies from professional development modules to support students academically and behaviorally.

In January 2007, parent concerns were expressed to the Board of Education regarding the HCPSS meeting the needs of students with LD and/or ADHD. Specific areas of concern included the identification of students with these disabilities, intervention strategies for students with LD and/or ADHD and educational and vocational outcomes. During the 2007-2008 academic year, the LD/ADHD committee met and completed a gap analysis noting areas of difference between HCPSS practices and recommended strategies for supporting students exhibiting characteristics of LD and/or ADHD. Identified gaps and recommended areas to develop were included in the Learning Disabilities/ADHD Committee Preliminary Report (Refer to Appendix A for the Executive Summary). As in 2006, the committee recommended that a central office staff position be created to support implementation of the report’s recommendations. Effective July 1, 2008 an Instructional Facilitator was added to the Office of Psychological Services to design and implement the LD/ADHD Initiative within the HCPSS.

Currently, it is difficult to determine the exact number of HCPSS students who have been identified with LD and/or ADHD as not all students require the supports of an Individualized Educational Program (IEP) or a Section 504 Plan. About 1,100 HCPSS students have an IEP for the educational disability of “specific learning disability” and nearly 740 HCPSS students have a Section 504 plan for ADHD. Students with ADHD may also have an IEP under Other Health Impairment (OHI); however, since the number of OHI students encompasses other chronic and acute medical conditions, the exact number of ADHD students is not known. For additional information on Learning Disabilities (LD) refer to Appendix B and for Attention Deficit Hyperactivity Disorder (ADHD) refer to Appendix C.

Collaborative Efforts within the Howard County Public School System

The collaborative efforts of the LD/ADHD Initiative provide supports for general education teachers to address the diverse learning needs of students exhibiting characteristics of LD and/or ADHD. As the HCPSS approaches the Common Core Curriculum and focuses on College and Career Readiness, the collaborative efforts of the LD/ADHD Design Team support the future direction of education in the system. Members of the LD/ADHD Design

1 Team modeled collaboration within the HCPSS, with central office staff and school-based personnel providing representation on the LD/ADHD Design Team between 2008 and the present:

Career and Technology Education Educational Technology Elementary Curricular Programs English for Speakers of Other Languages (ESOL) Family Support and Resource Center Gifted and Talented Professional and Organizational Development Psychological Services Pupil Personnel and Alternative Education School Administration School Counseling and Related Services Secondary English/Language Arts Special Education, including Instructional Access Team Student Assessment and Program Evaluation Student, Family and Community Services

In addition, community representatives from IDL, LDA and CHADD were on the Design Team (Refer to Appendices D and E).

In its first year the LD/ADHD Design Team prioritized the first step in the Plan, Do, Study, Act (PDSA) cycle by identifying the specific work of the team. The Design Team met monthly, formed collaborative subcommittees, and created a banner question. Each meeting incorporated resource sharing, subcommittee project work, and large group discussions focused on aligning instruction and best practices professional development activities across departments, levels, and settings for classroom teachers. Three committees were created based on the findings in the Executive Summary of the Learning Disabilities/ADHD Committee Preliminary Report:

Problem-Solving Systemic Collaboration Family/Community Supports

The committees collaboratively crafted a banner question to guide their work:

How do we support the classroom teacher to deliver best practices in instruction and behavioral intervention for students with learning and/or behavioral needs?

Students exhibiting LD and ADHD continue to be the focus of the Design Team’s discussions, research, and recommendations. However, each committee realized that a considerable population of students in the HCPSS may have characteristics of learning disabilities and attention deficit hyperactivity disorder without formal identification. The committees considered that our current school population may benefit from instructional practices used to support students with LD and/or ADHD in the classroom. As a result, the Design Team committees were reformulated to better match the objectives of the LD/ADHD Initiative.

2 Web Design: This committee designed and is improving upon a webpage for parents, teachers and students with research-based resources, links and websites that will support students who exhibit learning and/or attention challenges. http://www.hcpss.org/schools/psychology/challenges.shtml (available May 2012)

Professional Development: This committee is creating Resource Modules: Strategies for Teachers to Support Students with Learning and Attention Challenges, which provides classroom teachers strategies for working with students exhibiting characteristics of learning and/or attention needs. These modules correspond with the parent modules discussed later in this section.

Modules include six sections: Teacher Overview of LD/ADHD Behavior Strategies Social Skills Executive Functions Universal Design of Learning Homework, Organization & Time Management

Technology: This committee implemented programs the first year of the LD/ADHD Initiative including two workshops on technology tips for parents.

Fall Free Technology Workshop (2008) Free Text Reader & Writing Programs Tips & Tricks for the Mac and PC What’s Hiding in the Library Free Online Resources

Springg Technology Workshop Series for Parents and Educators (2009) Free and Low Cost Technology Resources for Reading Tips and Tricks for the Mac Tips and Tricks for the PC Free and Low Cost Technology Resources for Writing Free Online HCPSS & Howard County Library Resources Web 2.0, New Widgets, Gadgets, & Websites

The Technology Committee also designed a Tech Tip Pilot (2010) for all new teachers to the school system and Instructional Leaders for High School Algebra, High School English and High School Special Education. Currently (2011-2012) the Technology Committee is working with the Educational Technology Office on Project 180 which will provide tips on accessibility features for all students and educators.

Research: This committee researched patterns in relationships between classroom teachers and service providers to better understand how this relationship may be facilitated to enhance student outcomes. The findings were presented at both a symposium and a poster session at the 2012 National Association of School Psychologists (NASP) Convention in Philadelphia, Pennsylvania. 3

Additionally, an interdisciplinary workgroup, separate from the Design Team, met in 2008-2009 to develop Resource Modules: Strategies for Parents to Support Students with Learning and Attention Challenges that correspond with the Teacher Modules (Refer to Appendix F). The modules include five sections:

Overview of Parent Resource Modules Structuring Your Home for Success: Strategies for Addressing Challenging Behaviors in the Home Social Skills and Your Child: Why Do They Do What They Do? H.O.T. Tips for Keeping Parents Cool (Homework, Organization & Time Management Strategies A Practical Approach to Parenting Children with Unique Learning and Behavioral Needs

Collaborative Efforts within the Community

In alignment with the HCPSS systemic expectation to develop a relationship with students and their families, a major focus of the LD/ADHD Initiative is to promote collaboration among family members, school communities and the HCPSS. The LD/ADHD Initiative has built relationships in multiple ways:

Learning disAbility Proclamation The initial proclamation was developed in October 2008 and has been approved by the Board of Education each subsequent year. Declaring October as Learning disAbility Month was a collaborative effort between HCPSS staff and community parent groups including LDA, CHADD, and IDL (See Appendix G)

Annual ADHD Awareness Evening with an average of 300 family and community members attending each year, the following topics have been presented:

Comorbidity, Larry B. Silver, M.D. (2007) AD/HD, Executive Functioning and School Success, Gerard A. Gioia, Ph.D. (2008) Late, Lost and Unprepared: Helping Children and Teens who Struggle with Executive Functions, Laurie Dietzel, Ph.D. & Joyce Cooper-Kahn, Ph.D. (2009) The Key To The Engine Lies Within: Promoting and Understanding Self- Motivation, Brad Sachs, Ph.D. (2010) A Triangular Approach: Composure, Collaboration, and Communication, Deborah Phelps, M.Ed., Principal, Windsor Mill Middle School (2011) Girls and ADHD (tentative title), Martha Denckla, M.D. (2012)

Special Education Citizens Advisory Committee (SECAC) This was a three-part presentation on Executive Functions for the Special Education Citizens Advisory Committee (SECAC): Friends, Countrymen…Lend Me Your Frontal Lobe (2008-2009). This presentation was based on the work of several HCPSS school psychologists who looked at the development of Executive Functions and their implications in the classroom (Refer to Appendix H).

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Learning Disability Association of America (LDA) Member representation on Design Team Member representation on Advisory Committee Collaboration with Technology Parent Workshops Collaboration with Annual ADHD Awareness Evenings HCPSS presentation at LDA’s 47th Annual International Conference, LDA President’s Luncheon (2011)

Children and Adults with Attention Deficit Hyperactivity Disorder (CHADD) Member representation on Design Team Member representation on Advisory Committee Collaboration with Annual ADHD Awareness Evenings HCPSS presentation at CHADD Baltimore Education Conference: A Model Program for Implementing Services to Students with ADHD (2010)

Individual Differences in Learning (IDL) Member representation on Design Team Member representation on Advisory Committee Collaboration with Annual ADHD Awareness Evenings HCPSS presentation at an IDL Parent Meeting: An Evening with Howard County Personnel Collaboration with Guest Speaker Parent Series: John E. Robison, author of Look Me in the Eye (2012)

Howard County Public Library Member representation on Parent Technology Workshop HCPSS membership with A+ Partnership HCPSS presentation at 50+ Center: Where’s the Help?

Howard County School Health Council HCPSS presentation: Office of Psychological Services, LD/ADHD Initiative Highlights

LD/ADHD Advisory Committee The LD/ADHD Advisory Committee advises, advocates for, and supports the work of the LD/ADHD Initiative with a focus on ensuring the implementation of evidence-based practices. The Advisory Committee provides knowledge, research and expertise to the LD/ADHD Design Team. (Refer to Appendix I).

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Members represented: The Johns Hopkins University Towson University University of Maryland, College Park HCPSS parents Local parent groups: LDA, CHADD, IDL HCPSS Department of Special Education HCPSS Gifted and Talented Office HCPSS Office of Psychological Services HCPSS Office of Secondary Curriculum

Professional Development

The LD/ADHD Design Team provides strategies and resources to teachers, parents and offices/departments working with students exhibiting learning and/or behavioral needs. Ongoing professional development occurs in a variety of formats. Teacher modules were designed to ensure that all teachers and parents, across all levels receive the same information. Teachers can elect to participate in professional development modules through Professional Learning Communities in their school, a series of classes offered after school hours, or during the summer where they can earn Continued Professional Development Credits or workshop wages.

To date the following professional development opportunities have been available for some HCPSS schools, parents and offices/departments:

Professional Development for Schools

What’s the Deal with ADHD? Waverly Elementary School Professional Learning Community (October 21, 2008)

ADHD Strategies, Waverly Elementary School Professional Development Day (November 2, 2008)

Executive Function & Differentiation of Instruction, Instructional Intervention Team (IIT) Retreat (December 2, 2008)

Creating a Brain Friendly Classroom, The Role of Executive Functions in Student Learning, Reservoir High School (March 2, 2009)

Fostering Success for the ADHD Learner, Waverly Elementary School Professional Learning Community (April 2, 2009)

6 Understanding Executive Functions, Homewood School (Spring 2010) Overview of Executive Functions Digging Deeper into Executive Functions Focus on Executive Functions – Attention, Planning, Organizing & Organization of Materials at appropriate developmental levels Focus on Executive Functions –Initiating, Shifting & Working Memory at appropriate developmental levels Focus on Executive Functions – Inhibition, Emotional Control, Self- Monitoring at appropriate developmental levels Summary and Sharing of Learning

Lend Me Your Frontal Lobe: Sessions I-IV, Waterloo Elementary School, Professional Learning Community Series for Teachers on Executive Functions (2011-2012)

Friends, Countrymen…Lend Me Your Frontal Lobe, Northfield Elementary School, Paraeducators (November 21, 2011)

Professional Development for Parents

Resource Modules: Strategies for Parents to Support Students with Learning and Behavioral Challenges (six-part series), Worthington Elementary School (Spring 2010)

Overview of Parent Modules H.O.T. tips…for keeping parents cool (Homework, Organization & Time Management) Use More Carrot and Less Stick~ Behavior, part I When the Carrot is not Enough~ Behavior, part II Why Do They Do What They Do? Social Skills and Your Child A Practical Approach to Parenting Children with Unique Learning and Behavioral Needs

An Evening with Parents: HOT Tips, for Keeping Parents Cool (Homework. Organization & Time Management), Waterloo Elementary School (Fall 2010)

Professional Development for HCPSS Offices/Departments

Lend Me Your Frontal Lobe, Department of Student, Family and Community Services Professional Development Day (March 3, 2010)

Friends, Countrymen…Lend Me Your Frontal Lobe, Office of Alternative Education Programs (October 19, 2011)

Teaching English Language Learners: Learning Disability or Second Language Acquisition? Webinar with English for Speakers of Other Languages and Department of Special Education sponsored through the Council for Exceptional Children (January 26, 2012)

7 Six-Week Certified Professional Development (CPD) Class

During the summer of 2008, in collaboration with the Department of Special Education, the first countywide class was designed to address students needs related to LD and ADHD. Entitled Instructional and Behavioral Strategies for Students with LD and ADHD, Elementary, Middle & High, the class continues to be offered as an opportunity for teachers to develop strategies and a deeper understanding of students with LD and/or ADHD. Teachers can earn CPD Credits or workshop wages for attending the sessions. Class topics include:

History of learning disabilities and ADHD How does it feel to have a learning disability and ADHD Characteristics of students with LD and ADHD Identification of students with learning disabilities and ADHD Knowing the brain: brain friendly strategies and why they work Strategies for different kinds of learners Behavior and social skills strategies Executive functions related to LD/ADHD Differentiation of instruction Make and take

Seven classes have been offered with a number of general and special education teachers, paraeducators, speech/language pathologists, psychologists, and classroom teachers (all levels) attending:

Summer 2008,12 educators took the class January-March 2008,14 educators took the class January-March 2009,19 educators took the class Summer 2009,12 educators took the class March-April 2011, cancelled due to insufficient enrollment Summer 2011,18 educators took the class Fall 2011, cancelled due to insufficient enrollment

8 Future Directions

The LD/ADHD Initiative continues to be dedicated to helping all students succeed. We are guided by the systemic expectations and the belief that collaboration is key to developing appropriate supports for parents, educators and students. Outreach and coordination within the system and with the community continues to be critical. The LD/ADHD Initiative will continue to respond to the changing needs of the system and HCPSS students by providing supports to classroom teachers that are consistent with the implementation of the Common Core Standards. This Initiative continues to be guided by the banner question:

How do we support the classroom teacher to deliver best practices in instruction and behavioral intervention for students with learning and/or behavioral needs?

When the teacher has the strategies and resources necessary to support students with learning and behavioral challenges all student learning will continue to grow and flourish. The following are planned as future directions:

Dissemination of parent and teacher resource modules in the fall 2012. The professional development series created by the LD/ADHD Design Team will provide each school the necessary materials (handouts, materials and power point) for staff and parent professional development. Completion of Quick Reference Cards (QRC) for parents and teachers based on the parent and teacher resource modules. The QRC will offer an at-a-glance scenario and a possible strategy that the educator and/or parent could use to assist them in supporting students with learning and/or behavioral needs. Development of professional learning opportunities to support HCPSS personnel who self-identify and request support with their own learning and/or attention challenges. The professional learning opportunities will help educators who live with learning and/or attention challenges identify supports/strategies for their own use to increase success in their current positions within the county. Additional interviews with classroom teachers and students will be conducted to gain further insight into the strategies and resources needed to be successful in the classroom. Continue collaboration with HCPSS offices/departments and community groups to further design supports for classroom teachers. The programs/offices may include: The Department of Special Education (DSE), Designing Quality Inclusive Education (DQIE), Instructional Technology, Curriculum, and Professional and Organizational Development.

We are looking forward to the continued opportunity to collaborate with all stakeholders and to provide supports and resources to the entire HCPSS community through the LD/ADHD Initiative.

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Appendices

Appendix A……………………Executive Summary of the Learning Disabilities/ADHD Committee Preliminary Report

Appendix B……………………………………………………………………Learning Disabilities (LD)

Appendix C………………………………………… Attention Deficit Hyperactivity Disorder (ADHD)

Appendix D…………………………………………………………...LD/ADHD Initiative Collaboration

Appendix E………………………………………………………….LD/ADHD Design Team Members

Appendix F…………………………………………………………………ADHD Workgroup Members

Appendix G……………………………………………………………Learning disAbility Proclamation

Appendix H……………………………………………….Executive Function Study Group Members

Appendix I…………………………………………………..LD/ADHD Advisory Committee Members

10 Appendix A

LEARNING DISABILITIES/ADHD COMMITTEE PRELIMINARY REPORT

Executive Summary…………………………..2 Full Report…………………………………… .4 LD/ADHD Literature Review…………… 12

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Appendix B

National Research Center on Learning Disabilities

According to the National Research Center on Learning Disabilities, in education, the term learning disability (LD) is used to describe specific kinds of problems that an individual has with understanding or using spoken or written language. A student with a specific learning disability may have difficulty listening, thinking, speaking, reading, writing, spelling, or doing math problems.

Learning disabilities are not visible (like those of individuals who have physical disabilities), so they often are unrecognized. They can’t be “fixed” or “cured.” But special instruction, accommodations, support services, and aids can help students lessen the effects of the learning disability by using acquired methods and strategies to compensate for the difficulties one has in learning.

Key Facts from the National Center on Learning Disabilities: 2.5 million public school students—or about 5% of all students in public schools— were identified as having learning disabilities in 2009 and were eligible to receive educational assistance under the federal Individuals with Disabilities Education Act (IDEA). The number of school-age children with learning disabilities who receive these Federally-authorized special education services escalated rapidly during the late 1980s and 1990s. However, during the last decade (2000-2009) the number of children identified as LD in public schools has declined by 14%. Males comprise almost two-thirds of school age students with LD who receive special education services. Conditions such as ADHD, autism, intellectual disabilities, deafness and blindness are frequently confused with LD. The cost of educating a student with LD is 1.6 times the expenditure for a general education student. This is dramatically less than the average cost for all students with disabilities, which is 1.9 times the cost for a general education student. In 2008, 62% of students with LD spent 80% or more of their in-school time in general education classrooms. Students with LD are retained more often than those without disabilities. In addition, they are involved in school disciplinary actions at a higher rate than their nondisabled peers. Only a small percentage—estimated at between 25% and 35%—of students with LD are being provided with assistive technology to support their instruction and learning. The high school dropout rate among students with LD was 22% in 2008, down from 40% in 1999. More students with LD are graduating with a regular high school diploma—64% in 2008—up from 52% a decade earlier. Students with LD go on to postsecondary education at a much lower rate than their nondisabled peers, and of those who do, few seek supports in college and few earn undergraduate or advanced degrees. In 2005, 55% of adults with LD (ages 18-64) were employed compared to 76% of those without LD, 6% were unemployed vs. 3%, and 39% were not in the labor force vs. 21%. 12

HCPSS special education students by disability category, 2012

Learning Disability

4% 5% Speech/Language Impairments

% 14% 23 All Others

Autism 15% 22% Other Health Impairment 18% Intellectual Disability

Source: HCPSS Child Count, Department of Special Education Emotional Disability

13 Appendix C

National Resource Center on Attention Deficit Hyperactivity Disorder (ADHD)

According to the National Resource Center on Attention Deficit Hyperactivity Disorder Attention-deficit hyperactivity disorder (ADHD) is a condition affecting children and adults that is characterized by problems with attention, impulsivity, and overactivity. It affects between 5-8 percent of school age children, and between 2-4 percent of adults.

Facts About ADHD (NRC on ADHD) ADHD is one of the most common neurobehavioral disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), and in some cases, are overly active.

Signs and Symptoms It is normal for children to have trouble focusing and behaving at one time or another. However, children with ADHD do not just grow out of these behaviors. The symptoms continue and can cause difficulty at school, at home, or with friends.

Types There are three different types of ADHD, depending on which symptoms are strongest in the individual:

Predominantly Inattentive Type: It is hard for the individual to organize or finish a task, to pay attention to details, or follow instructions or conversations. The person is easily distracted or forgets details of daily routines.

Predominantly Hyperactive-Impulsive Type: The person fidgets and talks a lot. It is hard to sit still for long (e.g., for a meal or while doing homework). Smaller children may run, jump or climb constantly. The individual feels restless and has trouble with impulsivity. Someone who is impulsive may interrupt others a lot, grab things from people, or speak at inappropriate times. It is hard for the person to wait their turn or listen to directions. A person with impulsiveness may have more accidents and injuries than others.

Combined Type: Symptoms of the above two types are equally present in the person.

Causes of ADHD Scientists are studying cause(s) and risk factors in an effort to find better ways to manage and reduce the chances of a person having ADHD. The cause(s) and risk factors for ADHD are unknown, but current research shows that genetics plays an important role. Recent studies of twins link genes with ADHD. In addition to genetics, scientists are studying other possible causes and risk factors including:

Brain injury Environmental exposures (e.g., lead) Alcohol and tobacco use during pregnancy Premature delivery Low birth weight 14 General Prevalence of ADHD in Children and Adolescents in the United States: There are several sources for information on the statistical prevalence of AD/HD among school- age children. These include:

Centers for Disease Control and Prevention (CDC) publication Vital and Health Statistics(PDF; September 2007). Some of the findings include: There are 4.5 million children ages 3 to 17 (7% of this age group) with ADHD. Boys are more than twice as likely to have ADHD, with 11% of boys in this age range having the disorder and 4% of girls. When compared with children who have excellent or very good health, children who have fair or poor health status are nearly 3 times more likely to have ADHD (7% vs. 19%).

CDC publication Vital and Health Statistics (PDF; July 2008) reports that the incidence of ADHD diagnoses increased an average of 3% annually between 1997 and 2006.

The National Institute of Mental Health (NIMH) periodically publishes The Numbers Count: Mental Disorders in America. The 2001 version of this publication states: "ADHD, one of the most common mental disorders in children and adolescents, affects an estimated 4.1 % of youths ages 9 to 17 in a 6-month period." The 2008 edition states: "The median age of onset of ADHD is 7 years..."

CDC's Morbidity and Mortality Weekly Report (MMWR, Sept. 2, 2005) reports: Between 3 and 7% of school-age children have ADHD. Prevalence rates vary between states, with Colorado having the lowest rate at 5% and Alabama having the highest rate of 11.1%. 2.5 million children between the ages of 4 and 17 (56% of those diagnosed) received medication treatment for ADHD as of 2003. Children between the ages of 9 and 12 showed the highest prevalence of medication treatment for ADHD as of 2003.

15 Appendix D

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Appendix E

LD/ADHD Design Team Members

Alternative Education and Pupil Personnel Craig Cummings, Ed.D., Coordinator

Career and Technology Education Carol Fritts, Coordinator

Community Members Katharina Boser, Ph.D., IDL, President, Parent Michael Klatzkin, SECAC, Member, Parent Roger Lerner, Esq., LDA, Acting Howard County President, Parent Kelly Miesner, SECAC, Member, Parent Linda Spencer, Ph.D., CHADD, Member

Department of Special Education Linda Flanagan, Instructional Facilitator, Countywide Services Mary Hendricks, Resource Teacher, Early Intervention Services Andrea Holz, Parent Coordinator, Family Support Center Emily Kinsler, SLP.D., Communications Facilitator for Speech-Language Pathology Susan LaCount, Speech-Language Pathologist Patricia Mackey, Instructional Facilitator Elementary Pamela Myette, Ed.D, Resource Teacher Cheryl Santoni, Resource Teacher Ann Scholz, Parent Coordinator, Family Support Center Beverly Schroeder, Resource Teacher Susan Shipp, Speech/Language Pathologist, Instructional Access Team Lauri Silver, Special Educator, Instructional Access Team Nancy Stivers, Occupational Therapist Jessica Yaniro, Resource Teacher

Elementary and Secondary Curricular Programs Fran Clay, Coordinator, Language Arts, Elementary Sandy Keaton, Instructional Facilitator, Language Arts, Elementary Kay Sammons, Coordinator, Mathematics, Elementary Sharon Stein, Ph.D., Reading Facilitator, Secondary English and Language Arts

English for Speakers Of Other Languages Laura Hook, Coordinator, ESOL Program

Gifted and Talented Linda Jensen, Resource Teacher Penny Zimring, Instructional Facilitator

Instructional Technology Geordie Paulus, Resource Teacher Julie Wray, Coordinator

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Professional and Organizational Development Gail Coffin, Ph.D., Facilitator, Leadership Development (retired) Corrine Gorzo, Coordinator, Teacher Development Glenn Heisey, Coordinator, Leadership Development Allison Miller, Resource Teacher, Leadership Development Patricia Otero, Facilitator, Teacher Development June Wilson, Facilitator, Teacher Development

Psychological Services Ivan Croft, Ph.D., Resource Psychologist Nancy Enders, Psychologist, Burleigh Manor Middle and Folly Quarter Middle Schools Nancy Hammer, Psychologist, Hollifield Station Elementary School Meryl Heyliger, Ph.D., Psychologist for IIT Emily Hurd, Instructional Facilitator John Klyap, Psychologist, Mt. Hebron High School Cynthia Schulmeyer, Ph.D., Coordinator, School Psychology & Instructional Intervention Kathy Schmid, Ph.D., Psychologist, Atholton Elementary School Rosalind Sheppard, Ph.D., Psychologist, Jessica Smith, Psychologist, Longfellow Elementary School Laura Smith, Ph.D., Psychologist, Pointers Run Elementary School

School Administration Katherine Jacobs, Principal, Waverly Elementary School Cher Jones, Principal, Dunloggin Middle School Janice Yetter, Assistant Principal, Homewood

School Counseling and Related Services Lisa Boarman, Coordinator

Student Assessment and Program Evaluation Julian Katz, Ph.D., Coordinator, Research and Program Evaluation Mary Levinsohn-Klyap, Ph.D., Coordinator, Assessment

Student, Family and Community Services Jean Lewis, Specialist (retired) Diane Martin, Director

University of Maryland, College Park Renee Jorisch, Doctoral Student, School Psychology, University of Maryland, College Park Sylvia Rosenfield, Ph.D., Professor Emeritus, University of Maryland, College Park

18 Appendix F

ADHD Workgroup

Alternative Education Elizabeth Aguilera, Mayfield Woods Middle School Jason Ortega, Bryant Woods Elementary School

Department of Special Education Jessica Lucas, Special Education Teacher Waverly Elementary School Patricia Mackey, Instructional Facilitator Pamela Myette, Ed.D., Resource Teacher Karyn Renneberg, Behavior Specialist Cheryl Santoni, Resource Teacher

Health Services Alicia Vandervat, Cluster Nurse, Homewood Center Lisa Beck, Cluster Nurse, Bryant Woods Elementary School

School Administration Janice Yetter, Assistant Principal, Homewood Center

School Counseling Christi Bello, Counselor, Northfield Elementary School Fran Dummett, Counselor, Ashley Harig, Counselor, Patuxent Valley Middle School Monica Heinlein, Counselor, Waverly Elementary School Lori Jenner, Counselor, Longfellow Elementary School

Psychological Services William Eng, Ph.D., Psychologist, Forest Ridge Elementary and Jeffers Hill Elementary Schools Catherine Panzer, Psychologist, Waterloo Elementary School

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Appendix H

Executive Function Study Group HCPSS Office of Psychological Services

Nancy Enders, School Psychologist

Jennifer Lage, School Psychologist

Ethelda Reckling, School Psychologist

Cynthia West, School Psychologist

20 Appendix G

Board of Education of Howard County PROCLAMATION DESIGNATING OCTOBER, 2008 AS LEARNING disABILITY MONTH

WHEREAS the mission of the Howard County Public School System ensures excellence in teaching and learning so that each student will participate responsibly in a diverse and changing world; and

WHEREAS the Howard County Public School System provides a PreK-12 Intervention Continuum of Services to include Quality Classroom Instruction, Moderate Academic Intervention and Intensive Academic Intervention for all students; and

WHEREAS the Departments of Special Education, Student Services, Gifted and Talented, Curriculum, and Administration collaborate to ensure that all staff members and administrators are effective in providing differentiated instruction for all students; and

WHEREAS the school system through collaborative efforts between the Department of Special Education, Gifted and Talented, and Student Services has developed multidimensional programming for students who have both needs and gifts or talents; and

WHEREAS participation in school problem solving teams, student services staff work with teachers, families and the community to ensure the academic, social, emotional, and healthy development of all students; and

WHEREAS the Department of Special Education provides professional development and funds to all schools using inclusive education strategies through cohorts at the high, middle, and elementary levels to increase participation of students with disabilities in the general education classroom; and

WHEREAS teachers understand that all children can learn and ensure that every child is engaged in learning through their unique abilities and interests; and

WHEREAS collaboration between local parent, support, advocacy, and community groups and the Howard County Public School System (HCPSS) by providing parent academies, workshops, conferences, speaker series for the community and HCPSS staff; and

THEREFORE BE IT PROCLAIMED that the Board of Education of Howard County designates October as Learning disAbility Month in the Howard County Public School System as a means to call attention to the essential role of school administrators, teachers, students services, staff, students, parents, and citizens of Howard County when working with students with disAbilites; and,

BE IT FURTHER PROCLAIMED that the Board of Education extend its gratitude and appreciation for the many contributions made by school administrators, teachers, students, parents, and citizens of Howard County for supporting students with disAbilities through their intellectual, social and emotional growth.

______Frank Aquino, Chairman Sydney L. Cousin, Superintendent Board of Education of Howard County Howard County Public School System

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Appendix I

LD/ADHD Advisory Committee

Community Representation Susan Helsel, Executive Director, National Association of Mental Health (NAMI), Howard County Kelly Meisner, Special Education Citizens Advisory Council (SECAC) President, Parents Place of Maryland and parent Julie Morrison, Ph.D., Psychologist, Private Practice Nanette Schweitzer, President, Learning Disabilities Association of Maryland, grandparent & parent Donna Weaver, Board member, Children and Adults with Attention Deficit Disorder (CHADD), Individual Differences in Learning (IDL) & parent

Howard County Public School System Patricia Daley, Director, Special Education Emily Hurd, Instructional Facilitator, Psychological Services Judith Pattik, Coordinator, Special Education Cynthia Schulmeyer, Ph.D., Coordinator, School Psychology & Instructional Intervention Sharon Stein, Ph.D., Instructional Facilitator, Secondary Reading Penny Zimring, Instructional Facilitator, Gifted and Talented

Universities Lynn Cole, Ph.D., Associate Professor, Department of Elementary Education, Towson University Debi Gartland, Ph.D., Professor, Department of Special Education, Towson University Sylvia Rosenfield, Ph.D., Professor Emeritus, School Psychology, University of Maryland, College Park Linda Tsantis, Ph.D., Associate Professor, Department of Special Education, The Johns Hopkins University Stacey Williams, Professional Development Coordinator/Inclusion Specialist, Department of Special Education, University of Maryland, College Park

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