Elana Lorenzen

Occupational Therapist

Interventionist & Direct Service Provider 2013-Current

Develop and Present Professional Learnings

• Manage a caseload of students ages 3–8 (supporting up to age 21) with multiple intensive needs, including genetic disorders, autism, developmental, cognitive, and physical disabilities
• Provide direct occupational therapy services in individual and group settings to support student success
• Conduct comprehensive evaluations using formal and informal assessments to address fine motor, sensory, visual-motor, and functional skills
• Develop and implement IEPs with data-driven goals and innovative, holistic intervention plans
• Monitor student progress and adjust interventions based on ongoing data analysis
• Maintain compliant documentation, including daily logs, progress reports, and all IEP-related records; communicate progress and next steps with families
• Facilitate regular family collaboration, including bi-weekly check-ins and ongoing communication with guardians
• Collaborate with interdisciplinary teams to support student planning, service delivery, and program implementation
• Provide consultation, training, and resources to staff and families on therapeutic strategies and adaptive supports
• Integrate therapy strategies into classroom routines to enhance student access and participation
• Develop instructional materials and lead professional learning opportunities for staff
• Supervise and support paraprofessionals, OTAs, and colleagues through consultation, mentorship, and shared problem-solving
• Participate in school-, department-, and county-level meetings; engage in ongoing professional development and evidence-based practice

Occupational Therapist: County-Wide (Resource) for Department of Occupational Therapy 2020-2025

(Position opportunity modified for 2025-2026 school year)

• Partnered with the Occupational Therapy Program Head Facilitator to support administrative and instructional leaderships responsibilities for 70+ occupational therapists across all HCPSS settings, ensuring high-quality, equitable services and supports across the county
• Serve as the occupational therapy voice in collaborative and leadership settings, advocating for students and therapists; represent the Program Head in IEP, legal, and high-stakes meetings (including with advocates and attorneys) to support staff, foster positive team collaboration, and promote equitable, aligned services across the school system
• Support school based teams as well as provide student services at various schools and/or developed student plans as needed when providers were unavailable or positions were vacant.
• Develop and present professional learning aligned with best practices for the HCPSS Occupational Therapy Department, Early Childhood programs, and educators, paraprofessionals, and Head Start staff
• Contribute to program development, implementation, and continuous improvement efforts to meet the evolving needs of diverse learners and school communities
• Develop, manage, and continuously update the OT Department’s centralized Canvas platform to support access to resources, consistency of practice, and staff capacity building
• Oversee OT department electronic assessment systems; provide team-wide and individualized training to ensure effective, compliant, and data-informed use
• Provide direct mentorship, supervision, and consultative support to therapists, including complex case management and family/staff collaboration, with a focus on Early Childhood and system-wide support as needed
• Utilize reflective coaching and goal-setting practices to build staff capacity, support professional growth, and strengthen instructional and therapeutic practices
• Design and facilitate trainings aligned with MSDE, DSE, and compliance requirements, ensuring adherence to policies, procedures, and evidence-based practices
• Support non-tenured staff through targeted training and coaching in assessment, intervention planning, data collection, documentation, and IEP development
• Collaborate with instructional leaders, program heads, administrators, and multidisciplinary teams to support student-centered, inclusive practices and positive student outcomes
• Participate in ITL, Program Head, and Early Intervention/Special Education leadership meetings, contributing to data-driven decision-making and system-level planning
• Serve as the occupational therapy voice within collaborative, multidisciplinary, and leadership settings, advocating for students and therapists while contributing an Early Childhood OT perspective to support equitable access, program alignment, and continuous improvement across the school system

HCPSS Professional Highlights:

• HCPSS Road to Kindergarten: Assisting in setting up and organizing county wide and DRES road to kindergarten 2026
• Community School Program Participation: Organizing and setting up Food Pantries at DRES Fall/Winter 2025
• Practice Based Coaching Training March 2026, through HCPSS, presented by University of Maryland to ECSE.
• Developed and Presented Professional Learning to Early Childhood Educators and Para Educators at August 2025 Pre-Service Week “Sensory Processing and the classroom: What is it? Why does it matter? How does it effect us? CLASSROOM EDITION: Tier 1 & Tier 2 interventions”
• In Process: Developing Early Intervention HCPSS “District-Wide Feeding and Swallowing Manual for Multi-Disciplinary Teams “ 2024-current
• Trained in Reflective Coaching Model
• Restorative Justice Program participation x2 years
• Developed and implemented a 3 hour workshop to Head Start of Howard County on Sensory Integration in the Early Childhood Classroom 2024
• Developed and presented interdisciplinary and individual Professional Development Sessions to school based staff of varying positions, focused on advocacy and training purposes;
• Various Topics Several Single Session Trainings, and Two Series, three to four sessions each.
• Participated in work groups and at request of Early Intervention Leadership, tasked with the development of “Gold Standard” training materials for Early Childhood Occupational Therapists in adherence to MSDE and HCPSS guidelines including:
• Sample County-wide Assessment Reports: Standardized and Nonstandardized
• Sample Present Levels of Performance for various age bands
• Developmental Guide Age Anchoring Tools to increase ease, efficiency and consistency of identifying a students developmental age.
• Training to new staff on Early Intervention Services B-Kindergarten programs both at a county and state level.
• HCPSS Early Intervention Assessment Team (EIAT); Summer assessor Ongoing as needed
• HCPSS Child Find Team (CF); Summer assessor Ongoing as needed
• HCPSS Infants and Toddlers (IT); Summer assessor Ongoing as needed
• Extended School Year therapist Ongoing as needed
• Instructional Team Lead (ITL)- Regional Early Childhood Center (RECC) Howard County Public Schools

Deep Run Elementary, 2018- 2020

• Staff Recognition in HCPSS for “strong relationships and trust with staff, students and families” during Continuation of Learning (COL) May 2020
• Received two Special Education Citizens Advisory Committee (SECAC) award recognitions 2014 & 2016
• Trained and member of Instructional Intervention Team at Deep Run Elementary School, 2014-2020
• Trained on COS 2019
• AOTA Speaker: Baltimore, Maryland 2014 Pre Annual Conference & Expo April 2-3 Cohen, E., and Synovec, C. 2014, Recovery-Based Program Implementation: How To Utilize the Recovery Model in Various Treatment Settings,
• AOTA Poster Presentation, Baltimore Maryland, 2014 Annual Conference, C. Elana , Getty, S, Synovec, C., 2014 Recovery-Based Program Implementation: How To Utilize the Recovery Model in Various Treatment Settings,
• Positive Behavioral Intervention and Supports (PBIS)

Occupational Therapy Intervention and Services for developmental abilities and Sensory Processing Integration Therapy for children Birth to 10 years old in a private out patient clinic. Administered evaluations, developed treatment plans, write treatment notes and completed ethical billing practices.

Occupational Therapist, II

Co-Coordinator for Level I & I Occupational Therapy Student Supervisor Program

Student supervisor for Level II Graduate students.

Pediatric and Adolescent Psychiatric Day Hospital and Inpatient 2011-2013

• Independently managed a full-time caseload of children ages 4 to 17 with diverse mental health diagnoses, delivering targeted interventions to support their functional and developmental needs. Collaborated daily with interdisciplinary teams, clients, and families to promote the resumption of meaningful life roles and optimize overall well-being. Designed and implemented research-based programs to enhance functional success, fostering skill development and independence in home, school, and community settings.
• Developed the occupational therapy protocol for the day hospital unit and established a school transition intervention program to support students returning to academic settings. This program bridges the gap between the day hospital and schools by fostering collaboration with administrators, social workers, and interdisciplinary teams to advocate for students and provide essential support, ensuring a smooth and successful reintegration.
• Designed and launched a research-driven pediatric and adolescent mental health outpatient occupational therapy program, informed by community-based provider outreach and needs assessment. Provided targeted support to facilitate seamless reintegration into school, home, and community settings, reducing barriers, mitigating challenges, and minimizing risk of readmission.

Adult Schizophrenia Inpatient and Day Hospital 2009-2011

• Independently managed a dynamic full time caseload consisting of clients with diverse mental health diagnoses, implementing targeted interventions to promote independence and successful community integration. Played a key role in developing an innovative, functionally based program designed to enhance cognitive and behavioral organization, problem-solving, medication management, and task completion. Utilized standardized and informal assessments to drive data-informed decision-making and personalized care plans. Partnered with interdisciplinary teams to ensure seamless coordination of care, delivering practical and impactful recommendations that facilitated successful transitions and long-term client success.
• Developed and implemented a simulated work and home management program for clients of all ages with diverse mental health diagnoses, designed to promote successful community and work reintegration. Established in 2010, the program continues to be utilized today, empowering clients within psychiatric units to manage and operate its functions. Patients across all Johns Hopkins Hospital benefit from the program’s products and donations, which are distributed as needed to support their recovery and well-being.

Johns Hopkins Hospital Professional Highlights

• Member of Interview committee & Professional Development Programming Committee
• Co-Coordinator Level I& II Student Supervisor Program
• Level II students from Universities throughout the country
• Research: The Effectiveness of School Transition Interventions Following a Psychiatric Admission (IRB developed)
• MOTA 1.5 hour presentation 2012: Cohen, E., Synovec, C. and Ward, B., (2011, October). Utilizing the recovery model in mental health occupational therapy.
• POTA 3.5 hour seminar 2012: Cohen, E., and Synovec, C. (2012, September). Utilizing the recovery model in mental health occupational therapy
• AOTA Poster Presentation 2013 - San Diego, California : The Recovery Model in Mental Health Occupational Therapy : Pediatric Practice Settings and Recovery Model Implementation
• AOTA Speaker: Baltimore, Maryland 2014 Pre Annual Conference & Expo April 2-3 Cohen, E., and Synovec, C. (2014, April). Recovery-Based Program Implementation: How To Utilize the Recovery Model in Various Treatment Settings
• Presenter and Facilitator at the Upper Chesapeake Bay Fieldwork Counsel Annual Workshop, April 2013