University of Southern California Dissertations and Theses

Supporting learners with attention deficit hyperactivity disorder: a professional development curriculum for elementary teachers

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Supporting learners with attention deficit hyperactivity disorder: a professional development curriculum for elementary teachers

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Content Running head: SUPPORTING LEARNERS WITH ADHD DISORDER 1

SUPPORTING LEARNERS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER:
A PROFESSIONAL DEVELOPMENT CURRICULUM FOR ELEMENTARY TEACHERS

by
Robin Gilligan

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2020

Copyright 2020 Robin Gilligan

SUPPORTING LEARNERS WITH ADHD DISORDER 2
A CKNOWLEDGEMENTS
“ Every child deserves a champion - an adult who will never give up on them, who
understands the power of connection and insists that they become the best that they can be (Rita
Pierson). Reflection and change are the two greatest words that frame the process I have been
on over the last three years. I am blessed to work with students, teachers and parents who
passionately strive to bring awareness and change to the stigmatism of having a disability. How
we engage and learn from each other empowers us to reflect, but it is action that must follow
reflection. No matter the position I hold as an educational leader, I will always take time to
reflect and learn how to be a change agent for those who need a champion.
I am truly grateful for the enduring love and encouragement from my family and friends.
You have supported me the entire way and I could not have done this without each and every one
of you. Mom and dad, you have always encouraged me to find my passion and this work is just
one example. Laurie, Wendy and Kelly, our sisterhood is unbreakable and our friendship is a
bond like no other! Amy and Nykole, I cannot say enough about the years of friendship and
unconditional love you continually show, especially during this journey. Finally, to my weekend
writing crew: Julie, Melissa and Brian. You pushed, encouraged, and gave me the motivation to
keep going. My appreciation and gratitude is abundant and you will always be close to my heart.

SUPPORTING LEARNERS WITH ADHD DISORDER 3
TABLE OF CONTENTS
Acknowledgements 2
List of Tables 5
Abstract 6
Chapter One: Introduction 7
Statement of the Problem 7
Problem of Practice 7
Evidence for the Problem of Practice 9
Importance of the Problem 11
Instructional Needs Assessment 12
Determining the Need 12
Curriculum Description and Purpose 14
Curriculum Goal, Outcomes, and Capstone Assessment 15
Definition of Terms 16
Designer’s Positionality 18
Organization of the Design Blueprint 19
Chapter Two: Review of the Literature 21
The Content of the Curriculum 21
A Brief Understanding of ADHD 21
Clinical Treatment for ADHD 22
Medical Intervention 23
Behavioral Therapy 24
ADHD Students and School Law 25
Over-Identification of Student Populations for ADHD 27
Classroom Practices and Interventions 29
Prior Attempts and Analysis 36
Approaches to the Curriculum Design 37
Theoretical Foundations to the Curriculum Design 37
Chapter Three: The Learners and Learning Context 40
Learner Profile 40
Ability 40
Self-Efficacy 41
Affective Characteristics 41
Social Characteristics 42
Prior Knowledge 42
Description of the Learning Environment 43
Facilitator Characteristics 44
Existing Curricula/Programs 44
Available Equipment and Technology 45
Classroom Facilities and Learning Climate 45
Chapter Four: The Curriculum 47
Overall Curriculum Goal, Outcomes, and Summative Assessment 47
Curriculum Goal 47
Curriculum Outcomes 47

SUPPORTING LEARNERS WITH ADHD DISORDER 4
Summative Assessment 48
Cognitive Task Analysis (Information Processing Analysis) 49
General Instructional Methods Approach 49
Description of Specific Learning Activities 50
Overview of the Units 51
The Sequence of the Units 53
Unit 1: Recognizing the Characteristics of ADHD - How to Gain an
Understanding of ADHD by Identifying the Three Types. (CTA Step 1) 53
Unit 2: Evaluating Student’s Individual Needs. (CTA Step 2 and 4) 54
Unit 3: Building Positive Relationships. (CTA Step 3) 55
Unit 4: Selecting and Integrating Appropriate Instructional Practices
and Legal Obligations for ADHD Students. (CTA Step 5 and 6) 56
Unit 5: Goal-Setting, Progress Monitoring, Feedback, and Celebrating
Student Success. (CTA Step 7–10) 58
Delivery Media Selection 60
Key Considerations in Choosing Media 60
General Instructional Platform Selection 62
Specific Media Choices 62
Chapter Five: Implementation and Evaluation Plan 64
Implementation of the Course 64
Implementation of the Evaluation Plan 65
Curriculum Purpose, Need, and Expectations 65
Evaluation Framework 65
Level 4: Results and Leading Indicators 66
Level 3: Behavior 68
Level 2: Learning 72
Level 1: Reaction 74
Evaluation Tools 75
Conclusion to the Curriculum Design 76
References 78

SUPPORTING LEARNERS WITH ADHD DISORDER 5
L IST OF T ABLES
Table 1: Units and Weekly Topics/Titles 50
Table 2: Scope and Sequence for Supporting Learners with ADHD Curriculum 57
Table 3: Specific Media Choices 61
Table 4: Indicators, Metrics, and Methods for External and Internal Outcomes 65
Table 5: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 66
Table 6: Required Drivers to Support Critical Behaviors 67
Table 7: Evaluation of the Components of Learning for the Program. 71
Table 8: Components to Measure Reactions to the Program. 72

SUPPORTING LEARNERS WITH ADHD DISORDER 6
A BSTRACT
The diagnosis of attention-deficit hyperactivity disorder (ADHD) is on the rise. In 2013, the
American Psychiatric Association (APA) estimated 5% of school-age children have ADHD. In
2016, the National Survey of Children’s Health (NSCH) found 10% of school-age children have
a diagnosis of ADHD. Teachers must be prepared to appropriately provide behavioral and
academic support that yield positive learning outcomes for ADHD students. The purpose of this
curriculum is to create a training course specifically designed to support elementary teachers in
serving ADHD students in the general education classroom. Through the application of social
constructivism and social cognitive theories, the curriculum is designed as an in-person, two-day
teacher workshop. The curriculum is five units long with asynchronous content. After the
completion of the workshop, teachers will understand the characteristics of ADHD and know
how to incorporate behavioral and academic accommodations in the classroom. Learners will
conclude this course by creating a portfolio as a summative assessment, which contains a
reflection journal, self-designed lesson plans, and behavioral interventions. An implementation
plan is available along with an evaluation of the course, which measures the attainment of the
curriculum goals and outcomes. With the guidance of this curriculum, teachers will uphold their
legal obligation to support all students in the classroom and proactively implement academic and
behavioral strategies, specific to the needs of ADHD students.

SUPPORTING LEARNERS WITH ADHD DISORDER 7
C HAPTER O NE : I NTRODUCTION
Statement of the Problem
Problem of Practice
Since the 1990s, there has been a significant increase in the number of children diagnosed
with attention deficit/hyperactivity disorder (ADHD). In 2013, the American Psychiatric
Association (APA) estimated that 5% of school-age children have ADHD, whereas the American
Academy of Pediatrics (AAP, 2004) reports the rate to be 6% to 9%. Additionally, National
Survey of Children’s Health (NSCH) data indicate a prevalence of ADHD diagnosis of children
aged 2 to 17 with an increase from 6.1% in 1998 to 10% in 2016 (Child and Adolescent Health
Measurement Initiative & Data Resource Center for Child and Adolescent Health, 2016;
Danielson et al., 2018; Xu, Strathearn, Liu, Yang, & Bao, 2018). With ADHD diagnosis on the
rise, public school educators must be prepared to appropriately provide behavioral supports and
optimal learning opportunities that will yield positive learning outcomes for school-aged
children.
ADHD is defined within the Diagnostic and Statistical Manual of Mental Disorders
(DSM-V; APA, 2013) as a psychiatric disorder with consistent patterns of inattention and/or
hyperactivity-impulsivity, with significant increased severity rates compared to typically
developing peers. Students diagnosed with ADHD often manifest disruptive behaviors in the
classroom which negatively impacts the learning environment. Consequently, general education
teachers find that teaching students with ADHD can be stressful and, often, students are labeled
as behavioral problems (Greene, Beszterczey, Katzenstein, Park, & Goring, 2002). Extra support
and attention by the classroom teacher is required for these children, and due to problematic

SUPPORTING LEARNERS WITH ADHD DISORDER 8
behaviors, students fall behind academically (Alkahtani, 2013). Deficits in reading and math,
declining standardized test scores, and increased retention rates, often accompany the profile of
an ADHD student, (Loe & Feldman, 2007). The authors also note that ADHD students are more
likely to be identified for special education with problematic behaviors that lead to suspension or
expulsion. The severity of the disorder has been shown to have a negative impact on high school
graduation and higher education rates (Daley & Birchwood, 2010; Loe & Feldman, 2007 ).
Although teacher credentialing programs do offer education specialist credentials that
provide in-depth knowledge of various disabilities, specific supports and pre-service training on
ADHD is limited. This is especially true for general education teachers. Instead, teachers tend
to react to behavior exhibited by ADHD students rather than proactively prepare a cohesive plan
to appropriately support them in the classroom ( Arcia, Frank, Sánchez-LaCay, & Fernáindez
2000) . Thus, teachers are not well prepared to meet the demands of students, both behaviorally
and academically. When classroom disparities are recognized by teachers and students, biases
often result due to misunderstanding of the disability (Bell, Long, Garvan, & Bussing, 2011).
Perceptions held by others manifest the self-fulfilling prophecy, especially in young children,
and ADHD students are inclined to adopt these negative beliefs (Ohan, Visser, Strain, & Allen,
2011).
Increasing knowledge of ADHD characteristics and student needs can have a positive
impact on teachers’ perceptions and beliefs. Specific teacher training on ADHD has shown to
significantly improve teacher attitudes toward identified students and provide background
knowledge on the difficulties students encounter within the classroom and in learning
(Ghanizadeh, Bahredar, & Moeini, 2006). According to a study by Bekle (2004), 77% of

SUPPORTING LEARNERS WITH ADHD DISORDER 9
teachers reported very limited training in ADHD and perceived it would be highly beneficial to
their practice. Even more, 99% of teachers preferred additional training in ADHD to support
their students’ needs.
The goal of this curriculum is to create a training course specifically designed to support
all teachers in serving students diagnosed with ADHD in the mainstream classroom. To mitigate
special education referrals, reduce bias against students with ADHD, and dispel misconceptions
as well as to improve student achievement outcomes, teachers have a professional obligation to
teach all students in their classroom. This includes using behavioral strategies designed to
support students diagnosed with ADHD, differentiated lessons within the core curriculum, and a
well-executed plan to support student demands within the learning environment.
Evidence for the Problem of Practice
Due to adverse behaviors and lag in academic achievement, students identified with
ADHD typically receive additional services through accommodations and modifications within
the educational setting. Students may qualify for services under the Individuals With Disabilities
Education Act (IDEA), also known as special education, and/or Section 504 of the Vocational
Rehabilitation Act. Under special education, the category of Other Health Impairment (OHI)
encompasses the characteristics of ADHD (IDEA, 2004). It is difficult to discern the specific
number of students identified as ADHD, since state data do not disaggregate the percentages of
specific impairments within this category. However, according to the California Department of
Education (CDE, 2018b), 97,426 people, newborn through 22 years of age, were identified under
OHI as of the 2017–2018 academic term. Students who qualify for special education meet
eligibility criteria for the disability, which adversely impacts their education. According to the

SUPPORTING LEARNERS WITH ADHD DISORDER 10
Centers for Disease Control and Prevention, in 2014, parents of ADHD children reported nine
out of 10 students qualify to receive interventions and accommodations in the classroom under
the category OHI.
IDEA law requires educators to provide specialized programming to support the needs of
students identified for special education. Although specialized programs may be offered, the gap
in academic achievement continues to widen when comparing disabled students and
non-disabled students on standardized assessments. In fact, 85% of students identified with a
disability perform below grade-level standards compared to 45% of non-disabled students,
according to the California Smarter Balanced Assessment data results in English language arts
(CDE, 2018b). In the recent release of Hattie’s (2017) meta-analysis of 250-plus influences on
student achievement, ADHD was identified as a physical influence, with an effect size of -.90, to
likely have a negative impact on student achievement when compared with other influences. This
is well below the .40 effect size hinge point that Hattie indicates to have a positive effect on
achievement.
Students with ADHD present a challenge for teachers in the general education classroom.
Teacher knowledge of ADHD is significantly low, which is due to the lack of preparation and
training prior to teaching ( Alkahtani, 2013). Additionally, teachers’ knowledge of ADHD was
positively correlated with self-efficacy in teaching a student with ADHD. If ADHD students are
to receive their schooling in a general education classroom, then teacher understanding of the
disability and knowledge of interventions is imperative to their success ( Schnoes, Reid, Wagner,
& Marder, 2006).

SUPPORTING LEARNERS WITH ADHD DISORDER 11
Importance of the Problem
Public school educators have a legal obligation to ensure all students, including those
diagnosed with ADHD, succeed throughout their educational career. State and federal mandates
require schools and districts to meet or exceed grade-level academic standards as measured by
state standardized assessments. Accountability systems, such as the California Dashboard,
monitor and track data on academic achievement by student subgroups as well as other factors
impacting school success, such as chronic absenteeism, suspension/expulsion and high school
graduation rates (CDE, 2018c). Students diagnosed with ADHD are at greater risk for
suspension/expulsion, higher absentee rates, academic deficits, referrals for special education
and failure to complete high school ( Barkley, Fischer, Smallish, & Fletcher, 2006; Biederman,
Petty, Evans, Small, & Faraone, 2010; Bussing et al., 2012; Daley & Birchwood, 2010; Loe &
Feldman, 2007 ). Additionally, educators must provide a fair and appropriate education for
students identified for special education under IDEA law or access to the school programs under
the American with Disabilities Act. This includes adequate yearly progress on individualized
education program (IEP) goals or access to accommodations through a Section 504 plan.
Students who fall behind the expected academic standards are often targeted for retention
and this is especially true for ADHD students. B ehaviors associated with ADHD are highly
correlated to grade retention due to low academic performance, lack of motivation, and social
problems with peers (Barkley et al., 2006). Furthermore, students who experience retention in
the early years of schooling are more likely to drop out of school. The goals of education are to
prepare students for college and career readiness and successfully navigating the adult world.
The ability to organize, plan, utilize time management, and meet deadlines are expectations of

SUPPORTING LEARNERS WITH ADHD DISORDER 12
employers and often the same deficit skills in ADHD students (Arnold, Hodgkins, Kahle,
Madhoo, & Kewley, 2017). To promote future life skills, educators must understand the factors
impeding success for ADHD students and implement interventions to support them in their
education.
The goal of this curriculum is to create a training course specifically designed to support
all teachers in their practice in serving students diagnosed with ADHD in the mainstream
classroom. Teachers have a professional obligation to teach all students in their classroom to
mitigate special education referrals, reduce bias against students with ADHD, and dispel
misconceptions as well as to improve student achievement outcomes. This includes behavioral
strategies designed to support students diagnosed with ADHD, differentiated lessons within the
core curriculum, and a well-executed plan to support student demands within the learning
environment.
Instructional Needs Assessment
Determining the Need
As public school teachers grow in their professional practice, they are able to draw upon
educational approaches that have proven successful in achieving desired results. School districts
do provide ongoing professional development, but this usually involves curriculum-focused
content to improve academic achievement. More attention on social-emotional learning (SEL)
and behavior regulation strategies in schools is warranted, as one study found that only 35% of
16 school districts are implementing SEL (Civic Enterprises, 2013). This is often left to experts
in the field, such as school psychologists and behavior specialists. The lack of adequate
professional development, preparation, and knowledge to intervene on behalf of an ADHD

SUPPORTING LEARNERS WITH ADHD DISORDER 13
student suggests the educational system continues to fall short in this area (Latouche &
Gascoigne, 2019; Martinussen, Tannock, & Chaban, 2011). An innovation-based needs
assessment model (Smith & Ragan, 2005) was applied to address learning goals in this
curriculum concerning how teachers are trained to appropriately support ADHD students in the
mainstream classroom.
The population of students identified with ADHD or characteristics of ADHD has
increased in recent years. Teaching students in the least restrictive environment is part of the
IDEA federal mandate that holds districts accountable for inclusive practices for students
identified with a disability. Supplementary aids are often required to ensure ADHD students
have access to the learning environment in a mainstream classroom. This requires the teacher to
purposefully consider how to incorporate these aids within daily teaching routines. When this
fails, an instructional assistant is often provided as reinforcement for the implementation of
strategies aligned to appropriate accommodations, modifications, or goals. However, students
may become dependent on instructional assistant support rather than taking direction from the
teacher. When teachers have proper training and preparation regarding the needs of ADHD
students, they are more likely to identify, intervene, and participate in assessment measures that
lead to action plans and implement strategies otherwise not considered (Alkahtani, 2013).
The goal for teachers is to teach all students the academic and behavioral skills,
appropriate to individual needs, to become college and career ready. As academic and
behavioral demands present differently in students, ongoing professional development is
necessary to address to improve teaching practices. Specifically, behavioral training designed
for general education teachers continues to be a need (Bekle, 2004; Bussing et al., 2012). Most

SUPPORTING LEARNERS WITH ADHD DISORDER 14
ADHD training is designed for behavior specialists or school psychologists who do not have the
demands of teaching 30-plus students. Therefore, goals aligned to the demands of both general
education teachers and ADHD students is necessary.
It is challenging for general education teachers to ensure academic outcomes are
achieved for each student while individually providing one-on-one support for the ADHD child.
Students who present with significant deficits in academic or behavioral challenges may be
referred for special education or a Section 504 plan. The need for appropriate accommodations
and/or modifications within the classroom setting demonstrates that necessity for teachers to
incorporate practices that are beneficial to the needs of individual learners, specifically ADHD
students. Knowing which accommodations and/or modifications are necessary, requires the
teacher to take an active role in understanding the disability and learn how to implement
appropriate instructional practices. Instructional strategies that can be implemented by the
general education teacher and training that empowers teachers to be the lead specialist within
their own classrooms is warranted.
Curriculum Description and Purpose
The purpose of this curriculum is to provide training for elementary general education
teachers to improve the identification, knowledge, and practical strategies for supporting ADHD
students. The curriculum will include teacher reflection regarding personal beliefs and attitudes
toward ADHD students as well as accommodations that will allow students to actively
participate and successfully learn with peers. The training will be conducted over multiple
workshops that build on one another to bring awareness about ADHD, implications for students
who do not receive appropriate support, intervention strategies to implement within the context

SUPPORTING LEARNERS WITH ADHD DISORDER 15
of the classroom environment, and skills to appropriately assess for ADHD under special
education.
Curriculum Goal, Outcomes, and Capstone Assessment
The goal of this curriculum is for elementary teachers to know the challenges facing
ADHD students and be able to apply the strategies to accommodate them within the general
education classroom. Teachers will reflect on their approaches that may send self-fulfilling
messages to the ADHD student and to other peers in the classroom that can have a negative
impact student learning. Learners will know the characteristics associated with ADHD,
understand how to navigate behavioral challenges associated with ADHD, and gain an awareness
of how to incorporate strategies and approaches to support ADHD students in the classroom. By
the end of the workshops, teachers will be able to
● Describe the characteristics associated with ADHD,
● Compare and contrast ADHD and ADD,
● Understand the importance of supporting ADHD students within the general education
classroom,
● Understand social-emotional impacts of ADHD on students,
● Understand and apply accommodations to support learning of ADHD students,
● Create student goals for behavior management when working with ADHD students,
● Create lesson plans that incorporate learning strategies for ADHD students, and
● Apply the IEP/504 plan to lesson designs
Learners will conclude this course by completing a capstone assessment through a
portfolio which contains (a) a reflection journal of the knowledge and skills gained to address

SUPPORTING LEARNERS WITH ADHD DISORDER 16
ADHD students in the general education classroom, (b) self-designed lesson plans that will be
implemented and incorporates accommodations and modifications to the core curriculum, and (c)
visual tools to support behavior management specific to the needs of ADHD students in the
learner’s classroom.
Outcomes for this course include teacher knowledge of how to adequately support
ADHD students in the general education classroom and successfully incorporate
accommodations that support students behaviorally and academically. In addition, through
increased understanding and identification of ADHD characteristics, teachers will reduce
referrals for special education and take action to support students in the least restrictive
environment.
Definition of Terms
The following terms and definitions are frequently used throughout this dissertation.
They are defined below to assist in the foundational understanding and context of the curriculum
design to support teachers serving ADHD students.
ADD. Attention deficit disorder. A psychiatric disorder with consistent patterns of
inattention with significant increased severity rates compared to typically developing peers
(APA, 2013).
ADHD. Attention deficit hyperactivity disorder. A psychiatric disorder with consistent
patterns of inattention and/or hyperactivity-impulsivity, with significant increased severity rates
compared to typically developing peers (APA, 2013).

SUPPORTING LEARNERS WITH ADHD DISORDER 17
Cognitive behavioral therapy. “ A form of psychological treatment that may be effective
for a range of problems that leads to significant improvement in functioning and quality of life”
(APA, 2019, p. 1).
Individualized education program. A written document that is developed for eligible
children with a disability, including the procedures that schools must follow to develop, review,
and revise at least once yearly (IDEA, 2004).
Individuals with Disabilities Education Act. A law which ensures services to children
with disabilities, ages 3 to 21, that governs how states and public agencies provide special
education and related services to eligible individuals (IDEA, 2004).
Other Health Impairment. “ Having limited strength, vitality, or alertness, due to
chronic or acute health problems such as asthma, attention deficit disorder, or attention deficit
hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning,
leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome and adversely
affects a child’s educational performance” ( IDEA, 2004, p. 1 ).
Section 504 Vocational Rehabilitation Act. A federal law designed to protect the rights
of individuals with a disability to receive accommodations in programs and activities that receive
federal financial assistance (U.S. Department of Education, 2019a).
Self-fulfilling prophecy. Positive or negative perceptions held by others which, in turn,
are adopted by an individual to believe about themselves ( Bell et al., 2011).
Special Education. Specially designed instruction to meet the unique needs of a child
with a disability (IDEA 2004).

SUPPORTING LEARNERS WITH ADHD DISORDER 18
Designer’s Positionality
The author of this curriculum design capstone dissertation is currently employed as the
director of student support services overseeing all special education programming within a K-12
public school organization. The author is often tasked with providing additional resources and
supports to elementary teachers who have students in the general education classroom presenting
with disruptive behavior prior to being eligible for special education. The author has anecdotally
analyzed this trend during her tenure within the organization to show that teachers are lacking
the skills or knowledge to minimize behaviors by incorporating interventions designed to meet
the social-emotional needs of learners. Instead, teachers refer students for special education as
the first option to remove the student to a more restrictive environment or to gain an instructional
assistant, thus leading to disownership of the student. Eventually, students become identified for
special education under OHI for characteristics of ADHD due to the failure to implement
interventions at an early stage in the process or at the onset of disruption.
The author was also a principal of a K–6 public school who served a diverse population
of learners in specialized programs, including special education. The spectrum of programs has
expanded the author’s attitude toward ADHD students by being witness to and experienced the
power of positive relationships, agency, advocacy, and teacher self-efficacy in supporting these
students.
In addition, the author has been influenced by theories that have shaped positionality and
views related to this curriculum design. Social cognitive theory (Bandura, 1977) asserts that a
person’s psychological processes, environment, and behavior are reciprocal and influence one
another. As such, the author believes that we need to model for others to enhance learning and

SUPPORTING LEARNERS WITH ADHD DISORDER 19
establish a positive learning environment. Self-efficacy theory, derived from social cognitive
theory (Bandura, 1986), is the belief that one has the agency to complete a task related to
competency. It relates to a person’s perception of their capability to reach a goal and achieve
desired outcomes. The author perceives self-efficacy to be at the core of achieving desired
results by establishing goals and a belief in self to have the attitude, ability, and cognitive skills
to meet these goals. In the administrative roles the author has held, vision planning, establishing
goals, and moving the team toward attainment of the vision have been instrumental in achieving
results.
Two leadership theories that frame the author’s approach for change are transformational
leadership and instructional leadership. Transformational leadership embraces the process that
aims to move others for the betterment of the organization (Northouse, 2004). It begins by
establishing a clear vision and buy-in from members. A second leadership theory that frames the
author’s approach is instructional leadership. Instructional leaders establish clear goals and
provide appropriate materials and resources to achieve these goals. Professional development,
resources, collaboration, classroom observations, and teacher feedback are critical components
of an instructional leader (Marzano, Waters, & McNulty , 2005). The author hopes to be an agent
of change by developing this curriculum.
Organization of the Design Blueprint
This dissertation is divided into five chapters. Chapter One focuses on the problem of
practice, evidence of the problem, and the goal of the curriculum. Chapter Two is a review of
the literature and theoretical approaches that frame the curriculum content and design. Chapter
Three focuses on the learner characteristics and learning environment. Chapter Four addresses

SUPPORTING LEARNERS WITH ADHD DISORDER 20
the units of curriculum, including goals, objectives, and assessment measures. Chapter Five
demonstrates how the curriculum will be implemented and evaluated.

SUPPORTING LEARNERS WITH ADHD DISORDER 21
C HAPTER T WO : R EVIEW OF THE L ITERATURE
The Content of the Curriculum
The content of the curriculum is presented in two sections. The first section addresses the
curriculum with the necessary knowledge, background, and approaches to the problem of
practice informed by the literature. The second section addresses the theoretical framework in
which the curriculum will be designed. Additionally, an investigation of prior attempts is
discussed to expose gaps in the problem of practice which this curriculum seeks to address.
A Brief Understanding of ADHD
Three main characteristics are used in the evaluation and identification of ADHD in
children. According to the DSM-V (APA, 2013), the core components of ADHD involve
attention, hyperactivity-impulsivity, or the combination of the two. Likewise, the U.S.
Department of Education (DOE, 2019a) notes that children diagnosed with ADHD demonstrate
different combinations of behavior that manifest as poor sustained attention and
hyperactivity-impulsivity . ADHD is a diagnosis identified by medical professionals who evaluate
persistent behaviors that manifest between childhood and age 16 (APA, 2013). Moreover,
characteristics must be present in all settings, with elevated symptoms when compared to
typically developing peers (APA, 2013). Under each component of ADHD, specific behaviors may
be exhibited by children.
Characteristics or behaviors of ADHD may vary by type. The DOE (2004a) indicates that
behaviors of hyperactivity-impulsivity may appear in children as excessive fidgeting or
restlessness. Additionally, poor attention may be observed as daydreaming or failure to
complete tasks. Children may also have difficulties with organization, listening skills, initiating

SUPPORTING LEARNERS WITH ADHD DISORDER 22
tasks, and forgetfulness (APA, 2013). Children who exhibit severe rates of
hyperactivity-impulsivity may show increased fidgeting, elopement, excessive talking, blurting,
interrupting conversations, and difficulty with turn-taking (APA, 2013).
Utilizing the core components, presented symptoms in children are identified for
diagnosis. S ix or more symptoms should be present for diagnosis of ADHD for children up to
the age of 16 (APA, 2013). Additionally, the symptoms should be present for a minimum of six
months with intensity greater than that of peers. ADHD is a neurobiological disorder that is
diagnosed using specific criteria for attention, impulsivity, and hyperactivity. Once a diagnosis
has been identified, treatments for children with ADHD have proven to be effective.
Clinical Treatment for ADHD
Pharmaceutical stimulants and behavioral therapy may be used to treat ADHD after
diagnosis. As indicated by the Subcommittee on Attention Deficit Hyperactivity Disorder and
the Steering Committee on Quality Improvement and Management (2011), clinicians need to
ensure DSM-V criteria has been met, including parent, teacher, and/or and mental health
clinician input prior to the diagnosis of ADHD. The committees further recommend that
clinicians prescribe pharmaceutical and/or behavioral treatment programs that align to the
appropriate age level of the patient and the severity of symptoms. The committees also note that
children ranging from 4 to 5 years of age should be prescribed behavior therapy as the first line
of treatment, including parent training and teacher support within the classroom setting.
Children 6 years and older may be prescribed primary medications and research-based behavior
therapy to minimize the severity of the symptoms (Subcommittee on Attention-Deficit
Hyperactivity Disorder & Steering Committee on Quality Improvement and Management, 2011).

SUPPORTING LEARNERS WITH ADHD DISORDER 23
Utilizing a multimodal approach to treat ADHD may be beneficial in reducing negative effects
on children. ADHD treatment approaches are varied; however medication is the most common
form of intervention.
Medical Intervention
The use of medication may be prescribed by healthcare providers to treat symptoms of
ADHD. According to Singh (2008), medical interventions include the use of stimulant drugs
that target the prefrontal cortex of the brain responsible for attention and impulse control. The
author also notes that stimulants are administered in short- or long-lasting forms based on the
needs of the individual and severity of ADHD symptoms. Research on the use of stimulant
medications, with or without extended release, indicate positive behavioral improvements for
those diagnosed with ADHD ( Subcommittee on Attention-Deficit Hyperactivity Disorder &
Steering Committee on Quality Improvement and Management, 2011) . Although positive
effects have been proven to reduce symptoms of ADHD, the medication does have side effects
which may impair sleeping or trigger a suppressed appetite (Singh, 2008).
Medication supports symptoms of ADHD in children. Psychostimulant drugs are
typically effective in regulating focus and impulse control in children (Furman, 2005).
Additionally, medication has shown to be effective for improved attention and emotional
regulation; however, it will only enhance the performance of the individual versus treating the
psychological impacts of ADHD ( Singh, 2008) . Medication alone does have a high success rate
in treating ADHD symptoms in children, but, when combined with therapy, children’s success
improves significantly (Furman, 2005). Likewise, medication can reduce the covert behaviors
and symptomatology of ADHD, but it does not promote the development of social or emotional

SUPPORTING LEARNERS WITH ADHD DISORDER 24
growth (Furman, 2005). Psychostimulant drugs are an effective use of treatment for ADHD in
children. Although medication is the first approach to manage ADHD symptoms, behavioral
therapy has also been shown to be an effective treatment option.
Behavioral Therapy
Various behavioral therapy approaches target specific conditions accompanied with
ADHD, such as anxiety, self-regulation, and social skills deficits. Cognitive behavior therapy
(CBT) is widely used in the treatment of ADHD and anxiety (Gould, Porter, Lyneham, &
Hudson, 2018). Significant reductions in self-reported anxiety levels were evident after the
completion of a four week CBT program ( Houghton, Alsalmi, Tan, Taylor, & Durkin, 2017) .
CBT also showed positive effects for comorbid conditions of ADHD and anxiety in children
aged 8 to 18 after a 12 week program (Gould et al., 2018). Researchers found the effects of CBT
were long-lasting, even when therapy had concluded (Houghton et al., 2017). Additionally,
students with ADHD symptoms significantly reduced anxiety and impulsivity-inattention
behaviors after CBT, with the majority of gains sustained after a 6-month follow-up session
(Gould et al., 2018).
CBT strategies show a positive impact on student behaviors. Strategies, such as positive
reinforcement through a token-system and feedback by adults and peers, was shown to be
effective in reinforcing desired behaviors (Gould et al., 2018). The use of a token economy
system coupled with positive feedback, was an effective strategy to help improve student
behavior (Houghton et al., 2017). Researchers also found that students’ self-reported reduced
levels of anxiety when applying CBT skills before school, recess, and prior to attempting
homework. Parent support was another strategy used in CBT found to have greater

SUPPORTING LEARNERS WITH ADHD DISORDER 25
impact on student behavior than non-participating parents when strategies were expanded across
multiple settings for their children (Gould et al., 2018).
Structured dyadic behavior therapy (SDBT) is another program that has been effective in
treating ADHD. SDBT targets three main areas of focus: behavioral goal-setting, benchmarking,
and redirection strategies (Curtis, 2014). As also noted, the purpose of SDBT is to increase
self-regulation, within the context of school and home settings were children need to adjust to the
social dynamics of daily interaction with others. Furthermore, SDBT uses behavior techniques
to implement social interaction skills with self-reflection. As indicated in the research of Curtis
(2014), the use of intermittent feedback and reinforcers supports student motivation and promote
desired behaviors, which is in alignment to the strategies of SDBT. Behavior therapy in clinic
and small group sessions are promising practices that help to reduce anxiety, increase
self-regulation, and develop social skills for students exhibiting ADHD characteristics.
Although outside providers treat symptoms of ADHD, educators must be mindful of the legal
protections for students identified with ADHD.
ADHD Students and School Law
Federal and state laws have clear mandates for school personnel to ensure ADHD
students have educational access in the public school setting. According to IDEA (2004),
students identified for special education are guaranteed a free appropriate public education. The
law also states that, to be eligible for special education services, students with ADHD must be
evaluated and identified as having an impairment which significantly impacts educational
function and performance. Furthermore, special education services for ADHD are most likely to

SUPPORTING LEARNERS WITH ADHD DISORDER 26
be classified as OHI, as regulations for IDEA list ADD and ADHD as conditions of eligibility
under this category.
Children who do not meet eligibility for special education may qualify for other supports
and services. Section 504 of the Rehabilitation Act of 1973 ( DOE, 2019a), provides
accommodations for children who qualify. The DOE (2019a) indicates that Section 504
guarantees children who qualify under this section entitlement to receive a free appropriate
public education if their ADHD substantially limits a major life activity, such as concentrating or
learning. Also, public schools are required to provide appropriate educational services to
students even if the ADHD symptoms make them eligible for special education services under
IDEA.
Teachers are required by law to implement Section 504 or special education plans.
According to Assembly Bill 2659 (2016), students with ADHD with or without special education
eligibility will have the instructional program provided in the regular education program as much
as possible. Additionally, specialists and teachers need to collaborate to provide ADHD
students, appropriate instructional interventions. Likewise, Section 504 requires schools and
teachers to provide appropriate accommodations in the regular classroom for eligible students
(DOE, 2019b) and prevents educational organizations from discriminating against students with
disabilities. It is also noted that general education teachers should be trained to develop an
awareness about ADHD disorder as well as what can be implemented in the general education
classroom to support the instructional needs of students (Assembly Bill 2659, 2016). Section
504 of the Rehabilitation Act of 1973 (DOE, 2019a) and the IDEA Act, Part B (2004) protect
children with disabilities in the educational public setting. With protections under state and

SUPPORTING LEARNERS WITH ADHD DISORDER 27
federal laws, profiles of ADHD students tend to be found in certain populations leading to
over-identification.
Over-Identification of Student Populations for ADHD
Socioeconomic status . Associations between low SES and ADHD-type symptoms
increase the prevalence of identification among teachers and healthcare providers. According to
a study by Russell, Ford, Williams, and Russell (2016) children from families of low-SES
populations are 2.1 times more likely to be identified with ADHD than higher-SES populations.
The researchers also found that students from single-parent families were 1.85 times more likely
to exhibit ADHD symptoms than children from two-parent households. Likewise, Rowland et
al. (2018) note that ADHD identification for school-age children was more prevalent in
households who had parents that did not complete high school or made less than $20,000 per
year. Children whose parents’ education is below the high school level are twice as likely to be
identified for ADHD in comparison to students with parents with higher education levels
(Russell et al., 2016). Consequently, ADHD students are six times more likely to be from
low-SES families than higher-income families.
Teacher input for ADHD identification of students is elevated for low-SES student
populations. The research of Lawson, Nissley-Tsiopinis, Nahmias, McConaughy, and Eiraldi
(2017) found that teachers are more likely to rate higher levels of inattention, impulsivity, and
hyperactivity for low-SES students than parents and outside observers. Furthermore, teachers
reported higher levels of inattention and hyperactivity symptoms in students of lower SES.
Consequently, students identified as low SES had a 5% increased risk of being identified for
ADHD (Russell et al., 2016). Factors associated with low SES may contribute to higher

SUPPORTING LEARNERS WITH ADHD DISORDER 28
identification rates of ADHD. Just as low SES often accompanies the profile of an ADHD
student, gender differences also play a significant role in how ADHD presents in the classroom.
Gender. Teachers are more likely to refer boys than girls for special education for
symptoms of ADHD. A meta-analysis study by Gershon and Gershon (2002) found that parents
and teachers rate inattention higher in females and hyperactivity and aggression higher in males
on standardized assessments. The researchers also state that females exhibit fewer externalizing
behaviors than males; therefore, boys appear to be less likely identified for ADHD symptoms.
According to the study conducted by Rizzo and Dihoff (2016), teachers were more likely to refer
males than females who demonstrate symptoms of hyperactivity and aggression, as compared to
inattention alone, as problematic. Hence, they found that males were 1.5 times more likely to be
referred for special education than females due to externalizing behaviors of hyperactivity
without inattention or aggression. Likewise, teachers tend to rate males higher for ADHD
symptoms due to the hyperactivity and aggression behavior which is seen to be disruptive to the
classroom environment (Gershon & Gershon, 2002). Additionally, teacher potential bias
regarding male ADHD behavior may be a factor in greater numbers of referrals for special
education. In fact, the meta-analysis research of Gershon and Gershon notes that females who
display inattention do not get referred for special education as often as males because teachers do
not perceived inattention as having a significant impact on the classroom environment.
Based on teacher perceptions, males and females were rated differently for ADHD
identification. Males had higher ratings than females in intellectual functioning, peer aggression,
and impulsivity (Gaub & Carlson, 1997). Whereas, teachers and parents rated ADHD females
with greater intellectual functioning impairments than males (Gershon & Gershon, 2002). It was

SUPPORTING LEARNERS WITH ADHD DISORDER 29
also noted that academic ability in females was perceived to be the cause of a disability .
According to Grskovic and Zentall (2010), teachers rated social behavior of girls in the deficit
range, with 23% of the sample falling within the 25th percentile and 5% of the sample in the
10th percentile. They also note behaviors of talking fast, sustained focus on a topic, and
interrupting conversations were rated the highest for females.
ADHD behaviors in girls were found to present differently than in boys. ADHD females
exhibited greater internalizing behaviors than males with comorbid conditions of depression and
anxiety (Gershon & Gershon, 2002). Girls with ADHD experienced rejections from peers at a
rate of 62% compared to 9% of girls without ADHD (Gaub & Carlson, 1997). In addition,
Grskovic and Zentall (2010) indicate that emotional behavior, such as moodiness, stubbornness,
and anger, were rated higher in ADHD girls by teachers and parents in comparison to
non-ADHD females. The researchers also found girls to be more likely to exhibit behaviors of
worry, guilt, over-reactions, and talking loudly with friends. They also assert that the greatest
single characteristic of girls with ADHD was found to be impulsive verbal behavior leading to
peer discourse and social separation. Gender differences play a significant role in the
symptomatology of ADHD identification which leads to greater referrals for special education in
male populations. Once students are identified for ADHD, it is essential for teachers to have
effective classroom practices.
Classroom Practices and Interventions
Room environment. Classroom environments should incorporate rules and procedures
that are visually posted for all students. Rules need to be established at the beginning of the year
and consistently reinforced (DuPaul, Weyandt, & Janusis, 2011). Classroom rules should be few

SUPPORTING LEARNERS WITH ADHD DISORDER 30
in number and phrased positively about the expected behavior or, rather, what students should do
versus what they should not (Pfiffner, Barkley, & DuPaul, 2006). The teacher needs to
frequently reference rules and classroom routines by acknowledging or reminding students of
expected behavior (DuPaul et al., 2011). Research indicates that expected procedures and rules
need to be visible for all students to reference (Pfiffner et al., 2006). Additionally, classroom
procedures and rules should be explicitly taught at the beginning of the year and reviewed
regularly. Praising students who model appropriate behavior, aligned to rules and procedures,
helps to develop group expectations (DuPaul et al., 2011). Providing verbal praise when rules
and procedures are followed is motivating for ADHD students and helps them to stay on task and
regulate behavior (Pfiffner et al., 2006). According to Reiber and McLaughlin (2004),
reinforcement of rules and procedures helps to improve ADHD students’ behavior. The
researchers also state that rewards and consequences when rules or procedures are not followed
need to be explicitly discussed with students. ADHD students may also benefit from rules and
procedures affixed to their desk as a visual prompt which both the student and teacher can
reference regularly (Pfiffner et al., 2006).
Due to the distractibility of ADHD students, classrooms need to be free of clutter and
over-decorated walls (Reiber & McLaughlin, 2004). Likewise, materials and supplies should be
organized and easily accessible for students. Moreover, students with ADHD should be seated
away from high-traffic areas within the room, preferably closer to the teacher or speaker (Reiber
& McLaughlin, 2004). Reiber and McLaughlin (2004) note that a daily schedule or agenda, with
identified time frames and activities, should be available for the ADHD child. The authors also
indicate that a daily schedule is a great opportunity to post for all students, while specifically

SUPPORTING LEARNERS WITH ADHD DISORDER 31
targeting the strategy as an inclusive practice for the ADHD child. Room environments with
visual supports involve modifications that directly address ADHD impairments. Once classroom
environments and procedures have been addressed, specific social-emotional support can
improve the behavioral functioning of ADHD students.
Social-emotional support. Emotional support through relationship building and positive
reinforcement has been shown to reduce disruptive behavior within the classroom setting.
According to Stoutjesdijk, Scholte, and Swaab (2016), emotional support is developed through a
positive teacher–student relationship. They also note that, when teachers provide opportunities
to talk with ADHD students, they develop mutual care and understanding over time.
Additionally, ADHD students who perceive teachers care about their learning and well-being are
more likely to follow rules and demonstrate expected behavior. Also, providing emotional
support for the ADHD student alongside other strategies improves overall behavioral functioning
(Stoutjesdijk et al., 2016).
Behavior management for ADHD students can be supported through contingency
management (CM; Harlacher, Roberts, & Merrell, 2006). The research also states that, CM is
beneficial when consequences are contingent on specific student behaviors desired. However,
when a student does not demonstrate appropriate behavior, maintaining the predetermined
consequences, rather than taking away recess or physical education, is desired (Murphy, 2014).
When a child presents appropriate behavior, positive reinforcement should be applied
immediately (Harlacher et al., 2006). Reinforcers should be frequent and consistently
implemented (DuPaul et al., 2011). Also, reinforcers should be something the teacher has
accessible in the room and does not distract others from learning. Increasing the frequency of

SUPPORTING LEARNERS WITH ADHD DISORDER 32
the desired behavior through reinforcement teaches ADHD students how to behave and what is
expected by the teacher (Harlacher et al., 2006). Furthermore, positive reinforcement is
dependent on student interests and preferred activities that motivating the student to demonstrate
the desired behavior. If a partial reinforcer is provided, the teacher should ensure that the student
understands what they did to earn the reward and how to improve to earn the entire reward
(DuPaul et al., 2011).
Scaffolded reinforcement through token economies allows the teacher to break up
components of desired behaviors and reinforce students with a token, such as a sticker, chip, or
point (Harlacher et al., 2006). A token is a tool that can be exchanged for a preferred activity
when the student earns enough tokens to receive the reward (DuPaul et al., 2011). When
implementing a token economy, teachers need to explicitly teach the student how the system
works, how to earn tokens, and when to exchange them for the desired reinforcer (Harlacher et
al., 2006). Teachers can manipulate the timing of the reinforcer or token according to the
students’ impulsivity and attention as needed (DuPaul et al., 2011). Murphy (2014) states that, if
the student is not demonstrating the desired behavior, the teacher can withhold passing out
tokens, rather than taking tokens away. However, Murphy (2014) also notes that the student
should still receive a low-level reward for obtaining a few points. Each time a portion of the
behavior is observed, a token can be provided until the student earns enough tokens to receive a
preferred activity (Harlacher et al., 2006). Predetermined consequences should be aligned to the
token economy and discussed with the student (Murphy, 2014). Examples of reinforcement may
include a sensory break, drawing, iPad time, snacks, or a game (Harlacher et al., 2006).

SUPPORTING LEARNERS WITH ADHD DISORDER 33
ADHD students need opportunities to self-monitor behavior. Self-monitoring allows the
student to identify how they perceive their behavior progress and if aligns with the teacher’s
perspective (Harlacher et al., 2006). Additionally, self-monitoring can be as simple as circling a
happy, neutral, or sad face to a Likert scale based on a chunk of time. The teacher should provide
consistent and frequent feedback on appropriate behavior in alignment with the student’s
self-monitoring (Murphy, 2014). Teachers should reward students once they have correctly
identified their behavior on the self-monitoring system (Harlacher et al., 2006). When desired
behaviors have been consistently demonstrated by the student, the teacher should develop a fade
plan from the token economy or self-monitoring system to build independence (Harlacher et al.,
2006).
Specific teacher behavior can be beneficial for ADHD students. According to Murphy
(2014), proximity is a practice that affords the teacher to prompt the student and provide
immediate reinforcement, thus curbing impulsivity. Also, remaining near the student after
prompting allows for appropriate supervision and adherence to the directive given by the teacher.
Praise the student for doing what is desired rather than calling them out publicly on negative
behavior (Murphy, 2014). Teachers can support behavioral functioning of ADHD students
through the use of social-emotional supports and strategies. ADHD students not only need
social-emotional support, but academic strategies as well.
Academic support. Organization and task completion strategies help to support
executive function deficits in ADHD students. Due to attention difficulties, ADHD students
miss steps or processes that are necessary in learning (Hamilton & Astramovich, 2016).
According to Meltzer, Pollica, and Barzillai (2007), ADHD students need support in planning,

SUPPORTING LEARNERS WITH ADHD DISORDER 34
goal-setting, and execution of strategies, due to executive function deficits. The researchers also
note that scaffolds and content broken down into manageable bites supports ADHD students
with organization when learning new content. Providing specific strategies to apply when
learning academic content helps the ADHD student with appropriate tools for planning and
execution (Johnson & Reid, 2011). Additionally, ADHD students do not utilize strategies
effectively, as they have difficulty applying the right strategy for a particular task. Teachers
need to require students to set a goal when attempting a task and tools to monitor their progress
in achieving the goal (Reid & Lienemann, 2006). Instruction should be explicit and systematic,
strategies directly tied to the curriculum, and learning chunked (Meltzer et al., 2007). Repetition
in learning is critical for an ADHD student, as the inattention often impedes a full understanding
and application of an academic skill (Hamilton & Astramovich, 2016). Furthermore, when
ADHD students do not have the necessary organizational skills, it takes longer for them to apply
a new skill as a reliable strategy.
Graphic organizers and checklists are useful organizational tools for ADHD students. To
help with workload management and organization of materials, students may need to utilize
folders, homework journal, or graphic organizers (Hamilton & Astramovich, 2016). Also, the
use of graphic organizers guides students and gives directives on chunking information in a
predetermined format. Using graphic organizers and visual aids prompt students through a
process or step-by-step instructions (Murphy, 2014). Teachers should provide broken down
content in procedures and steps by providing a visual checklist or graphic organizer (Reid &
Lienemann, 2006). Checklists placed on a student’s desk may aid in processes necessary to
tackle the academic content or steps in the process (Hamilton & Astramovich, 2016). Students

SUPPORTING LEARNERS WITH ADHD DISORDER 35
should practice saying the steps, while viewing the checklist to ensure they understand the
content (Reid & Lienemann, 2006).
Once organizational tools have been established, instructional strategies should be
applied for learning. Instructional modifications need to be made as appropriate for the ADHD
student’s academic level (Harlacher et al., 2006). Teachers should explain the importance of
using specific strategies and reward the student for using them when applied appropriately
(Johnson & Reid, 2011). The teacher may need to shorten assignments, modify the readability,
or provide extended time to work on assignments without penalizing the student (Harlacher et
al., 2006). Also, specifically for reading and writing assignments, chunking the expected
workload provides opportunities to attend to the task and develop a sense of accomplishment.
The teacher may want to provide a step-by-step tool that walks the student through the process of
a math problem first and then prompts to tackle reading content and comprehension skills
(Johnson & Reid, 2011). It is also beneficial if the teacher provides one-on-one instruction or
small group re-teach opportunities to check the progress or attainment of skills (Murphy, 2014).
Furthermore, the teacher can offer the ADHD student alternative ways to demonstrate
knowledge through preferred tasks such as oral reports, audio literature, keyboarding, or visual
representations.
Feedback on progress, specifically tied to skill attainment, encourages the reluctant
ADHD learner and builds persistence in obtaining established academic goals (Murphy, 2014).
Teachers need to monitor and provide feedback until the student has mastered the strategy and
can apply it independently (Johnson & Reid, 2011). Teachers also need to monitor the student
during the application process of steps and provide immediate feedback for correction or

SUPPORTING LEARNERS WITH ADHD DISORDER 36
reinforcement (Reid & Lienemann, 2006). Feedback is beneficial to the learning of ADHD
students while providing academic support. Executive function deficits can be mitigated through
organization, planning, and execution strategies within the classroom setting.
Prior Attempts and Analysis
Several sources of information have been published to inform teachers of the impact of
ADHD and strategies for use within the classroom setting. These sources often come in the form
of books, online organizations, or guidelines. However, there are limited sources directly
correlated to teacher professional development in a live workshop format.
Teacher education programs. Teachers do receive training during their credentialing
program on special education and supporting students with disabilities. The training covers a
wide range of disabilities as well as an overview of various strategies to support students within
the classroom setting. Although ADHD falls within the context of special education, there may
be further needs for skill development of teachers specifically designed to support ADHD
students ( Poznanski, Hart, & Cramer, 2018) . Additionally, teachers within the credentialing
program have not had the experience of working in the classroom and, therefore, learning is
based solely on new knowledge rather than building on previously acquired skills.
For profit training. The National Resource Center on ADHD (CHADD) offers online
training for parents and educators working with children identified as ADHD. The course is only
offered online and costs $129.00 for the entire course or $39.00 for each module. The course
covers organizational skills, planning and time management, and academic and behavioral
strategies. Although this course offers similar content as this curriculum, it is not available free
of charge nor is it conducted by a live instructor. The modules are computer-based programs

SUPPORTING LEARNERS WITH ADHD DISORDER 37
that require the learner to be self-paced. Additionally, the workshop does not incorporate
collaboration with other professionals nor offer opportunities for learners to construct materials,
receive feedback, and practice skills in a live setting. The focus of the computer-based program
is to inform educators and parents about the effects of ADHD and what strategies may be used
with them to aid in learning. Overall, the computer-based modules eliminate a large population
of teachers who may not have the means to pay for the training and, thus, is not provide equitable
access.
Approaches to the Curriculum Design
The design for this curriculum incorporates both theoretical foundations and
comprehensive components of curriculum design. Theoretical foundations frame the
understanding and knowledge regarding constructivism, social cognitive theory, and cognitive
load theory. The curriculum design is informed through skill building theories for prior
knowledge, modeling, demonstration, practice, and feedback.
Theoretical Foundations to the Curriculum Design
Social constructivism. Social constructivism is defined as a collaborative learning
process where multiple viewpoints converge to make meaning (Smith & Ragan, 2005).
Collaboration may be in the form of an individual learner interacting and interpreting content or
a group of people making meaning for consensus. Social constructivists view truth in current
research knowledge but may construct new meaning as information is updated or discovered.
Varied perspectives, context of meaning, and cultural elements inform the social constructivist
approach with no single perspective holding priority over another (Smith & Ragan, 2005). This

SUPPORTING LEARNERS WITH ADHD DISORDER 38
curriculum will provide opportunities for collaboration and interaction with content, to make
meaning and compare it to their own understanding.
Social cognitive theory. Social cognitive theory (SCT) derived from Bandura (1977) as
social learning theory and amended by Bandura (1986) as SCT, asserts that a person’s
psychological processes, environment, and behavior are reciprocal and influence one another.
Learning occurs in a social context, and behavior is shaped through observation and modeling.
SCT takes into consideration the behavior in which individuals are engaged with respect to the
social environment. Reinforcements are also utilized within the environment or are self-initiated.
They can be both positive or negative and used to shape behavior. SCT acknowledges that an
individual’s past experiences influence future behavior, whether they will engage in a behavior,
and the reasons for doing so (Bandura, 1986). This curriculum will incorporate clear goals for
each workshop for learners to complete tasks aligned with attained knowledge and skills.
Cognitive load theory. Cognitive load theory (CLT; Sweller, 1998) builds on a model of
memory that includes subsystems of memory: sensory, working, and long-term memory. CLT
addresses three types of cognitive load: intrinsic, extraneous, and germane. Intrinsic load
addresses the processing available to assess the difficulty of the task and make sense of the
information to carry out the task. Extraneous load addresses how the information is presented
and the environment that is present while trying to process the intended task. Germane load
addresses the use of cognitive strategies to organize, process and code information to pass
meaningful information to learner’s long-term memory (Sweller et al., 1998). The instructional
design of this curriculum controls for intrinsic and extraneous load. The curriculum takes into
consideration learning processes that affect working memory.

SUPPORTING LEARNERS WITH ADHD DISORDER 39
Theories for skill building. Merrill’s (2002) first principles of instruction include an
instructional approach that is problem-centered, builds on prior knowledge, models and applies
skills, and integrates new skills through activities or tasks. When learners are able to apply skills
to real-world problems, learning is meaningful and relevant. Building on previous knowledge
learners may transfer new skills and build a strong foundation of understanding for future
application. Modeling how to apply skills and guiding learners through practice drive the focus
on critical information to be obtained. Independent practice through activities and tasks affords
the learner the opportunity to synthesize learning which may be enhanced through worked
examples and instructor feedback.
Self-efficacy theory. Self-efficacy theory (SET), derived from SCT (Bandura, 1986) is
the belief that one has the agency to complete a task related to competency (Pajares, 2006).
These beliefs guide the effort the person may exert on a specific task and their perseverance to
continue or to quit when obstacles are encountered. It relates to a person’s perception of their
capability to reach a goal and achieve desired outcomes (Pajares, 2006). Self-efficacy informs
the instructional design of this curriculum to provide a sequence of learning strategies through
examples, demonstration, and feedback, thus building confidence in the learner .

SUPPORTING LEARNERS WITH ADHD DISORDER 40
C HAPTER T HREE : T HE L EARNERS AND L EARNING C ONTEXT
Learner Profile
The following chapter discusses learner characteristics and the learning environment of
this curriculum. In the first section, the learner’s ability, self-efficacy, and prior knowledge are
discussed. The second section focuses on the learning environment in which this curriculum will
be presented. The learning environment discusses the necessary instructor tools, room
arrangement, and learning culture necessary in the implementation of this curriculum.
Ability
Two aspects of ability will be presented through an analysis of cognitive and
physiological characteristics.
Cognitive characteristics. General education teachers are the learners within this
curriculum. The learners’ reading and language levels are above average in that they have
obtained a college degree and teaching credential. They have the ability to pass required reading,
math, and written exams necessary for a clear credential. The learners also have a general
knowledge of the teaching profession and components of classroom management, academic
content, and understanding of special populations within a classroom make-up. The learners
have general and specific cognition in that they understand how to teach a large class of students
at varying levels and have a specific understanding of differentiating the content within lessons.
Learners will need scaffolded supports regarding the specific vocabulary related to ADHD,
behavioral structures for severe disruption, and intervention knowledge that appropriately aligns
to the disability. Additionally, due to the varied teaching experiences of the learners, pacing will

SUPPORTING LEARNERS WITH ADHD DISORDER 41
need to be taken into consideration as some learners may require collaboration opportunities to
synthesize information.
Physiological characteristics. Learners’ ages will likely range between 20 and 65. Due
to the potential physiological needs of the learners, opportunities to stand and sit will be
available throughout the workshop. Learners will be accommodated for any access needs due to,
for example, visual or auditory impairments. Materials will be presented both in print and
electronic form for enlargements as well as closed captioning for videos and speaker systems for
volume.
Self-Efficacy
Self-efficacy is the belief that one has the agency to complete a task related to
competency (Pajares, 2006). These beliefs guide the effort the person may exert on a specific
task and their perseverance to continue or to quit when obstacles are encountered. The learners
who engage in this curriculum need to believe that they have the agency to gain new skills and
that they can successfully apply these skills within the context of the classroom.
Affective Characteristics
Learners within the context of this curriculum have a continuum of motivation to learn.
Since the learner may range from first-year teacher to a veteran with more than 20 years of
experience, it is essential to point out the attitude they bring to the learning context, especially
past experiences and perceptions of working with ADHD students. This will shape the learner
and their willingness to acquire new strategies or build upon a foundation of skills in which they
may already possess but do not use regularly.

SUPPORTING LEARNERS WITH ADHD DISORDER 42
Social Characteristics
Learners must have a variety of social characteristics to apply to the context of this
curriculum. Due to the individual needs of students within the learner’s classroom as well as the
individual culture of each school within a district, the learner’s willingness to collaborate with
others and learn from other learners is required. All learners must be respectful of the social
dynamics that each learner brings to the learning environment and be respectful of individual
perspectives and cultural contexts. Learners must have the ability to listen and communicate
within the social context to know when to and how much to share without diminishing the voice
of others in the group. The expertise of the presenter will be needed to monitor the learner social
characteristics within each workshop and ensure that all learners have the opportunity to engage
and participate equally in the learning process.
Prior Knowledge
Learners need to have knowledge about the basic understanding of disabilities and the
vocabulary related to the disability types. Learners need a foundation of working in the general
education classroom and have experience working with students who have been identified under
OHI (IDEA, 2004) or qualify for a 504 Plan for ADHD. Learners need to have prior knowledge
in classroom management strategies, organizational skills, and general knowledge of how to set
up a classroom environment to support learning. Additionally, teachers need to have the ability
to establish positive relationships with students and know how to ensure the classroom culture is
respectful of all students.
General world knowledge. Learners should have an understanding about the public
school system and general processes within the school site setting. Learners should have a

SUPPORTING LEARNERS WITH ADHD DISORDER 43
general understanding of how to help students through a multi-tiered system of support.
Additionally, learners should have an understanding regarding the personnel available on school
campuses and how to access these school members as a resource. Finally, learners should
understand the difference between equity and equality and have the growth mindset that all
students can learn.
Specific prior knowledge. The specific prior knowledge learners need to possess to be
successful with this curriculum centers around relationship building, classroom management,
organizational skills, and understanding the definitions for attention, impulsivity, and
hyperactivity. Learners may have low to high levels of ADHD disability knowledge, but it is not
a prerequisite for this curriculum. Additionally, learners need to have a basic understanding of
504 plans and what is considered an accommodation versus a modification. Through the
materials within this curriculum, the instructor will utilize pre-assessments to understand
learners’ prior knowledge and adjust workshop pacing and collaboration time according to the
learners’ needs. Additionally, the learner should have access to a counselor, school psychologist,
or district specialists who can act as resources to the learner. When the learner understands that a
multi-disciplinary approach can benefit the ADHD child, collaboration may increase the
motivation to persist.
Description of the Learning Environment
The learning environment needs to be carefully considered as it plays an important role to
ensure learning is at the highest optimal level. This curriculum may be taught at the district
office or individual school sites however the facility in which it is used will depend on the
number of participants. Other factors in the learning environment will include facilitator

SUPPORTING LEARNERS WITH ADHD DISORDER 44
characteristics, description of existing curricular programs, required and necessary equipment
and technology for use during the training, and specific criteria for the classroom facility and
learning climate.
Facilitator Characteristics
Instructors of this curriculum are required to have five years’ experience working with
students identified as ADHD with one of the following backgrounds: teacher, school
psychologist, or administrator. The facilitator needs to have fundamental background knowledge
of ADHD, the impact of ADHD on organization, planning, and execution for students. The
facilitator should have a basic understanding of the legal implications for students identified as
OHI under special education or fundamental understanding of a 504 accommodation plan.
Additionally, the facilitator should be able to engage an audience of adult learners and have the
ability to read the room for pacing as it relates the varied needs of the learners within the
workshop model. Lastly, the facilitator should embrace a vision of inclusion for disabled
students with a growth mindset not only for children but the adult learner as well.
Existing Curricula/Programs
There are no other existing curricula/programs that align to this curriculum. Additional
curricula can be found through the use of guidelines and informational text and PowerPoint
presentations submitted by individuals in the field, but these are not required to be read prior to
attending the workshops. Guidelines on ADHD, available through the CDE, require learners to
individually interact with text to make meaning. These guidelines will serve as an exemplar for
the components of this curriculum and the information will be used to inform the learner of the
ADHD profile and strategies for teachers to use in the general education classroom. Also

SUPPORTING LEARNERS WITH ADHD DISORDER 45
available for review are webinars which provide downloadable presentations for note-taking.
Published authors have books available through university and public libraries which target all
types of learners who wish to understand ADHD at a more in-depth level.
Available Equipment and Technology
This curriculum requires equipment and technology to appropriately execute the
materials in a meaningful way. If the facility is large, the instructor should have access to a
microphone to avoid loss of learning and to appropriately meet the needs of learners in the room.
A projector and connections for a computer needs to be available with the projection of the
material large enough for all learners to see. An audio speaker system and internet access are
also necessary for playing videos, both imbedded and from the web. Learners will need access
to laptops or iPad devices for individual use and should have access to the web as well. Handouts
and materials will be provided during the training in addition to online resources for tasks and
activities. Learners should be able to access online resources to complete activities for activating
prior knowledge and practice with content. Formative and summative assessments implemented
within this curriculum will also require access to Word or PowerPoint. This can be done both
with the software preloaded on computers or through Google Docs.
Classroom Facilities and Learning Climate
The workshops will accommodate up to 30 participants, but, based on the size of the
room this may need to be adjusted. The facility should have adequate lighting, space, and air
conditioning/heat to provide a comfortable learning environment. Participants should be able to
access restrooms easily and within close distance to the training facility to avoid loss of learning
and ensure each workshop is able to be conducted in the allotted timeframe. Chairs and tables

SUPPORTING LEARNERS WITH ADHD DISORDER 46
are required for participants to have workspace, and these should be arranged in pods for
collaboration with other participants. Tables should be placed on a diagonal so all learners can
easily see the instructor and projection screen without discomfort to body position. Chairs
should be comfortable for sitting up to three hours with short breaks between sessions. Offering
the training at a centralized location, such as the district office, will allow for ease of access and
adequate parking for participants to arrive on time. Facilities should also allow for space to
house light refreshments with proper disposal cans placed around the room. The mission of
many school organizations addresses the professional development of teachers to ensure
educators have appropriate resources and tools to support students within the classroom.
Therefore, the purpose of this curriculum is in alignment with school organizations and the CDE.

SUPPORTING LEARNERS WITH ADHD DISORDER 47
C HAPTER F OUR : T HE C URRICULUM
Overall Curriculum Goal, Outcomes, and Summative Assessment
The purpose of this curriculum is to provide training for elementary general education
teachers, specifically to improve the identification, knowledge, and practical strategies for
supporting ADHD students. The curriculum will include teacher reflection regarding personal
beliefs and attitudes toward ADHD students as well as accommodations that will allow students
to actively participate and successfully learn with peers. The training will be conducted over
multiple workshops that build on one another to bring awareness about ADHD, implications for
students who do not receive appropriate support, intervention strategies to implement within the
context of the classroom environment and skills to appropriately assess for ADHD under special
education.
Curriculum Goal
The goal of this curriculum is for elementary teachers to know the challenges facing
ADHD students and be able to apply the strategies to accommodate them within the general
education classroom. Teachers will reflect on their approaches that may send self-fulfilling
messages to both the ADHD student and to other peers within the classroom that can have a
negative impact on student learning. Learners will know the characteristics associated with
ADHD, understand how to navigate behavioral difficulties associated with ADHD, and gain an
awareness of how to incorporate strategies and approaches to support ADHD students in the
classroom.
Curriculum Outcomes
By the end of the workshops, learners will be able to

SUPPORTING LEARNERS WITH ADHD DISORDER 48
● Describe the characteristics associated with ADHD.
● Compare and contrast ADHD and ADD.
● Understand the importance of supporting ADHD students within the general education
classroom.
● Understand social-emotional impacts of ADHD on students.
● Understand and apply accommodations to support academic learning of ADHD students.
● Create student goals for behavior management when working with ADHD students.
● Create lesson plans that incorporate learning strategies for ADHD students.
● Apply the IEP/504 plan to lesson designs.
Outcomes for this course include teacher knowledge of how to adequately support
ADHD students in the general education classroom and successfully incorporate
accommodations that support students behaviorally and academically. In addition, through the
increased understanding and identification of ADHD characteristics, teachers will reduce
referrals for special education and take action to support students in the least restrictive
environment.
Summative Assessment
Learners will conclude this course by completing a capstone assessment through a
portfolio which contains (a) a reflection journal regarding the knowledge and skills gained to
address ADHD students in the general education classroom, (b) self-designed lesson plans that
will be implemented and incorporate accommodations and modifications to the core curriculum,
and (c) visual tools to support behavior management specific to the needs of ADHD students in
the learner’s classroom.

SUPPORTING LEARNERS WITH ADHD DISORDER 49
Cognitive Task Analysis (Information Processing Analysis)
To construct the curriculum, a cognitive task analysis (CTA) was conducted with three
practicing teachers and one board certified behavior analyst who have expertise in teaching
students with ADHD. The aim of the CTA was to identify specific steps that teachers need to
learn to achieve the desired outcomes (Smith & Ragan, 2005). The necessary topics to be taught
to general education teachers to educate them to teach and retain ADHD students in a traditional
classroom setting include
1. Recognize the characteristics of ADHD (CTA/Lit)
2. Review student records (CTA)
3. Build positive relationship with student and parent/guardian (CTA/Lit)
4. Evaluate student’s individual needs (CTA/Lit)
5. Integrate legal obligations for appropriate practices (CTA/Lit)
6. Select and integrate appropriate instructional practices (CTA/Lit)
7. Identify targeted goals to master within the appropriate instructional practices (CTA/Lit)
8. Monitor progress of instructional practices (CTA)
9. Provide student feedback (CTA)
10. Celebrate student success (CTA)
General Instructional Methods Approach
The general instructional methods of the curriculum take into account the cognitive
strategies that will support the architecture of the learner’s cognition and reduction of cognitive
overload. Each unit will incorporate Gagne’s nine events for instruction as well as extensive
scaffolding and activating the learner’s prior knowledge (Smith & Ragan, 2005). Prior

SUPPORTING LEARNERS WITH ADHD DISORDER 50
knowledge will foster learning as it guides each learning schema to transfer into working
memory and organize the knowledge components into a single structure or foundational outcome
(Mayer, 2011).
The curriculum will follow both generative and supplantive strategies of instructional
approaches (Smith & Ragan, 2005) and the seven components of guided experiential learning
(GEL; Clark, Yates, Early, & Moulton, 2010). The curriculum unit elements will follow the
GEL framework to elevate germane load by incorporating objectives, purpose for learning,
overview, conceptual knowledge, demonstration, practice, and assessment. Each unit will also
take into consideration generative strategies that support the learner in activating prior
knowledge, which aids in content engagement, and making connections with their learning.
Additionally, supplantive strategies will also be used to provide content that is scaffolded and aid
in learner motivation. Since the curriculum is designed for all teachers, veteran or novice, the
support of both generative and supplantive strategies is necessary in helping them gain new
knowledge and transfer the strategies into their teaching practices.
Description of Specific Learning Activities
The specific learning activities that are embedded within this curriculum are intended to
follow a lesson design that is organized by assessing prior knowledge, gaining the learner’s
attention and engagement, introducing the unit and goals, acquiring new information through the
presentation of materials, content guidance and practice, assessment, and transferring of
knowledge and skills into the learner’s teaching profession (Smith & Ragan, 2005). Each unit
will progress from declarative to procedural to metacognitive knowledge. As learners actively
engage in the activities, they will learn about behavioral, social-emotional, and academic

SUPPORTING LEARNERS WITH ADHD DISORDER 51
strategies to support learning for ADHD students. Through the use of definitions, examples, and
non-examples, learners will engage in supplantive learning strategies. Procedural knowledge
will be provided through the use of demonstrations, worked examples, and practice.
Metacognitive knowledge will be addressed through the use of assessments and reflective
writing. In an effort to help learners complete all learning activities, learning objectives with
terminal actions, prerequisite skills, activities and assessments have been outlined and follow a
conceptual and cognitive strategy design (Smith & Ragan, 2005).
Overview of the Units
Units for this course are structured to follow the steps of the CTA as follows:
1. Recognize the characteristics of ADHD (CTA/Lit)
2. Review student records (CTA)
3. Build positive relationship with student and parent/guardian (CTA/Lit)
4. Evaluate student’s individual needs (CTA/Lit)
5. Integrate legal obligations for appropriate practices (CTA/Lit)
6. Select and Integrate appropriate instructional practices (CTA/Lit)
7. Identify targeted goals to master within the appropriate instructional practices (CTA/Lit)
8. Monitor progress of instructional practices (CTA)
9. Provide student feedback (CTA)
10. Celebrate student success (CTA)
This curriculum is designed to be taught as five units. Each unit will incorporate
components of the CTA steps and is intended to be taught in a one-day workshop format. The
curriculum may extend over multiple weeks/sessions for 18 weeks. This will allow ample time

SUPPORTING LEARNERS WITH ADHD DISORDER 52
for teachers to practice and apply strategies within their own classroom and opportunities to
reflect between each unit. Table 1 outlines the five units and weekly topics.
Table 1
Units and Weekly Topics/Titles
Unit Week/Session Topic/Title
1
Recognizing the
Characteristics of ADHD
1 What are the characteristics of ADHD,
assumptions, and how to identify each type?
2
Evaluating Student’s
Individual Needs
2 How do you review student records to gain
historical and background information?
How do you evaluate student’s individual
needs through observation, assessment and
work samples?
3
Building Positive
Relationships
3 How do you establish and develop positive
relationships with students?

How do you effectively collaborate with
parents/guardians?
4
Selecting and Integrating
Appropriate Instructional
Practices and Legal
Obligations for ADHD
Students
4 What are the three components of successful
instructional practices for students with
ADHD?
How do you integrate academic, behavioral,
and classroom accommodations designed to
support ADHD students within your
classroom setting?
How do you apply IEP/504 Plans to your
lesson planning and classroom practices?
5
Goal-Setting, Progress
Monitoring, Feedback and
Celebrating Student Success
5 How do you identify targeted goals to master
within the appropriate instructional practice?
How do monitor student progress on goals?
How do you provide student feedback?

SUPPORTING LEARNERS WITH ADHD DISORDER 53
How do you celebrate student success?

The Sequence of the Units
The rationale for the sequence of the units is derived from the CTA and review of the
literature. Each unit is built on prior ones in a sequential order specifically targeting the
knowledge necessary to achieve the overall intended goal for teachers to support ADHD students
in the general education classroom. Overall, the pacing of the curriculum is based on CLT
( Sweller et al., 1998) where only the most relevant information is presented to learners so that
they will not be overwhelmed with unnecessary information. Unit objectives, activities, and
assessment are designed to build on the learner’s prior knowledge and transfer learning within
their own teaching practices.
Unit 1: Recognizing the Characteristics of ADHD - How to Gain an Understanding of
ADHD by Identifying the Three Types. (CTA Step 1)
The first unit will focus on a brief understanding of ADHD and how it is identified using
the Diagnostic and Statistical Manual-V and be able to recognize the characteristics of the three
types. Learners will also engage in a reflection on their assumptions of ADHD and the impact
these assumptions may have on ADHD students in the classroom.

Terminal learning objective
● Given the opportunity to discuss ADHD characteristics, teachers will be
able to identify the three types, articulate what these look like in a
classroom setting, and be able to discuss how ADHD students will be a
challenge in the general education classroom per a rubric.
● Given their personal assumptions of ADHD students, teachers can
evaluate them and write a reflection of their inclusive teaching practices.

Prerequisite analysis (enabling objectives)
● Know the characteristics of ADHD.
● Know the three types of ADHD.
● Know what the characteristics of ADHD look like in a classroom setting.
● Know ADHD student challenges in the classroom.
● Know the meaning of assumption.
● Know what a reflection is and how to write one.

SUPPORTING LEARNERS WITH ADHD DISORDER 54
● Be able to identify assumptions that affect their views of ADHD students.
● Be able to write a reflection on how their assumptions may affect ADHD
students and/or how student’s ADHD characteristics may manifest in a
classroom setting.

Learning activities.
● After introductions and attention activities, assess prior knowledge of the
characteristics of ADHD, the three types, how it looks in a classroom
setting and how to challenge ADHD students.
● Teach any necessary prerequisite knowledge by providing definitions,
examples, and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for generating the characteristics of ADHD, personal
assumptions, the three types, how it looks in a classroom setting, and how
to identify the challenges facing ADHD students.
● Provide practice and feedback for generating the characteristics of ADHD
using the DSM-V criteria, the three types, how it looks in a classroom
setting and how the challenges ADHD students face affect them per a
rubric and reflection journal.
● Model the procedure for reviewing the criteria of the DSM-IV ADHD
characteristics, the three types, how it looks in a classroom setting, how to
identify the challenges facing ADHD students and creating a reflection
journal to write about their personal assumptions based on experiences
teaching ADHD students.
● Provide opportunities to transfer knowledge by creating a graphic
organizer of ADHD characteristics, the three types associated with it, how
it looks in a classroom setting and how the challenges ADHD students
face affect them per a rubric.

Assessment
● Learners will create a reflection journal as well as a complete a graphic
organizer by listing the ADHD characteristics, the three types, how it
looks in a classroom setting, and the impact of the challenges ADHD
students face in the classroom to aid in the early development of
classroom lesson plans and intervention resources.

Unit 2: Evaluating Student’s Individual Needs. (CTA Step 2 and 4)
Terminal learning objective
● Given sample student records, teachers will be able to analyze data and
record their analysis to gain an understanding of historical and background
information that meets a checklist.
● Given examples of ADHD student behavior via observation notes,
academic assessment data and student work samples, teachers will be able

SUPPORTING LEARNERS WITH ADHD DISORDER 55
to synthesize information to develop an individual plan for behavioral and
academic interventions that meets the rubric.

Prerequisite analysis (enabling objectives)
● Know what student records mean
● Know what student records are available at a school site
● Know what “analyze” means
● Know what “student behavior” means
● Know how to watch a video
● Know what student academic assessment data are
● Know what a student work sample is
● Know what “synthesize” means
● Know what an individual plan is
● Know what behavior and academic interventions are
● Be able to analyze student data
● Be able to synthesize student data
● Be able to generate an individual student plan for behavioral and academic
interventions
● Be able to create an individual intervention plan for a targeted ADHD
student

Learning activities
● After introductions and attention activities, assess prior knowledge of
evaluating the needs of ADHD students and an individual student plan.
● Teach any necessary prerequisite knowledge by providing definitions,
examples, and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for generating an individual ADHD student
intervention plan.
● Provide practice and feedback for generating an individual student
intervention plan criteria based on student data and records using a
checklist.
● Model the procedure for creating the first part of an individual ADHD
student intervention plan.
● Provide opportunities to transfer knowledge to create their own ADHD
student intervention plan for a student on their roster.

Assessment
● Students will create the initial sections of their student intervention plan
per the checklist.

Unit 3: Building Positive Relationships. (CTA Step 3)
Terminal learning objective

SUPPORTING LEARNERS WITH ADHD DISORDER 56
● Given strategies for establishing and developing interactions with ADHD
students, teachers will be able to identify behaviors that build positive
relationships that meets a checklist.
● Given tools for effective communication, teachers will be able to
collaborate with parents/guardians through role play that meets the rubric.

Prerequisite analysis (enabling objectives)
● Know what “strategies” means
● Know what “interactions” means
● Know what “student behavior” means
● Know what “positive relationships” means
● Know what tools are
● Know what “communication” means
● Know what “collaborate” means
● Know who parents/guardians are
● Be able to generate a list of strategies that promote positive
teacher–student interactions
● Be able to collaborate with parents/guardians during role play
● Be able to generate a list of strategies and tools to establish and build
positive relationships.

Learning activities.
● After introductions and attention activities, assess prior knowledge of the
meaning of positive relationships with students and parents/guardians.
● Teach any necessary prerequisite knowledge by providing definitions,
examples, and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for generating a list of strategies for building positive
relationships with students.
● Provide practice and feedback for generating a list of strategies and tools
for building positive relationships with students and parents/guardians
using a rubric.
● Model the procedure for generating a list of strategies to collaborate with
parents/guardians.
● Provide opportunities to transfer knowledge to identify their own
behaviors to implement within their classroom environment with students
and parents/guardians.

Assessment
● Teachers will create positive relationships with students and
parents/guardians in a role play per the rubric.

Unit 4: Selecting and Integrating Appropriate Instructional Practices and Legal
Obligations for ADHD Students. (CTA Step 5 and 6)

SUPPORTING LEARNERS WITH ADHD DISORDER 57
Terminal learning objective
● Given a situation where they must differentiate for an ADHD student,
teachers will be able to discuss the ways in which ADHD students learn
and behave and comply with the requirements of the IEP/504 plan to
generate a lesson plan in their general education classroom per the rubric.

Prerequisite analysis (enabling objectives)
● Know what “differentiation” means
● Know how ADHD students learn and behave
● Know what an IEP/504 plan is
● Know what lesson plans are
● Know what the general education classroom is
● Know the legal ramifications of IEP/504 plans
● Know the research behind how ADHD students learn and behave
● Know what behavioral interventions are
● Know how to accommodate ADHD students in the classroom
● Know how to provide behavioral interventions for ADHD students
● Know the triggers and warning signs of ADHD students struggling in the
general education classroom, with and without interventions, strategies,
and accommodations.
● Be able to assess teaching materials to fit the needs of ADHD students
● Be able to respond to a prompt and write a discussion about how ADHD
students behave and learn that meets a rubric.
● Be able to reflect on their own teaching practices that support or hinder
ADHD students within their classroom using a reflection journal.
● Be able to generate a lesson plan for their general education classroom that
complies with the legal requirements of IEP/504.

Learning activities
● After introductions and attention activities, assess prior knowledge of the
meaning of differentiating lesson plans for ADHD students by
incorporating legal requirements in teaching practices.
● Teach any necessary prerequisite knowledge by providing definitions,
examples, and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for generating lesson plans that incorporate ADHD
accommodations and interventions in alignment with legal requirements.
● Provide practice and feedback for generating lesson plans using a rubric.
● Model the procedure for creating lesson plans that incorporate ADHD
accommodations and interventions in alignment with legal requirements.
● Provide opportunities for practice creating lesson plans that incorporate
ADHD accommodations using a rubric

SUPPORTING LEARNERS WITH ADHD DISORDER 58
● Provide opportunities to transfer knowledge to create lesson plans that
incorporate ADHD accommodations and interventions in alignment with
legal requirements.

Assessment
● Students will create lesson plans that incorporate ADHD accommodations
and interventions in alignment with legal requirements per the rubric.

Unit 5: Goal-Setting, Progress Monitoring, Feedback, and Celebrating Student Success.
(CTA Step 7–10)

Terminal learning objective
● Using the individual student intervention plan (Unit 2) and lesson plans
with targeted strategies and accommodations (Unit 4), teachers will
generate student goals and identify how to provide progress monitoring,
feedback, and celebrate student success per a rubric.

Prerequisite analysis (enabling objectives)
● Know the meaning of goals and goal-setting
● Know how to create meaningful goals
● Know the meaning of progress monitoring
● Know how to monitor progress
● Know the meaning of feedback
● Know how to provide meaningful feedback
● Know the meaning of student success
● Know how to celebrate student success
● Know how to assess the progress toward achieving a goal
● Be able to generate goals, progress monitoring, and feedback
● Be able to create goal-setting plans for ADHD students.

Learning activities
● After introductions and attention activities, assess prior knowledge
goal-setting, progress, monitoring, feedback, and student success.
● Teach any necessary prerequisite knowledge by providing definitions,
examples, and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for generating an ADHD student goal-setting plan
with progress monitoring, feedback, and strategies to celebrate
achievement.
● Provide practice and feedback for generating an ADHD student
goal-setting plan with progress monitoring, feedback, and strategies to
celebrate achievement using a rubric.
● Model the procedure for creating an ADHD student goal-setting plan with
progress monitoring, feedback, and strategies to celebrate achievement.

SUPPORTING LEARNERS WITH ADHD DISORDER 59
● Provide practice and feedback
● Provide opportunities to transfer knowledge to create an individual ADHD
student goal-setting plan with progress monitoring, feedback, and
strategies to celebrate achievement for a student on their roster.

Assessment
● Students will create an ADHD student goal-setting plan with progress
monitoring, feedback, and strategies to celebrate achievement per the
rubric.

Table 2
Scope and Sequence for Supporting Learners with ADHD Curriculum
Curriculum Outcomes
I = Introduced
R = Reinforced
M = Mastered
Units of Study
1 2 3 4 5
Describe the characteristics associated with ADHD I R R R M
Compare and contrast ADHD and ADD I R R R M
Understand the importance of supporting ADHD
students within the general education classroom
I R R R M
Understand social-emotional impacts of ADHD on
students
I R R R M
Understand and apply the strategies of cognitive
behavior therapy
I R R R M
Understand and apply accommodations to support
academic learning of ADHD students
I R R M
Understand and apply communication strategies
that promote collaboration between teacher and
parents
I R R M
Create tangible tools to use as visuals for behavior
management when working with ADHD students
I R M
Create lesson plans that incorporate learning
strategies for ADHD students
I R M

SUPPORTING LEARNERS WITH ADHD DISORDER 60
Apply the IEP/504 plan to lesson designs I R R R M
Apply strategies for building positive
teacher–student relationships
I R R M
Improve self-efficacy in addressing challenges
associated with ADHD
I R R R M

Delivery Media Selection
Considering the use of media selection in this curriculum, several factors were explored
to evaluate how media would be utilized. According to the work of Clark et al. (2010), media
choice does not affect learning or motivation; rather, it is a tool to deliver instruction. With this
in mind, it is important to analyze the curriculum goals and instructional practices to determine
the best type of media to use to achieve learning and intended outcomes. The section below
provides an outline of key considerations and factors used in the curriculum analysis for the
learner.
Key Considerations in Choosing Media
According to Clark et al. (2010), four key factors should be considered to determine the
selection of media for curriculum. The authors identify the four conditions as conceptual
authenticity, immediate feedback, special sensory requirements, and cost of delivery and
production of the curriculum.
Conceptual authenticity. Authenticity is the conditions for learners to acquire and
apply new knowledge (Clark et al., 2010). This curriculum design requires learners to apply
learning to individual students within their classroom and develop individual student intervention
plans. Therefore, an in-person teacher workshop delivery method would allow for authentic
discussions, collaboration with peers, and demonstration of model examples. The instructor will

SUPPORTING LEARNERS WITH ADHD DISORDER 61
need to provide direct and guided instruction, scaffold and chunk learning, and provide feedback
in real time as learners practice and engage with the content. The instructor can observe the
learner’s newly acquired knowledge in person and adjust accordingly to meet learner needs,
which provides the best authentic condition necessary for practice and application of presented
content.
Immediate feedback. Immediate feedback involves the expert observing the learner and
providing corrective action in person (Clark et al., 2010). Learners need in-person feedback
during application of newly presented knowledge to adequately assemble the parts to the sum of
the entire task. This curriculum is scaffolded so that each unit builds upon the previous one,
which requires multiple opportunities for learners to practice components of ADHD
interventions, strategies, and learner behaviors that develop into an entire plan of action to be
implemented in the classroom setting. Therefore, the instructor’s synchronous feedback is
necessary throughout each workshop for both individual learners and the group as they practice
and construct an ADHD student intervention plan.
Special sensory requirements. Sensory requirements are defined as anything beyond
visual and aural senses (Clark et al., 2010). For the purpose of this curriculum, there are no
additional special sensory requirements.
Cost. Cost involves both delivery of instruction (time) and production of curriculum
(Smith & Ragan, 2005). The design of this curriculum involves in-person teacher training and
use of curriculum materials. Financial costs will include the production of materials, such as
copy paper, photocopy costs, and technology hardware in the form of a device to access
PowerPoint presentations and online resources. Additional hardware are a projection device and

SUPPORTING LEARNERS WITH ADHD DISORDER 62
cables to connect a computer or tablet to the projector. Each unit is designed for a one-day
training over approximately four to six hour sessions each during several months. Instructors
will need to prepare and invest in costs related to time and travel for the full implementation of
the curriculum.
General Instructional Platform Selection
All media selection factors of authenticity, immediate feedback, special sensory
requirements, and cost have been examined as appropriate and applicable to determine that
in-person teacher training sessions are the best media selection for the delivery of the curriculum
content. As supported by the GEL framework (Clark et al., 2010), guiding learners through the
process of supporting ADHD students in the general education classroom, through in-person
synchronous instruction allows for authenticity of learning and immediate feedback when
practicing new skills and acquiring new knowledge. The benefit of synchronous in-person
training is that it allows the instructor optimal opportunities during each session to guide
learners, provide corrective feedback, and model how to develop an individual ADHD student
intervention plan within their classroom setting. In addition, it may account for the intricate
ways in which ADHD manifests and affects individual students. It is important to note that
asynchronous instruction may be used to provide basic background knowledge prior to the
training. This will afford the learner prior knowledge on which the synchronous instruction will
be built. For asynchronous instruction, online access will be necessary for watching videos or
gathering other materials.
Specific Media Choices
The following table summarizes the preceding information in considering appropriate

SUPPORTING LEARNERS WITH ADHD DISORDER 63
media for curriculum delivery. Table 3 indicates the key media factors and the benefits to this
curriculum.
Table 3
Specific Media Choices
Media Selection Criterion Relation to Supporting Learners with
ADHD
Conceptual Authenticity An in-person teacher workshop delivery
method is beneficial for authentic discussions,
collaboration with peers, and demonstration
of model examples. The instructor will need
to provide direct and guided instruction,
scaffold and chunk learning, and provide
feedback in real time as learners practice and
engage with the content. Asynchronous
instruction will be used in the form of
homework, utilizing an online platform for
building prior knowledge and foundational
understanding of the learning content.
Immediate Feedback Learners will generate a plan that includes
components of ADHD interventions for
academic and behavior interventions.
Synchronous corrective feedback, by the
instructor, is necessary throughout each
workshop, in order for learners to attain
complex knowledge.
Specific Sensory Requirements There are no additional special sensory
requirements beyond aural and visual that are
needed by the learner.
Cost The curriculum productivity requires
materials to be printed as well as access to the
online PowerPoint presentation and websites.
Additional finances will include costs related
to training location, teacher pay, instructor
time, and travel accommodations.

SUPPORTING LEARNERS WITH ADHD DISORDER 64
C HAPTER F IVE : I MPLEMENTATION AND E VALUATION P LAN
Implementation of the Course
The implementation of this curriculum will be provided through the process of a gradual
release in the form of several phases. Based on Smith and Ragan’s (2005) stages of adoption,
the curriculum will be vetted through these phases. The first phase will consist of a soft roll-out
to a select few teachers in kindergarten through sixth grade or pilot group to bring awareness of
the curriculum. The pilot group will consist of no more than seven participants with varying
degrees of teaching experience. The two-day workshop will be presented to the pilot group and
will be followed by feedback in the form of surveys administered to both the group and
individuals. The formative feedback will be used to revise the curriculum to meet the needs of
the learners.
The second phase will be to present the workshop to a larger group of participants
increasing the group to no more than 15 participants across the grade levels with varying degrees
of teaching experience. Feedback on the workshop will be provided in the form of an individual
survey. Accordingly, the feedback will be used to adjust the curriculum to meet the needs of the
learners.
The third phase will consist of presenting the two-day workshop to a larger group of
teacher cohorts across the district. Teacher cohorts may consist of grade-level teams with no
more than 25 participants in the workshop. During this phase, an observer will be present in the
room to monitor participants’ engagement, challenge level of the activities and materials
appropriate to the learner, and observations of participant feedback during the workshop.
Evaluative feedback will be solicited from grade-level teams as well as individuals in the form of

SUPPORTING LEARNERS WITH ADHD DISORDER 65
a survey. Careful consideration will also be made to monitor previous adjustments and parallel
the feedback to ensure previous changes meet the learners’ needs in addition to any new
feedback that has not already been addressed by both the observer and participants.
The final phase will be rolled out to teachers across a district who may be interested in
the two-day workshop. The workshop will be open to any elementary teacher with no more than
35 participants. This phase will follow the same process as the third phase, but two observers
will be present to monitor and observe participants for informal feedback during the presentation
and overall group engagement. Feedback from the survey and observation will be utilized to
adjust and revise the curriculum to appropriately meet learners’ needs while maintaining the
integrity of the learning designed in this curriculum.
Implementation of the Evaluation Plan
Curriculum Purpose, Need, and Expectations
The goal of this curriculum is to proactively prepare general education teachers with a
cohesive plan to appropriately address the needs of ADHD students in the mainstream
classroom. Armed with the knowledge and skills to develop and implement the plan, elementary
teachers will be able to differentiate lessons, implement behavioral strategies, and mitigate
referrals for special education through the use of tools and strategies beneficial for students with
ADHD. Teachers have an obligation to teach all students in the classroom and provide
appropriate accommodations and supports for students identified with a disability. This
curriculum addresses the need for teachers to implement inclusive practices within the general
education classroom.
Evaluation Framework

SUPPORTING LEARNERS WITH ADHD DISORDER 66
Evaluation plays a vital role in determining the effectiveness of a program. Kirkpatrick
and Kirkpatrick (2016) describe evaluation as a process of effective training to get results. This
curriculum design utilizes Kirkpatrick and Kirkpatrick’s (2016) New World Kirkpatrick Model
for the four levels of evaluation: (1) reaction, (2) learning, (3) behavior, and (4) results. The four
levels are planned in reverse order to determine the effectiveness and progress toward meeting
the curriculum design goal. The New World Model allows for greater emphasis on Levels 3 and
4 and takes into consideration modern day elements through technology and on the job
performance (Kirkpatrick & Kirkpatrick, 2016).
Level 4: Results and Leading Indicators
Level 4 is the desired level of achievement in Kirkpatrick and Kirkpatrick’s (2016) New
World Model, as it focuses on the intended outcomes of this curriculum to determine if results
have been achieved. Beginning with the end in mind, this level monitors external and internal
measures within educational organizations. With a focus on outcomes that expand over state,
district, and school site levels, this curriculum utilizes measures that will evaluate the
effectiveness of the training workshop and whether it has provided teachers with knowledge and
skills to support ADHD students in the classroom. Table 4 below defines both the internal and
external outcomes that are desired as a result of implementing this curriculum.
Table 4
Indicators, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Decrease the percentage
of students qualified for
State and district statistics
showing the percentage of
students identified for OHI.
California Department of
Education collects data on

SUPPORTING LEARNERS WITH ADHD DISORDER 67
special education under
the category of OHI.
district’s special education
identification rates by category.
Increase teacher
awareness of ADHD and
its impact on student
learning.
Number of administrator,
teacher, and parent perceptions.
Feedback through surveys and
conversations.
Increase in the number of
school districts across
California to serve ADHD
students in the general
education classroom.
State and district special
education statistics showing the
percentage of OHI students
served in the general education
setting.
California Department of
Education collects data on
district’s special education
percent of time students are
served in the general education
classroom.
Internal Outcomes
Decrease the number of
district and school
referrals for special
education for students
who present with
characteristics of ADHD.
District and school level
statistics of special education
referrals.
Monthly data reports from
district special education
information systems.
Increase teacher use of
ADHD strategies within
lessons and classroom
management systems.
Data on the number of strategies
used for academic and
behavioral support implemented
in lesson delivery and classroom
environment.
Weekly administrator classroom
walkthroughs and observations
of teachers.
Increase the incorporation
of ADHD strategies in
teacher lesson plan
designs.
Data on the number of strategies
used in teacher’s lesson plans.
Monthly administrator review
of teacher lesson plans.

Level 3: Behavior
Critical behaviors. Upon the completion of this curriculum, the learners’ leading
behaviors will allow for knowledge and skills to be exhibited in both teaching practices and
attitude. As defined by Kirkpatrick and Kirkpatrick (2016), critical behaviors that are
implemented must be specific, observable, and measurable. Through these behaviors, learners

SUPPORTING LEARNERS WITH ADHD DISORDER 68
will be equipped to support the needs of ADHD students in the classroom and be more mindful
of teaching practices that directly affect academic and behavior trajectories. The accountability
of observable behaviors and methods of implementation are listed in Table 5 with expected
implementation timeframe, relative to the workshop and thereafter, to ensure the transfer of
learning.
Table 5
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
Teachers will conduct
reviews of student
assessment data and
historical records after
the end of every
benchmark period.
Records review
checklist and graphic
organizer.
Teachers will complete
the checklist and
generate anecdotal
evidence on the graphic
organizer.
Beginning of the
year and
ongoing.
Teachers will develop
and implement
behavioral plans to
support individual
ADHD student needs.
Job aids and
behavioral tools
present in the
classroom.
Teacher completion of
job aide and
administrator classroom
observations.
Beginning of
year and
ongoing.
Teachers will
communicate and
collaborate regularly
with school specialists
and parents of ADHD
students.
Meetings, emails,
notes, and call logs.
Teacher file of meeting
and communication
logs, notes, and
anecdotal records.
Monthly

Required drivers. Providing support and accountability is essential to the Kirkpatrick
and Kirkpatrick (2016) New World Model of evaluation to move from Level 3 to Level 4.
Required drivers involve reinforcement, encouragement, rewards, and monitoring to ensure
desired outcomes are achieved. Through the use of these supports, learners will utilize tools and

SUPPORTING LEARNERS WITH ADHD DISORDER 69
resources, engage in collaboration, and establish goals to implement specific strategies and
supports within classroom practices that are specifically designed for ADHD students. For
example, learners will be provided with worked examples and lesson plan job aids to compare
and draw inspiration on the development of lesson plans and behavioral strategies within their
own teaching practices (Table 5, critical behavior 2) as a reinforcement. Encouragement will be
supported by administration, school site personnel, and parent acknowledgement, which will
continue to motivate learners. As indicated in Table 6 , drivers for support are present to ensure
critical behaviors are achieved. Accountability for monitoring progress and attainment of goals
are also indicated. For example, Table 6 shows teacher observation and interviews as methods
of monitoring to ensure learners are engaged in peer collaboration, reflection on teaching
practices, and accountability to implement strategies within the classroom.
Table 6
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Self-directed learning in
professional development,
initiating and completing
tasks, and engaging with peer
educators.
Ongoing 1, 2, 3
Resources provided to
develop and create lesson
plans and behavioral tools.
During the workshop 2
Access to worked examples
and job aids for ideas and
creation of individual support.
During the workshop 1, 2, 3

SUPPORTING LEARNERS WITH ADHD DISORDER 70
Communities of Practice or
grade-level meetings.
Weekly 1, 2
Feedback from administrative
walkthroughs and
observations.
Ongoing 2
Encouraging
Collaboration and mentoring
provided by district personnel
or school administrator,
education specialist and/or
psychologist.
Monthly 1, 2, 3
Rewarding
Principal recognition during
staff or IEP meetings.
Ongoing 2
Parent acknowledgement and
appreciation of changes in
student performance
academically or behaviorally.
Ongoing parent meetings and
communication throughout
the year.
2, 3
Monitoring
Teacher observations
conducted by administration
through classroom
walkthroughs and formal
observations.
Weekly classroom
walkthroughs and yearly
evaluation cycle.
1, 2, 3
Teacher collaboration and
reflection notes on present
level of implementation and
next steps for critical behavior
attainment.
Bimonthly staff meetings and
ongoing professional
community practice meetings.
2
Teacher interviews with
education specialists,
psychologists, and
administrative school staff to
brief about challenges and
supports for further assistance
Monthly 1, 2, 3

SUPPORTING LEARNERS WITH ADHD DISORDER 71
in achieving desired
outcomes.

Organizational support . This curriculum serves district and school sites, which hold the
responsibility of ensuring required drivers of support and accountability are implemented.
Accountability is a shared responsibility that must be reinforced, monitored and embraced within
the culture of the organization (Kirkpatrick & Kirkpatrick, 2016). Various personnel with
expertise in the field of special education are available both at district and school site levels.
Peer mentors, psychologists, behavior specialists, and administrators all serve as resources to
help establish the district and school site expectations. Encouragement from personnel as well as
recognition from peers and administration all establish cohesiveness within the organization and
encouragement to propel movement in a unifying direction.
Primary support for learners may be found in the expertise of education specialists and
psychologists who have been trained in supporting learners with disabilities, such as students
identified with ADHD. As more teachers are trained in the knowledge and skills of this
curriculum, pilot teachers across the district may also serve as a support system to those who
may not have been trained. Primary learners may also engage in weekly discussions with
grade-level colleagues and continue to expand the required drivers in weekly conversations and
discussions.
Level 2: Learning
Learning goals. After completing this course, learners will have the knowledge and
skills to address the academic and behavioral challenges facing ADHD students in the general
education classroom. Learners will be aware of biases and misconceptions about ADHD and,

SUPPORTING LEARNERS WITH ADHD DISORDER 72
thus, become reflective of teaching practices that may hinder or enhance the learning
environment. This includes practices that offer specific behavioral strategies, differentiated
lessons within the core curriculum and a well-executed plan of action to meet the demands of
ADHD students. Additionally, through the use of tangible tools as visuals for behavior
management and application of accommodations and modifications for academic learning,
learners will be able to apply strategies that meet the legal requirements of IEP/504 plans for
students who qualify.
Components of learning evaluation . Evaluation of the learning process is essential to
the components of this curriculum. Kirkpatrick and Kirkpatrick (2016) define Level 2 as interim
measures to monitor critical behaviors to provide a clear path to meet desired outcomes. It is
imperative to monitor knowledge, procedural skills, attitude, confidence and commitment of the
learner to maintain the actions that will lead to results (Kirkpatrick & Kirkpatrick, 2016).
Teachers will have the knowledge to adequately support ADHD students in the general
education classroom and successfully incorporate accommodations that support students
behaviorally and academically.
Through increased understanding and identification of ADHD characteristics, teachers
will reduce referrals for special education and take action to support students in the least
restrictive environment. Outcomes for this course include the completion of a capstone
assessment which contains a reflection journal of the knowledge and skills gained, self-designed
lesson plans incorporating accommodations and modifications to the core curriculum, and visual
tools to support behavior management specific to the needs of ADHD students. Table 7

SUPPORTING LEARNERS WITH ADHD DISORDER 73
delineates evaluation activities and time frames to measure the components of learning of this
curriculum.
Table 7
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Think in pairs and share out whole group Units 1–5
Question and Answer opportunities in whole
group
Units 1–5
Group reading, questions, and discussion Units 1–5
Procedural Skills “I can do it right now.”
Scenarios in which procedural knowledge is
demonstrated in the solution
Units 1–5
Fictitious student lesson plan activity Units 2, 4, 5
Fictitious student behavior contract Units 2, 4, 5
Attitude “I believe this is worthwhile.”
Discussions about the value and rationale of
the content
Units 1–5
Discussions of any issues that may arise within
the learning content
Units 1–5
Instructors observation of participants Units 1–5
Reflection journaling Units 1–5
Confidence “I think I can do it on the job.”
Discussions in small and whole group of
concerns or challenges
Units 1–5
Question and Answer opportunities in small
and whole group
Units 1–5

SUPPORTING LEARNERS WITH ADHD DISORDER 74
Table 7, continued
Method(s) or Activity(ies) Timing
Confidence “I think I can do it on the job.”
Self-reflection opportunities Units 1–5
Commitment “I will do it on the job.”
Self-reports of progress Before and during Day 1 and 2 workshops
Individual actions of how to implement new
skills
After Day 1 Workshop
Reflection journaling Units 1–5

Level 1: Reaction
Table 8 outlines the activities to measure the reaction to the program within the context
of the course for supporting ADHD students in the classroom. Throughout the two-day
workshop, learners will have both formal and informal opportunities to provide input and share
their perspectives as it relates to the content of the curriculum and learning. These reactions are
measured through engagement, relevance, and satisfaction of the learner. Learner reaction to the
course content will occur before, during, and after the two-day workshop.
Table 8
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Attendance During the workshop
Participation in workshop activities During the workshop
Observation of the Instructor During the workshop
Course Evaluation After the workshop

SUPPORTING LEARNERS WITH ADHD DISORDER 75
Method(s) or Tool(s) Timing
Relevance
Learner temperature gauge through formative
and informal measures
During the workshop
Reflection responses During the workshop
Customer Satisfaction
Responses to questions and answers
throughout the course
During the workshop
Course Evaluation After the workshop

Evaluation Tools
Evaluation may be conducted both in formative and summative ways. Utilizing interim,
end-of-training and beyond-the-training evaluation tools helps to drive and steer the intended
outcomes and ensure greater trajectory in achieving results (Kirkpatrick & Kirkpatrick, 2016).
This curriculum will utilize two evaluation tools to measure both immediate and long-term
outcomes.
Immediately following the program implementation. After the completion of the
course, an evaluative tool will be provided to learners to measure satisfaction and gain input
regarding the components of the course (see Appendix A). This evaluation tool will measure
Levels 1 and 2, reactions and declarative and procedural knowledge of the participants. The
evaluation tool is designed to receive input from workshop participants in the form of rating
scale items and open ended questions.
Delayed for a period after the program implementation. A delayed evaluation tool
will be provided to participants at least one month after the completion of this course. This

SUPPORTING LEARNERS WITH ADHD DISORDER 76
evaluation tool will be provided to learners to measure all intended components and outcomes of
this course (see Appendix A). The evaluation tool will measure reactions in Levels 1 through 4
and participant data regarding implementation and the extent to which participants agree with the
ability to transfer their learning into practice. The evaluation tool is designed to receive input
from workshop participants in the form of rating scale items and open ended questions.
Conclusion to the Curriculum Design
General education teachers find that teaching students with ADHD can be stressful, and,
often times, students are labeled as behavioral problems (Greene et al., 2002). Increasing the
knowledge of ADHD characteristics and student needs is essential in affecting teachers’
perceptions and beliefs. Teachers must be prepared to appropriately provide behavioral supports
and optimal learning opportunities that will yield positive outcomes for ADHD students.
The goal of this curriculum is to create a professional development workshop for general
education teachers to effectively provide strategies, accommodations, and modifications that
benefit the challenging needs often faced by ADHD students. In an effort to provide appropriate
instructional practices and tools in the general education classroom, teachers may change the
educational trajectory of ADHD students and reduce referral rates for special education. Public
school educators have a legal obligation to ensure all students, including those diagnosed with
ADHD, succeed throughout their educational career. With the support of this curriculum,
teachers will have the resources ready to implement within the classroom, which may positively
impact the education of a student with ADHD.

SUPPORTING LEARNERS WITH ADHD DISORDER 77
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SUPPORTING LEARNERS WITH ADHD DISORDER 85
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1471

SUPPORTING LEARNERS WITH ADHD DISORDER 86
Appendices
Overview of the course/workshop/curriculum
Integrated Instructor’s Guide to the Unit Lesson Plans, Materials, and Assessments
Evaluation Instruments (Immediate and Delayed)

Appendix A
Course Evaluation for Supporting ADHD Students in the Classroom

Date:_____________________ Location:______________________

Context: Please complete this survey in order to provide feedback to the workshop designer
and instructor. Your responses will be used to improve this course for future participants.
Directions : Please circle the
appropriate rating to indicate the degree
to which you agree with each statement.
Strongly
disagree
1

2

3

4
Strongly
agree
5
Statements:
I took responsibility for actively
participating in this workshop.
1 2 3 4 5
The presentation style of the instructor
contributed positively to my learning
experience.
1 2 3 4 5
I was consistently engaged in this
workshop and I feel that my time was
respected.
1 2 3 4 5
I know this curriculum will have a
positive impact on my ability to support
ADHD students in my class.
1 2 3 4 5
I would recommend this workshop to
others
1 2 3 4 5
Instructional practices and tools presented in this workshop are applicable to my
teaching practice.
Characteristics of ADHD job aid 1 2 3 4 5
Relationship building scenarios 1 2 3 4 5
Visual Tools 1 2 3 4 5
Behavioral Contracts 1 2 3 4 5
Chunking content 1 2 3 4 5
Checklists 1 2 3 4 5
Goal-setting charts 1 2 3 4 5
How can this workshop be improved for future sessions?

What other supports or help would you like in order to be successful in your teaching practice?

Co-Adapted by:
Gilligan R., Graham, J., & Naudin, M. (2020). Delayed Course Evaluation Tool.
Co-Adapted from:
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation.
Association for Talent Development.
Appendix B
Course Evaluation for Supporting ADHD Students in the Classroom

Date:_____________________ Location:______________________

Context: Please complete this survey in order to provide feedback to the workshop designer
and instructor. Your responses will be used to improve this course for future participants.
Directions : Please circle the
appropriate rating to indicate the degree
to which you agree with each statement.
Strongly
disagree
1

2

3

4
Strongly
agree
5

Statements:
The course goals were realistic and
applicable to what I needed to know in
teaching ADHD students.
1 2 3 4 5
I feel confident working with ADHD
students in my classroom because of the
knowledge I gained in the Supporting
ADHD Students in the Classroom
curriculum.

I have been able to apply what I learned
in the workshop to my current teaching
practices.
1 2 3 4 5
I am seeing a positive impact on my
teaching practices with what I have
learned in the workshop.
1 2 3 4 5
After the course, I spent time with
fellow participating teachers to discuss
how they use the new knowledge gained
in this course.
1 2 3 4 5
I have used the job aids provided in this
course to help assist me in my lesson
planning.
1 2 3 4 5
I am able to appropriately accommodate
ADHD students in my classroom.
1 2 3 4 5

Please respond to the open-ended questions below:
What early signs of success have you noticed from your efforts in implementing the strategies
and practices from the course workshop?

What challenges or concerns are you experiencing in applying what you learned to your
teaching practices and list any possible solutions you tried to overcome them?

Co-Adapted by:
Gilligan R., Graham, J., & Naudin, M. (2020). Delayed Course Evaluation Tool.
Co-Adapted from:
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation.
Association for Talent Development.
Appendix C
Supporting ADHD Students in the General Education Classroom
Course Overview
Plan and Instructor’s Guide

Duration: 30 minutes
Lesson Materials
Presentation tools: videos, slideshow ( slides 1-17 ), handouts, visuals

Learner Characteristic Accommodations
Learners are educators teaching elementary students diagnosed with attention deficit
hyperactivity disorder (ADHD) in the general education classroom. Due to the behavioral
demands of ADHD students, learners may not feel efficacious in order to meet both social
emotional and academic demands. Consideration of learner needs will be addressed by
maintaining ADA compliance.

Facilitator’s Notes
Learners are adults who currently teach within the general education classroom. Learners have
obtained a teaching credential and have a general knowledge of the teaching profession and
components of classroom management, academic content, and understanding of special
populations within a classroom make-up. Learners have general and specific cognition in that
they understand how to teach a large class of students at varying levels and know how to
differentiate content within lessons.

Learners are expected to complete assignments prior to in-person trainings and must be prepared
to collaborate with colleagues and the instructor on the content covered in prerequisite materials.
Referencing the content from the homework is necessary to construct knowledge and support
transfer of learning within their teaching practice. Participants will have completed the
following assignments prior to attending this in-person workshop:
1. Article from the National Resource Center on ADHD ( CHADD.org )
2. Video: ADHD: Causes, Symptoms and Pathology
3. Video: ADHD and Working Memory

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Introduction 5 Gain participants attention by
activating their assumptions of
ADHD students both
academically and
behaviourally.
Introduce the course
purpose and goals by
sharing a video (end
at 3:08 min) about
the impact teachers
Participants
will share
their
perceptions
of strengths

1

Course Overview and Lesson Plan Templates

Provide the overall purpose of
the course for participants to
support ADHD students in the
general education classroom
by incorporating teaching
practices that accommodate
behavioral and academic
challenges and reduce referrals
for special education.
can make on ADHD
students, using the
slide presentation
(Slides 1-3)

Ask participants:
“What do you
perceive are the
strengths and
challenges of ADHD
students in the
classroom?”

Share aloud common
threads among the
table groups.
and
challenges
facing
ADHD
students by
writing
reflection
journal #1
and then
collaborate
with table
partners.
Course Goal 5 Introduce the course goal and
outcomes.

This course is designed to
provide teachers with the
knowledge, skills and
attitudes in supporting
ADHD students in the
general education classroom.

By the end of this course,
teachers will be equipped
with behavioral and
academic research-based
strategies and tools to
implement for any students
who are identified as ADHD
on their classroom roster.
Present the course
goal and outcomes
written on slide 5 and
orally read to
participants.
Participants
will listen
and mentally
connect the
goal and
outcomes to
how they are
able to meet
the needs of
ADHD
students in
their
classroom.
Purpose for
the Course

10 Motivate participants by
sharing the importance of
accommodating ADHD
student in the classroom.

Have participants begin to
connect teaching practices in
their classroom with the
needs of ADHD students.
On a slides 6-8 ,
present to the
participants the
statistics of increased
diagnosis of students
with ADHD from the
National Survey of
Children’s Health.

Participants
will listen to
the instructor
while silently
reading the
slides.

Participants
will answer

2

Course Overview and Lesson Plan Templates

Benefits of the course:
● By understanding
ADHD, teachers can
take action to support
students in their
classroom, instead of a
referral for special
education.
Risks that are avoided:
● Students with ADHD
may fall further behind
academically and/or
behaviorally and a
referral for special
education may be
warranted.
On a slide share the
findings from Bekle
(2004) research that
77% of teachers
report very limited
training in ADHD
and perceive it would
be highly beneficial
to their practice.
Also, 99% of
teachers prefer
additional training in
ADHD to support the
needs of their
students.”

Present to the
participants with
questions on slide 10
that asks: “What is
the value of this
course for me?” and
“How will I use what
I’ve learned in my
classroom?”
questions in
their
reflection
journal #2
and relate it
to their
teaching
practice and
students
within their
classroom.
Course
Overview

10 Show the Course Overview
and discuss the unit titles,
descriptions, and purpose for
each unit to allow participants
to conceptualize what they will
be learning.

Provide a visual of the Course
Overview and a description of
activities that will demonstrate
the sequence of the units and
how they will build upon one
another.

Discuss the summative
assessment using the job aid.

Display slides 11-13
of Visual Course
Overview with units,
titles, and
descriptions.

Provide participants
with the Visual
Course Overview
handout.

Display slide 14 of
the summative
assessments and
explain to
participants the
assessments will be
provided in detail
Participants
will observe
and take
notes on their
handout and
ask
questions.

3

Course Overview and Lesson Plan Templates
during the units
beginning with a
reflective journal
which starts in this
course overview.

Provide opportunities
for questions and
answers.
Total Time 30
BREAK 5 minutes

Unit 1: Recognizing the Characteristics of ADHD - How to gain an understanding of
ADHD by identifying the three types. (CTA Step 1)

The first unit will focus on a brief understanding of ADHD and how it is identified using
the Diagnostic and Statistical Manual V and be able to recognize the characteristics of the three
types. Learners will also engage in a reflection on their assumptions of ADHD and how these
assumptions may impact ADHD students in the classroom.

Terminal learning objective.
● Given the opportunity to discuss ADHD characteristics, teachers will be able to
identify the three types, articulate what it looks like in a classroom setting, and be
able to discuss how ADHD students will be a challenge in the general education
classroom per a rubric.
● Given their personal assumptions of ADHD students, teachers can evaluate them
and write a reflection of beliefs based on facts and new knowledge of ADHD.

Prerequisite analysis (enabling objectives) .
● Know the characteristics of ADHD.
● Know the three types of ADHD.
● Know what the characteristics of ADHD look like in a classroom setting.
● Know ADHD student challenges in the classroom.
● Know the meaning of assumption.
● Know what a reflection is and how to write one.
● Be able to identify assumptions that impact their views toward
ADHD students.
● Be able to write a reflection on how their assumptions may impact
ADHD students and/or how student’s ADHD characteristics may
manifest in a classroom setting.

4

Course Overview and Lesson Plan Templates
Learning activities.
● After introductions and attention activities, assess prior knowledge of the
characteristics of ADHD, the three types, how it looks in a classroom
setting and how to challenge ADHD students.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for generating the characteristics of ADHD, personal
assumptions, the three types, how it looks in a classroom setting and how
to identify the challenges facing ADHD students.
● Provide practice and feedback for generating the characteristics of ADHD
using the DSM V criteria, the three types, how it looks in a classroom
setting and how the challenges ADHD students face impact them per a
rubric and reflection journal.
● Model the procedure for reviewing the criteria of the DSM IV ADHD
characteristics, the three types, how it looks in a classroom setting, how to
identify the challenges facing ADHD students and creating a reflection
journal to write about their personal assumptions based on experiences
teaching ADHD students.
● Provide opportunities to transfer knowledge by creating a graphic
organizer of ADHD characteristics, the three types associated with it, how
it looks in a classroom setting and how the challenges ADHD students
face impact them per a rubric.

Assessment.
Learners will create a reflection journal as well as a complete a graphic organizer by listing the
ADHD characteristics,the three types, how it looks in a classroom setting and how the challenges
ADHD students face in the classroom impact them to aid in the early development of classroom
lesson plans and intervention resources.

5

Course Overview and Lesson Plan Templates
Supporting ADHD Students in the General Education Classroom
Lesson Plan and Instructor’s Guide
Unit 1: Recognizing the Characteristics of ADHD - How to gain an understanding of
ADHD by identifying the three types

Unit Duration: In person, 125 minutes. A 10 minute break will be given between the course
overview and this unit.

Introduction: This is the first unit in the 5 unit course on how to support elementary ADHD
students in the general education classroom. The purpose of this unit is to provide participants
with background knowledge on the types and characteristics of ADHD and how this will impact
the classroom environment. Additionally, participants will evaluate their assumptions of ADHD
in comparison to the new learning from this unit. This lesson will be presented after the
30-minute course overview and a 5-minute break.

Learning Objective(s)
Terminal Objectives:
● Given the opportunity to discuss ADHD characteristics, teachers will be able to identify
the three types, articulate what it looks like in a classroom setting, and be able to discuss
how ADHD students will be a challenge in the general education classroom per a rubric.
● Given their personal assumptions of ADHD students, teachers can evaluate them and
write a reflection of beliefs based on facts and new knowledge of ADHD.

Enabling Objective(s):
● Know the characteristics of ADHD.
● Know the three types of ADHD.
● Know what the characteristics of ADHD look like in a classroom setting.
○ Know ADHD student challenges in the classroom.
○ Know the meaning of assumption.
○ Know what a reflection is and how to write one.
○ Be able to identify assumptions that impact their views toward ADHD students.
○ Be able to write a reflection on how their assumptions may impact ADHD
students and/or how student’s ADHD characteristics may manifest in a classroom
setting.

Lesson Materials
Slide presentation, slides 18-39 , projector, projection screen, handouts, video

Learner Characteristic Accommodations
Learners are educators teaching elementary students diagnosed with attention deficit
hyperactivity disorder (ADHD) in the general education classroom. Due to the behavioral
demands of ADHD students, learners may not feel efficacious in order to meet both social

6

Course Overview and Lesson Plan Templates
emotional and academic demands. Consideration of learner needs will be addressed by
maintaining ADA compliance.

Facilitator’s Notes
This is the first unit in the curriculum which lays the foundation for building a thorough
understanding of ADHD. It is essential that participants have opportunities to ask clarifying
questions, collaborate, and reflect on personal experiences in teaching ADHD students.

This course is blended with synchronous and asynchronous content. Participants will have
completed the following assignments prior to attending this in-person workshop:
4. Article from the National Resource Center on ADHD ( CHADD.org )
5. Video: ADHD: Causes, Symptoms and Pathology
6. Video: ADHD and Working Memory

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Introduce the unit and lesson
by bringing awareness of
assumptions and beliefs of
ADHD students.

Utilizing a true/false survey,
participants will become
aware of the assumptions and
beliefs they may have about
ADHD students.

Pass out a true/false
survey with
statements on ADHD
and allow individuals
to complete.

Have table groups
discuss answers.

Read answers to the
participants and ask
them to silently
reflect on their
personal assumptions
of ADHD students.

Participants
will
individually
complete a
true/false
survey on
ADHD.

Participants
will share in
table groups
answers from
the survey.

Participants
will listen to
the instructor
share answers
to the survey
and mentally
reflect on
personal
assumptions or
beliefs they

7

Course Overview and Lesson Plan Templates
may have about
ADHD
students.
Learning
Objectives
5 The instructor will show the
class the Visual Course
Overview and display/write
the terminal objective(s) for
this unit using the projection
device or board.

Read the terminal
objective(s) and
prompt the
participants to ask
questions or provide
comments.
Participants
will listen to
and read the
Visual Course
Overview and
objectives.

Participants
will watch,
listen, and ask
questions to
gauge their
understanding.
Reasons for
Learning
- Benefits
- Risks
5 Benefits: Participants will be
able to change their
assumptions or beliefs of
ADHD students and begin to
identify the characteristics to
better support students in the
general education classroom.

Risks: When assumptions
and beliefs are not identified,
it may lead to ineffective
teacher practices and fail to
meet ADHD student needs.

Present the benefits
and risks for learning
on a slide while
reviewing the
importance of this
unit and risks if not
gaining this
knowledge.

Encourage learners
to personalize the
reasons for learning
by reflecting.
Participants
will listen and
read the
benefits and
risks for
learning.

Participants
will reflect on
the reasons for
learning by
personalizing
the benefits and
risks.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
15 Participants already have
some knowledge of ADHD
by completing the homework
prior to this unit. Participants
also have some experience
teaching ADHD students in
the classroom.

In this lesson, Participants
will reflect on their personal
assumptions and beliefs of
ADHD students, be able to
identify the types of ADHD
Describe what will
be covered in this
unit by explaining
the prior knowledge,
new knowledge, and
learning strategies.

Reflecting back to
the ADHD facts
learned from the
“Gain Attention”
activity, ask
participants to
Participants
will listen to
the instructor
and make
personal
connections to
the prior
knowledge,
new knowledge
and learning
strategies.

8

Course Overview and Lesson Plan Templates
how you are
going to learn
it.)
by understanding the
characteristics, and learn how
ADHD presents a challenge
for students in the classroom.

Participants will learn this
through modeling, answering
questions and reflecting on
their own teaching practices.

discuss with a
partner the following
question:

“What challenges do
you suppose ADHD
students face in the
classroom?”
Participants
will discuss
with a table
partner the
question asked
by the
instructor and
reflect on their
own teaching
practices.
Prerequisite
Knowledge
5 It is expected that teachers
will have the prerequisite
knowledge for this unit by
completing the homework
assignments. If the
participates do not have the
prerequisite knowledge, then
the instructor will review and
teach the concepts by giving
examples and nonexamples.

Terms participants should
know include:
● ADHD
● DSM-V
● Attention Deficit
● Hyperactivity
● Impulsivity
● Self-Fulfilling
Prophecy
● Assumptions
Provide definitions,
examples and
nonexamples for any
knowledge that
participants may
need.
For any
knowledge that
participants
may need, they
will generate
their own
examples and
nonexamples in
a reflective
journal.
Learning
Guidance
- Lecture
- Demo.
25 Through a short video,
definition and characteristics
of ADHD will be explained:
“What is ADHD?”
( https://www.youtube.com/w
atch?v=N-zYqwsBQjY&t=3
2s )

Using medical guidelines,
participants will learn the
characteristics of ADHD and
the three types.
Show a short video
on ADHD:

Pass out DSM-V
Handout and model
how to review the
DSM-V criteria,
characteristics and
three types
(impulsive,
hyperactive,
combined) by
Participants
will watch and
listen to the
video.

Participants
will read
silently, follow
along and listen
to the instructor
review the

9

Course Overview and Lesson Plan Templates

Applying the new
knowledge, participants will
learn how these
characteristics and the three
types manifest in the
classroom and the challenges
ADHD students face.

A demonstration on writing a
reflection about their
personal assumptions based
on experiences teaching
ADHD students will be
provided.

drawing attention to
the various headings
and specific content.

Using slides 26-30,
connect the DSM-V
content to classroom
impact by sharing a
couple examples of
how ADHD affects
students behaviorally
and academically in
the classroom
setting.

A graphic organizer
on behavior and
academic impacts
will be provided and
modeled on how to
use the DSM-V
content to complete
the graphic
organizer.

Allow for question
and answers during
this time.

Ask participants to
think about how
student behavior and
academic impacts
may contribute to
their assumptions
and beliefs about
ADHD students.

Tell participants they
will be completing a
reflection journal
throughout the
course and model
DSM-V on
ADHD.

Participants
will follow
along with the
slides while the
instructor
connects
DSM-V criteria
to classroom
impacts.

Participant will
complete a few
sections on the
graphic
organizer while
the instructor
models how to
complete each
section.

Participants
will ask
questions and
listen to the
answers.

Participants
will think about
how ADHD
students’
behavior and
academic is
impacted and
reflect on their
own
assumptions
and beliefs they
identified
earlier.

10

Course Overview and Lesson Plan Templates
how to write a
reflection using the
content they have
learned to a profile
of a fictitious ADHD
student.
Participants
will listen and
watch the
instructor
model how to
write a
reflection using
the content and
connecting it to
their own
teaching
practices.
Practice and
Feedback
35 Provide practice and
feedback for generating the
characteristics of ADHD
using the DSM-V criteria,
applying how it looks in a
classroom setting, and
identify the challenges
ADHD students face per a
rubric.

Ask participants to
discuss in table
groups and
individually
complete the graphic
organizer, using the
DSM-V, on how
ADHD
characteristics and
three types might
look in the classroom
both behaviorally
and academically.

Provide a rubric that
guides participants in
gauging their
knowledge and
generation of
content.

Walk round the room
providing individuals
and table groups
support and prompts
in completing the
graphic organizer.

Ask a sampling of
participants to share
content from the
Participants
will
individually
complete the
graphic
organizer using
the DSM-V and
collaborate in
table groups.

Participants
will use the
rubric to gauge
their content
knowledge of
ADHD
characteristics
and student
impacts in the
classroom.

Participants
will share out
to the group
what they
generated in the
graphic
organizer and
add to their
graphic
organizer as

11

Course Overview and Lesson Plan Templates
graphic organizer in
whole group and
comment or add
additional
information on
behavior and
academic impacts in
the classroom while
referring to the
rubric.
appropriate to
content being
shared.

Participants
will review the
rubric and
compare
content from
the graphic
organizer to
mentally reflect
on their
learning.
Authentic
Assessment
10 Opportunity for individual
reflection will be conducted
through a writing assignment
and completion of a graphic
organizer to synthesize
learning.

The discussion, completion
of the graphic organizer and
reflection journal will
demonstrate to the instructor
that the participants have
achieved the learning
objective using a rubric and
will also aid in the early
development of classroom
lesson plans and intervention
resources.
Ask participants to
reflect in a journal
about their personal
beliefs based on
experiences teaching
ADHD students and
use the graphic
organizer content to
clarify or define new
beliefs on ADHD.

Roam the room and
provide individual
feedback as
participants reflect in
their journals.

Participants
will quietly
reflect in their
journals about
their personal
assumptions
based on
experiences
teaching
ADHD students
by using their
graphic
organizer
content and
define new
beliefs on
ADHD.
Retention
and Transfer
10 Providing opportunities to
transfer knowledge will be
done by creating and
co-constructing knowledge
through the completion of the
graphic organizer and
reflection journal.

Participants will engage in
discussion with each other to
Ask participants to
find a partner across
the room and share
their reflection and
any aha’s or new
beliefs about ADHD.
Participants will then
find a set of partners
creating a group of
four and share what
was similar or
Participants
will find a
partner across
the room and
share aha’s or
changes to their
beliefs on
ADHD.

Participants
will find

12

Course Overview and Lesson Plan Templates
solidify knowledge of ADHD
and impacts to students.

Opportunities to reflect allow
participants to tie learning to
their own experiences
redefine their beliefs based
on what they now know
about ADHD.
different in their
reflections.

Ask participants to
find their seats and
prompt participants
to share outloud any
aha’s or changes to
their beliefs.
another set of
partners,
creating a
group of four,
and share
similarities and
differences in
their
reflections.

Participants
will find their
seats and share
outloud any
aha’s or new
beliefs with the
group.
Big Ideas

5 A review of the goals and
objectives from this unit will
connect what the participants
learned as well as lay a strong
foundation to build upon for
the overall course.
Ask participants to
describe big ideas
from this unit and
why they are
relevant to
supporting ADHD
students in the
classroom.
Participants
will think about
the importance
of the big ideas
from this unit
and share with
the instructor in
whole group.
Advance
Organizer
for the Next
Unit
5 A review of the Visual
Course Overview will aid in
showing where we are, where
we have been, and where we
are going next.

Current content will be
connected to the next unit to
aid in cognitive load.
Point out on the
Visual Course
Overview what has
been completed thus
far and connect the
broad learnings from
this unit to the next
unit which will
narrow the focus on
individual student
needs.
Participants
will read and
review the
Visual Course
Overview and
listen to the
instructor share
about the next
unit.
Total Time 125
BREAK 15 minutes

13

Course Overview and Lesson Plan Templates
Visual Course Overview
Supporting ADHD Students in the General Education Classroom
Workshop Units Unit Objectives

Day 1
Full Day
Training
Unit 1:
Recognizing the
Characteristics of ADHD
Identify the Characteristics of ADHD,
assumptions, and types.

Unit 2:
Evaluating Student’s
Individual Needs

How to review student records to gain
historical and background information.

How to evaluate students’ individual needs
through observation, assessment and work
samples.

Unit 3:
Building Positive
Relationship

How to establish and develop positive
relationships with students.

How to effectively collaborate with
parents/guardians.

Day 2
Full Day
Training

Unit 4:
Selecting and Integrating
Appropriate Instructional
Practices and Legal
Obligations for ADHD
Students
What are the three components of
successful instructional practices for
students with ADHD?

How to integrate academic, behavioral,
and classroom accommodations designed
to support ADHD students within your
classroom setting.

How to apply IEP/504 Plans to lesson
planning and instructional practices.

Unit 5:
Goal-Setting, Progress
Monitoring, Feedback and
Celebrating Student
Success
How to identify targeted goals to master
within the appropriate practice.

How to monitor student progress on goals.

How to provide student feedback.

How to celebrate student success.
Capstone
Assessment
Portfolio:
Reflection Journal, Self-Designed Lesson Plans, Visual Tools

14

Course Overview and Lesson Plan Templates
A Professional Development Curriculum for Elementary Teachers Supporting ADHD Students in the General Education Classroom Day 1 Course Overview Units 1-3 Instructor Notes: Welcome participants and introduce yourself. Introduce the overall course and curriculum title. Participants will have completed the following homework prior to attending the
in-person workshop: Article: National Resource Center on ADHD Videos: ADHD and Working Memory ADHD: Causes, Symptoms and Pathology Graphic retrieved from: https://pixabay.com/vectors/search/brain/
Instructor Notes: Show video up to 3:08 min. Video Retrieved from: https://www.youtube.com/watch?v=2SFB8BTfAG0&t=155s
What do you
perceive to be
the strengths
and challenges of
ADHD students in
the school
setting? Reflection
Journal #1 Instructor Notes: After watching the video on slide 2: Ask participants to reflect on the question. Tell participants to write: Reflection Journal #1. Image retrieved from: https://upload.wikimedia.org/wikipedia/commons/7/7e/Essay.svg File:Essay.svg - Wikipedia File:Essay.svg - Wikipedia File:Essay.svg - Wikipedia
Discuss the
strengths and
challenges identified
in Reflection #1 Table Groups Instructor Notes: Participants will share in table groups, reflection from Journal #1 Instructor will have some participants share-out whole group. Picture graphic retrieved from: https://pixabay.com/vectors/search/discuss/
Course Goals 1. Provide you with the knowledge, skills
and attitudes in supporting ADHD
students in the classroom. 2. Equip you with behavioral and
academic strategies and tools to use
right away in the classroom. Instructor Notes: Provide the Visual Course Overview handout to participants. Orally read the course goal and outcomes to participants. Picture graphic retrieved from: https://pixabay.com/vectors/search/target/
ADHD on the Rise ADHD diagnosis of children ages 2-17 1998 6.1% 2004-2013 6.1%-9% 2016 10% American Academy of Pediatrics (2004) American Psychiatric Association (2013) National Survey of Children’ s Health (NSCH) (2016) Instructor Notes: Share the research findings. Research: AAP , American Academy of Pediatrics (2004). ADHD: A complete and authoritative
guide. Elk Grove Village, Il: Author. American Psychiatric Association. (2013). Diagnostic and statistical manual for
mental disorders (5th ed.). Washington, DC: American Psychiatric Association. Child and Adolescent Health Measurement Initiative. Data resource center for child
and adolescent health. (2016). National survey of children’ s health (NSCH) data
query. Retrieved from www.childhealthdata.org. CAHMI: www.cahmi.org. Picture graphic retrieved from: https://pixabay.com/vectors/search/statistics/
“77% of teachers report
very limited training in
ADHD and perceive it would
be highly beneficial to their
practice.” Bekle (2004) Instructor Notes: Share the research findings. Research: Bekle, B. (2004). Knowledge and attitudes about attention-deficit hyperactivity
disorder (ADHD): A comparison between practicing teachers and undergraduate
education students. Journal of Attention Disorders, 7(3), 151 – 161.
“99% of teachers prefer
additional training in ADHD
to support the needs of
students in their
classroom.” Bekle (2004) Instructor Notes: Share the research findings. Research: Bekle, B. (2004). Knowledge and attitudes about attention-deficit hyperactivity
disorder (ADHD): A comparison between practicing teachers and undergraduate
education students. Journal of Attention Disorders, 7(3), 151 – 161.
Risks Avoided Students with ADHD may
fall further behind
academically and/or
behaviorally and a
referral for special
education may be
warranted. Purpose for the Course Benefits By understanding ADHD,
teachers can take
action to support
students in their
classroom, instead of a
referral for special
education. Instructor Notes: Discuss the benefits and risks avoided Image retrieved from: https://pixabay.com/vectors/search/thumbs%20up%20down/
What is the
value of this
course for me? How will I use
what I’ve
learned in my
classroom? ? Reflection
Journal #2 Instructor Notes: Present to the participants with Reflection Journal #2 Questions. Ask participants to reflect on the question. Tell participants to write: Reflection Journal #2. Image retrieved from: https://upload.wikimedia.org/wikipedia/commons/7/7e/Essay.svg File:Essay.svg - Wikipedia File:Essay.svg - Wikipedia File:Essay.svg - Wikipedia
Visual Course Overview Workshop Units Unit Objectives Day 1 Full Day Training Unit 1 Recognizing the
characteristics of ADHD Identify the Characteristics of ADHD,
assumptions, and types. Unit 2: Evaluating Student’s
Individual Needs How to review student records to gain
historical and background information. How to evaluate students’ individual
needs through observation, assessment
and work samples. Unit 3: Building Positive
Relationships How do you establish and develop
positive relationships? How do you effectively collaborate with
parents? Instructor Notes: Provide the Visual Course Overview handout to participants. Orally read the course goal and outcomes for Day 1.
Workshop Units Unit Objectives Day 2 Full Day Training Unit 4: Selecting and
Integrating Appropriate
Instructional Practices
and Legal Obligations
for ADHD What are three components to
successful instructional practices? How to integrate academic,
behavioral and classroom
accommodations. Unit 5: Goal-Setting, Progress
Monitoring, Feedback
and Celebrating Student
Success. How to identify targeted goals to
master within the appropriate
instructional practice? How to monitor progress, provide
feedback and celebrate success. Visual Course Overview Instructor Notes: Provide the Visual Course Overview handout to participants. Orally read the course goal and outcomes for Day 2.
Visual Course Overview Capstone
Assessment Portfolio: Reflection Journal, Self-Designed Lesson Plans, Visual Tools PORTFOLIO Instructor Notes: Draw attention to the Capstone Assessment: Provided to participants in the Visual
Course Overview handout. Orally read the Capstone Assessment. Image retrieved from: https://pixabay.com/vectors/search/file%20folder/
Summative Assessments Course Overview Unit 1 Reflection Journal Unit 2 Intervention Plan Unit 3 Role Play Unit 4 Lesson Plans Unit 5 Goal Setting Plan Instructor Notes: Discuss the Summative Assessments for Each Unit (1-5) that will make-up the
Capstone Assessment. Image retrieved from: https://pixabay .com/vectors/search/file%20folder/
Instructor Notes: Provide opportunities for participants to ask questions. Answer participants questions. Graphic retrieved from: https://pixabay.com/vectors/search/q%20and%20a/
Up Next Workshop Units Unit Objectives Day 1 Full Day Training Unit 1 Recognizing the
characteristics of ADHD Identify the Characteristics of ADHD,
assumptions, and types. Unit 2: Evaluating Student’s
Individual Needs How to review student records to gain
historical and background information. How to evaluate students’ individual needs
through observation, assessment and
work samples. Unit 3: Building Positive
Relationships How do you establish and develop positive
relationships? How do you effectively collaborate with
parents? Instructor Notes: Discuss what is coming up in Unit 1.
Take a Break Instructor Notes: Have participants take a 5 minute break. Play the slide. Prepare for Unit 1 Presentation.
Course Overview
Unit 1

Reflection Journal #1

Prompt:
What do you perceive to be the strengths and challenges of ADHD students in
the school setting?

Strengths Challenges

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________
Course Overview
Unit 1

Reflection Journal #2

What is the value of this course for me?

How will I use what I’ve learned in my classroom?

Reflective Journal Rubric

Criteria Below Average
(0-3 points)
Average
(4-6 point)
Exemplary
(7-10 points)

Insights
Provides little or
no insight or
analysis. Tends
to provide
descriptive
response rather
than reflective
learning.
Provides
adequate
insight or
analysis to
professional
development.
Able to reflect
and make some
connections to
professional
practice.
Provides a
thoughtful
understanding of
content and able
to make deep
connections to
professional
practice.

Personal
Reflection
Weak/Little
evidence of
reflective
thought
connecting
professional
development to
professional
practice.
Adequate
reflective
thought
connecting
professional
development to
professional
practice.
Strong reflective
thought
connecting
professional
development to
professional
practice.

Discussions
and
Comments
Rarely comments
or discusses
content with
group members.
Provides
adequate
comments and
discusses
content with
group members.
Able to share
personal
connections with
content.
Contributes
thoughtful
comments and
discusses
content with
group members.
Able to share
personal
connections and
build upon the
thoughts of
others.

To be used with Units 1-5

Recognizing the
Characteristics of ADHD Unit 1 Instructor Notes: Introduce Unit 1 Topic. *Note: Participants will have completed homework prior to Day 1. Homework content will be discussed in this unit: Article: National Resource Center on ADHD Videos: ADHD and Working Memory ADHD: Causes, Symptoms and Pathology Graphic retrieved from: https://images.app.goo.gl/EwQVesV7shL917hv6
True or False? Instructor Notes: Pass out the True - False Survey to participants. Have participants complete the survey. Have participants discuss answers in table group. Using the Answer Key, read answers and additional information (found on the
instructor copy) to participants and have them silently reflect on personal assumptions
of ADHD students. Materials: True - False Survey: Graphic retrieved from: https://pixabay.com/illustrations/feedback-opinion-gut-bad-neutral-1311638/
Terminal Objective 1: Given the opportunity to discuss ADHD
characteristics, teachers will be able to: ● Identify the three types of ADHD. ● Articulate what it looks like in a classroom
setting. ● Discuss how ADHD students will be a
challenge in the general education
classroom . Per a Rubric Instructor Notes: Read the Terminal Objective. Prompt participants to ask questions or provide comments. Graphics retrieved from: https://pixabay.com/vectors/search/target/ https://images.app.goo.gl/tnk8x4SNKKvSmGq56
Terminal Objective 2: Given personal assumptions of ADHD students,
teachers can: ● Evaluate them ● Write a reflection of beliefs based on facts
and new knowledge of ADHD. Write a Reflection Instructor Notes: Read the Terminal Objective. Prompt participants to ask questions or provide comments. Graphics retrieved from: https://pixabay.com/vectors/search/target/ https://pixabay.com/images/search/write/?pagi=2
Risks Avoided When assumptions and
beliefs are not identified, it
may lead to ineffective
teacher practices and fail
to meet ADHD student
needs. Unit 1 Benefits To be able to change
assumptions or beliefs
of ADHD students and
begin to identify the
characteristics to better
support students in the
classroom. Instructor Notes: Discuss the benefits and risks avoided Image retrieved from: https://pixabay.com/vectors/search/thumbs%20up%20down/
Review Instructor Notes: Draw attention to the knowledge gained from homework and True/False Survey. Provide handout from homework if necessary. Discuss with participants the terms they should know. Provide definitions, examples and non-examples if necessary Terms participants should know: ● ADHD- Attention Deficit Hyperactivity Disorder ● DSM-V- Diagnostic Statistical Manual version 5 ● Attention Deficit- impairment with concentration or thought ● Hyperactivity- hyperactive ● Impulsivity- swayed by emotion or involuntary impulses ● Self-Fulfilling Prophecy- believe that something is true based on what was
said or told ● Assumptions- feelings or opinions based on perception
What challenges do you
suppose ADHD students face in
the classroom setting? Partner Share Instructor Notes: Ask participants to discuss with a partner the question. Picture graphic retrieved from: https://pixabay.com/vectors/classroom-comic-characters-1297775/
Instructor Notes: Play the video. Video retrieved from: https://www.youtube.com/watch?v=N-zYqwsBQjY&t=32s
ADHD ● Criteria ● Characteristics ● Types Instructor Notes: Pass out DSM-V handout on ADHD. Model how to review the criteria, characteristics and point out three types. *Note: What is DSM-5? The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, (DSM-5),
published by the American Psychiatric Association is the guide that lays out the
criteria to be used by doctors, mental health professionals, and other qualified
clinicians when making a diagnosis of ADHD. The DSM-5 was updated in 2013 and
made changes to the definition of ADHD that will affect how the disorder is diagnosed
in children and in adults. (National Resource Center on ADHD: A Program of CHADD (NRC) Graphic retrieved from: https://images.app.goo.gl/hgs8YZ4APmAPx7V19
Classroom
Impacts DSM 5 Criteria Instructor Notes: Connect DSM-5 criteria to classroom impact and solutions by using ADHD Symptoms
Table Graphic Organizer. Pass out ADHD Symptoms Table Graphic Organizer to participants. Review the handout and connect the DSM-5 Criteria to classroom impacts by drawing
attention to the completed sections for inattention. Share examples from the handout using the next slide as visual.
Inattention Symptoms Impact Solution Often fails to give close
attention to details or makes
careless mistakes in
schoolwork or other activities. Work is
inaccurate or
misses details. Provide procedure with
a worked-example. Often does not follow through
on instructions and fails to
finish schoolwork. Loses focus,
side-tracked Provide a checklist of
To-Do’s to accomplish
task. Often avoids, dislikes, or is
reluctant to do tasks that
require mental effort over a
long period of time. Schoolwork or
homework Provide breaks or
reduce the amount of
items to complete in a
session. Instructor Notes: Review the headers, read criteria and discuss answers listed in impact and solution
columns. Connect slide to participant handout. Provide opportunity for participants to clarify or ask questions.
Classroom
Impacts DSM 5 Criteria Instructor Notes: Connect DSM-5 criteria to classroom impact and solutions by using ADHD Symptoms
Table Graphic Organizer. Review the handout and connect the DSM-5 Criteria to classroom impacts by drawing
attention to the completed sections for hyperactivity/impulsivity. Share examples from the handout using the next slide as visual.
Hyperactivity/Impulsivity Symptoms Impact Solution Often leaves seat in
situations where
remaining seated is
expected. During class
instruction, asking to
go to the bathroom, or
gets up for tissue. Allow for flexible seating
by sitting on a yoga
ball, wobble stool, or
floor. Often has trouble
waiting their turn. On the playground,
handball court,
socializing with others. Remind students about
the rules, provide
rewards for good
sportsmanship. Is often forgetful in
daily activities. Butts into conversations or
games. Disruptive to
others play or space. Utilize a reward system
for desired behavior.
Implement with fidelity. Instructor Notes: Review the headers, read criteria and discuss answers listed in impact and solution
columns. Connect slide to participant handout. Provide opportunity for participants to clarify or ask questions.
Complete the ADHD Symptoms
Table Table Groups Instructor Notes: In table groups, participants will discuss and individually complete the graphic
organizer ADHD Symptoms Table. Walk round the room and provide support. Picture graphic retrieved from: https://pixabay.com/vectors/search/discuss/
Table Group Share Out Instructor Notes: Ask a participants to share examples of information completed in their graphic
organizer, ADHD Symptoms Table. Provide participants with the completed ADHD Symptoms Table handout as a rubric
to guide their learning. Graphic retrieved from: https://pixabay.com/vectors/speech-bubbles-comments-orange-303206/ https://images.app.goo.gl/EwQVesV7shL917hv6
How does student
behavior and academic
impacts contribute to
your assumptions and
beliefs about ADHD
students? Pulling It All Together Instructor Notes: Ask participants to think silently about the question in the slide. Tell participants they will be completing a reflection drawing from the information
learned in Unit 1. Graphic retrieved from: https://pixabay.com/vectors/cloud-speaking-speech-bubble-talk-295290/
Reflect on your
personal beliefs of
ADHD students, based
on your teaching
experiences. --------- What might be new
beliefs, based on what
you learned today? Reflection
Journal #3 Instructor Notes: Present to the participants with Reflection Journal #3 Questions. Ask participants to reflect on the question. Have participants use handouts from the Unit to help aid in their reflection. Tell participants to write: Reflection Journal #3. Image retrieved from: https://upload.wikimedia.org/wikipedia/commons/7/7e/Essay.svg File:Essay.svg - Wikipedia File:Essay.svg - Wikipedia File:Essay.svg - Wikipedia
Find a partner and share any
aha’s or new beliefs about
ADHD? “Across the Room” Partner Instructor Notes: Ask participants stand and find a partner from across the room. Have partners discuss their reflection and share any aha’s or new beliefs about ADHD. Roam the room and listen to participant sharing. Have participant pairs find a new pair and create a group of 4. Have groups share what they found to be similar/different Aha’s or new beliefs. Have participants thank their partners for sharing and find their seats. Picture graphic retrieved from: https://pixabay.com/vectors/classroom-comic-characters-1297775/
Group Share Out AHA ’S Instructor Notes: Ask participants to share out similar beliefs or aha’s from their group partners. Ask if any partners made changes in their beliefs. Image retrieved from: https://pixabay.com/vectors/speech-bubbles-comments-orange-303206/
What are the Big Ideas? Why are these
relevant to
supporting ADHD
students in the
classroom? Instructor Notes: Ask participants to describe the big ideas from Unit 1: ● What are my assumptions and beliefs about ADHD students ● What are the characteristics of ADHD (DSM-5 criteria) ● How to identify the each type of ADHD (Attention, Hyperactivity/Impulsivity,
Combined) Why are these relevant to supporting ADHD students in the classroom? Graphic retrieved from: https://pixabay.com/vectors/group-think-big-idea-yellow-bulb-2486248/
Where We Have Been….Up Next Workshop Units Unit Objectives Day 1 Full Day Training Unit 1 Recognizing
the
characteristics
of ADHD Identify the Characteristics of ADHD,
assumptions, and types. Unit 2: Evaluating
Student’s
Individual
Needs How to review student records to
gain historical and background
information. How to evaluate students’ individual
needs through observation,
assessment and work samples. Instructor Notes: Review the Course Overview by drawing attention to what has been completed and
what is coming up in the next unit.
Take a Break Instructor Notes: Have participants take a 15 minute break. Play the slide. Prepare for Unit 2 Presentation.
Unit 1
Participant Copy
True - False Survey

Directions:
Complete the survey by circling true or false for each question below.

1. ADHD is the acronym for Attention Deficit Hyperactivity Disorder.
True or False

2. ADHD is a childhood disorder.
True or False

3. ADHD is an inherited condition.
True or False

4. ADHD is caused by poor parenting.
True or False

5. ADHD is a life-long condition.
True or False

6. Girls are less likely to have ADHD or severity of symptoms as compared
to boys.
True or False

7. Students with ADHD are lazy.
True or False

8. The only treatment for ADHD is medication.
True or False

9. Children with low socio-economic backgrounds are more likely to have
ADHD.
True or False

10. Children with ADHD can’t focus.
True or False

Unit 1
Instructor Copy

True - False Survey

Directions:
Complete the survey by circling true or false for each question below.

1. ADHD is the acronym for Attention Deficit Hyperactivity Disorder.
True: ADHD is the universal term that encompasses all three types:
inattentive, hyperactive-impulsive, and combined.

2. ADHD is a childhood disorder.
False: Adults may be diagnosed with ADHD as well as children, as long
as they meet the criteria (DSM-V) for diagnosis.

3. ADHD is an inherited condition.
True: Genetic and neurological factors, such as birth complications,
infection and toxins are known to be the main causes of ADHD (Barkley,
2015).

4. ADHD is caused by poor parenting.
False: Poor parenting does not cause ADHD, however inconsistent
discipline can negatively impact the condition (Barkley, 2015).

5. ADHD is a life-long condition.
True: Follow-up studies found that children with ADHD had symptoms
that carried into adolescents and adulthood (Owens et al. 2015).

6. Girls are less likely to have ADHD or severity of symptoms as compared
to boys.
True and False: Boys are more likely to be identified in childhood than
girls however, in adulthood, both genders were found to have similar
rates of diagnosis (Barley, 2015). A meta-analysis study found that
parents and teachers rate inattention higher in females and
hyperactivity and aggression higher in males on standardized
assessments (Gershon and Gershon, 2002).

Unit 1
Instructor Copy

7. Students with ADHD are lazy.
False: Students with ADHD have impaired executive functioning which
impacts the brain that controls attention, organization, and initiating or
completing tasks. Due to attention difficulties, ADHD students miss
steps or processes that are necessary in learning (Hamilton &
Astramovich, 2016). ADHD students need support in planning,
goal-setting, and execution of strategies, due to executive function
deficits (Meltzer, Pollica, and Barzillai , 2007).

8. The only treatment for ADHD is medication.
False: There are several options to help manage ADHD in addition to
medication. Options include: Behavior Therapy, training for parents
and teachers, and accommodation in school.

9. Children with low socio-economic backgrounds are more likely to have
ADHD.
False: Teachers are more likely to rate higher levels of inattention,
impulsivity and hyperactivity for low SES students than parents and
outside observers (Lawson, Nissley-Tsiopinis, Nahmias, McConaughy,
and Eiraldi, 2017).

10. Children with ADHD can't focus.
False: Children with ADHD may hyperfocus on preferred tasks or
activities they enjoy. They may struggle to shift their focus away from
the preferred task once initiated.

Research:
Gershon, J., & Gershon, J. (2002). A Meta-Analytic Review of Gender Differences in ADHD. Journal of Attention
Disorders, 5(3), 143–154.
Hamilton, N., & Astramovich, R. (2016). Teaching strategies for students with ADHD: findings from the field.
Education, 136(4), 451–460.
Lawson, G., Nissley-Tsiopinis, J., Nahmias, A., McConaughy, S., & Eiraldi, R. (2017). Do Parent and Teacher
Report of ADHD Symptoms in Children Differ by SES and Racial Status?(Report). Journal of
Psychopathology and Behavioral Assessment, 39(3), 426–440. https://doi.org/10.1007/s10862-017-9591-0
Meltzer, L., Pollica, L., & Barzillai, M. (2007). Executive function in the classroom: Embedding strategy instruction
into daily teaching practice. In L. Meltzer (Ed.), Executive function in education: From theory to practice
(pp. 165–193). New York: Guilford.
Owens, Elizabeth et al. (2015). Developmental Progression and Gender
Differences among Individuals with ADHD. In R. A. Barkley (Ed.), Attention-Deficit Hyperactivity
Disorder. A Handbook for Diagnosis and Treatment, 4th ed. (pp. 223-255). New York, NY: Guilford Press.

1
help4adhd.org
Everybody can have difficulty sitting still, paying
attention or controlling impulsive behavior
once in a while. For some people, however, the
problems are so pervasive and persistent that
they interfere with every aspect of their life:
home, academic, social and work.
Attention-deficit/hyperactivity disorder
(ADHD) is a neurodevelopmental disorder
affecting 11 percent of school-age children
(Visser, et al., 2014.) Symptoms continue into
adulthood in more than three-quarters of
cases (Brown, 2013.) ADHD is characterized by
developmentally inappropriate levels of
inattention, impulsivity and hyperactivity.
Individuals with ADHD can be very successful
in life. However, without identification and
proper treatment, ADHD may have serious
consequences, including school failure, family
stress and disruption, depression, problems with
relationships, substance abuse, delinquency,
accidental injuries and job failure. Early
identification and treatment are extremely
important.
Medical science first documented children
exhibiting inattentiveness, impulsivity and
hyperactivity in 1902. Since that time, the
disorder has been given numerous names,
including minimal brain dysfunction,
hyperkinetic reaction of childhood, and
attention-deficit disorder with or without
hyperactivity. With the Diagnostic and Statistical
Manual, Fifth Edition (DSM-5) classification
system, the disorder has been renamed
attention-deficit/hyperactivity disorder or
National
Resource
Center
on ADHD
A Program of CHADD

About ADHD
ADHD. The current name reflects the importance
of the inattention aspect of the disorder as well
as the other characteristics of the disorder such
as hyperactivity and impulsivity.
Symptoms
Typically, ADHD symptoms arise in early
childhood. According to the DSM-5, several
symptoms are required to be present before
the age of 12. Many parents report excessive
motor activity during the toddler years, but
ADHD symptoms can be hard to distinguish
from the impulsivity, inattentiveness and active
behavior that is typical for kids under the age of
More than 75 percent of children
with ADHD continue to experience
significant symptoms in adulthood.
In early adulthood, ADHD may be
associated with depression, mood
or conduct disorders and substance
abuse.
Adults with ADHD often cope with
difficulties at work and in their
personal and family lives related to
ADHD symptoms.
2
help4adhd.org
four. In making the diagnosis, children should
have six or more symptoms of the disorder
present; adolescents 17 and older and adults
should have at least five of the symptoms
present. The DSM-5 lists three presentations of
ADHD— Predominantly Inattentive, Hyperactive-
Impulsive and Combined. The symptoms for each
are adapted and summarized below.
ADHD predominantly inattentive presentation
• Fails to give close attention to details or
makes careless mistakes
• Has difficulty sustaining attention
• Does not appear to listen
• Struggles to follow through with instructions
• Has difficulty with organization
• Avoids or dislikes tasks requiring sustained
mental effort
• Loses things
• Is easily distracted
• Is forgetful in daily activities
ADHD predominantly hyperactive-impulsive
presentation
Since that time all forms of attention deficit
disorder are officially called “ Attention-Deficit/
Hyperactivity Disorder,” regardless of whether
the individual has symptoms of hyperactivity or
not. Even though these are the official labels, a
lot of professionals and lay people still use both
terms: ADD and ADHD. Some use those terms to
designate the old subtypes; others use ADD just
as a shorter way to refer to any presentation.
Severity of symptoms
As ADHD symptoms affect each person to
varying degrees, the DSM-5 now requires
professionals diagnosing ADHD to include the
severity of the disorder. How severe the disorder
is can change with the presentation during
a person’s lifetime. Clinicians can designate
the severity of ADHD as “mild,” “moderate” or
“ severe” under the criteria in the DSM-5.
Mild: Few symptoms beyond the required
number for diagnosis are present, and
symptoms result in minor impairment in social,
school or work settings.
Moderate: Symptoms or functional impairment
between “mild” and “severe” are present.
Severe: Many symptoms are present beyond
the number needed to make a diagnosis;
several symptoms are particularly severe; or
symptoms result in marked impairment in
social, school or work settings. As individuals
age, their symptoms may lessen, change or
take different forms. Adults who retain some
of the symptoms of childhood ADHD, but not
all, can be diagnosed as having ADHD in partial
remission.
ADHD throughout the lifespan
Children with ADHD often experience delays
in independent functioning and may behave
younger than their peers. Many children affected
• Fidgets with hands or feet or squirms in
chair
• Has difficulty remaining seated
• Runs about or climbs excessively in children;
extreme restlessness in adults
• Difficulty engaging in activities quietly
• Acts as if driven by a motor; adults will often
feel inside as if they are driven by a motor
• Talks excessively
• Blurts out answers before questions have
been completed
• Difficulty waiting or taking turns
• Interrupts or intrudes upon others
ADHD combined presentation
• The individual meets the criteria for both
inattention and hyperactive-impulsive ADHD
presentations.
These symptoms can change over time, so chil-
dren may fit different presentations as they get
older.
Confusing labels for ADHD
In 1994, the name of the disorder was changed
in a way that is confusing for many people.
3
help4adhd.org
by ADHD can also have mild delays in language,
motor skills or social development that are not
part of ADHD but often co-occur. They tend
to have low frustration tolerance, difficulty
controlling their emotions and often experience
mood swings.
Children with ADHD are at risk for potentially
serious problems in adolescence and adulthood:
academic failure or delays, driving problems,
difficulties with peers and social situations,
risky sexual behavior, and substance abuse.
There may be more severe negative behaviors
with co- existing conditions such as oppositional
defiant disorder or conduct disorder. Adolescent
girls with ADHD are also more prone to eating
disorders than boys. As noted above, ADHD
persists from childhood to adolescence in the
vast majority of cases (50–80 percent), although
the hyperactivity may lessen over time.
Teens with ADHD present a special challenge.
During these years, academic and life demands
increase. At the same time, these kids face typical
adolescent issues such as emerging sexuality,
establishing independence, dealing with peer
pressure and the challenges of driving.
More than 75 percent of children with ADHD
continue to experience significant symptoms
in adulthood. In early adulthood, ADHD may be
associated with depression, mood or conduct
disorders and substance abuse. Adults with
ADHD often cope with difficulties at work and in
their personal and family lives related to ADHD
symptoms. Many have inconsistent performance
at work or in their careers; have difficulties
with day-to-day responsibilities; experience
relationship problems; and may have chronic
feelings of frustration, guilt or blame.
Individuals with ADHD may also have difficulties
with maintaining attention, executive function
and working memory. Recently, deficits in
executive function have emerged as key factors
affecting academic and career success. Executive
function is the brain’s ability to prioritize and
manage thoughts and actions. This ability
permits individuals to consider the long-term
consequences of their actions and guide
their behavior across time more effectively.
Individuals who have issues with executive
functioning may have difficulties completing
tasks or may forget important things.
Co-occurring Disorders
More than two-thirds of children with ADHD
have at least one other co-existing condition.
Any disorder can co-exist with ADHD, but
certain disorders seem to occur more often.
These disorders include oppositional defiant
and conduct disorders, anxiety, depression,
tic disorders or Tourette syndrome, substance
abuse, sleep disorders and learning disabilities.
When co-existing conditions are present,
academic and behavioral problems, as well as
emotional issues, may be more complex.
These co-occurring disorders can continue
throughout a person’s life. A thorough diagnosis
and treatment plan that takes into account all of
the symptoms present is essential.
Causes
Despite multiple studies, researchers have
yet to determine the exact causes of ADHD.
However, scientists have discovered a strong
genetic link since ADHD can run in families. More
than 20 genetic studies have shown evidence
that ADHD is strongly inherited. Yet ADHD is a
complex disorder, which is the result of multiple
interacting genes. (Cortese, 2012.)
Other factors in the environment may increase
the likelihood of having ADHD:
• exposure to lead or pesticides in early
childhood
• premature birth or low birth weight
• brain injury
Scientists continue to study the exact
relationship of ADHD to environmental factors,
but point out that there is no single cause that
4
help4adhd.org
explains all cases of ADHD and that many factors
may play a part.
Previously, scientists believed that maternal
stress and smoking during pregnancy could
increase the risk for ADHD, but emerging
evidence is starting to question this belief
(Thapar, 2013.) However, further research is
needed to determine if there is a link or not.
The following factors are NOT known causes,
but can make ADHD symptoms worse for some
children:
• watching too much television
• eating sugar
• family stress (poverty, family conflict)
• traumatic experiences
ADHD symptoms, themselves, may contribute to
family conflict. Even though family stress does
not cause ADHD, it can change the way the ADHD
presents itself and result in additional problems
such as antisocial behavior (Langley, Fowler et
al., 2010.)
Problems in parenting or parenting styles
may make ADHD better or worse, but these
do not cause the disorder. ADHD is clearly
a neurodevelopmental disorder. Currently
research is underway to better define the areas
and pathways that are involved.
Diagnosis
There is no single test to diagnose ADHD.
Therefore, a comprehensive evaluation is
necessary to establish a diagnosis, rule
out other causes, and determine the presence
or absence of co-existing conditions. Such
an evaluation requires time and effort and
should include a careful history and a clinical
assessment of the individual’s academic, social,
and emotional functioning and developmental
level.
There are several types of professionals who can
diagnose ADHD, including clinical psychologists,
clinical social workers, nurse practitioners,
neurologists, psychiatrists and pediatricians.
Regardless of who does the evaluation, the use
of the DSM-5 diagnostic criteria for ADHD is
necessary.
Determining if a child has ADHD is a complex
process. Many biological and psychological
problems can contribute to symptoms similar
to those exhibited by children with ADHD.
For example, anxiety, depression and certain
types of learning disabilities may cause similar
symptoms. In some cases, these other conditions
may actually be the primary diagnosis; in others,
these conditions may co-exist with ADHD. A
thorough history should be taken from the
parents and teachers, and when appropriate,
from the child. Checklists for rating ADHD
symptoms and ruling out other disabilities are
often used by clinicians; these instruments
factor in age-appropriate behaviors and show
when symptoms are extreme for the child’s
developmental level.
For adults, diagnosis also involves gathering
information from multiple sources, which can
include ADHD symptom checklists, standardized
behavior rating scales, a detailed history of
past and current functioning, and information
obtained from family members or significant
others who know the person well. ADHD cannot
be diagnosed accurately just from brief office
observations or just by talking to the person. The
person may not always exhibit the symptoms of
ADHD in the office, and the diagnostician needs
to take a thorough history of the individual’s life.
A diagnosis of ADHD must include consideration
of the possible presence of co-occurring condi-
tions.
As part of the evaluation, a physician should
conduct a thorough examination, including
assessment of hearing and vision to rule out
other medical problems that may be caus-
ing symptoms similar to ADHD. In rare cases,
persons with ADHD may also have a thyroid
dysfunction. Diagnosing ADHD in an adult
requires an evaluation of the history of childhood
5
help4adhd.org
decreased activity levels, impulsivity, negative
behaviors in social interactions and physical
and verbal hostility (Spencer, 1995; Swanson
1993.) These improvements show up clearly in
the short term, however, long-term effectiveness
is still being studied by researchers ( Hinshaw,
et al., 2015.) A nonstimulant medication—
atomoxetine— appears to have similar
effects as the stimulants. Antidepressants,
antihypertensives and other medications
may decrease impulsivity, hyperactivity and
aggression. However, each family must weigh
the pros and cons of taking medication.
Medications may carry the risk of side effects.
Physicians need to monitor their patients who
take medication for potential side effects, such
as mood swings, hypertension, depression and
effects on growth.
Behavioral interventions
Behavioral interventions are also a major
component of treatment for children who have
ADHD. Important strategies include being
consistent and using positive reinforcement
and teaching problem-solving, communication
and self-advocacy skills. Children, especially
teenagers, should be actively involved as
respected members of the school
planning and treatment teams.
School success may require a variety of
classroom accommodations and behavioral
interventions. Most children with ADHD can
be taught in the regular classroom with minor
adjustments to the environment. Some children
may require special education services. These
services may be provided within the regular
education classroom or may require a special
placement outside of the regular classroom that
meets the child’s unique learning needs.
ADHD treatment for adults
Adults with ADHD can benefit by identifying the
areas of their life that are most impaired by their
ADHD and then seeking treatment to address
them. Adults with ADHD may benefit from
treatment strategies similar to those used to
treat ADHD in children, particularly medication
and learning to structure their environment.
Medications effective for childhood ADHD
problems in behavior and academic domains, as
well as examination of current symptoms and
coping strategies.
Treatment
Treatment in children with ADHD
ADHD in children often requires a
comprehensive approach to treatment that
includes the following:
• Parent and child education about diagnosis
and treatment
• Parent training in behavior management
techniques
• Medication
• School programming and supports
• Child and family therapy to address personal
and/or family stress concerns
Treatment should be tailored to the unique
needs of each child and family. Research from
the landmark NIMH Multimodal Treatment
Study of ADHD showed significant improvement
in behavior at home and school in children
with ADHD who received carefully monitored
medication in combination with behavioral
treatment. These children also showed better
relationships with their classmates and family
than did children receiving this combination
of treatment ( Hinshaw, et al., 2015.) Further
research confirms that combining behavioral
and stimulant treatments are more effective than
either treatment alone (Smith & Shapiro, 2015.)
Medication
Psychostimulants are the
most widely used class
of medication for the
management of ADHD
related symptoms.
Approximately 70 to 80
percent of children with
ADHD respond positively
to psychostimulant
medications (MTA 1999.)
Significant academic
improvement is shown by students who take
these medications: increases in attention and
concentration, compliance and effort on tasks, as
well as amount and accuracy of schoolwork, plus
continue to be helpful for adults who have ADHD.
Various behavioral management techniques can
be useful. Some adults have found that working
with a coach, either formally or informally, to be
a helpful addition to their ADHD treatment plans.
In addition, mental health counseling can offer
much-needed support to adults dealing with
ADHD in themselves or someone they care about.
Since ADHD affects the entire family, receiving
services from ADHD-trained therapists skilled in
Cognitive-Behavioral Therapy can help the adult
with ADHD learn new techniques to manage
living with ADHD.
Suggested reading and references
Barkley, R.A. (ed.) (2015.) Attention Deficit
Hyperactivity Disorders: A Handbook for
Diagnosis and Treatment (4th edition.) New
York: Guilford Press.
Barkley, R.A. (2010). Attention Deficit
Hyperactivity Disorder in Adults: The Latest
Assessment and Treatment Strategies. Jones and
Bartlett Publishers.
NBrown, T .E. (2013). A New Understanding
of ADHD in Children and Adults: Executive
Function. Routledge.
Cortese, S. (2012). The neurobiology and
genetics of Attention-Deficit/ Hyperactivity
Disorder (ADHD): What every clinician should
know. European Journal of Paediatric Neurology,
16(5):422-33.
Kessler, R.C., et al. (2006.) The prevalence and
correlates of adult ADHD in the United States:
Results from the National Comorbidity Survey
Replication. American Journal of Psychiatry,
163(4):716–723.
MTA Cooperative Group. (1999). A 14-month
randomized clinical trial of treatment strategies
for attention deficit hyperactivity disorder.
Archives of General Psychiatry, 56, 12.
Hinshaw, S.P . & Arnold, L.E. for the MTA
Cooperative Group (2015 Jan–Feb). Attention
deficit hyperactivity disorder, multimodal
treatment, and longitudinal outcome: Evidence,
paradox, and challenge. WIREs Cognitive Science,
6(1):39-52.
Owens, E., Cardoos, S.L., Hinshaw, S.P . (2015).
Developmental progression and gender
differences among individuals with ADHD.
in Barkley, Russell A. (Ed.) Attention-deficit
hyperactivity disorder: A handbook for diagnosis
and treatment (4th ed.). , (pp. 223–255). New
York, NY: Guilford Press.
Smith, B.H. & Shapiro, C.J. (2015). Combined
treatments for ADHD in Barkley, R.A. (Ed),
(2015). Attention-Deficit Hyperactivity Disorder:
A Handbook For Diagnosis and Treatment (4th
ed.), (pp. 686–704). New York, NY: Guilford
Press.
Thapar, Anita; Cooper, Miriam; et al. (January
2013). Practitioner Review: What have we learnt
about the causes of ADHD?, Journal of Child
Psychology and Psychiatry, 54(1):3-16.
Visser, S.N., Danielson, M.L., Bitsko, R.H., et al.
(2014). Trends in the Parent-Report of Health
Care Provider-Diagnosis and Medication
Treatment for ADHD disorder: United States,
2003–2011. Journal of the American Academy of
Child & Adolescent Psychiatry, 53(1):34–46. e2.
© 2017 Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD). All Rights Reserved.
This factsheet is supported by Cooperative Agreement Number NU38DD005376 from the Centers for Disease Control and Prevention (CDC). The contents are solely the
responsibility of the authors and do not necessarily represent the official views of CDC. P ermission is granted to photocopy and freely distribute this factsheet for
non-commercial, educational purposes only, provided that it is reproduced in its entirety, including the CHADD and NRC names, logos and contact information.
For further information, please contact
National Resource Center on ADHD:
A Program of CHADD
4601 Presidents Drive, Suite 300
Lanham, MD 20706-4832
1-800-233-4050
www.chadd.org/nrc
Find your local CHADD Chapter
Unit 1

DSM-5 Criteria for ADHD

People with ADHD show a persistent pattern of inattention and/or
hyperactivity–impulsivity that interferes with functioning or development:
1. Inattention: Six or more symptoms of inattention for children up to age 16 years, or five
or more for adolescents age 17 years and older and adults; symptoms of inattention have
been present for at least 6 months, and they are inappropriate for developmental level:
○ Often fails to give close attention to details or makes careless mistakes in
schoolwork, at work, or with other activities.
○ Often has trouble holding attention on tasks or play activities.
○ Often does not seem to listen when spoken to directly.
○ Often does not follow through on instructions and fails to finish schoolwork,
chores, or duties in the workplace (e.g., loses focus, side-tracked).
○ Often has trouble organizing tasks and activities.
○ Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a
long period of time (such as schoolwork or homework).
○ Often loses things necessary for tasks and activities (e.g. school materials, pencils,
books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).
○ Is often easily distracted
○ Is often forgetful in daily activities.
2. Hyperactivity and Impulsivity: Six or more symptoms of hyperactivity-impulsivity for
children up to age 16 years, or five or more for adolescents age 17 years and older and
adults; symptoms of hyperactivity-impulsivity have been present for at least 6 months to
an extent that is disruptive and inappropriate for the person’s developmental level:
○ Often fidgets with or taps hands or feet, or squirms in seat.
○ Often leaves seat in situations where remaining seated is expected.
○ Often runs about or climbs in situations where it is not appropriate (adolescents or
adults may be limited to feeling restless).
○ Often unable to play or take part in leisure activities quietly.
○ Is often “on the go” acting as if “driven by a motor”.
○ Often talks excessively.
○ Often blurts out an answer before a question has been completed.
○ Often has trouble waiting their turn.
○ Often interrupts or intrudes on others (e.g., butts into conversations or games)

In addition, the following conditions must be met:
● Several inattentive or hyperactive-impulsive symptoms were present before age 12 years.
● Several symptoms are present in two or more settings (such as at home, school or work;
with friends or relatives; in other activities).
● There is clear evidence that the symptoms interfere with, or reduce the quality of, social,
school, or work functioning.
● The symptoms are not better explained by another mental disorder (such as a mood
disorder, anxiety disorder, dissociative disorder, or a personality disorder). The symptoms
do not happen only during the course of schizophrenia or another psychotic disorder.
Based on the types of symptoms, three kinds (presentations) of ADHD can occur:
● Combined Presentation : if enough symptoms of both criteria inattention and
hyperactivity-impulsivity were present for the past 6 months
● Predominantly Inattentive Presentation : if enough symptoms of inattention, but not
hyperactivity-impulsivity, were present for the past six months
● Predominantly Hyperactive-Impulsive Presentation : if enough symptoms of
hyperactivity-impulsivity, but not inattention, were present for the past six months.
Because symptoms can change over time, the presentation may change over time as well.

Center for Disease Control and Prevention
https://www.cdc.gov/ncbddd/adhd/diagnosis.html
Unit 1
Graphic Organizer: ADHD Symptoms

ADHD Symptoms Table

Directions: Complete the graphic organizer by identifying examples of symptoms in the school
setting and indicating possible solutions to support symptoms in each column.

Inattention
Symptoms Impact Solution
Often fails to give close attention to
details or makes careless mistakes
in schoolwork or other activities.
Work is inaccurate or misses
details.
Provide procedure with a
worked-example.
Often has trouble holding attention
on tasks or play activities.

Often does not seem to listen when
spoken to directly.

Often does not follow through on
instructions and fails to finish
schoolwork.
Loses focus, side-tracked Provide a checklist of
To-Do’s to accomplish
task.
Often has trouble organizing tasks
and activities.

Often avoids, dislikes, or is
reluctant to do tasks that require
mental effort over a long period of
time.
Schoolwork or homework Provide breaks or reduce
the amount of items to
complete in a session.
Often loses things necessary for
tasks and activities.
School materials, pencils,
books, tools
Have extra materials or
supplies on hand
Is often easily distracted.

Is often forgetful in daily activities.

Unit 1
Graphic Organizer: ADHD Symptoms

Hyperactivity and Impulsivity
Symptoms Impact Solution
Often fidgets with or taps hands or
feet, or squirms in seat.

Often leaves seat in situations
where remaining seated is
expected.
During class instruction,
asking to go to the bathroom,
or gets up for tissue.
Allow for flexible
seating by sitting on a
yoga ball, wobble stool,
or floor.
Often runs about or climbs in
situations where it is not
appropriate.

Often unable to play or take part in
leisure activities quietly.

Is often “on the go” acting as if
“driven by a motor”.

Often talks excessively.

Often blurts out an answer before a
question has been completed.

Often has trouble waiting their turn.

On the playground, handball
court, socializing with
others.
Remind students about
the rules, provide
rewards for good
sportsmanship.
Often interrupts or intrudes on
others.
Butts into conversations or
games. Disruptive to others
play or space.
Utilize a reward system
for desired behavior.
Implement with fidelity.

Note: Symptoms must meet criteria for diagnosis by appropriate professionals. This worksheet is
intended to identify solutions that support students who may exhibit symptoms in the school setting,
regardless of diagnosis.
Unit 1
Graphic Organizer: ADHD Symptoms

ADHD Symptoms Table

Directions: Complete the graphic organizer by identifying examples of symptoms in the school
setting and indicating possible solutions to support symptoms in each column.

Inattention
Symptoms Impact Solution
Often fails to give close attention to
details or makes careless mistakes
in schoolwork or other activities.
Work is inaccurate or
misses details.
Provide procedure with
a worked-example.
Often has trouble holding attention
on tasks or play activities.

Difficulty sustaining long
direct-instruction periods,
lengthy reading, or during
conversations.
Allow students to
pair-share, do an
activity, or chunk
content during
instruction/lecture.
Often does not seem to listen when
spoken to directly.

Mind seems elsewhere,
daydreams or wanders away
in conversations.
Prompt students to a
visual, directives should
be concise.
Often does not follow through on
instructions and fails to finish
schoolwork.
Loses focus, side-tracked Provide a checklist of
To-Do’s to accomplish
task.
Often has trouble organizing tasks
and activities.

Messy desk, materials, or
floor space. Difficulty with
time-management.
Help to organize
materials, provide
prompts or checklist.
Often avoids, dislikes, or is
reluctant to do tasks that require
mental effort over a long period of
time.
Initiating schoolwork or
homework.
Provide breaks or
reduce the amount of
items to complete in a
session.
Often loses things necessary for
tasks and activities.
School materials, pencils,
books, tools, homework.
Have extra materials or
supplies on hand.
Is often easily distracted.

During lessons, in
conversations, or tasks.
Prompt, provide visuals,
redirect, breaks.
Is often forgetful in daily activities.

Following directions,
completing assignments.
Prompt, visuals,
checklist, examples
Note: Symptoms must meet criteria for diagnosis by appropriate professionals. This worksheet is
intended to identify solutions that support students who may exhibit symptoms in the school setting,
regardless of diagnosis.
Unit 1
Graphic Organizer: ADHD Symptoms

Hyperactivity and Impulsivity
Symptoms Impact Solutions
Often fidgets with or taps hands or
feet, or squirms in seat.

Plays with supplies, paper
shredding, chair tipping,
falling/rolling on floor.
Provide sensory tools,
fidget toys, flexible
seating.
Often leaves seat in situations
where remaining seated is
expected.
During class instruction,
asking to go to the
bathroom, or gets up for
tissue.
Allow for flexible
seating by sitting on a
yoga ball, wobble stool,
or floor.
Often runs about or climbs in
situations where it is not
appropriate.
On top of equipment, chairs,
desks or runs in hallways,
classroom or out to play.
Provide breaks or
fidgets. Remind of what
to do vs not to do.
Often unable to play or take part in
leisure activities quietly.

Unaware of behavior
impacting others. Blames
others in games when out.
Prompt of rules, model
or provide examples of
good sportsmanship.
Is often “on the go” acting as if
“driven by a motor”.

Uncomfortable being still.
Touches or barrels through
others.
Limit whole class
release, call small groups
to carpet, tables etc.
Often talks excessively.

During independent work
time with peers.
Seat in area less
distracting. Provide
prompts, visuals,
checklist.
Often blurts out answers before a
question has been completed.

Shouts out, argues with
others.
Front Load question they
will be called to answer.
Use signals to prompt.
Often has trouble waiting their turn.

On the playground,
handball court, socializing
with others.
Remind students about
the rules, provide
rewards for good
sportsmanship.
Often interrupts or intrudes on
others.
Butts into conversations or
games. Disruptive to others
play or space.

Utilize a reward system
for desired behavior.
Implement with fidelity.

Note: Symptoms must meet criteria for diagnosis by appropriate professionals. This worksheet is
intended to identify solutions that support students who may exhibit symptoms in the school setting,
regardless of diagnosis.
Unit 1

Reflection Journal #3

Reflect on your personal beliefs of ADHD students, based on your teaching
experiences?

What might be new beliefs, based on what you learned today ?

Unit 2: Evaluating Student’s Individual Needs. (CTA Step 2 and 4)

Terminal learning objective.
● Given sample student records, teachers will be able to analyze data and
record their analysis to gain an understanding of historical and background
information per a checklist.
● Given examples of ADHD student behavior via observation notes,
academic assessment data and student work samples, teachers will be able
to synthesize information to develop an individual plan for behavioral and
academic interventions that meets the rubric.

Prerequisite analysis (enabling objectives) .
● Know what student records means
● Know what student records are available at a school site
● Know what analyze means
● Know what student behavior means
● Know how to watch a video
● Know what student academic assessment data is
● Know what a student work sample is
● Know what synthesize means
● Know what an individual plan is
● Know what behavior and academic interventions are
● Be able to analyze student data
● Be able to synthesize student data
● Be able to generate an individual student plan for behavioral and academic
interventions
● Be able to create an individual intervention plan for a targeted ADHD
student.

Learning activities.
● After introductions and attention activities, assess prior knowledge of
evaluating the needs of ADHD students and an individual student plan.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for generating an individual ADHD student
intervention plan.
● Provide practice and feedback for generating an individual student
intervention plan criteria based on student data and records using a
checklist.
● Model the procedure for creating the first part of an individual ADHD
student intervention plan.

1

Course Overview and Lesson Plan Templates
● Provide opportunities to transfer knowledge to create their own ADHD
student intervention plan for a student on their roster.

Assessment.
● Students will create the initial sections of their student intervention plan
per the checklist.

2

Course Overview and Lesson Plan Templates
Supporting ADHD Students in the General Education Classroom
Lesson Plan and Instructor’s Guide
Unit 2: Evaluating Student’s Individual Needs

Unit Duration: In person, 120 minutes. A 15 minute break will be given between unit 1 and
this unit.

Introduction: This is the second unit in the 5 unit course on obtaining student information
through historical records, observations, assessments and work samples. The overall objective
for this unit is to analyze and synthesize student data to develop a behavior and academic
intervention plan for an ADHD student. Participants will also gain insight on how to begin the
process to develop appropriate support for ADHD students currently in their classroom. This
lesson will be presented after unit 1 and a 5-minute break.

Learning Objective(s)
Terminal Objective:
● Given sample student records, teachers will be able to analyze data and record their
analysis to gain an understanding of historical and background information per a
checklist.
● Given examples of ADHD student behavior via observation notes, academic assessment
data and student work samples, teachers will be able to synthesize information to develop
an individual plan for behavioral and academic interventions that meets the rubric.

Enabling Objective(s):
● Know what student records means
● Know what student records are available at a school site
● Know what analyze means
● Know what student behavior means
● Know how to watch a video
● Know what student academic assessment data is
● Know what a student work sample is
● Know what synthesize means
● Know what an individual plan is
● Know what behavior and academic interventions are
● Be able to analyze student data
● Be able to synthesize student data
● Be able to generate an individual student plan for behavioral and academic interventions
● Be able to create an individual intervention plan for a targeted ADHD student.

Lesson Materials
Slide presentation, slides 40-55 , projector, projection screen, white board or chart paper,
handouts

3

Course Overview and Lesson Plan Templates
Learner Characteristic Accommodations
Learners are educators teaching elementary students diagnosed with attention deficit
hyperactivity disorder (ADHD) in the general education classroom. Due to the behavioral
demands of ADHD students, learners may not feel efficacious in order to meet both social
emotional and academic demands. Consideration of learner needs will be addressed by
maintaining ADA compliance.

Facilitator’s Notes
This is the second unit in the curriculum which begins to delve deeper into supporting individual
student needs. It is essential that participants have opportunities to ask clarifying questions,
collaborate, and reflect on personal experiences in teaching ADHD students.
This unit is taught with synchronous content and should be taught immediately after unit 1 in an
in-person workshop. Participants will already have an understanding of:
1. Characteristics of ADHD.
2. Challenges ADHD students face in the general education classroom.
3. Assumptions and facts on ADHD.

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
8 Introduce the unit and
lesson by having
participants discuss
possible resources for
accessing historical
information and data on
students.

Resources May Include:
● CUM
● Assessment Data
● Anecdotal Records
● Student Work

Have participants
brainstorm possible
resources to gain or
access student
historical information
or data with a partner.

Have participants
share out whole
group.

Write resources on
the board or chart
paper.
Participants work
in pairs to
brainstorm
resources to gain
or access to
student historical
information or
data.

Participants share
out with whole
group what was
identified.

Learning
Objectives
5 The instructor will show
the class the Visual Course
Overview and
display/write the terminal
objective(s) for this unit
using the projection device
or board.
Read the terminal
objective(s) and
prompt the
participants to ask
questions or provide
comments.
Participants will
listen to and read
the Visual Course
Overview and
objectives.

4

Course Overview and Lesson Plan Templates

Participants will
watch, listen, and
ask questions to
gauge their
understanding.
Reasons for
Learning
- Benefits
- Risks
5 Benefits: Participants will
be able to access and gain
student historical records
and data to apply
appropriate
accommodations based on
the individual needs of
ADHD students and
support students in the
general education
classroom.

Risks: When student data
is not reviewed,
appropriate
accommodations may not
be in alignment with
individual student needs
and lead to ineffective
practices.
Present the benefits
and risks for learning
on a slide while
reviewing the
importance of this
unit and risks if not
gaining this
knowledge.

Encourage learners to
personalize the
reasons for learning
by reflecting.
Participants will
listen and read
the benefits and
risks for learning.

Participants will
reflect on the
reasons for
learning by
personalizing the
benefits and risks.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are
going to
learn...and
how you are
going to
learn it.)
10 Participants are able to
define ADHD
characteristics, types, and
associated behaviors from
the previous unit.

Participants also have
some experience teaching
ADHD students in the
classroom.

In this lesson, participants
will learn how to evaluate
ADHD student individual
needs by reviewing
historical records and
analyze observation data,
Describe what will be
covered in this unit
by explaining the
prior knowledge, new
knowledge, and
learning strategies.

Reflecting back to the
answers generated in
the “Gain Attention”
activity, ask
participants to discuss
in table groups the
following questions:

“ What information
can be gained from
student records, data,
Participants will
listen to the
instructor and
make personal
connections to
the prior
knowledge, new
knowledge and
learning
strategies.

Participants
discuss in table
groups the
importance of
gaining student
records and data
and why these

5

Course Overview and Lesson Plan Templates
assessments and work
samples.

Participants will learn this
through modeling,
answering questions and
reflecting on their own
teaching practices.
and teacher
anecdotal notes?

“ Why is it important
to review student
records and data? ”

Ask for one member
of each table to share
out in whole group.
resources are
helpful in
understanding
student individual
needs.

One participant
from each table
will share out the
answers to the
two questions.
Prerequisite
Knowledge
7 It is expected that teachers
will have the prerequisite
knowledge for this unit. In
the event participates do
not have the prerequisite
knowledge, then the
instructor will teach the
concepts by giving
examples and
nonexamples.

Terms Participants should
know:
● Historical Records
● Cum
● Assessment Data
● Observation
● Anecdotal notes
● Work Samples
The instructor will
provide definitions,
examples and
nonexamples for any
knowledge that
participants may
need.
For any
knowledge that
participants may
need, they will
generate their
own examples
and nonexamples
in a reflective
journal.
Learning
Guidance
- Lecture
- Demo.
20 Through analysis of
student data, participants
will understand how to
generate an individual
ADHD student
intervention plan.

Through the use of
modeling, the procedure
for creating the first part of
an individual ADHD
student intervention plan
will be conducted.
Using fictitious
student data, model
for participants how
to analyze and
synthesize the student
data, by thinking
aloud and pulling
information onto a
graphic organizer.

Pass out graphic
organizer for
Participants will
watch and listen
to the instructor.

Participants will
read silently the
graphic organizer
and watch and
listen to the
instructor
think-aloud and
fill out each
section on the

6

Course Overview and Lesson Plan Templates

synthesizing student
data.

Using the slide
presentation, show
the fictitious data and
then discuss how this
data leads to the
identification of
student strengths and
challenges.

Model how to chart
the strengths and
challenges on the
graphic organizer.

Have participants
complete a few
sections of the
graphic organizer.

Model how to use the
information on the
graphic organizer to
develop an individual
intervention plan (use
handout) by filling
out the handout and
projecting slides
50-51 from the
powerpoint for all to
see.

Have participants
complete a few
sections of the
individual
intervention plan
handout.

graphic
organizer.

Participants will
follow along on
the slides while
the instructor
analyzes student
data.

Participants will
complete a few
sections of the
graphic organizer
while the
instructor models
the procedure for
analyzing student
data.

Participants will
listen and watch
the instructor
model how to
complete the
individual
intervention plan
handout.

Participants will
complete a few
sections of the
individual
intervention plan
handout.

Participants will
ask questions and
listen to the
answers.

7

Course Overview and Lesson Plan Templates
Allow for question
and answer during
this time.
Practice and
Feedback
35 Provide practice and
feedback for generating an
individual student
intervention plan criteria
based on fictitious student
data and records using a
checklist.

Provide for each table
group, data records
for a fictitious
student:
● observation
data
● assessment
data
● behavioral
data
● work samples

Ask participants to
discuss the data in
table groups and
individually finish
filling out their
graphic organizer.

Provide a checklist
that guides
participants in
gauging their
knowledge and
generation of content.

Walk round the room
providing individuals
and table groups
support and feedback
in completing the
graphic organizer and
beginning portion of
the individual
intervention plan.

Ask a sampling of
participants to share
content from the
graphic organizer in
Participants will
individually
complete the
graphic organizer
and beginning of
the individual
intervention plan
and collaborate in
table groups.

Participants will
use the checklist
to gauge their
content
knowledge and
steps to extract
strengths and
challenges from
the data.

Participants will
share out to the
group what they
generated on the
graphic organizer
and and add to
their handouts as
appropriate to
content being
shared.

Participants will
review the
checklist and
compare content
from the
handouts to
mentally reflect
on their learning.

8

Course Overview and Lesson Plan Templates
whole group and
comment or add
additional
information referring
to the checklist if
needed.
Authentic
Assessment
10 Authentic assessment will
provide an opportunity for
participants to create the
initial sections of their
student intervention plan
per the checklist.

The discussion and
completion of the graphic
organizer and intervention
plan will demonstrate to
the instructor that the
participants have achieved
the learning objective
using a checklist and will
also aid in the development
of classroom lesson plans
and intervention resources.
Ask participants to
use the graphic
organizer content to
develop the
individual
intervention plan..

Roam the room and
provide individual
feedback as
participants complete
their individual
intervention plans.
Participants will
develop the
individual
intervention plan
using the graphic
organizer content
generated in the
practice and
feedback section.

Retention
and
Transfer
10 Providing opportunities to
transfer knowledge will be
done by creating an
individual intervention
plan for an ADHD student
on the participants roster.

Participants will engage in
discussion with each other
to solidify knowledge of
analyzing and synthesizing
ADHD student data and
develop an individual
intervention plan.
Ask participants to
group together by
grade level and share
with each other their
intervention plans.

Ask participants to
think of a student on
their roster that could
benefit from the
intervention plan.

Ask “What
challenges do you
need to address
support this student?”

Groups will be asked
to share insights or
Participants will
group together by
grade level.

Participants will
share about their
intervention plans
and think of a
student on their
roster that could
benefit from the
intervention plan.

Participants will
answer the
question in grade
level groups and
comment on each
others work in the

9

Course Overview and Lesson Plan Templates
questions with the
whole group.
development of
the intervention
plan.
Big Ideas

5 A review of the goals and
objectives from this unit
will connect what the
participants learned as well
as lay a strong foundation
to build upon for the
overall course.
Ask participants to
describe big ideas
from this unit and
why they are relevant
to supporting ADHD
students in the
classroom.
Participants will
think about the
importance of the
big ideas from
this unit and
share with the
instructor in
whole group.
Advance
Organizer
for the Next
Unit
5 A review of the Visual
Course Overview will aid
in showing where we are,
where we have been, and
where we are going next.

Current content will be
connected to the next unit
to aid in cognitive load.
Point out on the
Visual Course
Overview what has
been completed thus
far and connect the
broad learnings from
this unit to the next
unit which will
narrow the focus on
individual student
needs.
Participants will
read and review
the Visual Course
Overview and
listen to the
instructor share
about the next
unit.
Total Time 120
LUNCH 45 minutes

10

Course Overview and Lesson Plan Templates

Visual Course Overview
Supporting ADHD Students in the General Education Classroom
Workshop Units Unit Objectives

Day 1
Full Day
Training
Unit 1:
Recognizing the
Characteristics of ADHD
Identify the Characteristics of ADHD,
assumptions, and types.

Unit 2:
Evaluating Student’s
Individual Needs

How to review student records to gain
historical and background information.

How to evaluate students’ individual needs
through observation, assessment and work
samples.

Unit 3:
Building Positive
Relationship

How to establish and develop positive
relationships with students.

How to effectively collaborate with
parents/guardians.

Day 2
Full Day
Training

Unit 4:
Selecting and Integrating
Appropriate Instructional
Practices and Legal
Obligations for ADHD
Students
What are the three components of
successful instructional practices for
students with ADHD?

How to integrate academic, behavioral,
and classroom accommodations designed
to support ADHD students within your
classroom setting.

How to apply IEP/504 Plans to lesson
planning and instructional practices.

Unit 5:
Goal-Setting, Progress
Monitoring, Feedback and
Celebrating Student
Success
How to identify targeted goals to master
within the appropriate practice.

How to monitor student progress on goals.

How to provide student feedback.

11

Course Overview and Lesson Plan Templates
How to celebrate student success.
Capstone
Assessment
Portfolio:
Reflection Journal, Self-Designed Lesson Plans, Visual Tools

12

Course Overview and Lesson Plan Templates
Evaluating Student’s
Individual Needs Unit 2 Instructor Notes: Introduce Unit 2 Topic. Graphic retrieved from: https://pixabay.com/vectors/teacher-silhouette-woman-doctor-1293148/
Brainstorm resources to gain student
historical information
or data. Partner Share Instructor Notes: With a partner, have participants to brainstorm possible resources to gain or access
student historical information or data. Resources may include: ● CUM ● Assessment Data ● Anecdotal Records ● Student Work ● Observations Provide definitions of resources if participants are unaware of terms. Non-examples would include: Student work from a peer, opinions without evidence. Picture graphic retrieved from: https://pixabay .com/vectors/classroom-comic-characters-1297775/ https://pixabay.com/vectors/idea-cloud-think-concept-symbol-48100/
Whole Group Share Out Instructor Notes: Ask participants to share out brainstormed resources and chart answers on whiteboard
or chart paper. Image retrieved from: https://pixabay.com/vectors/speech-bubbles-comments-orange-303206/ https://pixabay.com/vectors/idea-cloud-think-concept-symbol-48100/
Terminal Objective 1: Given sample student records, teachers
will be able to analyze data and record
their analysis to gain an understanding
of historical and background
information. Per a Checklist Instructor Notes: Read the Terminal Objective. Prompt participants to ask questions or provide comments. Graphics retrieved from: https://pixabay.com/vectors/search/target/ https://images.app.goo.gl/tnk8x4SNKKvSmGq56
Terminal Objective 2: Given examples of ADHD student behavior
via observation notes, academic
assessment data and student work
samples, teachers will be able to synthesize
information to develop an individual plan for behavioral and academic interventions. Per a Rubric Instructor Notes: Read the Terminal Objective. Prompt participants to ask questions or provide comments. Graphics retrieved from: https://pixabay.com/vectors/search/target/ https://pixabay .com/images/search/write/?pagi=2
Risks Avoided When student data is not
reviewed, appropriate
accommodations may not
be in alignment with
individual student needs.
which lead to ineffective
practices. Unit 2 Benefits By utilizing historical
records and student
data, teachers can apply
appropriate
accommodations based
on individual needs of
ADHD students. Instructor Notes: Discuss the benefits and risks avoided Encourage participants to personalize the reasons for learning by reflecting. Image retrieved from: https://pixabay.com/vectors/search/thumbs%20up%20down/
1. What information can be gained from
historical records, data and
anecdotal notes? 2. Why is it important to review student
records? Table Group Discussion Instructor Notes: In table groups, have participants discuss the questions. (Refer to the brainstormed list of resources from the “gain attention” activity.) Walk round the room and provide support. After a few minutes of discussion, have tables share out whole group. Picture graphic retrieved from: https://pixabay.com/vectors/search/discuss/
Review of Records Synthesize-Analyze Instructor Notes: Pass out Records Review: Graphic Organizer and ADHD Student Historical Record. Model a few examples for participants on how to review the records, input the data on
the graphic organizer, and analyze the information. Have participants fill out the graphic organizer as you model and provide examples.
Table Groups Using the “ADHD Student
Historical Record “ handout: ● complete the graphic
organizer. ● Identify both strengths
and challenges for each
given resource. Instructor Notes: Tell participants that they will work in table groups to complete the graphic organizer. Allow enough time for groups to complete the task. After participants have worked through most of the graphic organizer, provide the
checklist to guide their learning or gauge work. Roam the room and provide support and feedback during the activity. Picture graphic retrieved from: https://pixabay.com/vectors/search/discuss/
Whole Group Share Out Instructor Notes: Ask a sampling of participants to share content from the graphic organizer, comment
on the challenges or strengths or add additional information referring to the checklist if
needed. Image retrieved from: https://pixabay.com/vectors/speech-bubbles-comments-orange-303206/ https://pixabay.com/illustrations/feedback-opinion-gut-bad-neutral-1311638/
Create an Intervention Plan Instructor Notes: Pass out the Intervention Plan worksheet. Explain to participants they will be begin the first phase of creating an Intervention
Plan. Have participants use the completed Records Review Checklist and resources from
Unit 1 (completed ADHD Symptoms Table), to begin filling out worksheet. Roam the room and provide individual feedback as participants complete the task.
Grade Level Groups 1. Share your Intervention
Plan with your grade level
teams. 2. What challenges do you
need to address to
support this student? Instructor Notes: Have participants work in grade level teams and discuss/share the completed
Intervention Plans. Provide the Intervention Plan Rubric for participants to gauge their learning. Picture graphic retrieved from: https://pixabay.com/vectors/search/discuss/
Whole Group Share Out Instructor Notes: Have groups share insights or questions with the group. Image retrieved from: https://pixabay.com/vectors/speech-bubbles-comments-orange-303206/ https://pixabay.com/illustrations/question-mark-note-duplicate-2110767/
What are the Big Ideas? Why are these
relevant to
supporting ADHD
students in the
classroom? Instructor Notes: Ask participants to describe the big ideas from Unit 2: ● How to review student records to gain historical and background information ● How to evaluate student’s individual needs through observation, assessments,
work samples Why are these relevant to supporting ADHD students in the classroom? Graphic retrieved from: https://pixabay.com/vectors/group-think-big-idea-yellow-bulb-2486248/
Where We Have Been….Up Next Workshop Units Unit Objectives Day 1 Full Day Training Unit 1 Recognizing the
characteristics of ADHD Identify the Characteristics of ADHD, assumptions, and types. Unit 2: Evaluating Student’s
Individual Needs How to review student records to gain historical and
background information. How to evaluate students’ individual needs through
observation, assessment and work samples. Unit 3: Building
Positive
Relationships How do you establish and
develop positive relationships? How do you effectively
collaborate with parents? Instructor Notes: Review the Course Overview by drawing attention to what has been completed and
what is coming up in the next unit.
Lunch
Time 45 Minutes Instructor Notes: Have participants take a 45 minute Lunch Break. Prepare for Unit 3 Presentation. Graphic Retrieved from: https://pixabay.com/vectors/cheeseburger-drink-fries-food-menu-34314/
Unit 2
Historical Data

Records Review Graphic Organizer

Directions: Using the sample student record provided, complete the graphic organizer by noting
information in the appropriate box.

Resource: Notes:
CUM:

Assessment Data:

Work Samples:

Observations:

Anecdotal Records:

Unit 2
Fictitious Student Records

ADHD Student Historical Record

Name: Julian Conners
Grade: 4th

Records indicate Julian has attended two schools since kindergarten. He lives with his mother
who is involved in school activities and attended all parent conferences and meetings. Julian
participated in interventions for reading and math both during and after school. His report cards
indicate below grade level standards. Citizenship ranges from unsatisfactory to satisfactory.
Work completion; unsatisfactory, homework completion; satisfactory, effort; unsatisfactory, gets
along with others; unsatisfactory. Julian was assessed and identified for Special Education in 3rd
grade for Other Health Impaired, after parent provided doctor diagnosis. Student Intervention
Team Meeting notes indicate a history of behavior with challenges of attention and impulsive
behavior both in and out of the classroom. Teacher concerns note minimal progress in reading
and math skills and behavior plans to encourage positive behavior.

Julian was observed in the general education setting. He was seated in the front row. The class
was working on a math worksheet. During this time, Julian was observed looking around the
room. He proceeded to stand up and sat back down. He was observed demonstrating
inattentive/fidgety behaviors. Julian started to work on his worksheet. He was observed looking
around the room and fidgeting at his desk. The classroom teacher, began reviewing one of the
problems on the board. Julian did not appear engaged and was not looking at the board during
this time. Julian was observed getting out of his seat and going to the classroom teacher to ask
her questions. Julian went back to his seat and sat back down in his chair. He was leaning back
and slouched down in his chair and was looking around the room. Throughout the observation,
Julian demonstrated inattentive behaviors, which faded in and out. He also fidgeted in his chair.

Julian loves to play handball. When the bell rang for recess, Julian ran from the classroom door
all the way to the handball court. He almost ran over a few girls walking down the path. The
teacher called for Julian to walk, however he continued to run the entire way. The teacher did
not approach Julian for running to the court. He stood in line however, continued to move often
into the handball court play area and at times, interfered with the game play. When it was
Julian’s turn, he appeared to have an understanding of the rules and attempted fancy moves,
calling out the move (ie. rainbow). Julian missed the ball and was told by others “you’re out”,
Julian began to argue that it wasn’t fair. The supervisor came to intervene and told Julian to go
back in line. Julian stomped his foot and said “it’s not fair” and walked away from the court. He
went to another court and waited in line. He proceeded to move in and out of the court and at
Unit 2
Fictitious Student Records
times interfering in the game play. The bell rang and Julian ran to the line, pushing others to
squeeze in. The students proceeded to the classroom with the teacher.

In the area of Reading, Julian performed within the extremely low range for decoding, fluency
and ability to comprehend connected discourse while reading. Juliano is able to read single
syllable words. He was observed to struggle with reading multisyllabic words. At times he would
read a word, but say it was a different word that began with the same letter. On Reading Fluency,
Julian had difficulty with reading short sentences and determining if the statement were accurate
or not. On Passage Comprehension, Julian was able to demonstrate understanding of pictures by
reading one word and pointing to the corresponding picture. Julian then struggled with
demonstrating understanding of sentences and passages as sentences and passages became
longer, included more advanced vocabulary, and became more complex.

Julian is able to address writing prompts, when he is able to orally state the answer. If he is
asked to write, getting started on the prompt takes him quite awhile. Upon reviewing his work,
his thoughts are disorganized and spelling and grammar is below grade level expectations. He is
unable to write a complete paragraph in the time provided by the teacher. Penmanship is
appropriate for his age. Using a keyboard, Julian is able to provide more sentences however
unable to finish the prompt in the time provided.

In the area of Mathematics, Julina performs in the Low Range. Julian is able to correctly respond
to multiplication of one digit numbers, multiplication of two-digit by one digit, subtraction with
regrouping of a 3-digit and 2-digit numbers. However, Julian was unable to add or subtract
fractions with like denominators and divide 2-digit numbers by one-digit with no remainder. His
Math Fluency indicated demonstration of the ability to switch between operations. It was noted
that Julian made errors in one of the 28 problems completed in the 3 minutes given.

Julian is a sweet boy who enjoys helping others and the teacher. He loves handball and has two
good friends. He is friendly with all classmates. He is an excellent Big Buddy to his first grade
Little Buddy and enjoys working with him once a week. Julian is easily distracted and often out
of his seat during class. He requires multiple prompts to get working, however rarely is able to
finish a class assignment typical of peers. During independent time, he talks consistently with
table partners, which interferes with the completion of work. He rocks or tips his chair back and
plays with pencils, shreds paper, or tears up erasers. His desk and floor around him is
disorganized. He struggles in reading and math and requires constant attention from the teacher.

Unit 2
Fictitious Student Records
Records Review Checklist

Directions: Using the sample student record provided, complete the graphic organizer by noting
information in the appropriate box.

Resource: Notes:
CUM:

-Attended two schools since kindergarten.
-Participates in interventions for reading and math.
-Report cards: below grade level standards.
-unsatisfactory to satisfactory.
-Special Education in 3rd grade for Other Health Impaired.
-Behavior challenges (Behavior Plan).
-Teacher concerns note minimal progress in reading and math skills.
Assessment
Data:

-extremely low range for decoding, fluency, comprehension.
-Able to read single syllable words.
-Demonstrates understanding of pictures by reading one word and pointing to
the corresponding picture.
-Struggled with demonstrating understanding of sentences and passages as
sentences.
-Disorganized writing. Struggles with spelling and grammar.
Work
Samples:

-Penmanship is appropriate.
-Ability in math number sense.
-Able to orally provide answers to writing prompts and complete a few
sentences, however does not finish.
-Work demonstrates a basic level of depth for grade level content.
Observations:

-Looking around the room.
-Stand up and sat back down.
-Inattentive/fidgety behaviors.
-looking around the room and fidgeting at his desk during tasks.
-Loves handball.
-runs, argues, leaves games.
Anecdotal
Records:

-Sweet boy, loves helping others.
-Big Buddy (enjoys working with Little Buddy).
-Disorganized, unfocused, fidgets.
-Rocks in chair.
-Talks to partners and fails to complete tasks.
-Walks around room or away from doing classwork.

Unit 2
Intervention Plan Sheet

Intervention Plan

Directions: Complete the Intervention Plan by using resources from the units.

Student Name: Teacher:
Grade: Program Participation:

Areas of Need:

Goals:

Accommodations
Academic
Interventions:
(ELA, Math,
Writing, Science,
etc.)

Task Completion
Supports:

Organizational
Supports:

Unit 2
Intervention Plan Sample
Opportunities to
Respond:

Seating
Arrangements:

Behavior
Management
Strategies:

Reinforcers:

Feedback:

Home/School
Communication:

Other:

Unit 2
Intervention Plan Sample

Intervention Plan

Directions: Complete the Intervention Plan by using resources from the units.

Student Name: John Doe Teacher: Jane Doe
Grade: 4th Program Participation: SPED

Areas of Need:
-Inattention-Impulsivity- Medical diagnosis of ADHD
-Behavior (impulsivity, task completion, social skills)
-ELA
-decoding (multisyllabic words)
-fluency (2nd grade level)
-comprehension (4th grade level when stories are read aloud)
-Writing (spelling and grammar)

Goals: ELA:
John will be able to decode multisyllabic words using a
3rd grade level text with 95% accuracy.

John will be able to fluently read and comprehend a 3rd
grade level text with 97% accuracy.

Writing:
John will spell 3rd grade high frequency words and apply
3rd grade spelling patterns when writing with 80%
accuracy.

Behavior:
John will use a visual checklist to complete assigned
tasks.

John will self-monitor his task completion by rating
himself with a 1-5 scale at the end of each period to
determine if he met his goal.

John will self-monitor his social interactions with peers,
using behavioral strategies, to problem-solve during
recess and lunch. John will rate his use of strategies
Unit 2
Intervention Plan Sample
using a scale of 1-5.

(Points will be given by the teacher for each behavioral
rating and added up for reward time throughout the
day)
Accommodations
Academic
Interventions:
(ELA, Math,
Writing, Science,
etc.)
-use of graphic organizers
-text read aloud or provide audio version for ELA
-Daily visual schedule
-work completion checklist
-dictionary and high frequency word chart
-extra time on assignments
-breaks as needed
-reward points used based on interest inventory
-Collaboration with peers as appropriate
-fidget toy or opportunity to move
-flexible seating around the room as appropriate
-prompting by teacher
-work broken up into smaller parts
-Orally provide answers as needed
-dictation device for writing
-iPad/laptop accessibility tools
Task Completion
Supports:
-Daily visual schedule
-work completion checklist
-fidget toy or opportunity to move
-prompting by teacher
-work broken up into smaller parts
-reward points used based on interest inventory
Organizational
Supports:
-use of graphic organizers
-dictionary and high frequency word chart
-work completion checklist
-dictation device for writing
-iPad/laptop accessibility tools
-teacher prompting
Opportunities to
Respond:
-Orally provide answers as needed
-dictation device for writing
-iPad/laptop accessibility tools
Seating
Arrangements:
-seat near teacher or avoid high traffic pathways
-allow for flexible seating (floor, yoga ball, stool, chair
Unit 2
Intervention Plan Sample
rocker
Behavior
Management
Strategies:
-provide fidgets and sensory input
-allow for breaks and movement
-behavior plan with student self-ratings
-task completion checklist
-reward points aligned to high interest rewards
-teacher feedback and positive engagement
-parent communication and collaboration
Reinforcers: -iPad time
-Big Buddies
-fidget toys (spinner)
-running errands for the class
-lunch with friends and the teacher
Feedback: -positive encouragement
-aligned to rating scale on behavior plan
-direct, explicit instruction on decoding multisyllabic
words
-reminders and prompting for writing
-use of graphic organizers and importance of
organization
-goal attainment
-completion of tasks using the checklist
Home/School
Communication:
-parent collaboration daily on behavior plan and tie
rewarding into the home
-parent collaboration on task completion
-student self-rating scale shared with parent
-progress toward meeting goals
Other: -monitor rewards (interest inventory) as novelty may
wear off and no longer motivating to work towards.
-adjust rewards as necessary for meeting behavioral
milestones daily/weekly/monthly
-communicate regularly with parent and ensure positive
communication and feedback maintained with areas for
improvement.

Intervention Plan Rubric

Criteria Below Average
(0-3 points)
Average
(4-6 point)
Exemplary
(7-10 points)

Content
Provides little or
no content or
insight based on
resources
provided
Provides
adequate
Content or
insight based on
resources
provided.

Provides a
thoughtful
understanding of
content and
insight. Able to
make deep
connections to
professional
practice and
incorporates
adequate to all
content based
on resources
provided.

Analysis and
Development
Skills
Weak/Little
evidence of
analysis or
thought
connecting
learning to
Intervention Plan.
Adequate
analysis thought
connecting
learning to
Intervention Plan
Strong analysis
or thought
connecting
learning to
Intervention Plan.

Discussions
and
Comments
Rarely comments
or discusses
content with
group members.
Provides
adequate
comments and
discusses
content with
group members.
Able to share
personal
connections with
content.
Contributes
thoughtful
comments and
discusses
content with
group members.
Able to share
personal
connections and
build upon the
thoughts of
others.

Unit 3: Building Positive Relationships. (CTA Step 3)

Terminal learning objective.
● Given strategies for establishing and developing interactions with ADHD
students, teachers will be able to identify behaviors that build positive
relationships that meets a checklist.
● Given tools for effective communication, teachers will be able to
collaborate with parents/guardians through role play that meets the rubric.

Prerequisite analysis (enabling objectives) .
● Know what strategies means
● Know what interactions means
● Know what student behavior means
● Know what positive relationships means
● Know what tools are
● Know what communication means
● Know what collaborate means
● Know who parents/guardians are
● Be able to generate a list of strategies that promote positive teacher student
interactions
● Be able to collaborate with parents/guardians during role play
● Be able to generate a list of strategies and tools to establish and build
positive relationships.

Learning activities.
● After introductions and attention activities, assess prior knowledge of the
meaning of positive relationships with students and parents/guardians.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for generating a list of strategies and tools for
building positive relationships with students.
● Provide practice and feedback for generating a list of strategies and tools
for building positive relationships with students and parents/guardians
using a rubric.
● Model the procedure for generating a list of strategies to collaborate with
parents/guardians.
● Provide opportunities to transfer knowledge to identify their own
behaviors to implement within their classroom environment with students
and parents/guardians.

Assessment.

1

Course Overview and Lesson Plan Templates
● Teachers will create positive relationships with students and
parents/guardians in a role play per the rubric.

2

Course Overview and Lesson Plan Templates
Supporting ADHD Students in the General Education Classroom
Lesson Plan and Instructor’s Guide
Unit 3: Building Positive Relationships

Unit Duration: In person, 85 minutes. A 45 minute lunch break will be given between unit 2
and this unit.

Introduction: This is the third unit in the 5 unit course on building positive relationships with
students and collaborating with parents/guardians. The overall objective for this unit is to
identify strategies that promote relationships and collaboration to support the needs of ADHD
students. This lesson will be presented after unit 2 and a 45-minute lunch break.

Learning Objective(s)
Terminal Objective:
● Given strategies for establishing and developing interactions with ADHD students,
teachers will be able to identify behaviors that build positive relationships that meets a
checklist.
● Given tools for effective communication, teachers will be able to collaborate with
parents/guardians through role play that meets the rubric.
Enabling Objective(s):
● Know what strategies means
● Know what interactions means
● Know what student behavior means
● Know what positive relationships means
● Know what tools are
● Know what communication means
● Know what collaborate means
● Know who parents/guardians are
● Be able to generate a list of strategies that promote positive teacher student interactions
● Be able to collaborate with parents/guardians during role play
● Be able to generate a list of strategies and tools to establish and build positive
relationships.

Lesson Materials
Slide presentation, slides 56-75 , projector, projection screen, handouts

Learner Characteristic Accommodations
Learners are educators teaching elementary students diagnosed with attention deficit
hyperactivity disorder (ADHD) in the general education classroom. Due to the behavioral
demands of ADHD students, learners may not feel efficacious in order to meet both social
emotional and academic demands. Consideration of learner needs will be addressed by
maintaining ADA compliance.

3

Course Overview and Lesson Plan Templates
Facilitator’s Notes
This is the third unit in the curriculum which focuses on building relationships with students and
collaborating with parents/guardians. It is essential that participants have opportunities to ask
clarifying questions, collaborate, and reflect on personal experiences in teaching ADHD
students.
This unit is taught with synchronous content and should be taught immediately after unit 2 in an
in-person workshop. Participants will already have an understanding of:
1. How to conduct a student records review.
2. How to observe, assess, and analyze ADHD student needs.
3. Developing an individual student support plan.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
5 In order to draw attention
to the importance of
relationships, participants
will watch the video
“The Power of
Relationships in Schools”

( h t t p s : / / w w w . y o u t u b e . c o m /
w a t c h ? v = k z v m 1 m 8 z q 5 g )
Ask participants to
consider the following
question prior to
playing the video:

“ How do you think
teacher-student
relationships impact
students in school? ”
Participants
will watch the
video and jot
down thoughts
about what
they see and
hear that is in
alignment to
the question
posed prior to
viewing.

Participants to
share thoughts
whole group
after watching
the video.
Learning
Objectives
5 The instructor will show
the class the Visual Course
Overview and display/write
the terminal objective(s)
for this unit using the
projection device or board.
Read the terminal
objective(s) and
prompt the participants
to ask questions or
provide comments.
Participants
will listen to
and read the
Visual Course
Overview and
objectives.

Participants
will watch,
listen, and ask

4

Course Overview and Lesson Plan Templates
questions to
gauge their
understanding.
Reasons for
Learning
- Benefits
- Risks
5 Benefits: Participants will
understand the importance
of and know how to
develop positive
relationships with students
and effectively collaborate
with parents.

Risks: When teachers do
not establish positive
relationships with students
or collaborate with parents,
they may not develop trust
or care for each other and
fail to improve the progress
of the student.
Present the benefits
and risks for learning
on a slide while
reviewing the
importance of this unit
and risks if not gaining
this knowledge.

Encourage learners to
personalize the reasons
for learning by
reflecting.
Participants
will listen and
read the
benefits and
risks for
learning.

Participants
will reflect on
the reasons for
learning by
personalizing
the benefits and
risks.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Participants are able to
analyze student historical
records, assessment data,
observation notes and work
samples to evaluate ADHD
student individual needs.

Participants also have some
experience teaching ADHD
students in the classroom.

In this lesson, participants
will learn how to establish
and develop positive
relationships with students
and effectively collaborate
with parents/guardians.
Describe what will be
covered in this unit by
explaining the prior
knowledge, new
knowledge, and
learning strategies.

Participants
will listen to
the instructor
and make
personal
connections to
the prior
knowledge,
new knowledge
and learning
strategies.
Prerequisite
Knowledge
5 It is expected that teachers
will have the prerequisite
knowledge for this unit. In
the event participates do
not have the prerequisite
knowledge, then the
instructor will teach the
The instructor will
provide definitions,
examples and
nonexamples for any
knowledge that
participants may need.
For any
knowledge that
participants
may need, they
will generate
their own
examples and

5

Course Overview and Lesson Plan Templates
concepts by giving
examples and
nonexamples.

Terms Participants should
know the meaning of:
● positive relationship
● collaboration
● communication
● interaction
● strategies
nonexamples in
a reflective
journal.
Learning
Guidance
- Lecture
- Demo.
15 Through the use of
modeling, the procedure for
generating a list of
strategies for building
positive relationships with
students and collaborating
with parents/guardians will
be conducted.

Pass out the article :
“Promoting Family
and School Success for
Children With ADHD:
Strengthening
Relationships While
Building Skills”
(Mautone, Lefler &
Power, 2006).

Tell participants to
silently read to
themselves pages
43-45 from the article.

Model for participants
how to generate a list
of strategies by
identifying resources
listed in the article
which include:
● environmental
modifications
● reinforcement
system
● peer tutoring
● reciprocal
communication
logs
● positive
attending
Participants
will silently
read the article.

Participants
will listen and
watch the
instructor
model how to
generate a list
of strategies to
build
relationships
with students
and collaborate
with parents/
guardians by
following along
and identifying
the resources in
the article.

Participants
will highlight
the various
strategies
modeled by the
instructor.

Participants
will ask
questions and

6

Course Overview and Lesson Plan Templates
● parent
volunteering
listen to the
answers.
BREAK 15 minutes
Practice and
Feedback
20 Provide practice and
feedback for generating a
list of strategies and tools
for building positive
relationships with students
and parents/guardians using
a checklist.

Have participants read
the article pages 46-48,
specifically Promoting
family involvement in
education at home and
Promoting
family-school
collaboration.

Have participants use a
marker to highlight the
strategies listed under
each section.
Strategies include:
● parents to
conferencing
with teacher
regularly
● parent
volunteer in the
classroom
● Homework
broken down in
chunks
● Positive
reinforcement
(oral, token,
points)
● Drill Sandwich
● teacher-parent
collaboration
strategies to
intervene
together
● Daily report
card (extend
rewarding in
home and
school settings)

Participants
will
individually
highlight the
article citing
specific
strategies that
promote
positive
collaboration
between home
and school.

Participants
will share
strategies
highlighted
from the article
in table groups.

Participants
will use the
checklist from
the slide
presentation to
gauge their
content
knowledge.

Participants
will review the
checklist and
compare
content from
the article to
mentally reflect
on their
learning.

7

Course Overview and Lesson Plan Templates
Have participants work
in table groups to share
out what they
highlighted and discuss
the strategies they
found.

Using slide 66-67,
project the strategies
on the board for table
groups to compare
their answers with the
checklist.

Walk round the room
providing individuals
and table groups
support and feedback
in generating the
strategies from the
article..
Authentic
Assessment
10 Teachers will create
positive relationships with
students and
parents/guardians in a role
play per the rubric.

Ask participants to
form groups of 3 and
assign roles:
parent/guardian,
student and teacher.

Provide Role Play
Scenario handout for
each participant and
ask them to role play
using strategies
generated from the
article and video from
the “gain attention”
activity that promotes
positive relationships
and collaboration.

Rotate roles for each
scenario provided.

Participants
will form triad
groups and role
play scenarios.

Participants
will rotate roles
and role play
each one.

8

Course Overview and Lesson Plan Templates
As groups role play,
roam the room and
provide triad feedback.
Retention
and Transfer
5 Opportunity to identify
participant’s own behavior
will be made to implement
generated strategies in their
classroom environment
with students and
parents/guardians.

Opportunity to create and
co-constructing knowledge
through the completion of a
reflection journal.
Ask participants to
write in their reflection
journals and answer
the prompts:

“ How can the
strategies you learned
about today, help to
strengthen
relationships with your
students and increase
collaboration with
your parents? ”

“ Identify at least one
strategy you will
implement right away
in your classroom ”.

Have participants share
whole group what
strategies they can use
and implement right
away.
Participants
will write in
their reflection
journals
answering the
two prompts.

Participants
will share
whole group
about strategies
they can
implement
right away in
their
classrooms.

Big Ideas

5 A review of the goals and
objectives from this unit
will connect what the
participants learned as well
as lay a strong foundation
to build upon for the
overall course.
Ask participants to
describe big ideas from
this unit and why they
are relevant to
supporting ADHD
students in the
classroom.
Participants
will think about
the importance
of the big ideas
from this unit
and share with
the instructor in
whole group.
Advance
Organizer
for the Next
Unit
5 A review of the Visual
Course Overview will aid
in showing where we are,
where we have been, and
where we are going next.

Point out on the Visual
Course Overview what
has been completed
thus far and connect
the broad learnings
from this unit to the
next unit which will
narrow the focus on
Participants
will read and
review the
Visual Course
Overview and
listen to the
instructor share

9

Course Overview and Lesson Plan Templates
Homework will be given to
apply in the day 2
workshop.
individual student
needs.

Discuss homework for
participants to
complete prior to the
Day 2 workshop:
● Finish the
intervention
plan for a
student on your
roster by
reviewing
historical data
and records.
● Fill out the
graphic
organizer
identifying
strengths and
challenges.
● Bring your
completed
graphic
organizer and
intervention
plan to the Day
2 workshop.
● Be prepared to
discuss the
implementation
of the plan.
● Bring Teacher
Manual for
ELA or Math
or ensure
online access to
one can be
obtained during
day 2.
about the next
unit.
Total Time 85

10

Course Overview and Lesson Plan Templates
Visual Course Overview
Supporting ADHD Students in the General Education Classroom
Workshop Units Unit Objectives

Day 1
Full Day
Training
Unit 1:
Recognizing the
Characteristics of ADHD
Identify the Characteristics of ADHD,
assumptions, and types.

Unit 2:
Evaluating Student’s
Individual Needs

How to review student records to gain
historical and background information.

How to evaluate students’ individual needs
through observation, assessment and work
samples.

Unit 3:
Building Positive
Relationship

How to establish and develop positive
relationships with students.

How to effectively collaborate with
parents/guardians.

Day 2
Full Day
Training

Unit 4:
Selecting and Integrating
Appropriate Instructional
Practices and Legal
Obligations for ADHD
Students
What are the three components of
successful instructional practices for
students with ADHD?

How to integrate academic, behavioral,
and classroom accommodations designed
to support ADHD students within your
classroom setting.

How to apply IEP/504 Plans to lesson
planning and instructional practices.

Unit 5:
Goal-Setting, Progress
Monitoring, Feedback and
Celebrating Student
Success
How to identify targeted goals to master
within the appropriate practice.

How to monitor student progress on goals.

How to provide student feedback.

How to celebrate student success.
Capstone Portfolio:

11

Course Overview and Lesson Plan Templates
Assessment Reflection Journal, Self-Designed Lesson Plans, Visual Tools

12

Course Overview and Lesson Plan Templates
Building Positive
Relationships Unit 3 Instructor Notes: Introduce Unit 3 Topic. Graphic retrieved from: https://pixabay.com/illustrations/thumbs-up-smiley-face-emoji-happy-4007573/
Instructor Notes: Ask Participants to consider the following question: “How do you think teacher-student relationships impact students in school?” Play the video for participants.
Whole Group Share Out Instructor Notes: Have groups share insights or answer to question posed prior to the video: “How do you think teacher-student relationships impact students in school?” Graphic retrieved from: https://pixabay.com/illustrations/thumbs-up-smiley-face-emoji-happy-4007573/ https://pixabay.com/vectors/speech-bubbles-comments-orange-303206/
Terminal Objective 1: Given strategies for establishing and
developing interactions with ADHD
students, teachers will be able to
identify behaviors that build positive
relationships. Per a Checklist Instructor Notes: Read the Terminal Objective. Prompt participants to ask questions or provide comments. Graphics retrieved from: https://pixabay.com/vectors/search/target/ https://pixabay.com/vectors/checklist-check-marketing-project-154274/
Terminal Objective 2: Given tools for effective communication,
teachers will be able to collaborate with
parents/guardians through role play. Per a Rubric Instructor Notes: Read the Terminal Objective. Prompt participants to ask questions or provide comments. Graphics retrieved from: https://pixabay.com/vectors/search/target/ https://pixabay .com/images/search/write/?pagi=2
Risks Avoided When teachers do not
establish positive
relationships with students
or collaborate with
parents, they may not
trust or care for eachother
and fail to improve student
progress. Unit 3 Benefits Teachers will understand
the importance of and
know how to develop
positive relationships and
effectively collaborate
with students and
parents. Instructor Notes: Discuss the benefits and risks avoided Encourage participants to personalize the reasons for learning by reflecting. Image retrieved from: https://pixabay.com/vectors/search/thumbs%20up%20down/
Instructor Notes: Describe what will be covered in this unit. Provide definitions with examples or non-examples for terms participants should
know. Terms Participants Should Know: ● Positive relationships ● Collaboration ● Communication ● Interaction ● Strategies Graphic retrieved from: https://pixabay.com/illustrations/handshake-regard-cooperate-connect-2009195/
“Promoting Family and School Success for
Children with ADHD: Strengthening
Relationships, While Building Skills” (Mautone, Lefler & Power, 2006) Read the Article Pages 43-45 Instructor Notes: Pass out the article: “Promoting Family and School Success for Children with ADHD: Strengthening
Relationships, While Building Skills”. (Mautone, Lefler & Power, 2006) Tell participants to silently read pages 43-45. End reading after Strengthening the Parent-Child Relationship section. Image retrieved from: https://pixabay.com/photos/glasses-book-reading-read-books-4704054/
Take a Closer Look Handout Instructor Notes: Model for participants how to generate a list of strategies by identifying resources
listed in the article by using “Promoting Family and School Success for Children with
ADHD” handout (Instructor modeling already filled in). Pass out handout to participants. Graphic retrieved from: https://pixabay.com/vectors/magnifying-glass-loupe-search-145942/
“Promoting Family and School Success for
Children with ADHD: Strengthening
Relationships, While Building Skills” (Mautone, Lefler & Power, 2006) Read the Article Pages 46-48 Instructor Notes: Tell participants to use a marker to highlight the strategies listed under each section as
they silently read the article pages 46-48. Have participants finish filling in the Checklist handout of highlighted strategies from
the article. Image retrieved from: https://pixabay.com/photos/glasses-book-reading-read-books-4704054/
Check Your Answers ● Parents to Conference with Teacher Regularly ● Environmental Modifications ● Reinforcement System ● Peer Tutoring ● Reciprocal Communication Logs ● Positive Attending ● Parent Volunteering Instructor Notes: Discuss strategies from the article. Have participants compare their answers to the slide. Graphic retrieved from: https://pixabay.com/vectors/checklist-check-marketing-project-154274/
● Parent Volunteer in the Classroom ● Homework Broken Down in Chunks ● Positive Reinforcement System ● Drill Sandwich ● Teacher-Parent Collaboration ● Daily Report Card (extend rewarding in home and school settings) Check Your Answers Instructor Notes: Discuss strategies from the article. Have participants compare their answers to the slide. Pass out “Promoting Family and School Success for Children with ADHD” Checklist
handout for participants. Graphic retrieved from: https://pixabay.com/vectors/checklist-check-marketing-project-154274/
Take a Break Instructor Notes: Have participants take a 10 minute break. Play the slide. Prepare for next section in this unit.
Role Play 1. Form Groups of 3 2. Assign Roles -Teacher -Parent -Student 3. Scenario Card Instructor Notes: Have participants form groups of 3 and self assign the role based on slide. Using the Role Play Scenarios handout, groups will role play using strategies
generated from the video (gain attention activity) and article that promotes positive
relationships and collaboration. Rotate roles for the second scenario. Roam the room and provide triad feedback. Graphic retrieved from: https://pixabay.com/vectors/clapperboard-film-movie-cut-311792/
How can the strategies you
learned today help to
strengthen relationships
with your students and
increase collaboration with
your parents? ______________ What areas do you feel you
need more guidance or
assistance in to support
ADHD students and
parents? Reflection
Journal #4 Instructor Notes: Present to the participants with Reflection Journal #4 Questions. Ask participants to reflect on the question. Have participants use handouts from the Unit to help aid in their reflection. Tell participants to write: Reflection Journal #4. Image retrieved from: https://upload.wikimedia.org/wikipedia/commons/7/7e/Essay.svg File:Essay.svg - Wikipedia File:Essay.svg - Wikipedia File:Essay.svg - Wikipedia
Whole Group Share Out Instructor Notes: Have groups share out strategies they can use and implement right away. Graphic retrieved from: https://pixabay.com/vectors/speech-bubbles-comments-orange-303206/ https://pixabay.com/vectors/clapperboard-film-movie-cut-311792/
What are the Big Ideas? Why are these
relevant to
supporting ADHD
students in the
classroom? Instructor Notes: Ask participants to describe the big ideas from Unit 3: ● How to establish and develop positive relationships with students ● How to effectively collaborate with parents/guardians Why are these relevant to supporting ADHD students in the classroom? Graphic retrieved from: https://pixabay.com/vectors/group-think-big-idea-yellow-bulb-2486248/
Where We Have Been? Workshop Units Unit Objectives Day 1 Full Day Training Unit 1 Recognizing the
characteristics of ADHD Identify the Characteristics of ADHD,
assumptions, and types. Unit 2: Evaluating Student’s
Individual Needs How to review student records to gain
historical and background information. How to evaluate students’ individual
needs through observation,
assessment and work samples. Unit 3: Building Positive
Relationships How do you establish and develop
positive relationships? How do you effectively collaborate with
parents? Instructor Notes: Review the Course Overview by drawing attention to what has been completed and
what is coming up in Day 2.
Where Are We Going?...Day 2 Training Workshop Units Unit Objectives Day 2 Full Day Training Unit 4: Selecting and
Integrating
Appropriate
Instructional Practices
and Legal Obligations
for ADHD What are three components to
successful instructional practices? How to integrate academic,
behavioral and classroom
accommodations. Unit 5: Goal-Setting, Progress
Monitoring, Feedback
and Celebrating
Student Success. How to identify targeted goals to
master within the appropriate
instructional practice? How to monitor progress, provide
feedback and celebrate success. Instructor Notes: Review the Course Overview by drawing attention to what is coming up in Day 2
Training.
For a Rostered Student Homework Before Day 2 ELA or Math Teacher Manual Bring with You Instructor Notes: Inform participants that they will need to complete homework prior to Day 2 training. Participants will use the Records Review Checklist graphic organizer and develop an
Intervention Plan for a student on their roster by reviewing historical data and records. Review or answer clarifying questions for participants on homework expectations. Participants will need to bring their completed Intervention Plan and graphic
Organizer and ELA or Math Teacher Manual (TE) to use in Day 2 workshop. Graphic retrieved from: https://pixabay.com/vectors/reminder-bow-red-ribbon-hand-23771/
Full Terms & Conditions of access and use can be found at
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Theory Into Practice
ISSN: 0040-5841 (Print) 1543-0421 (Online) Journal homepage: https://www.tandfonline.com/loi/htip20
Promoting Family and School Success for Children
With ADHD: Strengthening Relationships While
Building Skills
Jennifer A. Mautone , Elizabeth K. Lefler & Thomas J. Power
To cite this article: Jennifer A. Mautone , Elizabeth K. Lefler & Thomas J. Power (2011) Promoting
Family and School Success for Children With ADHD: Strengthening Relationships While Building
Skills, Theory Into Practice, 50:1, 43-51, DOI: 10.1080/00405841.2010.534937
To link to this article: https://doi.org/10.1080/00405841.2010.534937
Published online: 18 Jan 2011.
Submit your article to this journal
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Theory Into Practice, 50:43–51, 2011
Copyright © The College of Education and Human Ecology, The Ohio State University
ISSN: 0040-5841print/1543-0421online
DOI: 10.1080/00405841.2011.534937
Jennifer A. Mautone
Elizabeth K. Lefler
Thomas J. Power
Promoting Family and School
Success for Children With ADHD:
Strengthening Relationships
While Building Skills
JenniferA.MautoneisapsychologistattheChildren’s
Hospital of Philadelphia; Elizabeth K. Lefler was a
post-doctoral fellow at The Children’s Hospital of
Philadelphia at the time the manuscript was prepared.
She currently is an assistant professor in the Depart-
ment of Psychology at the University of Northern
Iowa. Thomas J. Power is the program director for
the Center for Management of ADHD at The Chil-
dren’s Hospital of Philadelphia and the University of
Pennsylvania School of Medicine.
This project was supported by grant R01MH0682
90 funded by the National Institute of Mental Health
and the Department of Education, and by R34 MH0
80782 funded by the National Institute of Mental
Health.
CorrespondenceshouldbeaddressedtoDr.Jennifer
A. Mautone, The Children’s Hospital of Philadelphia,
CHOP North—Room 1466, 34th St. and Civic Center
Blvd., Philadelphia, PA 19104. E-mail: mautone@
email.chop.edu
Children with ADHD typically experience signif-
icant impairment at home and school, and their
relationships with parents, teachers, and peers
often are strained. Psychosocial interventions for
ADHD generally focus on behavior change in
one environment at a time (i.e., either home
or school); however, unisystemic interventions
generally are not sufficient. The purpose of this
articleis todescribe afamily–schoolintervention
for children with ADHD. In addition, program
strategies and theoretical bases are discussed.
A
TTENTION DEFICIT/HYPERACTIVITY dis-
order (ADHD) affects approximately 3% to
10% of children in the United States (Brown
et al., 2001). Children with ADHD frequently
43
Current Perspectives on Learning Disabilities and ADHD
evidence home- and school-related problems, in-
cludingdisruptiveclassroom behavior, decreased
accuracy on assignments, problems with study
skills, difficulty in social interactions, and dif-
ficulty following parent and teacher directions,
all of which may result in significant impair-
ment at home, school, and in the community
(see Barkley, 2006, and DuPaul & Stoner, 2003,
for more information about ADHD). Given the
incidence of the disorder and the significant
impairment experienced by children diagnosed
with this disorder, ADHD is recognized as a
majorpublichealthconcern (AmericanAcademy
of Pediatrics, 2001).
Children with ADHD are clearly at risk for
early school failure(Kern et al., 2007).Although
the symptoms of ADHD directly contribute to
academicandpeerrelationshipdeficits,riskfactors
inthefamilyenvironmentindirectlycontributeto
theirlackofpreparednesstoperformcompetently
in school. Children with ADHD tend to have
stressful and conflictual interactions with their
parents,whichmakesitdifficultforthemtoestab-
lishandmaintainstrongparent–childattachments
(Barkley,2006).Inturn,failuretoestablishstrong
attachmentswithcaregiversmaycontributetoself-
regulation deficits (Pianta, 1997). These deficits
mayresultindifficultydevelopingstrongrelation-
ships with adults and peers in school, which can
leadtoeducationalimpairments(Pianta&Walsh,
1996). Also, children who have difficulties with
self-regulation often display lower levels of aca-
demic engagement and motivation than students
without these difficulties, which also negatively
impactsacademic outcomes(Volpeetal.,2006).
In addition, families of children with ADHD
may have more difficulty supporting their chil-
dren’s education than other families (Rogers,
Wiener, Marton, & Tannock, 2009). Structuring
the home environment so that it promotes ed-
ucation may be difficult for these families, due
to conflictual parent–childrelationshipsand non-
compliant child behavior. Also, parent–teacher
relationships may be adversarial as a result of
frequent complaints by educators that the chil-
dren are uncooperative and disruptive.
In school,children withADHD frequentlyare
not engaged in school work and demonstrate
high rates of disruptive behavior. The attention
and behavior problems of these children may
strain the teacher–student relationship and in-
terfere with the learning of others. The typ-
ical classwide interventions generally are not
sufficient to address the needs of these chil-
dren; specialized intervention approaches are
typically required (DuPaul & Stoner, 2003).
Treatment plans for ADHD often include stim-
ulant medication and psychosocial interventions
targeting academic and/or behavioral difficul-
ties. Most psychosocial interventions are unisys-
temic; that is, the intervention targets home
or school functioning separately. School-based
interventions, such as environmental modifica-
tions, reinforcement systems, computer-assisted
instruction, and peer tutoring can have benefi-
cial effects on children’s academic performance
and school behavior (DuPaul & Stoner, 2003).
Likewise, family-based strategies such as par-
ent training, which focuses on changing child
behavior at home and improving parent–child
interactions, can have beneficial effects on be-
havior at home and in the community (e.g.,
Barkley, Edwards, Laneri, Fletcher, & Mete-
via, 2001; Webster-Stratton, 2005a). Although
these strategies are effective, school- or family-
based interventions administered separately gen-
erally are not sufficient. For example, unisys-
temic approaches do not fully address family
factors that are related to school success. Re-
search strongly suggests that the optimal ap-
proach to psychosocial intervention for ADHD
is one that links families and schools to address
target problem behaviors and build competen-
cies.
Family School Success (FSS) is an interven-
tionprogramthatlinksthefamilyandschoolsys-
tems to address the needs of elementary school
children with ADHD (Power, Soffer, Clarke, &
Mautone, 2006). In addition, the health system
may be included in the process of interven-
tion planning for cases in which the parents
elect to have their children take medication to
treat ADHD as part of the intervention package.
The purpose of this article is to describe key
components of the program and the theoretical
foundation upon which they were developed.
44
Mautone, Lefler, Power Family and School Success for Children With ADHD
FSS Strategies to Promote Home and
School Functioning
FSSwas originallydesignedas aclinic-based,
family–school intervention for elementary-aged
children with ADHD. The FSS program is
grounded in attachment theory, social learning
theory, and ecological systems theory. In addi-
tion, research related to family involvement in
education strongly influences the FSS model.
FSSconsistsof12weekly sessions,includingsix
group sessions for parents with concurrent child
groups, four individual family behavior therapy
sessions, and two conjoint behavioral consulta-
tion sessions held at the school (Power et al.,
2006). Program goals include (a) strengthening
the parent–child relationship; (b) improving par-
ents’ behavior management skills (i.e., through
the use of positive attending and token econ-
omy systems); (c) increasing family involvement
in education at home (i.e., through homework
support and parent tutoring); and (d) promoting
family–school collaboration to address educa-
tional difficulties. Program clinicians have been
doctoral-level providersin clinicalor school psy-
chology.
Strengthening the Parent–Child
Relationship
As is the case for several parent training
programsforchildrenwithattentionandbehavior
disorders (e.g., Barkley et al., 2001; Bell &
Eyberg, 2002; McMahon & Forehand, 2003;
Webster-Stratton,2005a),theFSSprogramdraws
from attachment theory and places a strong em-
phasis on the development and maintenance of
strong parent–child relationships. Through posi-
tiveinteractionswiththeirparents, childrenlearn
self-regulation skills that provide the foundation
for relationshipswith adultsand peers outsideof
the home.
Very early in the FSS program, participants
learn the value of positive attending in strength-
ening the parent–child relationship and promot-
ing behavior change. Children with ADHD fre-
quently receive negative feedback from adults
due to inappropriatebehavior at home, at school,
and in thecommunity,whichcan have a negative
impactontheadult–childrelationship.Asparents
learn how to utilize positive attending more reg-
ularly, interactions between parents and children
become less strained.
In addition to positive attending, effective
strategies have been developed for strength-
ening parent–child relationships. For exam-
ple, the Child’s Game (McMahon & Fore-
hand, 2003), Child-Directed Interaction train-
ing (Eyberg, Schuhmann, & Rey, 1998), and
child-centeredplay (Webster-Stratton,2005a)are
highly useful and effective approaches that have
been incorporated into many family behavior
therapy programs. All these approaches provide
guidancetoparentsonplayingwiththeirchildren
in an attentive, responsive, nondirective manner.
Families participating in FSS learn strategies for
child-focusedplayasanothermethodofstrength-
ening the parent–child relationship.
Improving Parents’ Behavior
Management Skills
Parents participating in FSS are presented
with a combination of empirically supported
behavioral interventions to improve child self-
regulation. These strategies are rooted in social
learning theory and emphasize the importance
of modifying the antecedents and consequences
in the environment to shape child behavior.
Many empirically supported programs include
components such as (a) setting consistent rules
and giving instructions in a clear and consistent
manner, (b) providing positive reinforcement for
appropriate behavior, and (c) using effective and
strategic punishment strategies (e.g., Forehand &
Long, 2002).
A primary goal of FSS and other behavioral
interventions is to increase the rate at which
parents use attention as a positive reinforcer for
appropriate behavior and withdraw attention in
response to inappropriatebehavior (i.e., differen-
tial attention). The FSS program helps parents
understand that attention can increase the like-
lihood of a desired behavior and that ignoring
undesired behaviors may make them occur less
frequently. In FSS, parents are trained to deliver
45
Current Perspectives on Learning Disabilities and ADHD
positivereinforcementimmediatelyfollowingap-
propriatebehaviorinatargeted,strategicmanner.
Another example of positive reinforcement
used in FSS is the token economy. The basic
premise of a token economy is that tokens are
frequentlyprovidedtothetargetchild,contingent
upon the occurrence of appropriate behavior,
and can be exchanged at a later time for val-
ued reinforcers (see Barkley, 1997). Parents are
taught to design an efficient, effective system
of reinforcement and are encouraged to use it
consistently.Token economies can be difficult to
design and implement, so it is important that the
therapist is well versed in behavioral theory and
works closely with the parent when developing
the system.
Punishment strategies are meant to decrease
the frequency of inappropriatebehaviors and are
typically introduced after positive reinforcement
in an effort to build the parent–child relationship
first. Therefore, in FSS as in other behavioral
parent training programs, parents are instructed
to apply punishment in a targeted manner while
continuingto use positivereinforcement. Parents
first learn to give corrective feedback calmly,
consistently, and effectively. Next, parents learn
response-cost, a strategy in which privileges or
tokens are removed as a consequence for un-
desirable behavior (Barkley, 1997). Time out
is a commonly used form of response cost
involving the withdrawal of positive reinforce-
mentasaconsequenceforinappropriatebehavior
(Webster-Stratton,2005b).When trainingparents
in the use of punishment strategies, FSS clin-
icians emphasize the importance of providing
positive reinforcement to children at least four
times more frequently than punishment.
Increasing Family Involvement
in Education
Family involvement in education is associ-
ated with children’s school engagement, atti-
tudes toward school, and academic performance
(Christenson & Sheridan, 2001; Epstein, 1995).
Researchers have identified three fundamental
ways in which families can be involved in
education: (a) involvement in the home, such
as making education a priority, setting aside
timeforliteracy activities,andlimitingtelevision
viewing; (b) collaboration between family and
school, such as conferencing with teachers to
resolve issues that may be interfering with the
child’s education; and (c) involvement in the
school,suchasparticipatingintheparent–teacher
organization or volunteering to be a class aide
(Epstein,1995;Fantuzzo, Tighe&Childs,2000).
Family involvement in education at home and
family–school collaboration appear to be the
most effective ways for parents to promote their
children’s success in school.
Promoting family involvement in education
at home. Home-based involvement in educa-
tional activities, including supervision of home-
workandstudying,canbechallengingforparents
of children with ADHD. Children with ADHD
frequently have difficulty with homework com-
pletion and often attempt to avoid study sessions
or educational activities. As a result, families
often require specialized training related to es-
tablishing the home learning environment and a
homework and study routine. FSS incorporates
strategies that have been developed to improve
family involvement in educational activities and
to help parents establish the curriculum of the
home (Walberg, 1984). For example, parents
can consistently communicate the value of ed-
ucation to their children and establish a home
environment that supports learning (i.e., by lim-
iting TV and video game time and providing
educational games and materials; Christenson &
Sheridan, 2001; Webster-Stratton, 2005b). Also,
parentscan increase childinvolvementinliteracy
activities (Taverne & Sheridan, 1995), provide
parent tutoring(Hook & DuPaul, 1999), and uti-
lizestrategiestoimprovehomeworkperformance
(Power, Karustis, & Habboushe, 2001).
FSS offers two specific strategies to enable
parents to assist their children with homework
and studying: goal setting and parent tutoring
(Poweretal.,2001).Aninitialstepingoalsetting
is chunking homework assignments into smaller,
moremanageablesubunits.Thisstrategycanhelp
children feel less overwhelmed with homework
assignments, allow them to have success and
46
Mautone, Lefler, Power Family and School Success for Children With ADHD
receive positive reinforcement frequently, and
may reduce the argumentativeness that often
accompanies homework. The parent is taught to
work with the child to set reasonable goals for
work completion and accuracy withina specified
periodof time.Atthecompletionofeach subunit
of work, the parent and child jointly determine
whetherornotgoalshavebeen met,andthechild
is reinforced for goal attainment (e.g., verbal
praise, tokens embedded in a token economy).
Parents may help their children develop study
skills through parent tutoring sessions designed
to assist childrenin learningmaterial and prepar-
ing for tests. The drill sandwich or folding-
in technique is a parent tutoring strategy based
on research indicating that children learn best
when most information presented to them is
already known (Shapiro, 2004). When teaching
parents how to most effectively study with their
children, it is important to emphasize that the
child should already know between 70% and
80% of the material, with only 20% to 30% new
or unknown material. This strategy ensures that
children experience high rates of success, which
promotes engagement in learning activities.
Promoting family–school collaboration.
Ecological/systems theory asserts that multiple
systems, and relationships between systems,
contributetochilddevelopment(Bronfenbrenner,
1979; Pianta & Walsh, 1996). Specifically,
consistency between home and school and
productive parent–teacher collaborations have
been shown to be associated with enhanced
academic, social, and emotional outcomes for
children (Kohl, Lengua, McMahon, & Conduct
Problems Prevention Research Group, 2000;
Minke, 2006). The FSS program promotes
family–school collaboration through the use
of Conjoint Behavioral Consultation (CBC).
The CBC model (Sheridan & Kratochwill,
2008) proposes that by working together,
parents and teachers can better address the
child’s educational and behavioral needs. This
model includes four steps: (a) conjoint problem
identification, (b) conjoint problem analysis,
(c) interventionimplementation,and (d) conjoint
intervention evaluation. At each step, parents
and teachers work closely together to develop
and implement strategies to improve student
performance and behavior.
The FSS program includestwo family–school
CBC sessions to assist parents and teachers in
identifying child strengths and needs, as well
as resources and limitations in the home and
schoolenvironments.Duringthefirstsession,the
parentsandteacher discussthechild’shomework
performance and classroom behavior. The team
collaboratively determines whether the child has
a consistent method of recording homework as-
signments and whether the difficulty level of
assignments is matched to the child’s skill level.
In addition, the teacher is asked to identify
the amount of time the average student in the
class should spend on homework assignments.
If any of these are an area of difficulty for the
child, the team develops strategies to address
the problem. During the second CBC session,
whichisconductedtowardtheendofthefamily’s
involvement in theFSS program, theteam evalu-
ates the child’s progress and adjusts intervention
strategies as necessary. In addition, the FSS
clinician encourages the family and school staff
to continue working together to collaboratively
support thechild as he or she progresses through
school.
Also, the daily report card (DRC) is a spe-
cific intervention that is used in the context of
CBC. The DRC involves the parent providing
reinforcement at home for performance on tar-
geted behaviors during the school day (Kelley,
1990). The parent and teacher jointly develop
the DRC by engaging in a conversation about
targetbehaviors,thescale onwhichthechildwill
be evaluated, and the frequency with which the
child will receive feedback. At the end of the
school day, the child presents the DRC to his
or her parents and the agreed-upon reinforcer is
administered if the child has reached a specified
goal. This provides additional opportunities for
the child to earn positive reinforcement and can
serve as documentation of the child’s progress
on targeted behaviors. (For a list of resources
pertaining to each FSS strategy, see Table 1.)
Figure 1 illustrates the theory of change
for the FSS intervention. FSS targets three
47
Current Perspectives on Learning Disabilities and ADHD
Table 1
Resources for Practitioners
Intervention Target Strategy Reference
Strengthening the parent–child
relationship and changing
behavior
Child-directed play, tokeneconomy Bell and Eyberg (2002),
Webster-Stratton (2005b)
Applying punishment effectively Parent-directed interactions,
response cost
Bell and Eyberg (2002),
Webster-Stratton (2005b)
Improving family-school
collaboration/problem solving
Conjoint behavioral consultation Sheridan and Kratochwill
(2008)
Supporting children with
homework
Goal setting and contingency
contracting, environmental
modifications
Power, Karustis, and
Habboushe (2001)
Improving study skills Drill sandwich or “folding in”
technique
Shapiro (2004)
Changing school behavior Daily report card Kelley (1990)
processes—the parent–child relationship, family
involvement in education at home, and family–
school collaboration—using strategies based
upon attachment theory, social learning theory,
and ecological/systems theory. Changes in these
processes are likely to enhance child motivation,
engagement, and self-regulation, resulting in im-
provements in child behavior at home, academic
performance, and student behavior in school.
Working With Challenging Families
and Teachers
As in any intervention program, clinicians
may experience challengeswhen interactingwith
some parents and teachers. The family–school
relationship may be strained prior to family and
teacher involvement in the program, so such
cases might require additional efforts on the
part of the clinician prior to conducting conjoint
consultation sessions. For example, the clinician
might spend time working with the family and
teacherindividuallytoprepareeach partytowork
collaboratively before the conjoint consultation
session is scheduled. When preparing families
to work with the teacher, the clinician assists
families in recognizing that the child may be
exhibiting behavior in class that has resulted in
considerable stress for the teacher. The family
and clinician review the teacher’s prior efforts to
work with the child, and the family learns how
to affirm those efforts during the family–school
meeting. When preparing teachers to work with
thefamily,thecliniciandescribes howthefamily
has been involved in the program, emphasizing
that the family recognizes how challenging the
child’s behavior can be.
It is possible that some parents and teach-
ers will be resistant to change for a variety
of reasons, so they may have a difficult time
implementing strategies that require significant
planning, consistency, and motivation. In work-
ing with these individuals, it is important to
remember that change is a process that happens
in stages (Prochaska & DiClemente, 1984). Al-
though some parents and teachers at the outset
of intervention may be motivated and ready
to invest in behavioral change, others may be
ambivalent or have other priorities to address.
For parents and teachers who are not ready to
make a commitment to a program such as FSS,
strategies included in motivational interviewing
may be effective (Miller & Rollnick, 2002).
These strategies might include offering empathy,
eliciting statements that reflect a willingness
to change, and reinforcing efforts to initiate
change.
48
Mautone, Lefler, Power Family and School Success for Children With ADHD
Figure 1. Theory of Change for the Family School Success (FSS) Program. The intervention components of
FSS were designed to target three processes; which are hypothesized to improve child motivation, engagement,
and self-regulation; thus leading to improvements in child outcomes.
Conclusions
Most approaches to psychosocial interven-
tion for children with ADHD are unisystemic,
focusing on either the family or school. Op-
timizing the effects of intervention typically
involves a multisystemic approach that targets
both the family and school. FSS is an inter-
vention for children with ADHD designed to
promote child development in the family and
school. This program focuses on strengthening
the parent–child relationship, promoting family
involvement in education at home, and foster-
ing family–school collaboration using a vari-
ety of strategies based upon attachment, social
learning, and ecological/systems theories. Al-
though intervention programs for children with
ADHD that include a focus on both home
and school are beginning to emerge, FSS is
unique in its emphasis on strengthening rela-
tionships while building academic and social
skills.
49
Current Perspectives on Learning Disabilities and ADHD
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51
Unit 3
Article Handout

Promoting Family and School Success for Children with ADHD

Directions: Generate a list of strategies by identifying resources listed in the
article.

1. Environmental Modifications
2. Reinforcement System
3. Peer Tutoring
4. Reciprocal Communication Logs
5. Positive Attending
6. Parent Volunteering
7. ___________________________________________________
8. ___________________________________________________
9. ___________________________________________________
10. ___________________________________________________
11. ___________________________________________________
12. ___________________________________________________
13. ___________________________________________________
14. ___________________________________________________

Mautone, J., Lefler, E., & Power, T. (2011). Promoting Family and School Success for Children With
ADHD: Strengthening Relationships While Building Skills. Theory Into Practice, 50(1), 43–51.
https://doi.org/10.1080/00405841.2010.534937
Unit 3
Checklist
Promoting Family and School Success for Children with ADHD

Directions: Generate a list of strategies by identifying resources listed in the
article.

1. Environmental Modifications
2. Reinforcement System
3. Peer Tutoring
4. Reciprocal Communication Logs
5. Positive Attending
6. Parent Volunteering
7. Parents to Conference with Teacher Regularly
8. Parent Volunteer in the Classroom
9. Homework Broken Down in Chunks
10. Positive Reinforcement System (oral, token system, points)
11. Drill Sandwich
12. Teacher-Parent Collaboration (strategies to intervene together)
13. Daily Report Card (extend rewarding in home and school setting)

Mautone, J., Lefler, E., & Power, T. (2011). Promoting Family and School Success for Children With
ADHD: Strengthening Relationships While Building Skills. Theory Into Practice, 50(1), 43–51.
https://doi.org/10.1080/00405841.2010.534937
Unit 3
Handout

Role Play Scenarios (Teacher-Student-Parent)

Directions: Assign a role (teacher, student, parent) for each member of your
group. Read the scenarios below and role play your assigned role, using the
strategies for building positive relationships. Complete both scenarios.

Scenario 1:
Student is in 2nd grade and is having difficulty with completing and turning in
classwork and homework. The teacher has observed the student
excessively talking or out of their seat, which interferes with task completion.
Even with teacher prompting, it appears the student struggles to stay
motivated on the task at hand. The student has low test scores. However,
the teacher has been able to do 1:1 assessments and has determined that
the student does understand the concepts for some of the grade level
standards. Failure to complete assignments or turn in homework is
impacting the student’s grades. Parent is concerned their child will fall
further behind. They struggles to get their child to do homework, which
always turns into arguing or crying. The parent feels like the homework is
too much. The student has reported to the parent that they hate school and
the teacher doesn’t like them. The student feels the teacher is always telling
them to stop bothering others or get working. The student feels the teacher
only does this to them. The student loves science and enjoys doing hands-on
activities.

Task:
Teacher Role-Play:
● How to talk with student during task completion time.
● How to collaborate with parent during a parent conference.
● Identify strategies to use that will support the student.
Student Role-Play:
● How to advocate your needs
Parent Role-Play:
● How to collaborate with the teacher during a parent conference.
● How to support school to home connections.
● Identify strategies with the teacher to support their child.

Unit 3
Handout

Scenario 2:
Student is in 5th grade and struggles to get along with others both in class
and on the playground. The teacher is often getting reports from the duty
supervisors that the student pushes others when mad, uses bad language
or interferes with games. Other students consistently complain about the
student bothering them or not following the rules. The teacher is often
spending time after every break to talk to the student and implement
consequences. The principal has even intervened with the student and has
contacted the parent multiple times for the student’s behavior. In class, the
student name calls, tears up papers, shreds pencil erasers and is very
disorganized. Materials are often missing or the student is unable to follow
the directions given by the teacher. The student consistently asks what to
do or refuses to do the work. Student’s grades are low and the teacher
confirmed the grade level content is too difficult. The student has gaps in
learning and needs constant help with academics. Homework is never
turned in and the teacher has made several attempts to contact the parent
with no response. The parent works late into the evening and by the time the
parent gets home, they are eating and then relaxing for the night. The
parent says the student is completing homework in the after school program
so it is not coming home. The parent tried to look on the teacher’s website for
the homework assignments, but did not see it posted. This causes difficulty
in knowing what to enforce at home as well as make sure the student brings
home the right materials to finish it. The student loves handball and enjoys
working with his 1st grade buddy. He is helpful with younger students and
enjoys reading to them. The student doesn’t have many friends. The
student feels other kids are mean because they say go away on the
playground or cheat in games.

Task:
Teacher Role-Play:
● How to talk with student during task completion time.
● How to collaborate with parent during a parent conference.
● Identify strategies to use that will support the student.
Student Role-Play:
● How to advocate your needs
Parent Role-Play:
● How to collaborate with the teacher during a parent conference.
● How to support school to home connections.
Unit 3
Handout
● Identify strategies with the teacher to support their child.
Unit 3
Reflection Journal #4

What are the three areas that teachers need to remember when addressing
practices for ADHD students?

Identify at least three strategies or practices for each category that you will
use in your classroom in the next few weeks. Explain why.

Reflective Journal Rubric

Criteria Below Average
(0-3 points)
Average
(4-6 point)
Exemplary
(7-10 points)

Insights
Provides little or
no insight or
analysis. Tends
to provide
descriptive
response rather
than reflective
learning.
Provides
adequate
insight or
analysis to
professional
development.
Able to reflect
and make some
connections to
professional
practice.
Provides a
thoughtful
understanding of
content and able
to make deep
connections to
professional
practice.

Personal
Reflection
Weak/Little
evidence of
reflective
thought
connecting
professional
development to
professional
practice.
Adequate
reflective
thought
connecting
professional
development to
professional
practice.
Strong reflective
thought
connecting
professional
development to
professional
practice.

Discussions
and
Comments
Rarely comments
or discusses
content with
group members.
Provides
adequate
comments and
discusses
content with
group members.
Able to share
personal
connections with
content.
Contributes
thoughtful
comments and
discusses
content with
group members.
Able to share
personal
connections and
build upon the
thoughts of
others.

To be used with Units 1-5

Unit 4: Selecting and Integrating Appropriate Instructional Practices and Legal
Obligations for ADHD Students. (CTA Step 5 and 6)

Terminal learning objective.
● Given a situation where they must differentiate for an ADHD student,
teachers will be able to discuss the ways in which ADHD students learn
and behave and comply with the requirements of the IEP/504 plan to
generate a lesson plan in their general education classroom per the rubric.

Prerequisite analysis (enabling objectives) .
● Know what differentiation means
● Know how ADHD students learn and behave
● Know what an IEP/504 plan is
● Know what lesson plans are
● Know what the general education classroom is
● Know the legal ramifications of IEP/504 plans
● Know the research behind how ADHD students learn and behave
● Know what behavioral interventions are
● Know how to accommodate ADHD students in the classroom
● Know how to provide behavioral interventions for ADHD students
● Know the triggers and warning signs of ADHD students struggling in the
general education classroom, with and without interventions, strategies
and accommodations.
● Be able to assess teaching materials to fit the needs of ADHD students
● Be able to respond to a prompt and write a discussion about how ADHD
students behave and learn that meets a rubric.
● Be able to reflect on their own teaching practices that support or hinder
ADHD students within their classroom using a reflection journal.
● Be able to generate a lesson plan for their general education classroom that
complies with the legal requirements of IEP/504.

Learning activities.
● After introductions and attention activities, assess prior knowledge of the
meaning of differentiating lesson plans for ADHD students by
incorporating legal requirements in teaching practices.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for generating lesson plans that incorporate ADHD
accommodations and interventions and in alignment with legal
requirements.
● Provide practice and feedback for generating lesson plans using a rubric.

1

Course Overview and Lesson Plan Templates
● Model the procedure for creating lesson plans that incorporate ADHD
accommodations and interventions and in alignment with legal
requirements.
● Provide opportunities for practice creating lesson plans that incorporate
ADHD accommodations using a rubric
● Provide opportunities to transfer knowledge to create lesson plans that
incorporate ADHD accommodations and interventions and in alignment
with legal requirements.

Assessment.
● Students will create lesson plans that incorporate ADHD accommodations
and interventions and in alignment with legal requirements per the rubric.

2

Course Overview and Lesson Plan Templates
Supporting ADHD Students in the General Education Classroom
Lesson Plan and Instructor’s Guide
Unit 4: Selecting and Integrating Appropriate Instructional Practices and Legal
Obligations for ADHD Students

Unit Duration: In person, 150 minutes. A 45 minute lunch break will be given at the end of
this unit.

Introduction: This is the fourth unit in the 5 unit course on integrating instructional practices,
accommodations and legal obligations aligned to the academic and behavioral needs of ADHD
students. The overall objective for this unit is to know the three components of instructional
practices, be able to integrate strategies for the three components. and apply IEP/504 plans to
lesson planning and instructional practices.. Participants will create develop lesson plans and
tools that support ADHD students and apply these resources to a student currently on their roster.
This lesson will be presented in the second day of a 2 day workshop with no more than a one
month gap between day one and day two.

Learning Objective(s)
Terminal Objective:
● Given a situation where they must differentiate for an ADHD student, teachers will be
able to discuss the ways in which ADHD students learn and behave and comply with the
requirements of the IEP/504 plan to generate a lesson plan in their general education
classroom per the rubric.
Enabling Objective(s):
● Know what differentiation means
● Know how ADHD students learn and behave
● Know what an IEP/504 plan is
● Know what lesson plans are
● Know what the general education classroom is
● Know the legal ramifications of IEP/504 plans
● Know the research behind how ADHD students learn and behave
● Know what behavioral interventions are
● Know how to accommodate ADHD students in the classroom
● Know how to provide behavioral interventions for ADHD students
● Know the triggers and warning signs of ADHD students struggling in the general
education classroom, with and without interventions, strategies and accommodations.
● Be able to assess teaching materials to fit the needs of ADHD students
● Be able to respond to a prompt and write a discussion about how ADHD students behave
and learn that meets a rubric.
● Be able to reflect on their own teaching practices that support or hinder ADHD students
within their classroom using a reflection journal.
● Be able to generate a lesson plan for their general education classroom that complies with
the legal requirements of IEP/504.

3

Course Overview and Lesson Plan Templates
Lesson Materials
Slide presentation, slides 77-102 , projector, projection screen, handouts

Learner Characteristic Accommodations
Learners are educators teaching elementary students diagnosed with attention deficit
hyperactivity disorder (ADHD) in the general education classroom. Due to the behavioral
demands of ADHD students, learners may not feel efficacious in order to meet both social
emotional and academic demands. Consideration of learner needs will be addressed by
maintaining ADA compliance.

Facilitator’s Notes
This is the fourth unit in the curriculum which lays the foundation for developing and applying
strategies and tools within lesson plans and classroom practices for students with ADHD in the
participants classroom. It is essential that participants have opportunities to ask clarifying
questions, collaborate, and reflect on teaching strategies that support ADHD students.

This unit is taught with synchronous content and should be taught in the day 2 in-person
workshop. Participants will have completed the following assignments before attending this
in-person workshop:

1. Complete an intervention plan for a student on your roster by reviewing historical data
and records.
2. Fill out the graphic organizer identifying strengths and challenges.
3. Bring your completed graphic organizer and intervention plan to the Day 2 workshop.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
8 In order to draw attention to
the importance , participants
will watch the video
“PSA: ADHD in the
Classroom”

( https://www.youtube.com/wa
tch?v=zYpOPSmjbow )

Ask participants to
consider the
following question
prior to playing the
video:

“ What strategies can
teachers implement
that may be
beneficial for ADHD
students? ”
Participants
will watch the
video and jot
down thoughts
about what
they see and
hear that is in
alignment to
the question
posed prior to
viewing.

4

Course Overview and Lesson Plan Templates
Participants to
share thoughts
whole group
after watching
the video.
Learning
Objectives
5 The instructor will show the
class the Visual Course
Overview and display/write
the terminal objective(s) for
this unit using the projection
device or board.
Read the terminal
objective(s) and
prompt the
participants to ask
questions or provide
comments.
Participants
will listen to
and read the
Visual Course
Overview and
objectives.

Participants
will watch,
listen, and ask
questions to
gauge their
understanding.
Reasons for
Learning
- Benefits
- Risks
5 Benefits: Participants will
understand the importance of
effective instructional
practices and know how to
integrate academic,
behavioral and classroom
accommodations while
maintaining legal obligations
of a 504 or IEP Plan.

Risks: When teachers do not
implement appropriate
practices through
accommodations or
modifications they fail to
meet the needs of students or
may face legal ramifications
for failure to support students
on a 504 or IEP plan.
Present the benefits
and risks for learning
on slides 80-81 while
reviewing the
importance of this
unit and risks if not
gaining this
knowledge.

Encourage learners
to personalize the
reasons for learning
by reflecting.
Participants
will listen and
read the
benefits and
risks for
learning.

Participants
will reflect on
the reasons for
learning by
personalizing
the benefits
and risks.
Overview
- Prior
Knowledge
- New
Knowledge
5 Participants know how to
establish positive
relationships with students
and effectively collaborate
with parents or guardians.

Describe what will
be covered in this
unit by explaining
the prior knowledge,
new knowledge, and
learning strategies.
Participants
will listen to
the instructor
and make
personal
connections to

5

Course Overview and Lesson Plan Templates
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
Participants also have some
experience teaching ADHD
students in the classroom.

In this lesson, participants
will learn how to select and
integrate academic and
behavioral strategies and
tools as well as apply 504 or
IEP plans to lesson planning
and classroom practices.
the prior
knowledge,
new knowledge
and learning
strategies.
Prerequisite
Knowledge
10 It is expected that teachers
will have the prerequisite
knowledge for this unit. In
the event participates do not
have the prerequisite
knowledge, then the
instructor will teach the
concepts by giving examples
and nonexamples.

Terms Participants should
know:
● differentiation
● 504 Plan
● IEP Plan
● lesson plan
● accommodations
● behavior
● intervention

The instructor will
provide definitions,
examples and
nonexamples for any
knowledge that
participants may
need.
For any
knowledge that
participants
may need, they
will generate
their own
examples and
nonexamples in
a reflective
journal.
Learning
Guidance
- Lecture
- Demo.
35 Through the use of modeling,
lesson plans will be generated
that incorporate ADHD
accommodations and
interventions that are in
alignment with legal
requirements per a rubric.

Tell participants they
will be creating
lesson plans that
incorporate
appropriate
accommodations and
modifications that
benefit ADHD
students.

Using slide 82,
define
Participants
will listen and
watch to the
instructor
present the
meaning of
accommodatio
n and
modification.

Participants
will silently

6

Course Overview and Lesson Plan Templates
accommodation and
modification by
sharing examples
and non examples.

Using slide 83,
present to
participants the laws
(ADA and IDEA)
that guarantee
students with
disabilities the right
to accommodations
and modification per
an IEP or 504 plan.

Pass out the report:
Teaching Children
with Attention Deficit
Hyperactivity
Disorder .

Tell participants to
read pages 4-8 under
the sections
“Academic
Instruction:
Introducing Lessons,
Conducting Lessons,
Concluding
Lessons”.

Have participants
underline, highlight,
or write notes in the
margins for any
aha’s or confirmation
of current practices
they already do in
the classroom.

Have participants
talk in table groups
read the article
and highlight,
comment, or
underline
sections for
any aha’s.

Participants
will talk in
table groups
about the
practices
indicated in the
report.

Participants
will share out
any comments
from the article
in whole group.

Participants
will listen and
watch the
instructor
model how to
incorporate
practices from
the report into
a lesson plan.

Participants
will ask
questions and
listen to the
answers.

7

Course Overview and Lesson Plan Templates
about the three
sections of a lesson
and the strategies
discussed in each
section.

Ask participants to
share out whole
group comments
from the table
discussions.

Using a sample
lesson plan and slide
presentation, model
how to incorporate
the accommodation/
modification
strategies from the
report: Teaching
Children with
Attention Deficit
Hyperactivity
Disorder pages 4-8
into the lesson plan.

Show how to adjust
the lesson plan
and/or verify that the
lesson plan
incorporates the
practices that were
provided in the
report.

Answer any
clarifying questions
for participants.
BREAK 15 minutes
Practice and
Feedback
50 Provide practice and feedback
for generating lesson plans
using a rubric.

Using the slides
91-93, conduct the
practice exercise
“Accommodation or
Participants
will watch,
listen, and
engage in the

8

Course Overview and Lesson Plan Templates
Modification?” by
telling participants to
stand when you state
an accommodation
or stay seated when
you state a
modification.

Have participants
explain why it is a
modification or
accommodation and
provide feedback as
they answer the
questions.

Tell participants they
will participate in an
activity using the
report: Teaching
Children with
Attention Deficit
Hyperactivity
Disorder pages 9-23.

Divide the
participants up into 5
groups (counting the
group off 1-5).

Have participants go
to their group (all 1's,
2’s together and so
on through 5) and
read the section of
the report: Teaching
Children with
Attention Deficit
Hyperactivity
Disorder for their
group:

Group 1: pgs 9-12
exercise of
“Accommodati
on or
Modification?”
by standing up
or staying
seated when an
accommodatio
n or
modification is
stated out loud
by the
instructor.

Participants
will indicate
why the answer
is an
accommodatio
n or
modification
using the
definitions to
back up their
reasoning.

Participants
will count off
1-5 and meet in
their assigned
groups.

Participants
will read the
report: Teachin
g Children with
Attention
Deficit
Hyperactivity
Disorder for
their group and
write on chart
paper the

9

Course Overview and Lesson Plan Templates
(ELA)
Group 2: pgs 12-14
(Math)
Group 3: pgs 14-16
(Organizational)
Group 4: pgs 17-20
(Behavioral)
Group 5: pgs 21-23
(Behavioral/
Environmental)

Have each group
write on chart paper
the main points of
each section noting
the accommodations
and strategies
specific for ADHD
students.

Have each group
share out whole
group the main
points of their article.

Hang each chart up
in the front of the
room for participants
to view easily.

Have participants go
back to their seats
after all the groups
have presented.

Pass out the lesson
plan template and
sample lesson. Tell
participants they will
be working with
their table groups to
embed the strategies
and practices from
accommodatio
ns and
modifications
from their
section.

Participants
will share in
whole group
their findings
noted on the
chart paper.

Participants
will go back to
their seats.

Participants
will work in
table groups
and complete
the lesson plan
template using
the lesson
scenario
provided by the
instructor.

Participants
will
incorporate the
strategies and
practices from
the report:
Teaching
Children with
Attention
Deficit
Hyperactivity
Disorder and
refer to the
chart paper as
necessary.

10

Course Overview and Lesson Plan Templates
the report: Teaching
Children with
Attention Deficit
Hyperactivity
Disorder or chart
paper notes
generated from the
group activity.

Roam the room and
support table groups
by providing
feedback or
answering clarifying
questions as they
complete the lesson
plan template.

Participants
will ask
questions and
listen to
feedback by
the instructor.
Authentic
Assessment
15 Students will create lesson
plans that incorporate ADHD
accommodations and
interventions and in
alignment with legal
requirements per the rubric.

Tell participants they
will use an upcoming
lesson from their
ELA or Math
Teacher Manuals
(brought with them
as homework from
Day 1 Workshop)
and incorporate the
strategies and
practices learned into
a lesson.

Provide a rubric for
participants to follow
as they complete the
lesson plan.

Roam the room and
provide individual
feedback to
participants as they
complete the
template.
Participants
will use their
ELA or Math
teacher manual
and incorporate
the strategies
and practices
from the
learning into an
upcoming
lesson plan.

Participants
will use the
rubric to gauge
their learning.

11

Course Overview and Lesson Plan Templates
Retention
and
Transfer
12 Provide opportunities to
transfer knowledge will be
done by creating and
co-constructing knowledge
through the completion of
lesson plans...

Provide opportunities to
transfer knowledge to create
lesson plans that incorporate
ADHD accommodations and
interventions and are in
alignment with legal
requirements.

Ask participants to
reflect in their
journals on the
following questions:

What are the three
areas that teachers
need to remember
when addressing
practices for ADHD
students?
(Academic,
Behavioral, and
Classroom
Accommodations)

Identify at least 3
strategies/practices
for each category
that you will use in
your classroom
within the next few
weeks. Explain why
you chose each
strategy.
Participants
will listen to
the instructor
and reflect in
their journal by
answering the
two questions
posed.

Participants
may reflect
back to the
report: Teachin
g Children with
Attention
Deficit
Hyperactivity
Disorder or use
the chart paper
as necessary
for the
reflection
writing.
Big Ideas

5 A review of the goals and
objectives from this unit will
connect what the participants
learned as well as lay a strong
foundation to build upon for
the overall course.
Ask participants to
describe big ideas
from this unit and
why they are
relevant to
supporting ADHD
students in the
classroom.
Participants
will think
about the
importance of
the big ideas
from this unit
and share with
the instructor
in whole group.
Advance
Organizer
for the Next
Unit
5 A review of the Visual
Course Overview will aid in
showing where we are, where
we have been, and where we
are going next.

Current content will be
connected to the next unit to
aid in cognitive load.
Point out on the
Visual Course
Overview what has
been completed thus
far and connect the
broad learnings from
this unit to the next
unit which will
narrow the focus on
Participants
will read and
review the
Visual Course
Overview and
listen to the
instructor share
about the next
unit.

12

Course Overview and Lesson Plan Templates
individual student
needs.
Total Time 150
LUNCH 45 minutes

Visual Course Overview
Supporting ADHD Students in the General Education Classroom
Workshop Units Unit Objectives

Day 1
Full Day
Training
Unit 1:
Recognizing the
Characteristics of ADHD
Identify the Characteristics of ADHD,
assumptions, and types.

Unit 2:
Evaluating Student’s
Individual Needs

How to review student records to gain
historical and background information.

How to evaluate students’ individual needs
through observation, assessment and work
samples.

Unit 3:
Building Positive
Relationship

How to establish and develop positive
relationships with students.

How to effectively collaborate with
parents/guardians.

Day 2
Full Day
Training

Unit 4:
Selecting and Integrating
Appropriate Instructional
Practices and Legal
Obligations for ADHD
Students
What are the three components of
successful instructional practices for
students with ADHD?

How to integrate academic, behavioral,
and classroom accommodations designed
to support ADHD students within your
classroom setting.

How to apply IEP/504 Plans to lesson
planning and instructional practices.

Unit 5:
Goal-Setting, Progress
Monitoring, Feedback and
How to identify targeted goals to master
within the appropriate practice.

How to monitor student progress on goals.

13

Course Overview and Lesson Plan Templates
Celebrating Student
Success

How to provide student feedback.

How to celebrate student success.
Capstone
Assessment
Portfolio:
Reflection Journal, Self-Designed Lesson Plans, Visual Tools

14

Course Overview and Lesson Plan Templates
A Professional Development Curriculum for Elementary Teachers Supporting ADHD Students in the General Education Classroom Day 2 Units 4-5 Instructor Notes: Welcome participants and introduce yourself. Introduce the overall course and curriculum title. Participants will have completed the following homework prior to attending the
in-person workshop: Article: National Resource Center on ADHD Videos: ADHD and Working Memory ADHD: Causes, Symptoms and Pathology Graphic retrieved from: https://pixabay.com/vectors/search/brain/
Selecting and Integrating
Appropriate Instructional
Practices and Legal Obligations
for ADHD Students Unit 4 Instructor Notes: Introduce Unit 4 Topic. Graphic retrieved from: https://images.app.goo.gl/PDqTitaSbnBtUbsj8
Instructor Notes: Ask Participants to consider the following question: “What strategies can teachers implement that might be beneficial for ADHD
students?” Play the video for participants. Video retrieved from: https://www.youtube.com/watch?v=Dd62-eL0JYI&t=38s
Terminal Objective 1: Given a situation where teachers must
differentiate for an ADHD student, they will
be able to discuss the ways in which ADHD
students learn and behave and comply
with the requirements of the IEP/504 Plan
to generate a lesson plan. Per a Rubric Instructor Notes: Read the Terminal Objective. Graphics retrieved from: https://pixabay.com/vectors/search/target/ https://pixabay.com/images/search/write/?pagi=2
Unit 4 Benefits Understand the importance of
effective instructional practices and
know how to integrate academic,
behavioral and classroom
accommodations while maintaining
legal obligations of an IEP or 504 Plan. Instructor Notes: Discuss the benefits. Encourage participants to personalize the reasons for learning by reflecting. Image retrieved from: https://pixabay.com/vectors/search/thumbs%20up%20down/
Unit 4 Risks Avoided When teachers do not implement
appropriate practices through
accommodations or modifications, they fail
to meet the needs of ADHD students or may
face legal ramifications for failure to support
students on an IEP or 504 Plan. Instructor Notes: Discuss the risks avoided. Encourage participants to personalize the reasons for learning by reflecting. Image retrieved from: https://pixabay.com/vectors/search/thumbs%20up%20down/
What Can I Do with My Stars? Keep your white Stars to use on the following
rewards: 20 Stars Special Teacher Helper Help with morning announcements * 30 Stars Popcorn Party with 3 friends (2:00-2:20) Principal’s helper for awards assembly Lunch with a Teacher (bring your own lunch) Lunch with Principal (bring your own lunch) 50 Stars Wii Party with 3 friends (during lunch) Cornhole or Ladderball with the Principal Strategies and Tools Instructor Notes: Describe what will be covered in this unit. 1. Academic strategies and tools 2. Behavior strategies and tools 3. Apply IEP and 504 Plan accommodations in the classroom setting. Provide definitions with examples or non-examples for terms participants should
know. Terms Participants Should Know: ● Differentiation ● Section 504 Vocational Rehabilitation Act (504 Plan). ○ A Federal law designed to protect the rights of individuals with a
disability to receive accommodations in programs and activities that
receive Federal financial assistance (U.S. Department of Education,
2019). ● Individualized Education Plan (IEP): ○ A written document that is developed for eligible children with a
disability including the procedures that schools must follow to develop,
review, and revise at least once yearly (Individuals with Disabilities
Education Act [IDEA], 2004). ● Accommodations:
○ Something supplied for convenience or to satisfy a need (Merriam
Webster Dictionary) ● Behavior ○ The way in which someone conducts themselves or behaves (Merriam
Webster Dictionary) ● Intervention ○ The act or instance of intervening (Merriam Webster Dictionary) Image retrieved from: https://commons.wikimedia.org/wiki/File:Fidget_Toys_1.jpg https://pixabay.com/illustrations/exercise-yoga-water-drink-weights-4004149/ https://pixabay.com/photos/office-chair-furniture-design-884447/
AD A IDEA It’s the Law Instructor Notes: Discuss the ADA and IDEA Laws. 504 Plan is aligned with ADA law. IEP Plan is aligned with ADA and IDEA laws. ADA: Americans with Disabilities Act (1990) ● Civil Right Law ● Prohibits discrimination against individuals with disabilities, including schools
(all public and private places) ● Requires public organizations to make programs, services and activities
accessible to individuals with a disability. IDEA: Individuals with Disabilities Education Act ● Makes available a Free and Public Education (FAPE) to eligible students ● Ensures special education and related services are provided. Definitions retrieved from: https://adata.org/factsheet/ADA-overview https://sites.ed.gov/idea/about-idea/ Graphic retrieved from: https://pixabay.com/illustrations/disciplinary-hearing-people-law-1326277/
U.S. Department of Education Report Academic Instruction 1. Read pages 4-8 2. Highlight or
comment any aha’s
or confirmations of
your current
classroom practices. Instructor Notes: Pass out Teaching Children with Attention Deficit Hyperactivity Disorder (US Dept. of
Ed., 2006). Tell participants to silently read pages 4-8. Have participants highlight or write notes in the margins for any ah’s or confirmation
of current practices they already do in the classroom. https://drive.google.com/file/d/117iDSuMnypR2P3ddWOTx8yb_TwEeqZa9/view?us
p=sharing
1. Discuss the 3 sections of a
lesson. 2. Discuss the strategies in each
section? Table Group Discussion Instructor Notes: In table groups, have participants discuss reading from the report. Roam the room as participants share aha’s or confirmations. Picture graphic retrieved from: https://pixabay.com/vectors/search/discuss/
Whole Group Share Out Instructor Notes: Have groups share out comments or aha’s discussed. Graphic retrieved from: https://pixabay.com/vectors/speech-bubbles-comments-orange-303206/
Lesson Planning Sample Lesson Accommodations and Modification ● Advanced organizer ● Set expectations ● Simplify instructions ● Check student performance ● Ask probing questions ● Help correct mistakes ● Chunk work ● Highlight key points Instructor Notes: Pass out Sample Lesson Plan A. Model for participants how to look through the lesson plan for strategies that are in
alignment to the report on pages 4-8. Model how to highlight strategies already in the lesson plan: ● Think-pair-share ● Mnemonic devices ● Cooperative research project ● Thumbs Up, Thumbs Down ● Visuals (on board, written) ● Pairs ● Small groups ● Hands on activities (hand lens, penny, measure tape) ● Choice-sketch, write ● Feedback, prompt ● Chunking activities to complete Point out areas that could include a strategy from the Report pages 4-8: ● Advanced organizer before the lesson or written on board ● Establish behavioral expectations before the activity
● Remind of noise level ● Procedural checklist to follow during activity ● Provide graphic organizer during activity for students to complete ● Prompt students during the activity ● Highlight key points at the end of wrap-up Example Lesson Plan retrieved from: http://lessonbuilder.cast.org/explore.php?op=static&pid=rocks_1
Lesson Planning Sample Lesson Instructor Notes: Pass out “Lesson Plan Template” handout and “Lesson Plan Worked Example”. . Review the components of the Lesson Plan Template, highlighting the
Accommodation/Modification box. Model how to write a lesson plan using the Example Lesson Plan A and Lesson Plan
Worked Example. Highlight the different areas of the Example Lesson Plan and what applies to the
template components. Explain how highlighting an already written lesson plan (ie Teacher Manuals from
curriculum materials) for strategies, is necessary and may require writing of new
lesson plans with additional accommodations or modifications for ADHD students.
Instructor Notes: Provide opportunities for participants to ask questions. Answer participants questions. Graphic retrieved from: https://pixabay.com/vectors/search/q%20and%20a/
Take a Break Instructor Notes: Have participants take a 15 minute break. Play the slide. Prepare for next section in this unit.
Accommodation or Modification? Instructor Notes: Tell the participants they will do the activity “Modification or Accommodation?” Explain the difference using definitions below. Accommodation: ● A change that helps a student overcome or work around the disability while
still being held to the same standards and expectations. Accommodations level
the playing field. Modification: ● Change in what is being taught to, or expected from the student. Modification
changes the game. Graphic retrieved from: https://pixabay.com/illustrations/question-mark-note-duplicate-2110767/
Accommodation Joey is a student who has
trouble writing, so his
teacher allows him to spell
words orally. Modification Janessa is in 5th grade
and working on
curriculum that covers
adding and subtracting
with regrouping. Instructor Notes: Provide example of Modification and Accommodation using the slide. Accommodation Example: Joey is a student who has trouble writing so his teacher allows him to spell words
orally. Modification Example: ● Partial completion of requirements ● Below grade level standards teaching and expectations ● Alternate curriculum ● Changing the assignment or different than grade level peers. Image retrieved from: https://www.flickr.com/photos/153278281@N07/26765655609 https://pixabay.com/vectors/chalkboard-math-problem-blackboard-304221/
Accommodation or Modification? Instructor Notes: Use the Handout: Modification or Accommodation? Tell participants you will state a Modification or Accommodation orally. If it is an accommodation they are to remain seated. If it is a modification they are to stand. Provide feedback for any clarification or corrections are needed. Pass out answer key for participants to use as a reference in the future.
Jigsaw Activity 1. Number off 1-5 2. Find your group 3. Read pages according
to assignment 4. Chart main points 5. Be Prepared to Share Instructor Notes: Inform participants they will be using Teaching Children with Attention Deficit
Hyperactivity Disorder (US Dept. of Ed., 2006) to complete a Jigsaw Reading
Activity. Participants will count off 1-5 to make 5 groups. Have participants form their groups according to their number. (you may need to identify where each group meets in the room). Groups will read silently the corresponding pages to their group number (noted on
slide). After reading, groups will discuss and write on chart paper the main points of their
reading section. Graphic retrieved from: https://pixabay.com/vectors/jigsaw-puzzle-puzzle-shape-part-303196/
Jigsaw Activity Assigned Reading Group 1: Pages 9-12 (ELA) Group 2: Pages 12-14 (Math) Group 3: Pages 14-16 (Organization) Group 4: Pages 17-20 (Behavior) Group 5: Pages 21-23 (Environment) Instructor Notes: Inform participants they will be using Teaching Children with Attention Deficit
Hyperactivity Disorder (US Dept. of Ed., 2006) to complete a Jigsaw Reading
Activity. Participants will count off 1-5 to make 5 groups. Have participants form their groups according to their number. (you may need to identify where each group meets in the room). Groups will read silently the corresponding pages to their group number (noted on
slide). After reading, groups will discuss and write on chart paper the main points of their
reading section. Graphic retrieved from: https://pixabay.com/vectors/jigsaw-puzzle-puzzle-shape-part-303196/
Whole Group Share Out Instructor Notes: Take turns having each group share, at the front of the room, the chart. Once group is finished presenting, have them hang the chart on the wall for
participants to view easily. Graphic retrieved from: https://pixabay.com/vectors/speech-bubbles-comments-orange-303206/
1. Highlight strategies in the sample lesson
plan. 2. Identify additional strategies to be
included. 3. Write a new lesson plan incorporating
additional strategies. Table Group Lesson Planning Use Charts and Report Pages 4-23 Instructor Notes: Pass out “Sample Lesson Plan B”. Tell participants they will use the “Lesson Plan Template” and “Sample Lesson Plan
B”. Have participants work in table groups to highlight strategies already in the lesson
plan. Have participants identify additional strategies that could be included.(refer to Report and Charts around the room) Participants will complete the Lesson Plan Template (modeled earlier). Roam the room and support table groups by providing feedback or answering
clarifying questions. Picture graphic retrieved from: https://pixabay.com/vectors/search/discuss/
MATH Teacher Manual ELA Teacher Manual Future Lesson Plan Instructor Notes: Using their Teacher Manual (ELA/Math- brought with them as homework), have
participants choose a lesson they will be teaching in the future. Have participants identify and highlight strategies in the lesson (using Post-It notes). Participants will individually use the lesson in the teacher’s manual to complete the
lesson plan template incorporating additional ADHD strategies. Pass out the “Lesson Plan Rubric” for participants as a guide to follow as they
complete the Lesson Plan Template. Roam the room and provide individual feedback. Graphic retrieved from: https://pixabay.com/vectors/book-study-education-school-2943367/
What are the three areas
that teachers need to
remember when addressing
practices for ADHD
students? _________________________ Identify at least 3
accommodations and
modifications that meet the
legal obligations of an IEP or
504 Plan. Reflection
Journal #5 Instructor Notes: Present to the participants with Reflection Journal #5 Questions. Ask participants to reflect on the question. Have participants use handouts from the Unit to help aid in their reflection. Tell participants to write: Reflection Journal #5. Image retrieved from: https://upload.wikimedia.org/wikipedia/commons/7/7e/Essay.svg File:Essay.svg - Wikipedia File:Essay.svg - Wikipedia File:Essay.svg - Wikipedia
What are the Big Ideas? Why are these
relevant to
supporting ADHD
students in the
classroom? Instructor Notes: Ask participants to describe the big ideas from Unit 4: ● There are 3 components to instructional practices (Academic, Behavioral,
Classroom Accommodations) ● How to integrate the 3 components in the classroom ● How to apply IEP/504 plan to lesson planning and classroom practices Why are these relevant to supporting ADHD students in the classroom? Graphic retrieved from: https://pixabay.com/vectors/group-think-big-idea-yellow-bulb-2486248/
Where Are We Going?...Day 2 Training Workshop Units Unit Objectives Day 2 Full Day Training Unit 4: Selecting and
Integrating
Appropriate
Instructional Practices
and Legal Obligations
for ADHD What are three components to
successful instructional practices? How to integrate academic,
behavioral and classroom
accommodations. Unit 5: Goal-Setting, Progress
Monitoring, Feedback
and Celebrating
Student Success. How to identify targeted goals to
master within the appropriate
instructional practice? How to monitor progress, provide
feedback and celebrate success. Instructor Notes: Review the Course Overview by drawing attention to what has been completed and
what is coming next.
Lunch
Time 45 Minutes Instructor Notes: Have participants take a 45 minute Lunch Break. Prepare for Unit 5 Presentation. Graphic Retrieved from: https://pixabay.com/vectors/cheeseburger-drink-fries-food-menu-34314/
NORTH ORANGE COUNTY SELPA
INDIVIDUALIZED EDUCATION PROGRAM (IEP) - INFORMATION / ELIGIBILITY
Student Legal Name:

SAWYER, RAYNE Date of Birth:

8/22/2009 IEP Date:

9/23/2019
Original SpEd Entry Date:

10/11/2016 Next Annual IEP:

9/22/2020
Last Eval:

10/4/2016 Next Eval:

9/22/2022
MEETING TYPE: Initial Annual Triennial
Additional Purpose of Meeting (If needed): Transition Pre-Expulsion Interim Other
Age:

10 Gender:

Female
Grade:

05 Fih grade Native Language:

00 English
EL: Yes No Redesignated: Yes No Interpreter? Yes No
Student ID:

644256 SSID#:

4649915970
Parent/Guardian:

Danielle/Raymond Sawyer Home Phone:

714-686-1582
Home Address:

3807 San Miguel Dr
Work Phone:
City:

Fullerton
Cell Phone:
State/Zip:

CA, 92835
Email:
Parent/Guardian: Home Phone:
Home Address: Work Phone:
City: Cell Phone:
State/Zip:

CA,
Email:
District of Special Education Accountability:

Fullerton School
District
Residence School:

FSD - Hermosa Drive Elementary
Hispanic Ethnicity: Yes No
Ethnicity Intentionally Left Blank
Race: (regardless of Ethnicity): Race 1. 700 White

Race 2. _________

Race 3. _________

Race 4. _________

Race 5. _________
Race Intentionally Left Blank
INDICATE DISABILITY/IES Note: For initial and triennial IEPs, assessment must be done and discussed by IEP Team before
determining eligibility. * Low Incidence Disability
Primary:

Other Health Impairment (OHI) Secondary:

Speech or Language Impairment (SLI)
Not Eligible for Special Education Exiting from Special Education (returned to reg. ed/no longer eligible)
Describe how student's disability affects involvement and progress in general curriculum (or for preschoolers, participation
in appropriate activities) Rayne has significant difficulty sustaining aenon, as well as iniang and compleng tasks. Off task behavior,
unfinished assignments, poor organizaon, and limited parcipaon interfere with the her educaonal performance and progress in the
general educaon se ng. Rayne meets the secondary eligibility for Speech or Language Impairment. She exhibits deficits in pragmacs,
which impact her ability to communicate effecvely and funcon socially in the school se ng. Pragmac deficits may interfere with
understanding of classroom language usage, interpretaon of nonverbal communicaon skills, and knowledge of social situaons.
FOR INITIAL IEP PLACEMENTS ONLY
Has the student received IDEA Coordinated Early Intervening Services (CEIS) using 15% of IDEA funding in the past two years?
Yes No
Date of Initial Referral for Special Education Services: 8/11/2016
Page _____ of _____
Person Initiating the Referral for Special Education service: 30 Student Study T eam/Intervenon Plan
Date District Received Parent Consent: 8/11/2016
Date of Initial Meeting to Determine Eligibility: 10/4/2016
Page _____ of _____
NORTH ORANGE COUNTY SELPA
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Student Name: SAWYER, RAYNE Birthdate: 8/22/2009 IEP Date: 9/23/2019
Strengths/Preferences/Interests
Rayne's teacher reports that she demonstrates strengths in following rules and rounes, is truthful and honest, and accepts directs well.
Parent input and concerns relevant to educational progress
None at this me.
Smarter Balanced Assessment Consortium (SBAC)
Not Applicable
English/Language Arts Overall
Standard Exceeded Standard Met Standard Nearly Met Standard Not Met
Reading Above Standard Near Standard Below Standard
Writing Above Standard Near Standard Below Standard
Speaking and Listening Above Standard Near Standard Below Standard
Research/Inquiry
Above Standard Near Standard Below Standard
Math
Not Applicable
Math Overall
Standard Exceeded Standard Met Standard Nearly Met Standard Not Met
Concepts and Procedures Above Standard Near Standard Below Standard
Problem Solving and Data
Analysis
Above Standard Near Standard Below Standard
Communication Reasoning Above Standard Near Standard Below Standard
California Alternate Assessments (CAA)
Not Applicable
English Language Arts Understanding Foundational Understanding Limited Understanding
Math Understanding Foundational Understanding Limited Understanding
Science Understanding Foundational Understanding Limited Understanding
English Language Development Test (English Learners Only)
Not Applicable
ELPAC
Overall Score: Overall Performance Level: Oral Language Score/Level:
Written Language Score/Level:
Listening: Speaking: Reading:
Writing:
Alternate Assessment Name:
Overall Score/Level: Listening: Speaking: Reading: Writing:
Physical Education Testing (grades 5, 7 & 9): N/A
Other Assessment Data (e.g., curriculum assessment, other district assessment, etc.) iReady August 2019
Mathemacs- Overall scale score 447
Overall Placement - Level 3
Page _____ of _____
Number and Operaons- Grade 4
Algebra and algebraic thinking- Grade 3
Measurement and data- Grade 3
Geometry- Grade 4
Reading- Overall Scaled Score 567
Overall Placement - Level 4
Phonological Awareness- T ested Out
Phonics- T ested Out
High Frequency Words- T ested Out
Vocabulary- Grade 4
Comprehension and Literature- Mid 6
Comprehension Informaonal T ext - Grade 3
DIBELS Benchmark Assessments-
Fih grade passage- 103 words read correctly in 1 minute with 100% accuracy
DAZE- 8.5 words selected correctly in 3 minutes (Below the grade level target of 18)
Hearing Date: 8/29/2019 Pass Fail Other R Passed L Passed
Vision Date: 8/29/2019 Pass Fail Other Distance: R: 20/40, L: 20/25, NP 20/25 OU. Student screened without glasses.
Preacademic/Academic/Functional Skills
9/2019:
According to standardized tesng Rayne’s academic achievement scores fall within the average to high average range. In the area of
reading she is able to decode within the average range. She demonstrated the ability to comprehend text by answering cloze reading
passages, recall informaon she read and fluently read sentences to determine if the sentences were correct or not. According to the Dibels
assessment she is able to read 103 words per minute with 100% accuracy. The expectaon for fih grade is 103-138 words per minute and
98% accuracy. According to the iReady reading assessment Rayne scored in the fourth grade range overall.
In the area of wrien language Rayne performed in the average range. She was able to create simple sentences however, she does not re-
read her sentences to ensure they include correct semancs, grammar and spelling.
In the area of math Rayne was also able to perform in the average range according to standardized tesng. She was able to correctly
respond to double digit addion with and without regrouping, double digit subtracon without regrouping and two digit by one digit
mulplicaon. She was also able to add and subtract fracons with like denominators. According to the iReady assessment Rayne scored in
the third grade range overall, however, her performance appeared to be affected by her difficules with aenon.
Communication Development
09/23/2019:
An inial speech-language evaluaon was conducted to determine Rayne’s present levels of funconing with regard to speech and
language development to provide informaon that will aid the IEP T eam in determining eligibility and planning effecve intervenons as
appropriate within the least restricve environment if deemed necessary. This evaluaon was also conducted as part of a Triennial
Muldisciplinary assessment.
Results from the current assessment indicate that Rayne presents with strengths in recepve and expressive language including semancs as
well as syntax/morphology. Specifically in the area of vocabulary comprehension and expression, Rayne shows strengths in the following
skills areas as she performed in the superior to low average range of funconing for her age level expectancy on mulple standardized tests:
single word recepve/expressive vocabulary, non-literal language, and double meanings. In addion, she exhibits average skills in the
following areas of syntax and morphology: compleng and formulang sentences with appropriate grammar and word order, as well as
judging the grammacal accuracy of verbally presented sentences and making correcons when necessary. In addion, Rayne exhibits
funconal voice, fluency, and arculaon/phonology skills in the school se ng, which indicates areas of relave strength. In pragmac
language, Rayne’s relave strengths on standardized measures include: making social inferences in pictures based on nonverbal cues, solving
social conflicts from a mutual perspecve, making mulple interpretaons for social situaons, and using social statements to support others
in given structured social scenarios. Informal observaons show that Rayne exhibits funconal proximity to others. She uses her
communicaon for a variety of purposes, such as making requests, responding to greengs/farewells, asking/answering quesons,
Page _____ of _____
requesng clarificaon, demonstrang humor, and interpreng/demonstrang basic nonverbal cues (e.g., facial expressions, vocal
intonaon).
However, Rayne currently exhibits deficits in addional pragmac language skills, which impact her ability to communicate effecvely and
impede her social funconing at school. In parcular, standardized assessment results from the Pragmac Profile on the Clinical Evaluaon
of Language Fundamentals-5 (CELF-5) indicate scores in the low range for Rayne’s ability to apply or demonstrate pragmac language skills
across school se ngs. Although Rayne is also observed to iniate and maintain conversaonal exchanges with the examiners during tesng,
she exhibits off topic or unrelated comments or quesons at mes. Addionally, Rayne demonstrates inconsistent eye gaze and limited
interacons during play or conversaon with her peers (e.g., iniaon and maintaining interacons). Rayne’s Educaonal Specialist (RSP)
reports difficules with peer relaons, working with others in groups, as well as demonstrang acve listening. Parents also noted difficules
with “socializing” at school.
Baseline data shows that Rayne has difficulty demonstrang “expected” social skills (i.e., Hidden Social Rules) for targeted school-related
areas, such as starng friendships, maintaining friendships, parcipang in group acvies, acve listening/ignoring distracons, and/or
expressing on topic comments/quesons.
Therefore, idenfied areas of unique need with regard to communicaon development include: Pragmacs- Hidden Social Rules.
Gross/Fine Motor Development
9/2019:
Rayne is able to run, jump and climb as observed on the playground. She parcipates in regular physical educaon acvies.
Fine Motor: OT (09/2019): Rayne is always cooperave and works very hard in OT . She has made great progress in her fine motor and
visual motor skills over the last year . Rayne ulizes a mature tripod grasp on her wring and coloring tools. She displays the ability to ulize
dynamic finger movements during wring and coloring tasks. Rayne is also currently demonstrang funconal bilateral coordinaon skills
required to access her curriculum. She displays the bilateral coordinaon skills required to successfully complete various tasks including
opening/closing items such as markers and glue, cu ng out basic and complex shapes ulizing a properly supinated support hand to turn
the paper while cu ng with dominant hand, and stringing beads. Rayne has met 2/2 OT goals in the areas of fine motor and visual motor
skills. In the area of fine motor skills as related to leer sizing, Rayne is currently displaying the ability to copy 3 4-5 word sentences from a
model onto the lines of typical wide-ruled paper maintaining proper sizing within line boundaries including proper tall versus short leer
differenaon with 90% accuracy in the OT se ng. In the area of visual motor skills as related to spacing during wring tasks, Rayne is
currently displaying the ability to far-point copy (i.e. from the board) 3 4-5 word sentences maintaining proper spacing between words with
90-100% accuracy. Based upon standardized assessment through the BOTMP-2, Rayne is currently displaying “Below Average” skills in the
area of fine motor precision and “ Average” skills in the areas of fine motor integraon and manual dexterity. Based upon standardized
assessment through the Beery VMI, Rayne is displaying “ Average” skills in the area of visual motor integraon, “ Above Average” skills in the
area of visual percepon, and “Low” skills in the area of motor coordinaon. Based upon standardized assessment through the MVPT -4,
Rayne is displaying “ Average” skills in the area of visual percepon. Based upon standardized assessment through the SPM, Rayne is
displaying “Typical” funconing in regards to sensory processing in the classroom environment.
Social Emotional/Behavioral
9/2019:
Rayne has had some difficulty ge ng into a roune at recess with friends this year . She was observed playing by herself on the playground
during recess. When asked who she plays with she named two friends. She would benefit from regular structured play opportunies to
support her in establishing friendships. Rayne's teacher reports that she follows classroom rules and rounes.
Vocational
9/2019:
So far this year Rayne has been compleng and turning in an average of 30% of classroom assignments and tests. She requires
accommodaons to support her in note taking (take a picture with iPAD or teacher provided notes), wring assignments (compose on
classroom device, graphic organizers provided), and math worksheets (scratch paper with defined space and/or compact assignments).
Rayne would benefit from support in asking her teacher for supports and accommodaons when needed. She relies on adult prompng to
ask for help when she needs it.
Adaptive/Daily Living Skills
9/2019:
Page _____ of _____
Rayne is able to take care of her personal needs and funcons independently to take care of her personal hygiene. This is not a suspected
area of unique need.
Health
9/2019:
The Developmental Health History was completed by mother on 08/15/2019 and reviewed by the school nurse. There was no report of any
acute or chronic illnesses, hospitalizaons, surgeries or serious injuries in the Developmental Health History or the school health informaon
provided by Rayne's parent for the 2019-2020 school year . No allergies or medicaons noted. Rayne likes school. She states her favorite
subject is Science and her least favorite is wring. She wants to be a Veterinarian when she grows up. Rayne was pleasant and cooperave
and willing to complete all tasks. It was a pleasure to assist in this assessment.
For student to receive educational benefit, goals will be written to address the following areas of need:
9/2019:
Prevocaonal- Self Advocacy
English Language Arts- Wrien language-Revision
T ask compleon
Communicaon- Pragmacs- Hidden Social Rules
Page _____ of _____
NORTH ORANGE COUNTY SELPA
SPECIAL FACTORS
Student Name: SAWYER, RAYNE Birthdate: 8/22/2009 IEP Date: 9/23/2019
Does the student require assistive technology devices and/or services? Yes No
Rationale: Computer spell-check, word predictive software, visual to-do lists
Does the student require low incidence services, equipment and/or materials to meet educational goals? Yes No
(If yes, specify) Rayne does not have a low incidence disability.
Considerations if the student is blind or visually impaired: Rayne is not blind or visually impaired.
Considerations if the student is deaf or hard of hearing: Rayne is not deaf or hard of hearing.
If the student is an English Learner, complete the following section:
Does the student need primary language support? Yes No If yes, how will it be provided?
Where will ELD services be provided to the student? General Education Special Education
The student will participate in the following type of program:
Structured English Immersion Alternative Language Program (type or description)
Comments: Rayne is not an english language learner.
Does student's behavior impede learning of self or others? Yes No
(describe) N/A
If yes, specify positive behavior interventions, strategies, and supports:
Behavior Goal is part of this IEP Behavior Intervention Plan (BIP) Attached
Page _____ of _____
NORTH ORANGE COUNTY SELPA
Statewide Assessments
Student Name: SAWYER, RAYNE Birthdate: 8/22/2009 IEP Date: 9/23/2019
Indicate student’s participation in the California Assessment of Student Performance and Progress (CAASPP) below:
English Language Arts (Grades 3-8, & 11)
11 With tesng accommodaons
SBAC with Designated Supports Embedded Streamline, Text To Speech, Items
SBAC with Designated Supports Non-embedded Separate Setting (i.e., most beneficial time, special lighting or
acoustics, adaptive furniture), Simplified Test Directions
SBAC with Accommodations Embedded
SBAC with Accommodations Non-embedded
SBAC with Accessibility Support (requires CDE Approval)
Math (Grades 3-8, & 11)
11 With tesng accommodaons
SBAC with Designated Supports Embedded Streamline, Text To Speech
SBAC with Designated Supports Non-embedded Separate Setting (i.e., most beneficial time, special lighting or
acoustics, adaptive furniture), Simplified Test Directions
SBAC with Accommodations Embedded
SBAC with Accommodations Non-embedded Multiplication Table (beginning in grade 4),
SBAC with Accessibility Support (requires CDE Approval)
Science (Grades 5, 8 & High School)
11 With tesng accommodaons
CAST with Designated Supports Embedded Streamline, Text To Speech (Items and Stimuli)
CAST with Designated Supports Non-Embedded Read Aloud, Separate Setting (i.e., most beneficial time, special
lighting or acoustics, adaptive furniture)
CAST with Accommodations Embedded
CAST with Accommodations Non-Embedded
CAST with Accessibility Support (requires CDE Approval)
If student is taking Alternate Assessment the IEP team has reviewed the criteria for taking alternate assessments.
The student will not participate in the SBAC because
Participation in an Alternate Assessment is appropriate because
Physical Fitness Test (Grades 5, 7 & 9)

Out of testing range
Without Accommodations
With Accommodations
With Modifications (Check with PFT Office prior to use)
Other State-Wide/ District-Wide Assessment(s) Alternate Assessment(s) Rayne will benefit from small group testing in a
separate setting with breaks on district assessments.
Desired Results Developmental Profile (DRDP) – (Preschoolers Ages 3, 4 and 5 years)
Adaptations Not Applicable Sensory support Functional positioning
Alternative response mode Assistive equipment or device Visual support
Alternative mode for written language Augmentative or alternative communication system
Page _____ of _____
ELPAC (English Learners Only)
Listening without Designated Supports or Accommodations
Listening with Designated Supports Non-embedded
Listening with Accommodations Non-embedded
Listening with Unlisted Resources (requires CDE Approval)
Speaking without Designated Supports or Accommodations
Speaking with Designated Supports Non-embedded
Speaking with Accommodations Non-embedded
Speaking with Unlisted Resources (requires CDE Approval)
Reading without Designated Supports or Accommodations
Reading with Designated Supports Non-embedded
Reading with Accommodations Non-embedded
Reading with Unlisted Resources (requires CDE Approval)
Writing without Designated Supports or Accommodations
Writing with Designated Supports Non-embedded
Writing with Accommodations Non-embedded
Writing with Unlisted Resources (requires CDE Approval)
Alternate Assessment to ELPAC
If yes, areas of alternate assessment: Listening Speaking Reading Writing
Name of alternate assessment(s)
Person responsible to administer alternate assessment(s)
Standards based Tests in Spanish STS
Math without Designated Supports or Accommodations
Math with Designated Supports
Math with Accommodations
Reading, Language, Spelling without Designated Supports or Accommodations
Reading, Language, Spelling with Designated Supports
Reading, Language, Spelling with Accommodations
Page _____ of _____
Baseline: When given teacher created
or spontaneous writing assignments
Rayne is unaware of her errors (spelling,
punctuation, grammar) and when asked
to go back and correct them she is able
to identify and correct 3/7 errors.
Measurable Annual Goal #: Academics 1
Goal: By 9/22/2020, When given a teacher created writing prompt, descriptive word list, and
editing checklist, Rayne will revise writing to improve organization, grammar, punctuation and
sentence complexity by independently identifying and correcting at least 6 errors in her own
writing on 3 consecutive trial as measured by student work samples/data collection.
Enables student to be involved/progress in general curriculum/state standard W.5.5
Addresses other educational needs resulting from the disability
Linguistically appropriate
Transition Goal: Education/Training Employment Independent Living
Person(s) Responsible: Education Specialist, OT
NORTH ORANGE COUNTY SELPA
ANNUAL GOALS AND OBJECTIVES
Student Name: SAWYER, RAYNE Birthdate: 8/22/2009 IEP Date: 9/23/2019
Area of Need: Written language 2019-
2020
Short-Term Objective: By 11/2019, When given a teacher created writing prompt, descriptive word list, and editing checklist, Rayne will
revise writing to improve organization, grammar, punctuation and sentence complexity by identifying and correcting at least 4 errors in her
own writing with no more than 2 teacher prompts on 3 consecutive trial as measured by student work samples/data collection.
Short-Term Objective: By 3/2020, When given a teacher created writing prompt, descriptive word list, and editing checklist, Rayne will
revise writing to improve organization, grammar, punctuation and sentence complexity by identifying and correcting at least 5 errors in her
own writing with no more than 1 teacher prompt on 3 consecutive trial as measured by student work samples/data collection.
Short-Term Objective: By 5/2020, When given a teacher created writing prompt, descriptive word list, and editing checklist, Rayne will
revise writing to improve organization, grammar, punctuation and sentence complexity by identifying and correcting at least 6 errors in her
own writing with no more than one prompt on 3 consecutive trial as measured by student work samples/data collection.
Progress Report 1:
Summary of Progress:
Comment:
Progress Report 2:
Summary of Progress:
Comment:
Progress Report 3:
Summary of Progress:
Comment:
Annual Review Date:
Goal met Yes No
Comments:

Page _____ of _____
Baseline: So far this year Rayne has
been completing and turning in an
average of 30% of classroom
assignments and tests.
Measurable Annual Goal #: Vocaonal #1
Goal: By 9/22/2020, Rayne will be allowed extra time in the resource room to ensure
completion and turning in of at least 90% of assignments as measured by work samples, rubric,
and/or teacher observations.
Enables student to be involved/progress in general curriculum/state standard
Addresses other educational needs resulting from the disability
Linguistically appropriate
Transition Goal: Education/Training Employment Independent Living
Person(s) Responsible: Education specialist
NORTH ORANGE COUNTY SELPA
ANNUAL GOALS AND OBJECTIVES
Student Name: SAWYER, RAYNE Birthdate: 8/22/2009 IEP Date: 9/23/2019
Area of Need: Task completion 2019-
2020
Short-Term Objective: By 11/2019, Rayne will be allowed extra time in the resource room to ensure completion and turning in of at least
60% of assignments as measured by work samples, rubric, and/or teacher observations.
Short-Term Objective: By 3/2020, Rayne will be allowed extra time in the resource room to ensure completion and turning in of at least
70% of assignments as measured by work samples, rubric, and/or teacher observations.
Short-Term Objective: By 5/2020, Rayne will be allowed extra time in the resource room to ensure completion and turning in of at least
80% of assignments as measured by work samples, rubric, and/or teacher observations.
Progress Report 1:
Summary of Progress:
Comment:
Progress Report 2:
Summary of Progress:
Comment:
Progress Report 3:
Summary of Progress:
Comment:
Annual Review Date:
Goal met Yes No
Comments:

Page _____ of _____
Baseline: Rayne does not ask for
support when she needs it on a regular
basis. She continues to benefit from
regular check-ins and a visual checklist
to support her in asking for supports
when she needs them. Rayne utilized
time in RSP to revise her writing and to
take math chapter tests in fourth grade.
The first month of school we are still
working on getting this system to
become a habit.
Measurable Annual Goal #: Vocaonal #2
Goal: By 9/22/2020, Given weekly checks and a visual, Rayne will approach her general
education teacher(s) to ask to determine if she needs to take or complete a classroom tests,
revise a writing assignment or complete a missing assignment and complete a weekly grade
check in slip 2/3 opportunities as measured by collected check in slips collected across the
grading period.
Enables student to be involved/progress in general curriculum/state standard
Addresses other educational needs resulting from the disability
Linguistically appropriate
Transition Goal: Education/Training Employment Independent Living
Person(s) Responsible: Education specialist
NORTH ORANGE COUNTY SELPA
ANNUAL GOALS AND OBJECTIVES
Student Name: SAWYER, RAYNE Birthdate: 8/22/2009 IEP Date: 9/23/2019
Area of Need: Self Advocacy 2019-
2020
Short-Term Objective: By 11/2019, Given weekly checks and a visual, Rayne will approach her general education teacher(s) to ask to
determine if she needs to take or complete a classroom tests, revise a writing assignment or complete a missing assignment and
complete a weekly grade check in slip 2/3 opportunities as measured by collected check in slips collected across the grading period.
Short-Term Objective: By 3/2020, Given weekly checks and a visual, Rayne will approach her general education teacher(s) to ask to
determine if she needs to take or complete a classroom tests, revise a writing assignment or complete a missing assignment and
complete a weekly grade check in slip 2/3 opportunities as measured by collected check in slips collected across the grading period.
Short-Term Objective: By 5/2020, Given weekly checks and a visual, Rayne will approach her general education teacher(s) to ask to
determine if she needs to take or complete a classroom tests, revise a writing assignment or complete a missing assignment and
complete a weekly grade check in slip 2/3 opportunities as measured by collected check in slips collected across the grading period.
Progress Report 1:
Summary of Progress:
Comment:
Progress Report 2:
Summary of Progress:
Comment:
Progress Report 3:
Summary of Progress:
Comment:
Annual Review Date:
Goal met Yes No
Comments:

Page _____ of _____
Baseline: Baseline data indicates that
when given school related social
situations during role play scenarios,
Rayne is able to demonstrate at least 3
expected social skills for 0 out of 4
targeted situations (e.g., starting
friendships, maintaining friendships,
ignoring distractions/active listening,
working in groups, and/or on topic
comments/questions) during the first
presentation of the session over 1
session.
Measurable Annual Goal #: Communicaon #1
Goal: By 09/22/2020: In the speech room, when given school related social situations during
role play scenarios, Rayne will demonstrate at least 3 expected social skills for 4 targeted
situations (e.g., starting friendships, maintaining friendships, ignoring distractions/active
listening, working in groups, and/or on topic comments/questions) during the first presentation
of the session over 3 data collection sessions within a trimester grading period as measured by
specialist recorded data.
Enables student to be involved/progress in general curriculum/state standard CCSS.ELA-
LITERACY.SL.5.1- Comprehension and Collaboration
Addresses other educational needs resulting from the disability
Linguistically appropriate
Transition Goal: Education/Training Employment Independent Living
Person(s) Responsible: Speech-Language Pathologist
NORTH ORANGE COUNTY SELPA
ANNUAL GOALS AND OBJECTIVES
Student Name: SAWYER, RAYNE Birthdate: 8/22/2009 IEP Date: 9/23/2019
Area of Need: Communication-
Pragmatics- Hidden Social Rules
Short-Term Objective: By 11/19: In the speech room, when given school related social situations during role play scenarios a visual cue,
and a model, Rayne will demonstrate least 3 expected social skills for 4 targeted situations (e.g., starting friendships, maintaining
friendships, ignoring distractions/active listening, working in groups, and/or on topic comments/questions) during the first presentation of
the session over 3 data collection sessions within a trimester grading period as measured by specialist recorded data.
Short-Term Objective: By 03/20: In the speech room, when given school related social situations during role play scenarios and a
familiar visual cue, Rayne will demonstrate at least 3 expected social skills for 2 targeted situations (e.g., starting friendships, maintaining
friendships, ignoring distractions/active listening, working in groups, and/or on topic comments/questions) during the first presentation of
the session over 3 data collection sessions within a trimester grading period as measured by specialist recorded data.
Short-Term Objective: By 05/20: In the speech room, when given school related social situations during role play scenarios and a
familiar visual cue as needed, Rayne will demonstrate at least 3 expected social skills for 3 targeted situations (e.g., starting friendships,
maintaining friendships, ignoring distractions/active listening, working in groups, and/or on topic comments/questions) during the first
presentation of the session over 3 data collection sessions within a trimester grading period as measured by specialist recorded data.
Progress Report 1:
Summary of Progress:
Comment:
Progress Report 2:
Summary of Progress:
Comment:
Progress Report 3:
Summary of Progress:
Comment:
Annual Review Date:
Goal met Yes No
Comments:
Page _____ of _____
NORTH ORANGE COUNTY SELPA
Offer of FAPE - SERVICE
Student Name: SAWYER, RAYNE Birthdate: 8/22/2009 IEP Date: 9/23/2019
The service options that were considered by the IEP team (List all): General Education Class
General Education Class-Supplemental aids or services
General Education Class- Some direct instruction by special education staff (less than 21% of time out of the classroom for special
education services)
Related Services:Occupational Therapy, Speech and language
In selecting LRE, describe the consideration given to any potential harmful effect on the child or on the quality of services
that he or she needs: Following review of the continuum of services, the IEP team agrees that Special Education services and supports
will provide Rayne with educational benefit while minimizing the negative or harmful effects associated with learning challenges,
maximizing the level of support available to Rayne in order to progress educationally, and providing Rayne an education with nondisabled
peers to the maximum extent appropriate.
SUPPLEMENTARY AIDS & SERVICES AND OTHER SUPPORTS FOR SCHOOL PERSONNEL, OR FOR STUDENT, OR ON
BEHALF OF THE STUDENT
The IEP team discussed and determined program accommodations are not needed in general education classes or other education-
related settings.
The IEP team discussed and determined the following program accommodations are needed in general education classes or other
education-related settings.
Program Accommodations Start Date End Date Location
Reduce distractions to the student 9/23/2019 9/22/2020 Educational setting
Spelling and grammar devices 9/23/2019 9/22/2020 Educational setting
type or use speech to text for written assignments 9/23/2019 9/22/2020 Educational setting
Monitor test response 9/23/2019 9/22/2020 Educational setting
Opportunity to correct classroom tests for improved
grade
9/23/2019 9/22/2020 Educational setting
Multiplication table 9/23/2019 9/22/2020 Educational setting
peer notetaker or teacher-provided notes 9/23/2019 9/22/2020 Educational setting
graphic organizers for writing assignments 9/23/2019 9/22/2020 Educational setting
Revision checklist 9/23/2019 9/22/2020 Educational setting
The IEP team discussed and determined program modifications are not needed in general education classes or other education-
related settings.
The IEP team discussed and determined the following program modifications are needed in general education classes or other
education-related settings.
Program Modifications Start Date End Date Frequency Duration Location
The IEP team discussed and determined other supports for school personnel, or for student, or on behalf of the student are not needed.
The IEP team discussed and determined the following other supports for school personnel, or for student, or on behalf of the student
are needed.
Other Supports for School Personnel,
or for Student, or on Behalf of Student
To Support Start Date End Date Frequency Duration Location
Consultation between General
education teacher and Education
specialist
Student
Personnel
9/23/2019 9/22/2020 Monthly 1 x 15 min Classroom
Speech-Language: Prompting
hierarchy, visual supports (e.g.,
pictures, graphic organizers, familiar
visual cues, charts/rubrics), role play,
social scenarios/social stories,
modeling, clinician feedback, positive
reinforcement/incentives, repeated
practice, front loading strategies,
social language materials
Student
Personnel
9/23/2019 9/22/2020 During
Speech-
Language
Sessions- 1
time weekly
During
Speech-
Language
Sessions- 1
time
weekly/30
min.
Speech-
Language
Room
Page _____ of _____
Consultation between Occupational
Therapist and Education Specialist
Student
Personnel
9/23/2019 9/22/2020 Yearly 120 minutes Educational
Setting
SPECIAL EDUCATION and RELATED SERVICES
Service: Specialized Academic Instrucon Start Date: 9/23/2019 End Date: 9/22/2020
Provider: District of Service Ind Grp Sec Transition
Duration/Freq: 30 min x 1 Totaling: 30 min served Weekly Location: Regular classroom/public day school
Comments: Rayne will receive 30 weekly minutes of collaborave support from the Resource Specialist program in the general educaon
se ng.
Service: Language and speech Start Date: 9/23/2019 End Date: 9/22/2020
Provider: District of Service Ind Grp Sec Transition
Duration/Freq: 30 min x 1 Totaling: 30 min served Weekly
Location: Separate classroom in public integrated
facility
Comments: Speech and language services will be provided 1 me weekly for 30 minutes in group model within the speech room se ng.
Services will not be provided during: school wide events, district wide assessments, minimum days, student absences, teacher requests, field
trips, and school holidays.
Service: Occupaonal therapy Start Date: 9/23/2019 End Date: 9/22/2020
Provider: District of Service Ind Grp Sec Transition
Duration/Freq: 60 min x 1 Totaling: 60 min served Monthly Location: Regular classroom/public day school
Comments: push-in services
Service: Occupaonal therapy Start Date: 9/23/2019 End Date: 9/22/2020
Provider: District of Service Ind Grp Sec Transition
Duration/Freq: 60 min x 1 Totaling: 60 min served Monthly
Location: Separate classroom in public integrated
facility
Comments: pull-out services
Programs and services will be provided according to where student is in attendance and consistent with the district of service calendar
and scheduled services, excluding holidays, vacations, and non-instructional days unless otherwise specified.
Special Education Transportation Yes No Services are provided at home school, therefor transportation is not required.
EXTENDED SCHOOL YEAR (ESY)
Yes No
Rationale: Rayne's current IEP does not include goals addressing critical life skills, nor are they necessary at this time. Limited
recoupment of skills is also not identified as a factor. Therefore, extended school year services are not recommended.
Programs and services will be provided according to where student is in attendance and consistent with the district of service calendar
and scheduled services, excluding holidays, vacations, and non-instructional days unless otherwise specified.
Page _____ of _____
NORTH ORANGE COUNTY SELPA
OFFER OF FAPE - EDUCATIONAL SETTING
Student Name: SAWYER, RAYNE Birthdate: 8/22/2009 IEP Date: 9/23/2019
Physical Education: General Specially Designed Other
District of Service: Fullerton School District School of Attendance: FSD - Hermosa Drive Elementary
All special education services provided at student’s school of residence? Yes No (rationale) All services are provided at
home school.
Preschool Program Setting (Ages 3-5 only, including those in TK and Kindergarten):
(Note: Answ er items below for students ages 3-5 in Regular Early Childhood Program or Kindergarten)
The location where the student receives the majority of their special education services:
Same as above Different from above
Is the Regular Early Childhood Program or Kindergarten Program ten hours per week or greater? Yes No
Program Setting (Ages 6 and older within duration of this IEP): Regular Classroom/Public Day School
(Note: Percentage of time is required for those that w ill be age 6 and older w ithin the duration of this IEP)
6 % of time student is outside the regular class & extracurricular & non academic activities
94 % of time student is in the regular class & extracurricular & non academic activities
Student will not participate in the regular class and/or extracurricular and/or non academic activities: specialized academic
instrucon, Occupaonal Therapy, Speech-Language Services because Rayne requires individualized educaonal instrucon in a small
group se ng in order to receive educaonal benefit and progress towards her goals.
Other Agency Services
County Mental Health
California Children's Services(CCS)
Regional Center
Probation
Department of Rehabilitation
Department of Social Services (DSS)
Other
Promotion Criteria: District Progress on Goals Other
Parents will be informed
of progress:
Quarterly Trimester Semester Other
How? Progress Summary Report Other
ACTIVITIES TO SUPPORT TRANSITION (e.g. preschool to kindergarten, special education and/or NPS to general education
class, 8th-9th grade, etc)
N/A
Page _____ of _____
NORTH ORANGE COUNTY SELPA
SIGNATURE AND PARENT CONSENT
Student Name: SAWYER, RAYNE Birthdate: 8/22/2009 IEP Date: 9/23/2019
IEP Meeting Participants

Parent/Guardian/Surrogate Date Parent/Guardian Date

Student/Adult Student Date General Education Teacher Date

LEA Representative/Admin.Designee Date Special Education Specialist Date

Additional Participant/Title Date Additional Participant/Title Date

Additional Participant/Title Date Additional Participant/Title Date

Additional Participant/Title Date Additional Participant/Title Date

Additional Participant/Title Date Additional Participant/Title Date
CONSENT
I agree to all parts of the IEP.
I agree with the IEP, with the exception of
I decline the offer of initiation of special education services.
I understand that my child is not eligible for special education.
I understand that my child is no longer eligible for special education.
Signature below is to authorize and approve the IEP.
Signature Date
Parent Guardian Surrogate Adult Student
Signature Date
Parent Guardian Surrogate Adult Student
PARENT INVOLVEMENT
As a means of improving services and results for your child did the school facilitate parent involvement?
Yes No No Response
If my child is or may become eligible for public benefits (Medi-Cal): I authorize the LEA/district to release student
information for the limited purpose of billing Medi-Cal/Medicaid and to access Medi-Cal: health insurance benefits
for applicable services.
Signature
Parent Guardian Surrogate Adult Student
Parent/Adult Student has received a copy of the Procedural Safeguards.
Parent/Adult Student has received a copy of assessment report (if applicable).
Parent/Adult Student has received a copy of the Individualized Education Plan (IEP).
Parent/Adult Student has received written notification of protections available to parents when LEA requests to access Medi-cal
benefits.
Student enrolled in private school by their parents. Refer to Individual Service Plan, if appropriate.
Page _____ of _____
CWA/2011
__________ SCHOOL DISTRICT/PROGRAM
Section 504 Accommodation Plan

Student: DOB: Grade: School: Disability:

Parents: Phone: Address:

504 Coordinators:

Initial Evaluation
Date:

Beginning Date of Plan: Annual Review Date:

3-Year Review Date:
Describe How the Identified Disability Substantially Limits a Major Life Activity:

Area of Need Accommodation Person(s) Responsible
Curriculum:

Instruction:

Behavioral
Support:

The following are reasonable accommodations that may address the student’s needs:
!! seating student near the teacher !!avoiding distracting stimuli (air conditioner, high traffic area, etc.)
!!seating student near a positive role model!! !!standing near student when giving directions or presenting lessons
!!pairing students to check work !!using computer-assisted instruction !!break longer presentations into shorter segments
!!providing peer note taker !!providing visual aids !!making sure directions are understood
!!providing peer tutoring ! ! ! ! !!variety of activities during each lesson
!!student to review key points orally !!reducing self-monitoring activities !!giving extra time to complete tasks
!!simplifying complex directions !!reducing the reading level of assignments !!reducing the reading level of assignments
!!additional accommodations

Participation in State and District-Wide Assessments: No Accommodations Accommodations as Stated Below
!!extra time on a test within a testing day !!!simplify test administration directions !! test in small group setting
!!read test questions aloud !!allow oral responses !! allow assistive device (list)
!!additional accommodations
Refer to CDE’s list for additional Testing Variations, Accommodations and Modifications

Team Signatures for Participation:

School 504 Coordinator Teacher Parent

Other Other Other

Parent (s) AGREE Parent (s) DO NOT Agree Parents have received
With This 504 Plan With This 504 Plan Procedural Safeguards
Parent/Guardian’s Signature: Date:

TEACHING CHILDREN WITH
ATTENTION DEFICIT
HYPERACTIVITY DISORDER:
INSTRUCTIONAL STRATEGIES AND PRACTICES
2006

Teaching Children with
Attention Deficit
Hyperactivity Disorder:
Instructional Strategies and Practices
2006

This report was produced under U.S. Department of Education Contract No. HS97017002 with the American Institutes for
Research. Kelly Henderson served as technical representative for this project.

U.S. Department of Education
Margaret Spellings
Secretary

Office of Special Education and Rehabilitative Services
John H. Hager
Assistant Secretary

Office of Special Education Programs
Alexa Posny
Acting Director

Research to Practice Division
Louis Danielson
Director

First printed: February 2004
Reprinted: September 2005, August 2006

This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to
reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of Special Education
and Rehabilitative Services, Office of Special Education Programs, Teaching Children with Attention Deficit Hyperactivity
Disorder: Instructional Strategies and Practices. Washington, D.C., 2006.

To order copies of this report,

write to: ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398;
or

fax your request to: 301-470-1244; or

e-mail your request to: edpubs@inet.ed.gov; or

call in your request toll-free: 1-877-433-7827 (1-877-4-ED-PUBS). If 877 service is not yet available in your area,
call 1-800-872-5327 (1-800-USA-LEARN). Those who use a telecommunications device for the deaf (TDD) or a
teletypewriter (TTY) should call 1-877-576-7734; or

order online at: www.edpubs.org/webstore/Content/search.asp.

This report is also available on the U.S. Department of Education’s Web site at www.ed.gov/about/offices/list/osers/osep.

On request, this document can be made available in accessible formats, such as Braille, large print and computer diskette.
For more information, please contact the U.S. Department of Education’s Alternative Format Center by e-mail at
omalternateformatcenter@ed.gov, or by telephone at 202-260-0852 or 202-260-0818.

Contents

Introduction....................................................................................................................................................1
Identifying Children With ADHD ............................................................................................................1
An Overall Strategy for the Successful Instruction of Children With ADHD...........................................3
How to Implement the Strategy: Three Components of Successful Programs for
Children With ADHD ................................................................................................................................4
Academic Instruction ..........................................................................................................................4
Introducing Lessons ......................................................................................................................5
Conducting Lessons ......................................................................................................................6
Concluding Lessons ......................................................................................................................8
Individualizing Instructional Practices ..........................................................................................9
Organizational and Study Skills Useful for Academic Instruction of
Children With ADHD...............................................................................................................14
Behavioral Interventions ...................................................................................................................16
Effective Behavioral Intervention Techniques ............................................................................17
Classroom Accommodations.............................................................................................................22
Special Classroom Seating Arrangements for ADHD Students...................................................22
Instructional Tools and the Physical Learning Environment .......................................................22
Conclusion ...................................................................................................................................................23
References....................................................................................................................................................25

Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices iii

iv Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

Teaching Children With Attention Deficit Hyperactivity
Disorder: Instructional Strategies and Practices

Inattention, hyperactivity, and impulsivity are the core
symptoms of Attention Deficit Hyperactivity Disorder (ADHD).
A child’s academic success is often dependent on his or her
ability to attend to tasks and teacher and classroom expectations
with minimal distraction. Such skill enables a student to acquire
necessary information, complete assignments, and participate in
classroom activities and discussions (Forness & Kavale, 2001).
When a child exhibits behaviors associated with ADHD,
consequences may include difficulties with academics and with
forming relationships with his or her peers if appropriate
instructional methodologies and interventions are not
implemented.
Introduction

There are an estimated 1.46 to 2.46 million children with ADHD
in the United States; together these children constitute 3–5
percent of the student population (Stevens, 1997; American
Psychiatric Association, 1994). More boys than girls are
diagnosed with ADHD; most research suggests that the condition
is diagnosed four to nine times more often in boys than in girls
(Bender, 1997; Hallowell, 1994; Rief, 1997). Although for years
it was assumed to be a childhood disorder that became visible as
early as age 3 and then disappeared with the advent of
adolescence, the condition is not limited to children. It is now
known that while the symptoms of the disorders may change as a
child ages, many children with ADHD do not grow out of it
(Mannuzza, Klein, Bessler, Malloy, & LaPadula, 1998).
Identifying Children
With ADHD

The behaviors associated with ADHD change as children grow
older. For example, a preschool child may show gross motor
overactivity—always running or climbing and frequently
shifting from one activity to another. Older children may be
restless and fidget in their seats or play with their chairs and
desks. They frequently fail to finish their schoolwork, or they
work carelessly. Adolescents with ADHD tend to be more
withdrawn and less communicative. They are often impulsive,
reacting spontaneously without regard to previous plans or
necessary tasks and homework.

According to the fourth edition of the Diagnostic Statistical
Manual of Mental Disorders (DSM-IV) of the American
Psychiatric Association (APA) (1994), ADHD can be defined
Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 1

by behaviors exhibited. Individuals with ADHD exhibit
combinations of the following behaviors:

▪ Fidgeting with hands or feet or squirming in their seat
(adolescents with ADHD may appear restless);
▪ Difficulty remaining seated when required to do so;
▪ Difficulty sustaining attention and waiting for a turn in
tasks, games, or group situations;
▪ Blurting out answers to questions before the questions have
been completed;
▪ Difficulty following through on instructions and in
organizing tasks;
▪ Shifting from one unfinished activity to another;
▪ Failing to give close attention to details and avoiding careless
mistakes;
▪ Losing things necessary for tasks or activities;
▪ Difficulty in listening to others without being distracted or
interrupting;
▪ Wide ranges in mood swings; and
▪ Great difficulty in delaying gratification.

Children with ADHD show different combinations of these
behaviors and typically exhibit behavior that is classified into
two main categories: poor sustained attention and hyperactivity-
impulsiveness. Three subtypes of the disorder have been
described in the DSM-IV: predominantly inattentive,
predominantly hyperactive-impulsive, and combined types
(American Psychiatric Association [APA] as cited in Barkley,
1997). For instance, children with ADHD, without hyperactivity
and impulsivity, do not show excessive activity or fidgeting but
instead may daydream, act lethargic or restless, and frequently
do not finish their academic work. Not all of these behaviors
appear in all situations. A child with ADHD may be able to
focus when he or she is receiving frequent reinforcement or is
under very strict control. The ability to focus is also common in
new settings or while interacting one-on-one. While other
children may occasionally show some signs of these behaviors,
in children with ADHD the symptoms are more frequent and
more severe than in other children of the same age.

Although many children have only ADHD, others have
additional academic or behavioral diagnoses. For instance, it
2 Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

has been documented that approximately a quarter to one-third
of all children with ADHD also have learning disabilities
(Forness & Kavale, 2001; Robelia, 1997; Schiller, 1996), with
studies finding populations where the comorbidity ranges
from 7 to 92 percent (DuPaul & Stoner, 1994; Osman, 2000).
Likewise, children with ADHD have coexisting psychiatric
disorders at a much higher rate. Across studies, the rate of
conduct or oppositional defiant disorders varied from 43 to 93
percent and anxiety or mood disorders from 13 to 51 percent
(Burt, Krueger, McGue, & Iacono, 2001; Forness, Kavale, &
San Miguel, 1998; Jensen, Martin, & Cantwell, 1997; Jensen,
Shertvette, Zenakis, & Ritchters, 1993). National data on
children who receive special education confirm this co-
morbidity with other identified disabilities. Among parents of
children age 6–13 years who have an emotional disturbance,
65 percent report their children also have ADHD. Parents of
28 percent of children with learning disabilities report their
children also have ADHD (Wagner & Blackorby, 2002).

When selecting and implementing successful instructional
strategies and practices, it is imperative to understand the
characteristics of the child, including those pertaining to
disabilities or diagnoses. This knowledge will be useful in the
evaluation and implementation of successful practices, which
are often the same practices that benefit students without
ADHD.

Teachers who are successful in educating children with ADHD
use a three-pronged strategy. They begin by identifying the
unique needs of the child. For example, the teacher determines
how, when, and why the child is inattentive, impulsive, and
hyperactive. The teacher then selects different educational
practices associated with academic instruction, behavioral
interventions, and classroom accommodations that are
appropriate to meet that child’s needs. Finally, the teacher
combines these practices into an individualized educational
program (IEP) or other individualized plan and integrates this
program with educational activities provided to other children
in the class. The three-pronged strategy, in summary, is as
follows:
An Overall Strategy for
the Successful
Instruction of Children
With ADHD

▪ Evaluate the child’s individual needs and strengths.
Assess the unique educational needs and strengths of a child
with ADHD in the class. Working with a multidisciplinary
team and the child’s parents, consider both academic and
behavioral needs, using formal diagnostic assessments and
informal classroom observations. Assessments, such as
learning style inventories, can be used to determine
Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 3

children’s strengths and enable instruction to build on their
existing abilities. The settings and contexts in which
challenging behaviors occur should be considered in the
evaluation.

▪ Select appropriate instructional practices. Determine
which instructional practices will meet the academic and
behavioral needs identified for the child. Select practices
that fit the content, are age appropriate, and gain the
attention of the child.

▪ For children receiving special education services,
integrate appropriate practices within an IEP. In
consultation with other educators and parents, an IEP should
be created to reflect annual goals and the special education-
related services, along with supplementary aids and services
necessary for attaining those goals. Plan how to integrate the
educational activities provided to other children in your class
with those selected for the child with ADHD.

Because no two children with ADHD are alike, it is important to
keep in mind that no single educational program, practice, or
setting will be best for all children.

Successful programs for children with ADHD integrate the
following three components:
How to Implement the
Strategy: Three
Components of
Successful Programs
for Children With ADHD

▪ Academic Instruction;

▪ Behavioral Interventions; and

▪ Classroom Accommodations.

The remainder of this document describes how to integrate a
program using these three components and provides suggestions
for practices that can help children with ADHD in a classroom
setting. It should be emphasized that many of the techniques
suggested have the additional benefit of enhancing the learning
of other children in the classroom who do not have ADHD. In
addition, while they have been used most widely with children
at the elementary level, the following practices are useful for
older students as well.

The first major component of the most effective instruction for
children with ADHD is effective academic instruction.
Teachers can help prepare their students with ADHD to
achieve by applying the principles of effective teaching when
they introduce, conduct, and conclude each lesson. The
Academic Instruction
4 Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

discussion and techniques that follow pertain to the
instructional process in general (across subject areas);
strategies for specific subject areas appear in the subsequent
subsection “Individualizing Instructional Practices.”

Students with ADHD learn best with a carefully structured
academic lesson—one where the teacher explains what he or she
wants children to learn in the current lesson and places these
skills and knowledge in the context of previous lessons.
Effective teachers preview their expectations about what
students will learn and how they should behave during the
lesson. A number of teaching-related practices have been found
especially useful in facilitating this process:
Introducing Lessons

▪ Provide an advance organizer. Prepare students for the
day’s lesson by quickly summarizing the order of various
activities planned. Explain, for example, that a review of the
previous lesson will be followed by new information and
that both group and independent work will be expected.

▪ Review previous lessons. Review information about
previous lessons on this topic. For example, remind children
that yesterday’s lesson focused on learning how to regroup
in subtraction. Review several problems before describing
the current lesson.

▪ Set learning expectations. State what students are expected to
learn during the lesson. For example, explain to students that a
language arts lesson will involve reading a story about Paul
Bunyan and identifying new vocabulary words in the story.

▪ Set behavioral expectations. Describe how students are
expected to behave during the lesson. For example, tell
children that they may talk quietly to their neighbors as they do
their seatwork or they may raise their hands to get your
attention.

▪ State needed materials. Identify all materials that the
children will need during the lesson, rather than leaving
them to figure out on their own the materials required. For
example, specify that children need their journals and
pencils for journal writing or their crayons, scissors, and
colored paper for an art project.

▪ Explain additional resources. Tell students how to obtain
help in mastering the lesson. For example, refer children to a
particular page in the textbook for guidance on completing a
worksheet.
Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 5

▪ Simplify instructions, choices, and scheduling. The
simpler the expectations communicated to an ADHD
student, the more likely it is that he or she will comprehend
and complete them in a timely and productive manner.

In order to conduct the most productive lessons for children
with ADHD, effective teachers periodically question children’s
understanding of the material, probe for correct answers before
calling on other students, and identify which students need
additional assistance. Teachers should keep in mind that
transitions from one lesson or class to another are particularly
difficult for students with ADHD. When they are prepared for
transitions, these children are more likely to respond and to stay
on task. The following set of strategies may assist teachers in
conducting effective lessons:
Conducting Lessons

▪ Be predictable. Structure and consistency are very important for
children with ADHD; many do not deal well with change.
Minimal rules and minimal choices are best for these children.
They need to understand clearly what is expected of them, as well
as the consequences for not adhering to expectations.

▪ Support the student’s participation in the classroom.
Provide students with ADHD with private, discreet cues to
stay on task and advance warning that they will be called
upon shortly. Avoid bringing attention to differences
between ADHD students and their classmates. At all times,
avoid the use of sarcasm and criticism.

▪ Use audiovisual materials. Use a variety of audiovisual materials
to present academic lessons. For example, use an overhead
projector to demonstrate how to solve an addition problem
requiring regrouping. The students can work on the problem at
their desks while you manipulate counters on the projector screen.

▪ Check student performance. Question individual students
to assess their mastery of the lesson. For example, you can
ask students doing seatwork (i.e., lessons completed by
students at their desks in the classroom) to demonstrate how
they arrived at the answer to a problem, or you can ask
individual students to state, in their own words, how the
main character felt at the end of the story.

▪ Ask probing questions. Probe for the correct answer after
allowing a child sufficient time to work out the answer to a
question. Count at least 15 seconds before giving the answer
6 Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

or calling on another student. Ask followup questions that
give children an opportunity to demonstrate what they know.

▪ Perform ongoing student evaluation. Identify students who
need additional assistance. Watch for signs of lack of
comprehension, such as daydreaming or visual or verbal
indications of frustration. Provide these children with extra
explanations, or ask another student to serve as a peer tutor
for the lesson.

▪ Help students correct their own mistakes. Describe how
students can identify and correct their own mistakes. For
example, remind students that they should check their
calculations in math problems and reiterate how they can
check their calculations; remind students of particularly
difficult spelling rules and how students can watch out for
easy-to-make errors.

▪ Help students focus. Remind students to keep working and
to focus on their assigned task. For example, you can
provide follow-up directions or assign learning partners.
These practices can be directed at individual children or at
the entire class.

▪ Follow-up directions. Effective teachers of children with
ADHD also guide them with follow-up directions:

— Oral directions. After giving directions to the class as a
whole, provide additional oral directions for a child with
ADHD. For example, ask the child if he or she under-
stood the directions and repeat the directions together.

— Written directions. Provide follow-up directions in writing.
For example, write the page number for an assignment on
the chalkboard and remind the child to look at the
chalkboard if he or she forgets the assignment.

▪ Lower noise level. Monitor the noise level in the classroom,
and provide corrective feedback, as needed. If the noise level
exceeds the level appropriate for the type of lesson, remind
all students—or individual students—about the behavioral
rules stated at the beginning of the lesson.

▪ Divide work into smaller units. Break down assignments
into smaller, less complex tasks. For example, allow students
to complete five math problems before presenting them with
the remaining five problems.

Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 7

▪ Highlight key points. Highlight key words in the instructions
on worksheets to help the child with ADHD focus on the
directions. Prepare the worksheet before the lesson begins, or
underline key words as you and the child read the directions
together. When reading, show children how to identify and
highlight a key sentence, or have them write it on a separate
piece of paper, before asking for a summary of the entire
book. In math, show children how to underline the important
facts and operations; in “Mary has two apples, and John has
three,” underline “two,” “and,” and “three.”

▪ Eliminate or reduce frequency of timed tests. Tests that are
timed may not allow children with ADHD to demonstrate what
they truly know due to their potential preoccupation with
elapsed time. Allow students with ADHD more time to
complete quizzes and tests in order to eliminate “test anxiety,”
and provide them with other opportunities, methods, or test
formats to demonstrate their knowledge.

▪ Use cooperative learning strategies. Have students work
together in small groups to maximize their own and each
other’s learning. Use strategies such as Think-Pair-Share
where teachers ask students to think about a topic, pair with
a partner to discuss it, and share ideas with the group.
(Slavin, 2002).

• Use assistive technology. All students, and those with ADHD
in particular, can benefit from the use of technology (such as
computers and projector screens), which makes instruction
more visual and allows students to participate actively.

Effective teachers conclude their lessons by providing advance
warning that the lesson is about to end, checking the completed
assignments of at least some of the students with ADHD, and
instructing students how to begin preparing for the next activity.
Concluding Lessons

▪ Provide advance warnings. Provide advance warning that a
lesson is about to end. Announce 5 or 10 minutes before the
end of the lesson (particularly for seatwork and group
projects) how much time remains. You may also want to tell
students at the beginning of the lesson how much time they
will have to complete it.

▪ Check assignments. Check completed assignments for at
least some students. Review what they have learned during
the lesson to get a sense of how ready the class was for the
lesson and how to plan the next lesson.

8 Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

• Preview the next lesson. Instruct students on how to begin
preparing for the next lesson. For example, inform children
that they need to put away their textbooks and come to the
front of the room for a large-group spelling lesson.

In addition to the general strategies listed above for introducing,
conducting, and concluding their lessons, effective teachers of
students with ADHD also individualize their instructional practices in
accordance with different academic subjects and the needs of their
students within each area. This is because children with ADHD have
different ways of learning and retaining information, not all of which
involve traditional reading and listening. Effective teachers first
identify areas in which each child requires extra assistance and then
use special strategies to provide structured opportunities for the child
to review and master an academic lesson that was previously
presented to the entire class. Strategies that may help facilitate this
goal include the following (grouped by subject area):
Individualizing Instructional
Practices

Language Arts and Reading Comprehension

To help children with ADHD who are poor readers improve
their reading comprehension skills, try the following
instructional practices:

▪ Silent reading time. Establish a fixed time each day for
silent reading (e.g., D.E.A.R.: Drop Everything and Read
and Sustained Silent Reading [Manzo & Zehr, 1998 and
Holt & O’Tuel, 1989]).

▪ Follow-along reading. Ask the child to read a story silently
while listening to other students or the teacher read the story
aloud to the entire class.

▪ Partner reading activities. Pair the child with ADHD with
another student partner who is a strong reader. The partners
take turns reading orally and listening to each other.

▪ Storyboards. Ask the child to make storyboards that
illustrate the sequence of main events in a story.

▪ Storytelling. Schedule storytelling sessions where the child
can retell a story that he or she has read recently.

▪ Playacting. Schedule playacting sessions where the child
can role-play different characters in a favorite story.

▪ Word bank. Keep a word bank or dictionary of new or
“hard-to-read” sight-vocabulary words.

Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 9

▪ Board games for reading comprehension. Play board
games that provide practice with target reading-
comprehension skills or sight-vocabulary words.

▪ Computer games for reading comprehension. Schedule
computer time for the child to have drill-and-practice with
sight vocabulary words.

▪ Recorded books. These materials, available from many
libraries, can stimulate interest in traditional reading and can
be used to reinforce and complement reading lessons.

▪ “Backup” materials for home use. Make available to students a
second set of books and materials that they can use at home.

▪ Summary materials. Allow and encourage students to use
published book summaries, synopses, and digests of major
reading assignments to review (not replace) reading assignments.

Phonics

To help children with ADHD master rules of phonics, the
following are effective:

▪ Mnemonics for phonics. Teach the child mnemonics that
provide reminders about hard-to-learn phonics rules (e.g.,
“when two vowels go walking, the first does the talking”)
(Scruggs & Mastropieri, 2000).

▪ Word families. Teach the child to recognize and read word
families that illustrate particular phonetic concepts (e.g.,
“ph” sounds, “at-bat-cat”).

▪ Board games for phonics. Have students play board games,
such as bingo, that allow them to practice phonetically
irregular words.

▪ Computer games for phonics. Use a computer to provide
opportunities for students to drill and practice with phonics
or grammar lessons.

▪ Picture-letter charts. Use these for children who know
sounds but do not know the letters that go with them.

Writing

In composing stories or other writing assignments, children
with ADHD benefit from the following practices:

▪ Standards for writing assignments. Identify and teach the
child classroom standards for acceptable written work, such
as format and style.

10 Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

▪ Recognizing parts of a story. Teach the student how to
describe the major parts of a story (e.g., plot, main
characters, setting, conflict, and resolution). Use a
storyboard with parts listed for this purpose.

▪ Post office. Establish a post office in the classroom, and
provide students with opportunities to write, mail, and
receive letters to and from their classmates and teacher.

▪ Visualize compositions. Ask the child to close his or her
eyes and visualize a paragraph that the teacher reads aloud.
Another variation of this technique is to ask a student to
describe a recent event while the other students close their
eyes and visualize what is being said as a written paragraph.

▪ Proofread compositions. Require that the child proofread
his or her work before turning in written assignments.
Provide the child with a list of items to check when
proofreading his or her own work.

▪ Tape recorders. Ask the student to dictate writing
assignments into a tape recorder, as an alternative to writing
them.

▪ Dictate writing assignments. Have the teacher or another
student write down a story told by a child with ADHD.

Spelling

To help children with ADHD who are poor spellers, the
following techniques have been found to be helpful:

▪ Everyday examples of hard-to-spell words. Take
advantage of everyday events to teach difficult spelling
words in context. For example, ask a child eating a cheese
sandwich to spell “sandwich.”

▪ Frequently used words. Assign spelling words that the
child routinely uses in his or her speech each day.

▪ Dictionary of misspelled words. Ask the child to keep a
personal dictionary of frequently misspelled words.

▪ Partner spelling activities. Pair the child with another
student. Ask the partners to quiz each other on the spelling
of new words. Encourage both students to guess the correct
spelling.

Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 11

▪ Manipulatives. Use cutout letters or other manipulatives to
spell out hard-to-learn words.

▪ Color-coded letters. Color code different letters in hard-to-spell
words (e.g., “receipt”).

▪ Movement activities. Combine movement activities with spelling
lessons (e.g., jump rope while spelling words out loud).

▪ Word banks. Use 3" x 5" index cards of frequently
misspelled words sorted alphabetically.

Handwriting

Students with ADHD who have difficulty with manuscript or
cursive writing may well benefit from their teacher’s use of the
following instructional practices:

▪ Individual chalkboards. Ask the child to practice copying
and erasing the target words on a small, individual
chalkboard. Two children can be paired to practice their
target words together.

▪ Quiet places for handwriting. Provide the child with a
special “quiet place” (e.g., a table outside the classroom) to
complete his or her handwriting assignments.

▪ Spacing words on a page. Teach the child to use his or her
finger to measure how much space to leave between each
word in a written assignment.

▪ Special writing paper. Ask the child to use special paper with
vertical lines to learn to space letters and words on a page.

▪ Structured programs for handwriting. Teach handwriting
skills through a structured program, such as Jan Olsen’s
Handwriting Without Tears program (Olsen, 2003).

Math Computation

Numerous individualized instructional practices can help
children with ADHD improve their basic computation skills.
The following are just a few:

▪ Patterns in math. Teach the student to recognize patterns
when adding, subtracting, multiplying, or dividing whole
numbers. (e.g., the digits of numbers which are multiples of
9 [18, 27, 36 . . . ] add up to 9).

12 Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

▪ Partnering for math activities. Pair a child with ADHD
with another student and provide opportunities for the
partners to quiz each other about basic computation skills.

▪ Mastery of math symbols. If children do not understand the
symbols used in math, they will not be able to do the work. For
instance, do they understand that the “plus” in 1 + 3 means to
add and that the “minus” in 5 – 3 means to take away?

▪ Mnemonics for basic computation. Teach the child
mnemonics that describe basic steps in computing whole
numbers. For example, “Don't Miss Susie’s Boat” can be
used to help the student recall the basic steps in long
division (i.e., divide, multiply, subtract, and bring down).

▪ Real-life examples of money skills. Provide the child with
real-life opportunities to practice target money skills. For
example, ask the child to calculate his or her change when
paying for lunch in the school cafeteria, or set up a class
store where children can practice calculating change.

▪ Color coding arithmetic symbols. Color code basic
arithmetic symbols, such as +, –, and =, to provide visual
cues for children when they are computing whole numbers.

▪ Calculators to check basic computation. Ask the child to
use a calculator to check addition, subtraction,
multiplication, or division.

▪ Board games for basic computation. Ask the child to play
board games to practice adding, subtracting, multiplying,
and dividing whole numbers.

▪ Computer games for basic computation. Schedule
computer time for the child to drill and practice basic
computations, using appropriate games.

▪ “Magic minute” drills. Have students perform a quick (60-
second) drill every day to practice basic computation of
math facts, and have children track their own performance.

Solving Math Word Problems

To help children with ADHD improve their skill in solving
word problems in mathematics, try the following:

▪ Reread the problem. Teach the child to read a word
problem two times before beginning to compute the answer.

▪ Clue words. Teach the child clue words that identify which
operation to use when solving word problems. For example,
Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 13

words such as “sum,” “total,” or “all together” may indicate
an addition operation.

▪ Guiding questions for word problems. Teach students to
ask guiding questions in solving word problems. For
example: What is the question asked in the problem? What
information do you need to figure out the answer? What
operation should you use to compute the answer?

▪ Real-life examples of word problems. Ask the student to
create and solve word problems that provide practice with
specific target operations, such as addition, subtraction,
multiplication, or division. These problems can be based on
recent, real-life events in the child’s life.

▪ Calculators to check word problems. Ask the student to
use a calculator to check computations made in answering
assigned word problems.

Use of Special Materials in Math

Some children with ADHD benefit from using special materials
to help them complete their math assignments, including:

▪ Number lines. Provide number lines for the child to use
when computing whole numbers.

▪ Manipulatives. Use manipulatives to help students gain
basic computation skills, such as counting poker chips when
adding single-digit numbers.

▪ Graph paper. Ask the child to use graph paper to help
organize columns when adding, subtracting, multiplying, or
dividing whole numbers.

Many students with ADHD are easily distracted and have
difficulty focusing their attention on assigned tasks. However,
the following practices can help children with ADHD improve
their organization of homework and other daily assignments:
Organizational and Study
Skills Useful for Academic
Instruction of Children
With ADHD

▪ Designate one teacher as the student’s advisor or
coordinator. This teacher will regularly review the student’s
progress through progress reports submitted by other
teachers and will act as the liaison between home and
school. Permit the student to meet with this advisor on a
regular basis (e.g., Monday morning) to plan and organize
for the week and to review progress and problems from the
past week.
14 Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

▪ Assignment notebooks. Provide the child with an assignment
notebook to help organize homework and other seatwork.

▪ Color-coded folders. Provide the child with color-coded folders
to help organize assignments for different academic subjects (e.g.,
reading, mathematics, social science, and science).

▪ Work with a homework partner. Assign the child a partner
to help record homework and other seatwork in the
assignment notebook and file work sheets and other papers
in the proper folders.

▪ Clean out desks and book bags. Ask the child to periodically
sort through and clean out his or her desk, book bag, and other
special places where written assignments are stored.

▪ Visual aids as reminders of subject material. Use banners,
charts, lists, pie graphs, and diagrams situated throughout
the classroom to remind students of the subject material
being learned.

Assisting Students with ADHD with Time Management

Children with ADHD often have difficulty finishing their
assignments on time and can thus benefit from special materials
and practices that help them to improve their time management
skills, including:

▪ Use a clock or wristwatch. Teach the child how to read and
use a clock or wristwatch to manage time when completing
assigned work.

▪ Use a calendar. Teach the child how to read and use a
calendar to schedule assignments.

▪ Practice sequencing activities. Provide the child with
supervised opportunities to break down a long assignment
into a sequence of short, interrelated activities.

▪ Create a daily activity schedule. Tape a schedule of
planned daily activities to the child’s desk.

Helpful Study Skills for Students with ADHD

Children with ADHD often have difficulty in learning how to
study effectively on their own. The following strategies may
assist ADHD students in developing the study skills necessary
for academic success:
Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 15

▪ Adapt worksheets. Teach a child how to adapt instructional
worksheets. For example, help a child fold his or her reading
worksheet to reveal only one question at a time. The child
can also use a blank piece of paper to cover the other
questions on the page.

▪ Venn diagrams. Teach a child how to use Venn diagrams to
help illustrate and organize key concepts in reading,
mathematics, or other academic subjects.

▪ Note-taking skills. Teach a child with ADHD how to take
notes when organizing key academic concepts that he or she
has learned, perhaps with the use of a program such as Anita
Archer’s Skills for School Success (Archer & Gleason, 2002).

▪ Checklist of frequent mistakes. Provide the child with a
checklist of mistakes that he or she frequently makes in
written assignments (e.g., punctuation or capitalization
errors), mathematics (e.g., addition or subtraction errors), or
other academic subjects. Teach the child how to use this list
when proofreading his or her work at home and school.

▪ Checklist of homework supplies. Provide the child with a
checklist that identifies categories of items needed for
homework assignments (e.g., books, pencils, and homework
assignment sheets).

▪ Uncluttered workspace. Teach a child with ADHD how to
prepare an uncluttered workspace to complete assignments. For
example, instruct the child to clear away unnecessary books or
other materials before beginning his or her seatwork.

▪ Monitor homework assignments. Keep track of how well your
students with ADHD complete their assigned homework.
Discuss and resolve with them and their parents any problems in
completing these assignments. For example, evaluate the
difficulty of the assignments and how long the children spend on
their homework each night. Keep in mind that the quality, rather
than the quantity, of homework assigned is the most important
issue. While doing homework is an important part of developing
study skills, it should be used to reinforce skills and to review
material learned in class, rather than to present, in advance, large
amounts of material that is new to the student.

The second major component of effective instruction for
children with ADHD involves the use of behavioral
interventions. Exhibiting behavior that resembles that of
Behavioral Interventions
16 Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

younger children, children with ADHD often act immaturely
and have difficulty learning how to control their impulsiveness
and hyperactivity. They may have problems forming friendships
with other children in the class and may have difficulty thinking
through the social consequences of their actions.

The purpose of behavioral interventions is to assist students in
displaying the behaviors that are most conducive to their own
learning and that of classmates. Well-managed classrooms
prevent many disciplinary problems and provide an environment
that is most favorable for learning. When a teacher’s time must
be spent interacting with students whose behaviors are not
focused on the lesson being presented, less time is available for
assisting other students. Behavioral interventions should be
viewed as an opportunity for teaching in the most effective and
efficient manner, rather than as an opportunity for punishment.

Effective teachers use a number of behavioral intervention
techniques to help students learn how to control their behavior.
Perhaps the most important and effective of these is verbal
reinforcement of appropriate behavior. The most common form
of verbal reinforcement is praise given to a student when he or
she begins and completes an activity or exhibits a particular
desired behavior. Simple phrases such as “good job” encourage
a child to act appropriately. Effective teachers praise children
with ADHD frequently and look for a behavior to praise before,
and not after, a child gets off task. The following strategies
provide some guidance regarding the use of praise:
Effective Behavioral
Intervention Techniques

• Define the appropriate behavior while giving praise.
Praise should be specific for the positive behavior displayed
by the student: The comments should focus on what the
student did right and should include exactly what part(s) of
the student’s behavior was desirable. Rather than praising a
student for not disturbing the class, for example, a teacher
should praise him or her for quietly completing a math
lesson on time.

▪ Give praise immediately. The sooner that approval is given
regarding appropriate behavior, the more likely the student
will repeat it.

▪ Vary the statements given as praise. The comments used
by teachers to praise appropriate behavior should vary; when
students hear the same praise statement repeated over and
over, it may lose its value.

Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 17

▪ Be consistent and sincere with praise. Appropriate behavior
should receive consistent praise. Consistency among teachers
with respect to desired behavior is important in order to avoid
confusion on the part of students with ADHD. Similarly,
students will notice when teachers give insincere praise, and
this insincerity will make praise less effective.

It is important to keep in mind that the most effective teachers
focus their behavioral intervention strategies on praise rather than
on punishment. Negative consequences may temporarily change
behavior, but they rarely change attitudes and may actually
increase the frequency and intensity of inappropriate behavior by
rewarding misbehaving students with attention. Moreover,
punishment may only teach children what not to do; it does not
provide children with the skills that they need to do what is
expected. Positive reinforcement produces the changes in attitudes
that will shape a student’s behavior over the long term.

In addition to verbal reinforcement, the following set of
generalized behavioral intervention techniques has proven
helpful with students with ADHD as well:

▪ Selectively ignore inappropriate behavior. It is sometimes
helpful for teachers to selectively ignore inappropriate behavior.
This technique is particularly useful when the behavior is
unintentional or unlikely to recur or is intended solely to gain the
attention of teachers or classmates without disrupting the
classroom or interfering with the learning of others.

▪ Remove nuisance items. Teachers often find that certain
objects (such as rubber bands and toys) distract the attention
of students with ADHD in the classroom. The removal of
nuisance items is generally most effective after the student
has been given the choice of putting it away immediately
and then fails to do so.

▪ Provide calming manipulatives. While some toys and other
objects can be distracting for both the students with ADHD and
peers in the classroom, some children with ADHD can benefit
from having access to objects that can be manipulated quietly.
Manipulatives may help children gain some needed sensory
input while still attending to the lesson.

▪ Allow for “escape valve” outlets. Permitting students with
ADHD to leave class for a moment, perhaps on an errand
(such as returning a book to the library), can be an effective
means of settling them down and allowing them to return to
the room ready to concentrate.
18 Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

▪ Activity reinforcement. Students receive activity
reinforcement when they are encouraged to perform a less
desirable behavior before a preferred one.

▪ Hurdle helping. Teachers can offer encouragement, support,
and assistance to prevent students from becoming frustrated with
an assignment. This help can take many forms, from enlisting a
peer for support to supplying additional materials or
information.

▪ Parent conferences. Parents have a critical role in the
education of students, and this axiom may be particularly
true for those with ADHD. As such, parents must be
included as partners in planning for the student’s success.
Partnering with parents entails including parental input in
behavioral intervention strategies, maintaining frequent
communication between parents and teachers, and
collaborating in monitoring the student’s progress.

▪ Peer mediation. Members of a student’s peer group can
positively impact the behavior of students with ADHD.
Many schools now have formalized peer mediation
programs, in which students receive training in order to
manage disputes involving their classmates.

Effective teachers also use behavioral prompts with their
students. These prompts help remind students about
expectations for their learning and behavior in the classroom.
Three, which may be particularly helpful, are the following:

▪ Visual cues. Establish simple, nonintrusive visual cues to
remind the child to remain on task. For example, you can
point at the child while looking him or her in the eye, or you
can hold out your hand, palm down, near the child.

▪ Proximity control. When talking to a child, move to where
the child is standing or sitting. Your physical proximity to
the child will help the child to focus and pay attention to
what you are saying.

▪ Hand gestures. Use hand signals to communicate privately
with a child with ADHD. For example, ask the child to raise
his or her hand every time you ask a question. A closed fist
can signal that the child knows the answer; an open palm can
signal that he or she does not know the answer. You would
call on the child to answer only when he or she makes a fist.

Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 19

In some instances, children with ADHD benefit from instruction
designed to help students learn how to manage their own
behavior:

▪ Social skills classes. Teach children with ADHD appropriate
social skills using a structured class. For example, you can
ask the children to role-play and model different solutions to
common social problems. It is critical to provide for the
generalization of these skills, including structured
opportunities for the children to use the social skills that they
learn. Offering such classes, or experiences, to the general
school population can positively affect the school climate.

▪ Problem solving sessions. Discuss how to resolve social
conflicts. Conduct impromptu discussions with one student
or with a small group of students where the conflict arises.
In this setting, ask two children who are arguing about a
game to discuss how to settle their differences. Encourage
the children to resolve their problem by talking to each other
in a supervised setting.

For many children with ADHD, functional behavioral
assessments and positive behavioral interventions and supports,
including behavioral contracts and management plans, tangible
rewards, or token economy systems, are helpful in teaching
them how to manage their own behavior. Because students’
individual needs are different, it is important for teachers, along
with the family and other involved professionals, to evaluate
whether these practices are appropriate for their classrooms.
Examples of these techniques, along with steps to follow when
using them, include the following:

▪ Functional Behavioral Assessment (FBA). FBA is a
systematic process for describing problem behavior and
identifying the environmental factors and surrounding events
associated with problem behavior. The team that works
closely with the child exhibiting problem behavior (1)
observes the behavior and identifies and defines its
problematic characteristics, (2) identifies which actions or
events precede and follow the behavior, and (3) determines
how often the behavior occurs. The results of the FBA
should be used to develop an effective and efficient
intervention and support plan. (Gable, et al., 1997)

▪ Positive Behavioral Interventions and Supports (PBIS).
This method is an application of a behaviorally based
systems approach that is grounded in research regarding
behavior in the context of the settings in which it occurs.
20 Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

Using this method, schools, families, and communities work
to design effective environments to improve behavior. The
goal of PBIS is to eliminate problem behavior, to replace it
with more appropriate behavior, and to increase a person’s
skills and opportunities for an enhanced quality of life
(Todd, Horner, Sugai, & Sprague, 1999).

▪ Behavioral contracts and management plans. Identify
specific academic or behavioral goals for the child with
ADHD, along with behavior that needs to change and
strategies for responding to inappropriate behavior. Work
with the child to cooperatively identify appropriate goals,
such as completing homework assignments on time and
obeying safety rules on the school playground. Take the
time to ensure that the child agrees that his or her goals are
important to master. Behavioral contracts and management
plans are typically used with individual children, as
opposed to entire classes, and should be prepared with
input from parents.

▪ Tangible rewards. Use tangible rewards to reinforce
appropriate behavior. These rewards can include stickers,
such as “happy faces” or sports team emblems, or privileges,
such as extra time on the computer or lunch with the teacher.
Children should be involved in the selection of the reward. If
children are invested in the reward, they are more likely to
work for it.

▪ Token economy systems. Use token economy systems to
motivate a child to achieve a goal identified in a behavioral
contract (Barkley, 1990). For example, a child can earn
points for each homework assignment completed on time.
In some cases, students also lose points for each homework
assignment not completed on time. After earning a
specified number of points, the student receives a tangible
reward, such as extra time on a computer or a “free” period
on Friday afternoon. Token economy systems are often
used for entire classrooms, as opposed to solely for
individual students.

▪ Self-management systems. Train students to monitor and
evaluate their own behavior without constant feedback from
the teacher. In a typical self-management system, the teacher
identifies behaviors that will be managed by a student and
provides a written rating scale that includes the performance
criteria for each rating. The teacher and student separately
rate student behavior during an activity and compare ratings.
The student earns points if the ratings match or are within
Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 21

one point and receives no points if ratings are more than one
point apart; points are exchanged for privileges. With time,
the teacher involvement is removed, and the student
becomes responsible for self-monitoring (DuPaul & Stoner
as cited in Shinn, Walker, & Stoner, 2002).

The third component of a strategy for effectively educating
children with ADHD involves physical classroom
accommodations. Children with ADHD often have difficulty
adjusting to the structured environment of a classroom,
determining what is important, and focusing on their assigned
work. They are easily distracted by other children or by nearby
activities in the classroom. As a result, many children with
ADHD benefit from accommodations that reduce distractions
in the classroom environment and help them to stay on task
and learn. Certain accommodations within the physical and
learning environments of the classroom can benefit children
with ADHD.
Classroom
Accommodations

One of the most common accommodations that can be made to
the physical environment of the classroom involves
determining where a child with ADHD will sit. Three special
seating assignments may be especially useful:
Special Classroom Seating
Arrangements for
ADHD Students
Instructional Tools and the
Physical Learning
Environment

▪ Seat the child near the teacher. Assign the child a seat near
your desk or the front of the room. This seating assignment
provides opportunities for you to monitor and reinforce the
child’s on-task behavior.

▪ Seat the child near a student role model. Assign the child
a seat near a student role model. This seat arrangement
provides opportunity for children to work cooperatively and
to learn from their peers in the class.

▪ Provide low-distraction work areas. As space permits,
teachers should make available a quiet, distraction-free room
or area for quiet study time and test taking. Students should
be directed to this room or area privately and discreetly in
order to avoid the appearance of punishment.

Skilled teachers use special instructional tools to modify the
classroom learning environment and accommodate the special
needs of their students with ADHD. They also monitor the
physical environment, keeping in mind the needs of these
children. The following tools and techniques may be helpful:

▪ Pointers. Teach the child to use a pointer to help visually
track written words on a page. For example, provide the
22 Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

child with a bookmark to help him or her follow along when
students are taking turns reading aloud.

▪ Egg timers. Note for the children the time at which the
lesson is starting and the time at which it will conclude. Set
a timer to indicate to children how much time remains in the
lesson and place the timer at the front of the classroom; the
children can check the timer to see how much time remains.
Interim prompts can be used as well. For instance, children
can monitor their own progress during a 30-minute lesson if
the timer is set for 10 minutes three times.

▪ Classroom lights. Turning the classroom lights on and off
prompts children that the noise level in the room is too high
and they should be quiet. This practice can also be used to
signal that it is time to begin preparing for the next lesson.

▪ Music. Play music on a tape recorder or chords on a piano to
prompt children that they are too noisy. In addition, playing
different types of music on a tape recorder communicates to
children what level of activity is appropriate for a particular
lesson. For example, play quiet classical music for quiet
activities done independently and jazz for active group
activities.

▪ Proper use of furniture. The desk and chair used by
children with ADHD need to be the right size; if they are
not, the child will be more inclined to squirm and fidget. A
general rule of thumb is that a child should be able to put his
or her elbows on the surface of the desk and have his or her
chin fit comfortably in the palm of the hand.

This guide has outlined a series of instructional strategies that
have proven to be successful in educating children with
ADHD. However, it should be emphasized again that these
techniques are also highly useful for all children. The three
main components of a successful strategy for educating
children with ADHD are academic instruction, behavioral
interventions, and classroom accommodations. By
incorporating techniques from these three areas into their
everyday instructional and classroom management practices,
teachers will be empowered to improve both the academic
performance and the behavior of their students with ADHD. In
doing so, teachers will create an enhanced learning
environment for all students.
Conclusion

This guide is the second in a series of three publications that
address issues related to the instruction of children with
Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 23

ADHD. The first is Identifying and Treating Attention Deficit
Hyperactivity Disorder: A Resource for School and Home.
Coming soon is A Resource Directory for ADHD. Teachers
and others are encouraged to consult these publications and to
use them in conjunction with Teaching Children with
Attention Deficit Disorders: Instructional Strategies and
Practices. As the documents become available, they will be
listed on the Office of Special Education and Rehabilitative
Services/Office of Special Education Programs Web site
(http://www.ed.gov/about/ offices/list/osers/osep/index.html).

24 Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

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Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions:
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Bender, W. (1997). Understanding ADHD: A practical guide for teachers and parents. Upper Saddle
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Burt, S. A., Krueger, R. F., McGue, M., & Iacono, W. G. (2001). Sources of covariation among attention-
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2 Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

U.S. Office of Special
Education Programs
U.S. Department of Education
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Rocks and Their Properties: Day 1
Lesson Overview
Title: Rocks and Their Properties: Day 1
Author: CAST
Subject: Science
Grade Level(s): 3–5
Unit Description
In this unit, entitled Rocks and Their Properties, students will engage in cooperative research projects in order to learn
about the properties of the three basic rock types and the processes that form them. In order to ensure that students
can express what they learned as accurately as possible, a variety of options will be available for communicating their
new knowledge.
This investigation of the properties of rocks should take 6–7 class periods. The UDL approach used in this unit
provides the following:
presentational options to make information accessible to all students
varied strategies and techniques to reach all students
motivational options to ensure that all students can be engaged
flexible classroom management techniques that increase opportunities for all students
Lesson Description for Day
Today, students will explore the word morphologies of the three basic types of rocks, igneous, sedimentary, and
metamorphic, in order to have a mnemonic device for remembering the processes that form them. They will then
explore samples of the three rock types, share their findings, and determine what other types of information they will
need as they further their study of rocks.
State Standards
Massachusetts State Standards for Science and Technology/Engineering, Strand 1: Earth and Space Science
1. Massachusetts Science Standard 1.3: (Rocks and Their Properties) Identify three categories of rocks
(metamorphic, igneous, and sedimentary) based on how they are formed, and explain the natural and physical
processes that create these rocks.
2. Massachusetts Science 1.6: (Earth's History) Describe and give examples of ways in which the Earth's surface
is built up and torn down by natural processes, including deposition of sediments, rock formation, erosion, and
weathering.
Goals
Unit Goals:
1. Students will describe the natural and physical processes that create metamorphic, igneous, and sedimentary
rocks.
2. Students will successfully complete a cooperative research project that refines their basic understanding of rock
formation processes.
3. Students will apply their understanding of the processes that create sedimentary, igneous, and metamorphic
rocks to making predictions about how the rock cycle could be impacted by changes in the forces that contribute
to rock formation.
Lesson Goals:
1. Students will gain a basic understanding of the three rock formation processes.
2. Students will effectively communicate results of their explorations of rock samples with others.
3. Students will develop a basic understanding of how the relative hardness of rocks can be tested using simple
tools, and that hardness is one characteristic applied to categorizing rocks.
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Methods
Anticipatory Set:
In order to engage students' curiosity and expectations about rocks, invite the class to participate in the following
'thumb's up–thumb's down' activity. Explain that you're going to make a statement about rocks and that students
should give a 'thumb's up' if the statement seems true and a 'thumb's down' if it doesn't. Remind students that this isn't
a quiz; it is just an informal way to begin a discussion of rocks. After each statement, invite students to turn to their
neighbor and briefly discuss why they responded the way they did. You may also want to invite a volunteer to tally how
many 'thumb's up–thumb's down'; responses were given for each statement.
1. A rock you pick up off the ground is probably older than dinosaurs. [true]
2. Some rocks are formed deep in the heart of volcanoes. [true]
3. If you pick up a rock off the ground, you can tell if it came from your town or city by looking at the layers of color
in it. [false]
4. Sometimes rocks were made into tools by Native Americans and early settlers. [true]
5. Some rocks are formed when cast-off seashells fall to the bottom of a sea, and, over a long period of time, pack
together to form a rock called limestone. [true]
Introduce and Model New Knowledge:
Explain to the class that they will be working in small groups to conduct investigations into three basic groups of rocks,
and before investigations begin, you have some background information to help them get started.
Key Vocabulary:
Explain to students that they will be learning about three basic types of rocks: igneous, sedimentary, and metamorphic.
Discuss the three rock types by highlighting critical features of their word morphologies. Knowing the origins of the
words themselves will serve as a mnemonic device for students to remember the processes that formed the rocks.
Use the blackboard, overhead projector, or Power Point slides in order to highlight the following information:
Igneous—this word comes from the Latin root ignis, which means fire. Link ignis to the more familiar word ignite. Ask
the class if this gives them a clue as to how igneous rocks are formed. Confirm that igneous rocks are formed in the
intense heat of the earth.
Sedimentary—Write sedimentary on the class blackboard. Ask the class if they can find a shorter word in this long
word [sediment]. Define sediment. Ask the class to turn to a neighbor and describe how they think sedimentary rocks
are formed. Confirm that sediment is gradually deposited in water, packed down over many years, and becomes rock.
Metamorphic—this word has Greek origins. Meta means change, and morphic means structure. Ask students to
discuss with a neighbor how they think metamorphic rocks are formed. Confirm that metamorphic rocks start out as
one type of rock and that the intense heat and pressure of the Earth changes them into a different type of rock.
Provide Guided Practice:
Pass around examples of all three rock types that you have collected for this lesson. Model how students, who will
work in small groups, can compare and contrast them in one of the following ways:
1. Use a hand lens to observe them closely, then sketch and write descriptions of what you see.
2. Try scratching them with a fingernail. Which rocks can be scratched? What does this say about their hardness?
Now, try scratching them with a penny. Which rocks can be scratched now? Since a penny is stronger than a fingernail,
what does that say about the rocks' hardness? What can you conclude about the relative hardness of the rocks? [If
they can be scratched with a fingernail, then they're softer than those that can only be scratched with a penny. If a
penny can't scratch them, then they're harder yet.]
3. Weigh the rocks, and use a tape measure to measure their diameter. What is the relationship between their sizes
and weights? Are some very small rocks also very heavy; are others very light? Keep track of each type of rock, its
weight, and diameter, so you can compare them.
Ask students if there are other characteristics they should think about when examining the rocks (i.e., how shiny they
are compared to each other, how angular, or possibly their degree of hardness).
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Provide Independent Practice:
There is no Independent Practice in this lesson.
Wrap-Up
Pull the whole class back together, and discuss significant learnings from today's activities. Using a 'Think, Pair, and
Share' format (pose a question, have partners discuss, then invite volunteers to share with the whole class), have
students respond to these questions:
Assessment
Formative/Ongoing Assessment:
As students explore the rock samples, be available to clear up any confusion that they may have when examining
them. Help clarify the question about using a fingernail and a penny to evaluate the rocks' relative hardness for any
students who may be confused. During the lesson wrap-up, make a note of which students seem confused and may
need more guidance over the next few days.
Summative/End Of Lesson Assessment:
There is no summative assessment at this early point in the unit, just formative assessment.
Materials
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The Life Cycle of Butterflies, Day 1
Lesson Overview
Title: The Life Cycle of Butterflies, Day 1
Author: CAST
Subject: Science
Grade Level(s): Pre-K–2
Unit Description
This first lesson of two is part of a larger unit that focuses on the life cycle of butterflies, including their habitats, eating
habits, and growth cycle. In this particular set of lessons, students will learn about the growth cycle of the butterfly, and
will extend that knowledge to understand that the growth cycle of butterflies is different from many other animals.
Students will engage in several different activities to support their learning and they will have several different
opportunities throughout the two days to share their new knowledge.
Lesson Description for Day
In this first lesson, students will explore and learn about the four stages in the life cycle of a butterfly.
State Standards
Minnesota Academic Standards, Strand IV.B: (Diversity of Organisms) The student will recognize that plants
and animals have life cycles. The student will describe life cycles of plants and animals.
California Science, Standard 2.a, 2.b: (Life Sciences) Plants and animals have predictable life cycles. As a
basis for understanding this concept: a. Students know that organisms reproduce offspring of their own kind and
that the offspring resemble their parents and one another; b. Students know the sequential stages of life cycles
are different for different animals, such as butterflies, frogs, and mice.
Goals
Unit Goals:
1. Students will identify and describe the life cycle of a butterfly
2. Students will demonstrate that the life cycle of the butterfly is different than other animals
3. Students will demonstrate their understanding that at the beginning of an animal's life cycle, some young
animals represent the adult while others do not.
Lesson Goals:
Students will—
1. describe each stage in the life cycle of a butterfly
2. identify the stages of the life cycle of the butterfly, using correct vocabulary
Methods
Anticipatory Set:
Share lesson goals and objectives with students: that they will learn about the life cycle of butterflies, the names of the
stages, and what they look like. Ask them why they think it's important to learn about the life cycle of a butterfly, so they
can understand and compare the life cycle of different living animals, how they are the same and how they are
different.
Using Kidspiration
TM
with projection, or using a chalk or white board, lead a class brainstorming session on the
lesson's topic, ask students to tell you everything they know about the life cycle of butterflies. After a 5-6 minute
brainstorming session, engage students in a class discussion to organize and categorize the different ideas raised by
the students. Summarize the discussion and highlight the main categories and ideas that emerged during the
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brainstorming session. Ask students to return to their work areas and draw what they think the life cycle of a butterfly
looks like.
When children return to the group circle, ask them to bring their life cycle butterfly pictures. Read Watch Me Grow,
Butterfly by Lisa Magloff, to your class. As you read, ask your students questions about the book to keep them engage
and focus on the critical features in the life cycle of the butterfly. As you and they discover a new stage, ask one of the
children to write name of that stage on the board. As you continue to read, ask students to share what they are
discovering about each stage such as egg, little, white, found on a leaf. After you finish reading the book, ask
summarizing questions (e.g. What did you learn about butterflies? What part of the book did you like best?). Next, ask
students to share their picture of the butterfly life cycle with a partner and discuss whether and how they would change
the picture that they drew.
Introduce and Model New Knowledge:
Present students with new information appropriate to the lesson, highlighting the various stages of the butterfly life
cycle and the correct vocabulary including metamorphosis and the name of each stage (egg, caterpillar or larva,
chrysalis or pupa, and adult butterfly).
Use images to illustrate life cycle stages (see attached image for your use).
Show the film Butterflies to your class.
Following the lesson's introduction, use a set of life cycle playing cards to reinforce new information. Tell students that
each card represents one stage in the life of a butterfly, but the stages are not in order. Provide a think aloud to model
the correct way to order the cards so students can accurately represent the life cycle of butterflies.
Provide Guided Practice:
Give students a choice to work alone or with a partner in this activity. Ask each student or pair of students to choose a
web site, a book, etc. (see list of materials for details), to find out more about the life cycle of butterflies. (Audio copies
of books should be available in the listening center for students who require decoding support or who may have low
vision. Or books should be scanned into the computer so these students can access the content using a screen
reader. The content of web sites can also be accessed by using a screen reader). Give students time to browse their
resources. Ask them to be prepared to share one new or interesting thing about the life cycle of a butterfly with the
group. Students will have a choice of how to share their new knowledge. They can dictate what they have learned to
the teacher or they can write or draw a picture of the information they want to share on a sticky. If students work with a
partner, they only need one sticky between them. When students return to the large group, ask children to share what
they have learned and write it on a large sheet of paper to post in the room.
Next, provide each student with their own set of four cards (in a plastic bag). Each card represents one stage in the life
cycle of a butterfly. Ask students to correctly sequence their cards. Visit students and provide guidance as needed.
(See the end of this lesson for materials and directions to make the cards). Students will keep these cards and they
can take them home to share their new knowledge with family members.
Provide Independent Practice:
Set up 4 learning centers in your classroom, to provide opportunities for students to describe each stage of the
butterfly life cycle. Provide students choice to work alone or in pairs. Students will visit either Center 1 or Center 2 and
they will visit Center 3 or Center 4. Each student will have a card with a corresponding picture/label for each center
and they will check off the two centers they visit.
Center 1: Make A Book Center: Provide materials (paper, markers, crayons, etc.) so students can author their
own book about the life cycle of butterflies. Explain that the story can be either fiction or non-fiction. (many
younger students will use inventive spelling and may need to have their text transcribed).
Center 2: Writing Center: pencils, paper, word processor with text-to-speech. Students write about the life cycle
of butterflies in a format comfortable for them (e.g. poetry, sentences, bulleted points, etc.)
Center 3: Art Center: markers, crayons, pencils, paper, glue, and scissors, computer drawing program. Students
create their own representation of the life cycle of butterflies. Provide a template (Center 3 Chart.doc) with four
squares labeled Stages 1-4. For students who need scaffolding to complete this activity provide a picture and a
printed vocabulary word for each stage. Students will need to match the correct word and picture to complete
their life stage cards. In addition, they need to write or dictate a descriptive sentence about each cycle.
Center 4: Graphic Organizer Center: Students complete one of the two attached life cycle maps (Center 4
Graphic Organizers.doc), on or off the computer. Students can use either words or pictures to complete their
maps. The first template is empty; students are required to fill in all four stages. The Second template provides
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some pictures and words to support students . Once the template is completed, students need to write or dictate
two descriptive words for each stage.
Wrap-Up
Students choose to share their new understandings about the stages of the life cycle of butterflies, with a partner and
then they may volunteer to present their center project to the class. They are expected to use correct vocabulary,
correctly sequence the stages, and use appropriate language that describes the butterfly in each of the stages.
When students are finished presenting ask the following questions:
How many stages are in the life cycle of a butterfly?
Can we name the stages?
What did you notice about each stage?
Assessment
Formative/Ongoing Assessment:
Provide ongoing assessment throughout the lesson.
Observe and encourage student participation in class discussion, asking and answering questions, and
volunteering comments and ideas.
Visit students throughout the center activities and provide direction, correct any errors, and affirm successes.
Did student's responses accurately answer the questions?
Summative/End Of Lesson Assessment:
At the end of the lesson, collect the student center projects depicting and describing the correct sequence of the
stages of metamorphosis and use the following questions to evaluate their work.
Did students accurately sequence the four stages?
Did use the correct vocabulary words?
Were graphical representations accurate? If needed, students can use printed vocabulary words and images of
the stages of development, rather than worrying about correct spelling and the accuracy of their drawings.
Could students verbalize or draw a picture describing the changes at each stage?
Materials
This list of materials represents several different media including text, graphics, and video.
Web Sites
A Dance with the Butterflies
http://kids-learn.org/butterflies/
A wonderful site developed by Susan Silverman and Sarah McPherson, this site is another wonderful
demonstration of how to embed Universal Design for Learning principals into the curriculum.
Where do Butterflies Come From?
http://www.hhmi.org/coolscience/butterfly/
Use a toilet paper role and some crayons to simulate the transformation of a butterfly.
Captain's European Butterfly Guide
http://www.butterfly-guide.co.uk/life/
Great pictures and a slide-show of the butterfly emerging for the chrysalis.
Lepidoptera Gallery
http://www.wmnh.com/wmiab000.htm
Nice pictures of butterflies but not life cycle.
Life Cycle of a Butterfly
http://projects.edtech.sandi.net/encanto/justwingingit/lifecycle.htm
The life cycle of a butterfly described at a grade 2 level in words, images, and sounds.
Exploring Butterflies
http://www.shrewsbury-ma.gov/schools/beal/curriculum/butterfly/butterflies.html
A wealth of butterfly life cycle and other information, aimed at ages 5 and up.
Life Cycle of a butterfly
http://coe.west.asu.edu/students/rfox/webquest/webquest.html
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Very nice web site for teachers.
Butterfly Games, from Yukon Butterflies
http://www.yesnet.yk.ca/schools/jackhulland/projects/butterflies/
Catch the butterfly, concentration, tic-tac-toe, and others.
Grade 2 Student Models of Butterflies
http://estabrook.ci.lexington.ma.us/StudentShowcase/Butterflies/Butterflies.html
The Butterfly Web Site
http://butterflywebsite.com
Great resource for teachers.
The Monarch Butterfly
http://www.units.muohio.edu/dragonfly/cycle/index.htmlx
For students. Younger students will benefit with teacher guidance.
Books & Articles
The Very Hungry Caterpillar, by Eric Carle (Philomel, 1969)
Crinkleroots Guide to Knowing Butterflies & Moths, Jim Arnosky (Simon & Schuster, 1996) Lots of text, but the
pictures are great!
Monarch Butterflies, Emilie U. Lepthien (Children's Press, 1989)
The Life Cycle of a Monarch Butterfly, Julian May (Children's Press, 1973)
From Caterpillar to Butterfly (Let's-Read-and-Find-Out Science, Stage 1) Deborah Heiligman, Bari Weissman
[Illustrator] (Harper Trophy, 1996)
An excellent depiction of the life cycle of butterflies in words and illustrations. Told from a classroom perspective.
Learning about Tropical Butterflies (Soft cover, 2004, Dover Publications, Ruth Soffer, ISBN: 048643706x)
An activity book for ages 4–8 that includes information about twelve different butterflies, such as their range,
habitat, and distinguishing characteristics
Where Butterflies Grow (Paperback, 1996, Puffin Books, Joanne Ryder, ISBN: 0140558586)
A book for ages 4–8 blending fiction and non-fiction about butterflies and 'butterfly gardening.'
Video & Audio Resources
http://cte.jhu.edu/techacademy/fellows/Mass/webquest/monarchvideos/video.html
http://www.amnh.org/exhibitions/butterflies/cams.php
http://www.virtualmuseum.ca/Exhibitions/Butterflies/index.html
http://www.mesquiteisd.org/imovie/monarchbutterfly.htm
The Magic School Bus: Butterflies (DVD: 1999/2003; A Vision studios, ASIN: 1568328397)
Other Resources
Graphic of the Life Cycle
Flash cards of key vocabulary. These words can also be put on a classroom word wall.
Create one set of life cycle cards for each student in your class.
Photographs of butterflies
Markers, crayons, pencils, paper, glue, scissors
Books
Films
Unit 4
Handout

Modification or Accommodation?

Accommodation Modification
Text to Speech Alternate curriculum
Test in an alternate room Alternate grading/report card
Untimed tests Word banks of choices
Second set of textbooks at home Outlining vs writing an essay
Visual aides Out of grade level expectations
Calculator Alternate assessment (CAA)
Graph paper Out of grade level homework
Alternate ways of output Out of grade level instruction for
core subjects.
Checklists or First/Then lists Same reading genres but different
readability than grade level
standard expectations
Notes or outline provided ahead
Masking or highlighting
Keyboard or slant board
Manipulatives
Dictating answers
Preferential seating
Small group instruction
Prompting
Audio books on grade level

Note: This is not an exhaustive list
Unit 4
Handout

Lesson Plan Template

Lesson
Title:
Lesson
Duration:

Lesson Objectives:

Content Standard:

Prerequisite Knowledge:

Materials:

Accommodations/Modifications:

Instructional
Sequence
Description of the
Learning Activity
Teacher Action Learner Action
Gain
Attention

Learning
Guidance

Unit 4
Lesson Plan Worked Example
Adapted from: www.lessonbuilder.cast.org

Learner
Practice and
Feedback

Authentic
Assessment

Retention
and
Transfer

Unit 4
Lesson Plan Worked Example
Adapted from: www.lessonbuilder.cast.org
Lesson Plan Worked Example

Lesson
Title: Rocks and Their Properties
Lesson
Duration: 40 min.
Grade
Level: 3-5

Lesson Objectives:
1. Students will gain a basic understanding of the three rock formation processes.
2. Students will effectively communicate the results of their explorations of rock samples
with others.
3. Students will develop a basic understanding of how the relative hardness of rocks can
be tested using simple tools, and that hardness is one characteristic applied to
categorizing rocks.
Content Standard:
Science Standard 1.3: (Rocks and Their Properties) Identify three categories of rocks
(metamorphic, igneous, and sedimentary) based on how they are formed, and explain
the natural and physical processes that create these rocks.
Prerequisite Knowledge:
formation, rock cycle, communicate and collaborate, evaluate

Materials:
3 types of rocks, hand lens, penny, white board/projection, sketch paper, writing tool,
tape measure,

Accommodations/Modifications:

Think-pair-share, Partners, Hands-on activity, Visuals on board, teacher prompting,
feedback during the activity, chunk the activity.

Instructional
Sequence
Description of the
Learning Activity
Teacher Action Learner Action
Gain
Attention
To engage
students' curiosity
and expectations
about rocks.

Invite the class to participate in
the following 'thumb's
up–thumb's down' activity.
Explain that you're going to
make a statement about rocks
and that students should give a
'thumbs up' if the statement
seems true and a 'thumbs
Participate in the
thumbs up thumbs
down activity.

Talk with a partner
about their answer.

Unit 4
Lesson Plan Worked Example
Adapted from: www.lessonbuilder.cast.org
down' if it doesn't.
Remind students that this isn't
a quiz; it is just an informal way
to begin a discussion of rocks.
After each statement, invite
students to turn to their
neighbor and briefly discuss
why they responded the way
they did.
-A rock you pick up off the
ground is probably older than
dinosaurs. [true]
-Some rocks are formed deep
in the heart of volcanoes. [true]
-If you pick up a rock off the
ground, you can tell if it came
from your town or city by
looking at the layers of color in
it. [false]
-Sometimes rocks were made
into tools by Native Americans
and early settlers. [true]
-Some rocks are formed when
cast-off seashells fall to the
bottom of the sea, and, over a
long period of time, pack
together to form a rock called
limestone. [true]
Learning
Guidance
To understand the 3
basic types of rocks
and identify
properties
associated with the
3 types.

Explain to the class that they
will be working in small groups
to conduct investigations into
three basic groups of rocks,
and before investigations
begin, you have some
background information to help
them get started.

Explain to students that they
Listen and watch the
teacher.

Unit 4
Lesson Plan Worked Example
Adapted from: www.lessonbuilder.cast.org

will be learning about three
basic types of rocks: igneous,
sedimentary, and
metamorphic.

Discuss the three rock types by
highlighting critical features of
their word morphologies.
Knowing the origins of the
words themselves will serve as
a mnemonic device for
students to remember the
processes that formed the
rocks.

Pass around examples of all
three rock types that you have
collected for this lesson. Model
how students, who will work in
small groups, can compare
and contrast them in one of the
following ways:
Use a hand lens to observe
them closely, then sketch and
write descriptions of what you
see.
2. Try scratching them with a
fingernail. Which rocks can be
scratched? What does this say
about their hardness? Now, try
scratching them with a penny.
Which rocks can be scratched
now? Since a penny is
stronger than a fingernail, what
does that say about the rocks'
hardness? What can you
conclude about the relative
hardness of the rocks? [If they
can be scratched with a
fingernail, then they're softer
than those that can only be
scratched with a penny. If a
penny can't scratch them, then

Unit 4
Lesson Plan Worked Example
Adapted from: www.lessonbuilder.cast.org
they're harder yet.]
3. Weigh the rocks, and use a
tape measure to measure their
diameter. What is the
relationship between their
sizes and weights? Are some
very small rocks also very
heavy; are others very light?
Keep track of each type of
rock, its weight, and diameter,
so you can compare them.
Ask students if there are other
characteristics they should
think about when examining
the rocks (i.e., how shiny they
are compared to each other,
how angular, or possibly their
degree of hardness).
Learner
Practice and
Feedback
Tell students to work in small
groups to conduct the rock
examination as modeled in the
guided practice.
Have groups identify the
characteristics of each rock.
Conduct rock
experiments in small
groups and discuss
characteristics with
each other.
Authentic
Assessment

Pull the whole class back
together, and discuss
significant learnings from
today's activities. Using a
'Think, Pair, and Share' format
(pose a question, have
partners discuss, then invite
volunteers to share with the
whole class), have students
respond to these questions:

Make a note of which students
seem confused and may need
more guidance over the next
few days.
Think-pair-share
information about
rock experiment.

Answer questions
with a partner.

Unit 4
Lesson Plan Worked Example
Adapted from: www.lessonbuilder.cast.org
Retention
and
Transfer

Unit 4
Lesson Plan Template
Lesson Plan Rubric
Criteria Insufficient
(1 point)
Sufficient
(2 points)
Exceeds
(3 points)

Gain
Attention
Insufficient use of
ADHD strategies.
Incorporates 0-1
instructional practices
but missing either
behavior or academic
strategy.
Sufficient use of
ADHD strategies.
Incorporation of at
least 2 instructional
practices. Includes both
academic and behavior
strategies.
Exceeds expectations for
use of ADHD strategies.
Incorporation of at least 3
instructional practices.
Includes both academic
and behavior strategies.

Learning
Guidance
Insufficient use of
ADHD strategies.
Incorporates 0-2
instructional practices
but does not include
both behavior and
academic strategies.
Sufficient use of
ADHD strategies.
Incorporation of at
least 3-5 instructional
practices. Includes both
academic and behavior
strategies.
Exceeds expectations for
use of ADHD strategies.
Incorporation of at least 6
or more instructional
practices, includes both
academic and behavior
strategies.

Practice and
Feedback
Insufficient use of
ADHD strategies.
Incorporates 0-2
instructional practices
but does not include
behavior, academic or
both strategies.
Sufficient use of
ADHD strategies.
Incorporation of at
least 3-5 instructional
practices. Includes both
academic and behavior
strategies.
Exceeds expectations for
use of ADHD strategies.
Incorporation of at least 6
or more instructional
practices, includes both
academic and behavior
strategies.

Authentic
Assessment
Insufficient use of
ADHD strategies.
Incorporates 0-1
instructional practices
but missing behavior,
academic, or both
strategies.
Sufficient use of
ADHD strategies.
Incorporation of at
least 2 instructional
practices. Includes both
academic and behavior
strategies.
Exceeds expectations for
use of ADHD strategies.
Incorporation of at least 3
instructional practices.
Includes both academic
and behavior strategies.

Retention
and
Transfer
Insufficient use of
ADHD strategies.
Incorporates 0-1
instructional practices
but missing either
behavior, academic or
both strategies.
Sufficient use of
ADHD strategies.
Incorporation of at
least 2 instructional
practices. Includes both
academic and behavior
strategies.
Exceeds expectations for
use of ADHD strategies.
Incorporation of at least 3
instructional practices.
Includes both academic
and behavior strategies.

Unit 4
Reflection Journal #5

How can the strategies you learned today help to strengthen relationships
with your students and increase collaboration with your parents?

Identify at least one strategy you will implement right away in your
classroom.

Reflective Journal Rubric

Criteria Below Average
(0-3 points)
Average
(4-6 point)
Exemplary
(7-10 points)

Insights
Provides little or
no insight or
analysis. Tends
to provide
descriptive
response rather
than reflective
learning.
Provides
adequate
insight or
analysis to
professional
development.
Able to reflect
and make some
connections to
professional
practice.
Provides a
thoughtful
understanding of
content and able
to make deep
connections to
professional
practice.

Personal
Reflection
Weak/Little
evidence of
reflective
thought
connecting
professional
development to
professional
practice.
Adequate
reflective
thought
connecting
professional
development to
professional
practice.
Strong reflective
thought
connecting
professional
development to
professional
practice.

Discussions
and
Comments
Rarely comments
or discusses
content with
group members.
Provides
adequate
comments and
discusses
content with
group members.
Able to share
personal
connections with
content.
Contributes
thoughtful
comments and
discusses
content with
group members.
Able to share
personal
connections and
build upon the
thoughts of
others.

To be used with Units 1-5

Unit 5: Goal-Setting, Progress Monitoring, Feedback and Celebrating Student Success.
(CTA Step 7-10)

Terminal learning objective.
● Using the individual student intervention plan (Unit 2) and lesson plans
with targeted strategies and accommodations (Unit 4), teachers will
generate student goals and identify how to provide progress monitoring,
feedback and celebrate student success per a rubric.

Prerequisite analysis (enabling objectives) .
● Know the meaning of goals and goal-setting
● Know how to create meaningful goals
● Know the meaning of progress monitoring
● Know how to progress monitor
● Know the meaning of feedback
● Know how to provide meaningful feedback
● Know the meaning of student success
● Know how to celebrate student success
● Know how to assess the progress toward achieving a goal
● Be able to generate goals, progress monitoring, and feedback
● Be able to create goal-setting plans for ADHD students.

Learning activities.
● After introductions and attention activities, assess prior knowledge
goal-setting, progress, monitoring, feedback and student success.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for generating an ADHD student goal-setting plan,
with progress monitoring, feedback, and celebrating achievement
strategies.
● Provide practice and feedback for generating an ADHD student
goal-setting plan, with progress monitoring, feedback, and celebrating
achievement strategies using a rubric.
● Model the procedure for creating an ADHD student goal-setting plan, with
progress monitoring, feedback, and celebrating achievement strategies.
● Provide practice and feedback
● Provide opportunities to transfer knowledge to create an individual ADHD
student goal-setting plan, with progress monitoring, feedback, and
celebrating achievement strategies for a student on their roster.

Assessment.

1

Course Overview and Lesson Plan Templates
● Students will create an ADHD student goal-setting plan, with progress
monitoring, feedback, and celebrating achievement strategies per the
rubric.

2

Course Overview and Lesson Plan Templates
Supporting ADHD Students in the General Education Classroom
Lesson Plan and Instructor’s Guide
Unit 5: Goal-Setting, Progress Monitoring, Feedback and Celebrating Student Success

Unit Duration: In person, 135 minutes. A 45 minute lunch break will be given between unit 4
and this unit.

Introduction: This is the fifth and final unit in a 5 unit course on how to support elementary
ADHD students in the general education classroom. The purpose of this unit is to establish
student goals, progress monitor goals, provide feedback and celebrate student success. This
lesson will be presented after unit 4 and a 45-minute lunch break.

Learning Objective(s)
Terminal Objective:
● Using the individual student intervention plan (Unit 2) and lesson plans with targeted
strategies and accommodations (Unit 4), teachers will generate student goals and identify
how to provide progress monitoring, feedback and celebrate student success per a rubric.
Enabling Objective(s):
● Know the meaning of goals and goal-setting
● Know how to create meaningful goals
● Know the meaning of progress monitoring
● Know how to progress monitor
● Know the meaning of feedback
● Know how to provide meaningful feedback
● Know the meaning of student success
● Know how to celebrate student success
● Know how to assess the progress toward achieving a goal
● Be able to generate goals, progress monitoring, and feedback
● Be able to create goal-setting plans for ADHD students.

Lesson Materials
Slide presentation, slides 103-125 , projector, projection screen, handouts, course evaluation

Learner Characteristic Accommodations
Learners are educators teaching elementary students diagnosed with attention deficit
hyperactivity disorder (ADHD) in the general education classroom. Due to the behavioral
demands of ADHD students, learners may not feel efficacious in order to meet both social
emotional and academic demands. Consideration of learner needs will be addressed by
maintaining ADA compliance.

3

Course Overview and Lesson Plan Templates
Facilitator’s Notes
This is the fifth and final unit in the curriculum which lays the foundation for establishing goals,
progress monitoring goals, providing feedback, and celebrating success for students with ADHD.
It is essential that participants have opportunities to ask clarifying questions, collaborate, and
reflect on teaching strategies that support ADHD students.

This unit is taught with synchronous content and should be taught immediately after unit 4 in an
in-person workshop. Participants will already have an understanding of:
1. How to integrate academic and behavioral strategies and provide accommodations for an
ADHD student.
2. How to apply IEP/504 plans to lesson planning and classroom practices
3. Utilize social emotional tools and resources to improve the behavioral needs of ADHD
students.

This unit uses https://pollev.com/ , which will require the instructor to create a username and
login by following the directions on the website prior to the unit being presented. Create a poll
with the following question: How does establishing goals, progress monitoring and celebrating
student success support ADHD students in the classroom?

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
8 In order to draw attention to
the importance of
goal-setting, participants
will watch the video

“Teach: Student
Goal-Setting and
Reflection”

( https://www.youtube.com/w
atch?v=yiFWPd1PJZc )

Ask participants to
consider the following
question prior to
playing the video:

“ How can goal-setting
and reflection support
all students in the
classroom? ”
Participants
will watch the
video and jot
down thoughts
about what
they see and
hear that is in
alignment to
the question
posed prior to
viewing.

Participants to
share thoughts
whole group
after watching
the video.
Learning
Objectives
5 The instructor will show the
class the Visual Course
Read the terminal
objective(s) and prompt
Participants
will listen to

4

Course Overview and Lesson Plan Templates
Overview and display/write
the terminal objective(s) for
this unit using the projection
device or board.
the participants to ask
questions or provide
comments.
and read the
Visual Course
Overview and
objectives.

Participants
will watch,
listen, and ask
questions to
gauge their
understanding.
Reasons for
Learning
- Benefits
- Risks
7 Benefits: Participants will
understand the importance
of and know how to
motivate students by setting
targeted goals, monitor
progress on the goals,
provide feedback, and
celebrate student success
when goals have been
achieved.

Risks: When teachers do not
motivate students by
establishing goals, assessing
goal progress, or providing
feedback, students may
demonstrate adverse
behaviors that impede
learning and progress
toward desired outcomes.
Present the benefits and
risks for learning on a
slide while reviewing
the importance of this
unit and risks if not
gaining this knowledge.

Encourage learners to
personalize the reasons
for learning by
reflecting.
Participants
will listen and
read the
benefits and
risks for
learning.

Participants
will reflect on
the reasons for
learning by
personalizing
the benefits
and risks.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
10 Participants know how to
select and integrate
academic and behavioral
strategies and tools as well
as apply 504 or IEP plans to
lesson planning and
classroom practices.

Participants also have some
experience teaching ADHD
students in the classroom.

Describe what will be
covered in this unit by
explaining the prior
knowledge, new
knowledge, and
learning strategies.
Participants
will listen to
the instructor
and make
personal
connections to
the prior
knowledge,
new
knowledge
and learning
strategies.

5

Course Overview and Lesson Plan Templates
to learn...and
how you are
going to learn
it.)
In this lesson, participants
will learn how to identify
targeted student goals,
monitor goal progress,
provide feedback and
celebrate student success.
Prerequisite
Knowledge
5 It is expected that teachers
will have the prerequisite
knowledge for this unit. In
the event participates do not
have the prerequisite
knowledge, then the
instructor will teach the
concepts by giving
examples and nonexamples.

Terms Participants should
know:
● goal and goal-setting
● progress monitoring
● feedback
● student success
● celebrate
The instructor will
provide definitions,
examples and
nonexamples for any
knowledge that
participants may need.
For any
knowledge
that
participants
may need,
they will
generate their
own examples
and
nonexamples
in a reflective
journal.
Learning
Guidance
- Lecture
- Demo.
30 In order to model the
procedure for generating an
ADHD student goal-setting
plan, with progress
monitoring, feedback, and
celebrating achievement, the
instructor will provide
students with examples and
non examples and learners
will construct their
knowledge per a rubric.

Using slides 108-116,
present goal setting,
progress monitoring
and celebrating success
using Marzano (2007)
research.

Pass out the handout by
Marzano (2007) on
“ Design Question 1:
What Will I Do to
Establish and
Communicate Learning
Goals, Track Student
Progress and Celebrate
Success? ”
https://bit.ly/35Nl7vE

Ask participants to read
the article and
Participants
will listen and
watch the
instructor
define goal
setting,
progress
monitoring
and
celebrating
success.

Participants
will read and
collaborate
with a partner
the article:
Design
Question 1:
What Will I

6

Course Overview and Lesson Plan Templates
collaborate with a
partner to answer the
following question:

How do goals support
students in their
learning?

How can you apply
academic goals to
behavior goals?

Have participants share
in whole group answers
to the questions.

Pass out the graphic
organizer on goal
setting and rubric
frame.

Model for participants
how to identify a goal
for a fictitious ADHD
student using a scenario
(slides 110-116).

Fill out the graphic
organizer targeting the
goal and rubric for goal
attainment.

Ask participants to
think about the
strategies for ADHD
students both
academically and
behaviorally (refer to
the poster charts
generated in Unit 4 still
hanging in the room).

Do to
Establish and
Communicate
Learning
Goals, Track
Student
Progress and
Celebrate
Success? and
answer the
questions.

Participants
will share in
whole group
answers to the
questions.

Participants
will watch and
reflect on the
procedure for
completing a
goal setting
graphic
organizer.

Participants
will reflect on
ADHD
strategies and
practices and
watch the
instructor
model how to
incorporate
these
strategies into
a goal.

Participants
will ask
clarifying

7

Course Overview and Lesson Plan Templates
Model for participants
how to include
strategies from the
charts in the rubric.

Allow for question and
answer opportunities
for participants during
the modeling
procedures.
questions and
listen to the
instructors
answers.

BREAK 15 minutes
Practice and
Feedback
45 Practice and feedback will
be provided for generating
an ADHD student
goal-setting plan, with
progress monitoring,
feedback, and celebrating
achievement strategies using
a rubric.

Provide participants the
Goal Setting and
Rubric graphic
organizer example .

Have participants work
with a partner to
develop on chart paper
a goal and rubric using
the example graphic
organizer as a reference
based on a scenario of a
fictitious ADHD
student.

Participants can choose
a behavioral or
academic goal for
practice.

Roam the room and
provide feedback to
partners as they
complete the charts..

Have participants hang
their charts and conduct
a gallery walk.

Have participants
review each chart by
walking the room and
Participants
will work with
a partner to
review the
graphic
organizer
example and
create a goal
and rubric for
a fictitious
ADHD
student using
chart paper.

Participants
will hang their
charts on the
wall.

Participants
will conduct a
gallery walk
and read each
partners goal
and rubric.

Participants
will return to
their seats.

Participants
will share out

8

Course Overview and Lesson Plan Templates
reading the charts on
the wall.

Ask participants to go
back to their seats.

Ask participants to
share in whole group
strategies that they saw
incorporated into the
goals to monitor
progress and celebrate
student success that
align with strategies for
ADHD students.

Ask participants to
identify if the goal is an
academic or behavioral
goal.
in whole
group
strategies
incorporated
into the goal
that will
support
ADHD
students
specifically
for progress
monitoring
and
celebrating
student
success.

Participants
will note if the
goal targets a
behavior or
academic goal.

Participants
will ask
clarifying
questions or
listen to
instructor
feedback.
Authentic
Assessment
10 Students will create an
ADHD student goal-setting
plan, with progress
monitoring, feedback, and
celebrating achievement
strategies per the rubric.

Pass out the graphic
organizer “Goal and
Rubric” template .

Ask participants to
think of a student on
their roster and identify
an academic or
behavioral goal.

Have participants
complete the template
Participants
will complete
the “Goal and
Rubric”
template for a
student on
their roster.

Participants
will choose an
academic or
behavioral
goal to

9

Course Overview and Lesson Plan Templates
for a student on their
roster.

Roam the room and
provide feedback for
individual participants.
complete the
template for a
student on
their roster.

Participants
will listen and
incorporate
feedback from
the instructor.
Retention
and
Transfer
5 Providing opportunities to
transfer knowledge will be
done by creating and
co-constructing knowledge
through answering questions
using https://pollev.com/

Create a pollev using
https://pollev.com/ and
follow the directions to
create a user login (to
be done prior to
teaching this unit).

Follow the directions to
type the following
question into your poll:
How does establishing
goals, progress
monitoring, and
celebrating success
support ADHD student
in the classroom?

Ask participants to
open the website in
alignment to the prior
generated poll from
https://pollev.com/ of
the instructor.

Post the live website
link to the poll on the
projection device.

Have participants type
their answers and read
other participant
comments on the
projection screen that
Participants
will open the
website
aligned to the
instructors
Pollev from
https://pollev.c
om/

Participants
will reflect on
the question
and answer the
question by
typing in their
answer on the
website.

Participants
will read other
postings by
participants
and reflect on
the responses.

Participants
will listen to
the instructor
connect the
answers to the
goals of this
unit.

10

Course Overview and Lesson Plan Templates
will post en vivo as
participants generate
them.

Comment on the posts
and highlight
reflections participants
are making to the goal
of this unit.
Big Ideas

5 A review of the goals and
objectives from this unit will
connect what the
participants learned as well
as lay a strong foundation to
build upon for the overall
course.
Ask participants to
describe big ideas from
this unit and why they
are relevant to
supporting ADHD
students in the
classroom.
Participants
will think
about the
importance of
the big ideas
from this unit
and share with
the instructor
in whole
group.
Advance
Organizer
for the Next
Unit
5 A review of the Visual
Course Overview will aid in
showing the conclusion to
this unit as well as the entire
course by establishing what
participants have learned
over the 2 day workshop.
Point out on the Visual
Course Overview what
has been completed and
connect the broad
learnings from this unit
to the overall course
curriculum which will
provide a plan in
addressing individual
ADHD student needs in
the general education
classroom.

If time allows, show
the concluding video .

Close out the workshop
by having participants
complete the Course
Evaluation .
Participants
will read and
review the
Visual Course
Overview and
listen to the
instructor
conclude the
learning of the
entire course
curriculum.

Participants
will watch the
video.

Participants
will complete
the Course
Evaluation.
Total Time 135

Visual Course Overview

11

Course Overview and Lesson Plan Templates
Supporting ADHD Students in the General Education Classroom
Workshop Units Unit Objectives

Day 1
Full Day
Training
Unit 1:
Recognizing the
Characteristics of ADHD
Identify the Characteristics of ADHD,
assumptions, and types.

Unit 2:
Evaluating Student’s
Individual Needs

How to review student records to gain
historical and background information.

How to evaluate students’ individual needs
through observation, assessment and work
samples.

Unit 3:
Building Positive
Relationship

How to establish and develop positive
relationships with students.

How to effectively collaborate with
parents/guardians.

Day 2
Full Day
Training

Unit 4:
Selecting and Integrating
Appropriate Instructional
Practices and Legal
Obligations for ADHD
Students
What are the three components of
successful instructional practices for
students with ADHD?

How to integrate academic, behavioral,
and classroom accommodations designed
to support ADHD students within your
classroom setting.

How to apply IEP/504 Plans to lesson
planning and instructional practices.

Unit 5:
Goal-Setting, Progress
Monitoring, Feedback and
Celebrating Student
Success
How to identify targeted goals to master
within the appropriate practice.

How to monitor student progress on goals.

How to provide student feedback.

How to celebrate student success.
Capstone
Assessment
Portfolio:
Reflection Journal, Self-Designed Lesson Plans, Visual Tools

12

Course Overview and Lesson Plan Templates

13

Course Overview and Lesson Plan Templates
Goal-Setting, Progress
Monitoring, Feedback and
Celebrating Student Success Unit 5 Instructor Notes: Introduce Unit 5 Topic. Graphic retrieved from: https://pixabay.com/illustrations/goal-setting-goal-dart-target-1955806/
Instructor Notes: Ask Participants to consider the following question: “How can goal-setting and reflection support all student in the classroom?” Play the video for participants. Video retrieved from: https://www.youtube.com/watch?v=yiFWPd1PJZc
Terminal Objective 1: Using a student intervention plan and
lesson plans with targeted strategies and
accommodations, teachers will generate
student goals and identify how to provide
progress monitoring, feedback and
celebrate student success . Per a Rubric Instructor Notes: Review the Terminal Objective. Remind students that they completed intervention plans in Unit 2 and lesson plans in
Unit 4. Prompt participants to ask questions or provide comments. Graphics retrieved from: https://pixabay.com/vectors/search/target/ https://pixabay .com/images/search/write/?pagi=2
Risks Avoided When teachers do not
motivate students by
establishing goals,
assessing progress or
provide feedback,
students may
demonstrate adverse
behaviors that impede
learning. Unit 5 Benefits To understand the
importance of and know
how to motivate students
by setting goals, monitor
progress, provide
feedback and celebrate
student success when
goals have been
achieved. Instructor Notes: Discuss the benefits and risks avoided Encourage participants to personalize the reasons for learning by reflecting. Image retrieved from: https://pixabay.com/vectors/search/thumbs%20up%20down/
In this Unit, We Will Learn About... Goal
Setting Progress
Monitoring
and Feedback Celebrating
Success Instructor Notes: Describe what will be covered in this unit. 1. Goals and goal-setting 2. Progress monitoring 3. Feedback 4. Student Success 5. Celebrating Provide definitions or examples for any participants that may need it. Image retrieved from: https://pixabay.com/images/id-3042585/
Learning Goals Marzano (2007) Read the Article
by Learning Sciences Marzano Center Instructor Notes: Introduce the Article, “What Will I Do to Establish and Communicate Learning Goals,
Track Student Progress, and Celebrate Success?”research of Marzano (2007). Pass out article to participants. Have participants silently read to themselves. Article retrieved from: https://www.cgcsd.org/site/handlers/filedownload.ashx?moduleinstanceid=2605&datai
d=4769&FileName=Marzano%20DQ1%20Elements.pdf
1. How do goals support
students in their learning? _____________________________________________ 2. How can you apply the
learning of academic goals to
behavior goals? Partner Share Instructor Notes: With a partner, have participants answer the questions. Participants should reflect knowledge gained from the Marzano (2007) article. Picture graphic retrieved from: https://pixabay .com/vectors/classroom-comic-characters-1297775/
Developing Learning Goals Scenario Jacob is in 4th grade and has
difficulty in writing. He is able to
complete a topic sentence, however
struggles to write detail sentences
in an organized, coherent manner.
Often times, he does not complete
the assignment and is unfocused,
as demonstrated by playing with
items in his desk. Instructor Notes: Pass out the graphic organizer, “Goal Setting and Rubric Frame”. Read the Scenario on slide. Model for participants how to identify areas of need for student through a “Think
Aloud”. Areas of Need: ● Writing ● Detailed Sentences ● Organization or coherent thought ● More than one paragraph expected for this grade level ● Unfocused ● Easily distracted
Writing a Learning Goal Jacob will write 3 paragraphs, with
an introduction, body and
conclusion. He will use a topic
sentence for each paragraph, with supporting details and conclusion sentence. Instructor Notes: Read the model goal on the slide. Discuss the focus area of the goal: ● 3 paragraphs Grade level expectation ● Detail Sentences ● Conclusion Sentence ● Untimed
Take a Break Instructor Notes: Have participants take a 10 minute break. Play the slide. Prepare for next section in this unit.
Writing a Learning Goal Jacob will write 3 paragraphs, with
an introduction, body and
conclusion paragraph. He will use a
topic sentence for each paragraph,
with supporting details and
conclusion sentence. Instructor Notes: Point out the highlighted areas of the goal to break it down in levels of attainment. Discuss the focus area of broken down goal: ● 3 paragraphs ● Introduction ● Body ● Conclusion ● Topic Sentence ● Supporting details ● Conclusion Sentence
Break it Down! 1 Three paragraphs with topic sentence, 3-5 supporting
sentences and concluding sentence. 2 Three paragraphs with topic sentence, at least two
supporting details and concluding sentence. 3 Two paragraphs with missing parts or components:
topic sentence, detail sentences and conclusion. 4 One partial paragraph with either topic sentence,
detail sentences, or conclusion. Paragraph is missing
parts or most of the components. Instructor Notes: Model how to break the goal down by skill attainment in order to achieve the goal. Use the “Sample Goal and Rubric Frame” handout.
How Assessed: Class writing assignments. With the use of a graphic organizer. Completion may be achieved with one assignment
over multiple days. Teacher prompting and procedural checklist for
guidance. How Will it be Assessed? Be sure to include
accommodations
aligned for ADHD
students Instructor Notes: Model how to determine assessment of the goal and accommodations needed. Use the “Sample Goal and Rubric Frame” handout. Graphic retrieved from: https://pixabay.com/vectors/reminder-bow-red-ribbon-hand-23771/
How Celebrated: Teacher praise. Hanging assignment on wall. Positive note home. Class/school reward system. How Will it be Celebrated? Be sure to include
celebration ideas of
interest to the ADHD
students Instructor Notes: Model how to celebrate success. Be sure to include celebration ideas that are of interest to the student. Use the “Sample Goal and Rubric Frame” handout. Graphic retrieved from: https://pixabay.com/vectors/reminder-bow-red-ribbon-hand-23771/
Using the scenario
provided, create a goal and
complete components of
the template. Show your work using
Chart Paper Work with a Partner Instructor Notes: Pass out the graphic organizer, “Sample Goal and Rubric Frame” and worked example
goal. Using chart paper, participants will work with a partner to develop a goal and rubric
using the “Scenario of an ADHD Student”. Participants may choose an academic or behavioral goal. The worked example will be used to guide participants. Roam the room and provide feedback. When complete, have participants hang on wall around the room. Picture graphic retrieved from: https://pixabay .com/vectors/classroom-comic-characters-1297775/
Gallery Walk Take some time to review
the charts on the wall. Look for accommodations Is it a behavioral or
academic goal? Instructor Notes: After all participants have hung their charts, have them do a Gallery Walk. Ask partners to stand at their Chart (hanging on the wall). Direct partners to walk to the next poster in a clockwise rotation. Participants will review each poster for a minute or so. Complete the rotation until all Charts have been reviewed. Have participants take their seats.
Whole Group Share Out Instructor Notes: Ask participants to share the strategies incorporated into the goals to monitor progress
and celebrate success that align with strategies for ADHD students. Ask if the goal targets academic or behavioral. Graphic retrieved from: https://pixabay.com/vectors/speech-bubbles-comments-orange-303206/ https://pixabay.com/illustrations/goal-setting-goal-dart-target-1955806/
Think of a Student on Your Roster Identify an Academic or
Behavioral Goal. Complete the “Goal Setting and Rubric” Template Instructor Notes: Refer to the graphic organizer, “Goal Setting and Rubric” handout. Ask participants to think of a student on their roster (use the homework they brought
with them as a guide) and identify an academic or behavioral goal. Have participants complete the template. Roam the room and provide individual feedback.
Instructor Notes: Using the previously created account and generated Poll Question from pollev.com
prior to this unit, ask participants to go to the website and login using the Instructor
code. Post the live website link on the projection device. Have participants answer the following question: How does establishing goals, progress monitoring and celebrating student success
support ADHD students in the classroom? Once complete highlight the comments and reflections.
What are the Big Ideas? Why are these
relevant to
supporting ADHD
students in the
classroom? Instructor Notes: Ask participants to describe the big ideas from Unit 5: ● How to identify academic and behavioral goals ● How to monitor student progress ● How to provide feedback ● How to celebrate student success. Why are these relevant to supporting ADHD students in the classroom? Graphic retrieved from: https://pixabay.com/vectors/group-think-big-idea-yellow-bulb-2486248/
Where We Have Been Workshop Units Unit Objectives Day 2 Full Day Training Unit 4: Selecting and
Integrating
Appropriate
Instructional Practices
and Legal Obligations
for ADHD What are three components to
successful instructional practices? How to integrate academic,
behavioral and classroom
accommodations. Unit 5: Goal-Setting, Progress
Monitoring, Feedback
and Celebrating
Student Success. How to identify targeted goals to
master within the appropriate
instructional practice? How to monitor progress, provide
feedback and celebrate success. Instructor Notes: Review the Course Overview by drawing attention to what has been completed and
what is coming next.
Instructor Notes: In closing out the Course, show the video. This video may be cut if time does not allow.
Thank You! Please
complete the Course
Evaluation Instructor Notes: Thank participants for attending the training. Share encouraging words as they take what they have learned from the Course. Pass out Course Evaluation. Have participants complete the Course Evaluation prior to leaving.

©
2016
Learning
Sciences
International.

MarzanoCenter.com

1.877.411.7114

Design Question 1:
What Will I Do to Establish and Communicate Learning Goals, Track
Student Progress and Celebrate Success?

We set a relevant goal, we designate a time frame, we learn strategies, and we practice. We
recruit resources for support; we gauge progress, and adjust accordingly. We celebrate small
accomplishments until we reach our target. Learning goals are the staple of effective teaching.
How do you develop, foster, and celebrate learning goals in your classroom?

In The Art and Science of Teaching (2007), Dr.
Marzano reports an effect size of .55 when a
learning goal is used, a percentile gain of 21%.
In addition, his findings show goal setting and
feedback when used together are more effective
than either one by itself.

Establishing and communicating learning goals
to students is the starting place for effective
teaching. Ensuring that students clearly
understand the learning goal and can articulate
their progress toward the goal is the main focus
of Design Question 1. Equally important is
celebrating incremental progress toward the
learning goal as well as students’ final status.

This first design question contains some of the
most important elements in the Marzano
Teacher Evaluation Model. Design Question 1
is part of the Lesson Segment Involving Routine
Events within Domain 1, which addresses
classroom strategies and behaviors. The three
elements within Design Question 1 are
separate, but clearly linked.

Element 1: Providing Rigorous Learning Goals and Performance Scales (Rubrics)
The most basic issue for a teacher is deciding what students should understand or be able
to do as a result of their instruction. Rigorous state standards or Common Core State
Standards (CCSS) guide teacher instruction and student learning and are used to create
learning goals. An effective learning goal is composed of clearly stated learning targets that
demonstrate attainment and mastery performance of the academic standards. Before
developing learning goals, teachers must first deconstruct the standard and identify its big
ideas.

Deconstruction means to break the standard into its essential concepts and skills. Once this
is done, teachers can determine what the big ideas are then write learning targets that will
lead to students learning each big idea.

©
2016
Learning
Sciences
International.

MarzanoCenter.com

1.877.411.7114

There are three types of learning targets. The learning goal targets are statements of
knowledge and skills students need to demonstrate mastery of a standard. Learning goal
targets are not daily objectives and often require a series of lessons to accomplish. Don’t
confuse learning targets with learning activities or assignments. Learning activities and
assignments are designed to allow students to demonstrate their learning and progress in
meeting the learning target.

The learning goal target is at the same level of complexity as the standard. Once the
learning goal target is determined, foundational targets should be considered. Foundational
targets consist of knowledge and basic processes that build to the cognitive level of the
academic standard. They are the prerequisites that students need to master to ultimately
achieve the learning goal targets. The third type of learning target, cognitively complex
targets, extends and deepens the knowledge and skills of the standard and moves students
beyond the cognitive complexity of the standard.

Once the learning targets have been deconstructed from the standard and extended, a
performance scale is constructed. Performance scales create a progression of learning that
teachers can utilize to provide feedback on learning. Scales help teachers design activities,
assignments, and formative assessments that help students achieve the learning targets. It
is important to note that scales are developed for a standard or group of standards and are
therefore not the daily objective. Scales do not need created on a daily basis.

The performance scale or rubric should contain learning goal targets at 3.0, cognitively
complex targets at 4.0, foundational targets at 2.0, and partial success at 1.0. The following
is an example of learning targets that were deconstructed and extended using the Common
Core Standard in English Language Arts RI.6.6. The CCSS standard reads: Determine an
author’s point of view or purpose in a text and explain how it is conveyed in the text. This
can be translated into the learning goal target, foundational target and cognitively complex
target seen below.

4.0
The student will be able to compare authors’ points of view in several texts
on similar topics and distinguishes the impact of the texts on the reader,
related to the point of view provided.
3.0
The student will be able to determine the author’s point of view or purpose
in a text and explains how it is conveyed in the text.
2.0
The student will be able to recognize the author’s point of view or purpose
given selected passages.
1.0
With help, the student has partial success at score 2.0 content and score
3.0 content

Both the learning targets and scale should be shared with students. Teachers can help
students personalize the learning targets to gain a clearer understanding of the scale. As the
lessons progress, students will be able to articulate what the learning target is, and where
they are on the scale. Teachers should refer back to the learning target and scale
throughout the lesson, so students see the connection. Formative assessments enable the
teacher and students to see how learning is progressing.

©
2016
Learning
Sciences
International.

MarzanoCenter.com

1.877.411.7114

Element 2: Tracking Student Progress
Students can use the results of the formative assessments to chart their progress and
determine where they are on the scale. In essence, the scale and the formative
assessments team together to provide students feedback on their learning. By tracking
student progress, teachers can see how effective their instruction is and what adjustments
they need to make to ensure students reach the target or higher. When students track their
own progress they are able to self-regulate, thus, developing an intrinsic motivation for
learning.

Element 3: Celebrating Success
Students and teachers should celebrate whenever students move up the scale. Celebrating
success should focus on knowledge gain rather than effort. Teachers can make the
celebration more meaningful by considering the different personalities of their students and
how each might like to be celebrated.

All three elements should be in place and working interdependently. A learning target is not
effective without a scale or learning progression, and the scale will lose effectiveness if
knowledge gains aren’t celebrated. Without the learning targets, there is no scale and therefore,
there is nothing to celebrate!

Teachers can make a big difference in the classroom with practice and persistence in using
learning goals and performance scales, tracking student progress, and celebrating success.

Below are some suggestions for making these elements common practice in your classroom:

• Review your current learning targets. Evaluate whether the targets are actually learning
targets, or if they are activities and assignments used to reach a learning target. Revise
as needed.

• Keep a log for one class or use a classroom seating chart to track how often you and
your students celebrate success. Be sure to note not only the frequency, but also other
specifics such as, who initiated the celebration, others involved, type of celebration,
purpose for the celebration, and when the celebration occurred.

Marzano, R. J. (2007). The art and science of teaching. Alexandria, VA: ASCD.

Marzano, R.J., Carbaugh, B., Rutherford, A., Toth, M. (2013). Marzano Center Teacher Observation
Protocol for the 2014 Marzano Teacher Evaluation Model. Retrieved from
http://www.marzanocenter.com/Teacher-Evaluation/2014-protocol-landing/
Unit 5
Scenarios from Unit 3

Scenarios of an ADHD Student

Directions: Use the scenarios to develop an academic or behavioral goals for
the student.

Scenario 1:
Student is in 2nd grade and is having difficulty with completing and turning in
classwork and homework. The teacher has observed the student
excessively talking or out of their seat, which interferes with task completion.
Even with teacher prompting, it appears the student struggles to stay
motivated on the task at hand. The student has low test scores. However,
the teacher has been able to do 1:1 assessments and has determined that
the student does understand the concepts for some of the grade level
standards. Failure to complete assignments or turn in homework is
impacting the student’s grades. The student loves science and enjoys doing
hands-on activities.

Scenario 2:
Student is in 5th grade and struggles to get along with others both in class
and on the playground. The teacher is often getting reports from the duty
supervisors that the student pushes others when mad, uses bad language
or interferes with games. Other students consistently complain about the
student bothering them or not following the rules. The teacher is often
spending time, after every break, to talk to the student and implement
consequences. In class, the student name calls, tears up papers, shreds
pencil erasers and is very disorganized. Materials are often missing or the
student is unable to follow the directions given by the teacher. The student
consistently asks what to do or refuses to do the work. Student’s grades
are low and the teacher confirmed the grade level content is too difficult. The
student has gaps in learning and needs constant help with academics.

Unit 5

Goal Setting and Rubric Frame

Goal:

4

3

2

1

How Assessed:

How Celebrated:

Unit 5
Sample Goal and Rubric

Sample Goal Setting and Rubric Frame

Goal:
Jacob will write 3 paragraphs, with an introduction, body and conclusion
paragraph. He will use a topic sentence for each paragraph, with
supporting details and a conclusion sentence.

4
Three paragraphs with topic sentences, 3-5 supporting sentences
and concluding sentences.

3
Three paragraphs with topic sentences, at least two supporting
details and concluding sentence.

2
Two paragraphs with missing parts or components: topic sentence,
detail sentences and conclusion.

1
One partial paragraph with a topic sentence, detail sentences, or
conclusion. Paragraph is missing parts or most of the components.

How Assessed:
Class writing assignments.
With the use of a graphic organizer.
Completion may be achieved with one assignment over multiple days.
Teacher prompting and procedural checklist for guidance.

How Celebrated:
Teacher praise.
Hanging assignment on wall.
Positive note home.
Class/school reward system (ticket, teacher buck, etc.)

Abstract (if available)

Abstract The diagnosis of attention-deficit hyperactivity disorder (ADHD) is on the rise. In 2013, the American Psychiatric Association (APA) estimated 5% of school-age children have ADHD. In 2016, the National Survey of Children’s Health (NSCH) found 10% of school-age children have a diagnosis of ADHD. Teachers must be prepared to appropriately provide behavioral and academic support that yield positive learning outcomes for ADHD students. The purpose of this curriculum is to create a training course specifically designed to support elementary teachers in serving ADHD students in the general education classroom. Through the application of social constructivism and social cognitive theories, the curriculum is designed as an in-person, two-day teacher workshop. The curriculum is five units long with asynchronous content. After the completion of the workshop, teachers will understand the characteristics of ADHD and know how to incorporate behavioral and academic accommodations in the classroom. Learners will conclude this course by creating a portfolio as a summative assessment, which contains a reflection journal, self-designed lesson plans, and behavioral interventions. An implementation plan is available along with an evaluation of the course, which measures the attainment of the curriculum goals and outcomes. With the guidance of this curriculum, teachers will uphold their legal obligation to support all students in the classroom and proactively implement academic and behavioral strategies, specific to the needs of ADHD students.

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Asset Metadata

Creator Gilligan, Robin Marie (author)

Core Title Supporting learners with attention deficit hyperactivity disorder: a professional development curriculum for elementary teachers

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/12/2020

Defense Date 03/03/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag academic,accommodations,attention,behavioral,curriculum,deficit,disorder,elementary teachers,hyperactivity,intervention,OAI-PMH Harvest,professional development,strategies

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Cash, David (committee member), Hirabayashi, Kimberly (committee member)

Creator Email rgabc1@gmail.com,rgilliga@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-305174

Unique identifier UC11663618

Identifier etd-GilliganRo-8493.pdf (filename),usctheses-c89-305174 (legacy record id)

Legacy Identifier etd-GilliganRo-8493.pdf

Dmrecord 305174

Document Type Dissertation

Rights Gilligan, Robin Marie

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA