APPEL-SpEd Program at CEC 2026 Convention

The U.S. Supreme Court has recently referred to the Individualized Education Program (IEP) as the “centerpiece” of the IDEA’s education delivery system for students with disabilities. In accordance with the Court’s updated two-pronged test for determining whether an IEP is appropriate, hearing officers and courts will look to both the procedural and substantive components of the IEP. We will examine common pitfalls that educators must avoid—both procedurally and substantively—to ensure that IEPs are legally defensible.

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• Ritu Chopra, Executive Director, The PAR²A Center University of CO Denver
• Peggy Yates, Director of Master's in Special Education; Associate Professor of Education, Alma College

In order for students to learn, teachers must be equipped with a broad toolkit of classroom management strategies that prevent the majority of student misbehavior, allow them to respond effectively when misbehavior does occur, and motivates students to attend and do their best. In this high-engagement, practical workshop, participants will learn effective strategies to manage student behavior and improve student motivation. Learn how to teach students to behave in a responsible manner, improve behavior in transitions, reduce off-task behavior during instruction and independent work, and use positive feedback and consequences more effectively. This session will also present ideas for creating a positive and welcoming classroom climate.

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• Jessica Sprick, Consultant, Safe & Civil Schools

Join us for a comprehensive session where you will gain foundational knowledge and practical strategies for implementing evidence-based practices for adolescents. We will explore key principles of effective literacy instruction in secondary classrooms, with a focus on applying these practices across tiers of support. By the end of the session, you will be equipped to strengthen secondary literacy in your classrooms!

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• Dena Slanda, Senior TA Consultant, American Institutes for Research
• Maggie Trout, Senior TA Consultant, American Institutes for Research

How much is enough—and how much is too much? This session equips educators with practical tools and insights to determine the appropriate frequency, location, and duration of IEP services. Drawing on multi-year collaboration with LEAs and state partners, we’ll clarify the critical distinction between delivery adaptations for specially designed instruction (SDI) and the requirement for documenting the duration, frequency, and location of services. Participants will explore validated approaches for aligning service levels with student need, as identified in well-constructed present level statements. We’ll also examine emerging data trends showing patterns of over- and under-service across grade levels—and how these imbalances can limit access to general education and hinder long-term outcomes. Whether you're new to IEP development or refining your practice, this session will help you make service decisions that are both compliant and student-centered.

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• Tessie Bailey, Director, PROGRESS Center at American Institutes for Research 

In this workshop, we discuss 3 essential components for teaching math. First, we focus on math vocabulary and the importance of helping students learn the language of math. Second, we talk about representations and the use of multiple representations to deepen conceptual and procedural knowledge. Third, we discuss fluency building activities for facts and computation.

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• Sarah Powell, Professor at The University of Texas at Austin; Audrey Rogers Myers Centennial Professorship in Education

Join us to learn about how to effectively support students with disabilities and intensive support needs in your classroom. We’ll discuss key high-leverage and evidence-based practices, and we’ll describe an approach to intensify your implementation of these practices to better support your students.

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• Tobey Duble Moore, Doctoral Fellow, University of Connecticut
• Ashley Plumb, Clinical Assistant Professor, University of South Carolina
• Brandi Simonsen, Professor of Special Education, Co-Director, Center on Positive Behavioral Interventions and Supports (pbis.org), Co-PI, Integrated Multi-Tiered Systems of Support Research Network (mtss.org), Co-Director, Center for Behavioral Education and Research (cber.uconn.edu)
• Steve Goodman, Partner, Center on Positive Behavioral Interventions and Supports (pbis.org), Co-Investigator, Integrated Multi-Tiered Systems of Support Research Network (mtss.org), Research Specialist, University of Connecticut

In order for students to learn, teachers must be equipped with a broad toolkit of classroom management strategies that prevent the majority of student misbehavior, allow them to respond effectively when misbehavior does occur, and motivates students to attend and do their best. In this high-engagement, practical workshop, participants will learn effective strategies to manage student behavior and improve student motivation. Learn how to teach students to behave in a responsible manner, improve behavior in transitions, reduce off-task behavior during instruction and independent work, and use positive feedback and consequences more effectively. This session will also present ideas for creating a positive and welcoming classroom climate.

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• Jessica Sprick, Consultant, Safe & Civil Schools

• Kelli Suding, Professional Learning Specialist, CAST
• Michelle Soriano, Professional Learning Specialist, CAST

• David Bateman, Principal Researcher, American Institutes for Research

This presentation will empower administrators and department chairs to utilize backward design to create an environment for students that supports scheduling, collaboration among staff, co-teaching, and the implementation of accommodations to enhance inclusion for students with disabilities to increase access to general education and positively impact graduation rates. 

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• Brittany Vigil, Senior Manager I, Extended School Year/Assessment, Fairfax County Public Schools
• Michelle Henry, Educational Specialist, Summer School/SOL, Fairfax County Public Schools
• Sarah Khalife, Educational Specialist, Summer School/SOL, Fairfax County Public Schools
• Nestor Guillermo Tolaba, Educational Specialist, Summer School/SOL, Fairfax County Public Schools

Discover how a large school district empowers paraprofessionals to transition from instructional support roles to leading their own special education classrooms. Explore targeted professional development strategies designed to support diverse student populations and leave with actionable insights to apply in your own school division.

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• Diana Ree-Reeder, Senior Manager I, Special Education Teacher Support, Office of Special Education Instruction, Fairfax County Public Schools
• Jugnu Agrawal, Senior Manager I, Special Education Curriculum, Office of Special Education Instruction, Fairfax County Public Schools

• Kayla Malone, Graduate Research Assistant, Principal Investigator, University of North Carolina at Chapel Hill
• Sallie Nowell, Assistant Professor of Speech and Hearing Sciences, University of North Carolina at Chapel Hill
• Kara Hume, Associate Professor, University of North Carolina at Chapel Hill

Discover a program boosting Special Education teacher retention and student learning through intensive, culturally responsive mentoring and professional development. This session highlights how mentorship and leadership build a thriving induction and mentoring system, offering immediate, actionable strategies.

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• Ruby Smits, State Office Special Education Full Release Mentor Teacher, Hawai'I State Department of Education - Teacher Induction Center
• Eugene Pascual, State Office Special Education Full Release Mentor Teacher, Hawai'I State Department of Education - Teacher Induction Center
• Danielle Dixon, Resource Teacher, CA Kau-Keaau-Pahoa
• Shauna Kikiloi, Complex Area Teacher, Campbell Kapolei Complex Area

• Rachel Kunemund, Research Assistant Professor, University of Virginia
• Michael Kennedy, Professor, University of Virginia
• Susan Aigotti, Assistant Professor, Appalachian State
• Tommy Rhodes, Doctoral Student, University of Virginia
• Caroline Brinkley, Doctoral Student, University of Virginia

• Heartley Huber, Associate Professor, William & Mary
• Debbie Ramer, Coordinator, Special Education Program, William & Mary
• Mackenzie Turbeville-McCorry, Project Specialist, William & Mary

• Michelle McCurdy-Griffin, Special Education Teacher, Pellham City Schools
• Danielle Edison Lee, Special Education Teacher, Tuscaloosa City Schools

• Jennifer Younger, V.P. of Behavioral Services, Rivermont Schools
• Kathy Tuthill, Director, Autism Services, Rivermont Schools
• Ashley Conner, Coordinator, In-District Services, Rivermont Schools
• Fiesta Martin, Regional VP, Rivermont Schools

A new school-based intervention for students with or at risk for disabilities who have emotionally based school avoidance will be shared. STAY uses a stepped-care approach that incorporates Cognitive Behavior Therapy practices tailored to the function of school-avoidant behavior. Participants will learn key intervention features and practical strategies.

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• Rose Iovannone, Research Associate Professor, Florida Center for Inclusive Communities, University of South Florida
• Rachel Giovagnoli, Ph.D. Candidate, Special Education, University of South Florida
• Kim Crosland, Professor, Applied Behavior Analysis Program, University of South Florida
• Shannon Suldo, Professor, School Psychology Program, University of South Florida
• Alison Salloum, Professor, School of Social Work, University of South Florida

• Rachel Robertson, Associate Professor, University of Pittsburgh
• Tara Moore, Professor, University of Tennessee

• Carol Davis, Professor, University of Washington
• Selena Killen, Ph.D. Candidate, University of Washington
• Steven Hakansson, Ph.D. Candidate, University of Washington

This presentation will discuss evidence-based strategies that teachers and paraprofessionals can use to work with students with developmental disabilities. Data from two systematic reviews and two intervention studies will be presented. These studies cover academic and functional skill interventions. Implications for practice and future directions will also be discussed.

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• Jing Tong Ong, Graduate Student, University of Missouri - Columbia
• Megyn Martin, Graduate Student, University of Missouri - Columbia
• John Augustine, Graduate Student, University of Missouri - Columbia
• Tarza Taha, Doctoral Student, University of Missouri - Columbia