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Optional Workshops

Optional Workshops

Enhance your CEC 2020 professional development experience with a workshop focusing on important topics. Earn Professional Development Hours (PDHs) too! You can attend full- and half-day workshops in any combination you choose. Workshops are being held Wednesday, February 5 and Saturday, February 8. Workshops are special ticketed items that are not included as a part of a standard convention registration (see rate chart below). You can purchase workshops as stand-alone activities or you can add to your convention registration.

(Registration rates do not include optional workshops. See optional workshop rates below.)   BUY WORKSHOPS NOW

Registration Type Full-Day Workshops Half-Day Workshops

Best Rate Expires
Nov. 30, 2019

Regular Rates
Dec. 1, 2019-Feb. 8, 2020

2020 Program Developer Workshop #6

Best Rate Expires
Nov. 30, 2019

Regular rates
Dec. 1, 2019 – Feb. 8, 2020

Member $199 $249 $350 $109 $149
Non Member $249 $299 $500 $159 $209
Student Member $127 $157 N/A $73 $103

Wednesday, February 5 – Full Day – 9 a.m. – 4 p.m.

Wednesday, February 5 – Half Day – 9:00 a.m. – 12:00 p.m.

Wednesday, February 5 – Half Day – 1:00 p.m. – 4:00 p.m.

Saturday, February 8 – Full Day – 8:30 a.m. – 3:30 p.m.

Saturday, February 8 – Half Day – 8:30 a.m. – 11:30 a.m.

Workshop 01: Developing Legally Defensible IEPs

Topic areas: Legal Issues; Administration/Supervision

Leader: Julie Weatherly, Esq., Resolutions in Special Education, Inc., Mobile, Alabama

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. Let’s examine many common pitfalls that educators must avoid–both procedurally and substantively–in an effort to ensure that IEPs are legally defensible.

Workshop 02: Trauma Responsive Practices across the Tiers: What Every Educator Needs to Know

Topic areas: Multi-tiered Systems of Support (MTSS); Emotional and Behavioral Supports

Leader: Lynne DeSousa, Colorado Department of Education, Denver

It is estimated that approximately 25% of students will experience trauma or toxic stress before the age of 18. This realization has led to an increased sense of urgency from educators to address the growing need. Many are turning to the treatment framework known as Trauma-Informed Care (TIC). The focus of Trauma Informed Care is in the recognition, understanding, and responsiveness to trauma with explicit efforts made in restoring emotional safety, building healthy relationships, and creating positive opportunities where students can practice self-regulation and prosocial skills. Because TIC did not originate within the educational context, the need to anchor trauma responsive approaches to evidence based practices within a multi-tiered behavior framework should be of high priority. You will be equipped with basic understanding of psychological trauma and the impact it can have on staff and students. Key features of trauma responsive schools within a multi-tiered framework will be discussed, along with strategies and interventions to support students and make prevention and intervention efforts more trauma responsive. Practical strategies will be shared for students and staff that you can take and use the next day. Considerations for improving the trauma responsiveness of IEP Goals, FBA’s, and Behavior Intervention Plans (BIPs) will also be discussed.

Workshop 03: Keep Them Motivated! An Introduction to Classroom Pivotal Response Teaching

Topic areas: Autism Spectrum Disorder/Intellectual Disabilities

Leaders: Janice Chan, BCBA, University of California San Diego & Melissa Mello, BCBA, University of California Davis MIND Institute, Sacramento

For children with autism spectrum disorders, maintaining high levels of motivation can be difficult. As educators, however, we know that high motivation plays a key role in learning. In this introductory workshop, you will learn about a packaged, evidence-based intervention called Classroom Pivotal Response Teaching (CPRT) that has components aimed specifically at this deficit area. Walk away from this workshop with several practical strategies that can be applied in your classroom immediately, to aid in getting and maintaining high levels of student motivation.

Workshop 04: Tier 2 and 3 Behavior Support: Developing Protocols and Implementation Plans

Topic areas: Multi-tiered Systems of Support (MTSS); Emotional and Behavioral Supports

Leaders: Jessica Sprick and Tricia Rees Berg, Ph.D., Safe & Civil Schools, Eugene, Oregon

This workshop presents a multi-tier approach to behavior support that ensures that the easiest, and least staff-intrusive interventions are tried first, only progressing to more complex and staff-intensive interventions if needed. The first layer of this continuum is early-stage interventions, designed and implemented by general educations and special education teachers. Next, a menu of Tier 2 problem-solving processes and interventions will be provided—again with the goal that the easiest and least intrusive intervention is implemented with fidelity. Lastly, Tier 3 problem-solving processes will be described. You will evaluate the current array of Tier 2/3 supports in your school, identify gaps in that array, and develop an action plan for closing any gaps that currently exist.

Workshop 05: Are You Using Your Paraeducators Appropriately? Strategies for Teachers and Administrators

Topic areas: Working with Paraprofessionals; Collaboration/Co-teaching and Inclusive Practices

Leader: Ritu V. Chopra, Ph.D., The Paraprofessional Resource and Research Center, University of Colorado Denver

Paraeducators are used in increasing numbers to deliver an array of special education services with little or no formal preparation and or supervision. Teachers and licensed professionals who are legally and ethically responsible for directing the paraeducators’ work but typically do not have preparation and often lack administrative support for your supervisory role. Questionable utilization of paraeducators to perform functions beyond the scope of your responsibility is a well-documented challenge in special education literature. In this interactive workshop, the presenter will share research-based paraeducator supervision content which is aligned with CEC standards and includes tools, and resources that can be used by special and general educators and administrators to appropriately guide and direct the work of paraeducators.

Workshop 06: CEC Preparation Program Report Developer Workshop

Topic area: Preparation Program Recognition

Leader: Joni Baldwin, Ph.D., University of Dayton, Ohio

In this interactive workshop, you will learn the components of CEC Preparation Program Recognition Reports that will be submitted to the Council for the Accreditation of Educator Preparation (CAEP) using CEC’s Professional Preparation Standards. All you will receive CEC program developer resources. You will come away better prepared to develop program performance-based assessments, align them with the CEC content standards, and prepare the final program report.

Workshop 07: CEC Preparation Program Report Reviewer Workshop

Topic area: Preparation Program Recognition

Leader: Christy Hooser, Ph.D., Eastern Illinois University, Charleston

This workshop will train you to review program reports submitted to the Council for the Accreditation of Educator Preparation (CAEP) using CEC’s Professional Preparation Standards. Principles for and examples of performance-based program review, and strategies for reviewing reports and for successfully writing the sections of the CEC Program Recognition Review will be discussed. This workshop is offered at no cost for approved you. Please submit a reviewer application and CV (found at to be approved for this workshop.

Workshop 08: The ABCs of Autism in the Classroom: Setting the Stage for Success

Topic area: Autism Spectrum Disorder/Intellectual Disabilities; Emotional and Behavioral Supports

Leader: Wendela Whitcomb Marsh, BCBA, PIPS for Autism, Salem, Oregon

After a brief review of the basics of autism and of behavior, we investigate the function of the behavior using the ABCs: Antecedents (what happened before), Behavior (what happened), and Consequences (what happened afterwards). We learn to use antecedent strategies to set up our students for success, and we explore evidence-based strategies to deal with many common behavior challenges. Finally, we learn to take the show on the road with a plan for maintenance and generalization. Practical examples and classroom scenarios are included throughout.

Workshop 09: Co-Teaching Nuts and Bolts:  In the Classroom, the School, and the District

Topic area: Collaboration/Co-teaching and Inclusive Practices

Leader: Marilyn Friend, Ph.D., University of North Carolina at Greensboro

Despite being widely recommended and implemented, co-teaching is a complex endeavor. And although theories, concepts, and principles are useful, what professionals most want to know is how to implement co-teaching so that it is feasible, cost-effective, and, most importantly, beneficial to students. This workshop will tackle those topics and give use-them-tomorrow ideas for making co-teaching all it should be.

Workshop 10: Becoming a Lighthouse Rather than a Tugboat: Coaching for Success

Topic areas: Administration/Supervision; Collaboration/Co-teaching and Inclusive Practices

Leaders: Jennifer D. Pierce, Ph.D., and Kathleen Hughes Pfannenstiel, Ph.D., American Institutes for Research, Washington, DC

This workshop is designed to build the capacity of coaches seeking to improve teacher practices and student learning. The session will first summarize four effective coaching practices, highlighting nuanced information about the successful use of these practices. Then, you will learn about free resources to integrate effective coaching practices into your sessions with teachers. After viewing classroom instructional videos, you will receive hands-on opportunities to apply coaching practices and reflect on personal strengths and challenges.

Workshop 11: Improving Challenging Behaviors in the Classroom: Instruction as the Missing Link

Topic areas: Emotional and Behavioral Supports; Starting the Teaching Career

Leaders: Timothy J. Landrum, Ph.D., University of Louisville, Kentucky and Lauren Collins, Ph.D., San Diego State University, California

One of the greatest stressors teachers face is managing challenging behavior. Although some students require intensive interventions, many challenging behaviors can be addressed or even prevented through interventions that are relatively easy to implement. However, direct instruction in replacement behaviors—the academic and social skills we hope students will display—is often the “missing link” in effective interventions for improving behavior. Thus, during this presentation, we focus on ways to (a) address challenging behaviors by using a framework for identifying simple and practical interventions, and (b) use effective procedures to actively teach and reinforce positive replacement behaviors.

Workshop 12: What’s Happening in Washington, DC and How You Can Become an Influencer

Topic areas: Public Policy

Leaders: Kuna Tavalin and Laura Kaloi, Council for Exceptional Children, Arlington, VA

In this session, CEC’s Senior Policy and Advocacy Advisors will proivde an overview of the intersection between politics and policy; updates on the education policy and federal funding issues of importance to CEC membership; and provide an interactive presentation that will teach and support members in their own advocacy, from the basics of the Legislative Action Center to tips on how to educate elected officials.

Workshop 13: Observing and Coaching the HLPs: Tools and Strategies for Effective Implementation

Topic areas: Administration/Supervision

Leader: Michael Kennedy, Ph.D., University of Virginia, Richmond

Over the past few years the field of special education has embraced the high-leverage practices (HLPs), but important questions remain regarding implementation, assessment, and how to provide teachers with coaching and feedback needed for improvement. In this half-day workshop, Dr. Kennedy will introduce, discuss, and model implementation for specific components tied to five key HLPs; explicit instruction, feedback, creating a positive & consistent learning environment, engaging students, and systematically designing instruction towards learning goals. Strategies will be introduced that can help teachers implement each of these practices and provide administrators and coaches with a roadmap for observing and providing feedback. Finally, a data-driven, non-evaluative observation tool (the Classroom Teaching Scan) will be demonstrated as an example of the tools for conducting observations and providing coaching. Attendees will leave with printed checklists of core components for the HLPs, and access to the Classroom Teaching Scan.

Workshop 14: Relating in the Classroom: Evidence-Based Strategies for Teacher-Paraeducator Interactions

Topic areas: Working with Paraprofessionals; Collaboration/Co-teaching and Inclusive Practices

Leaders: Christina Cipriano, Ph.D., Yale School of Medicine, New Haven, Connecticut and Tia N. Barnes, PhD., University of Delaware, Dover

Effective collaboration among classroom personnel can improve achievement for students with and without disabilities. Unfortunately, few pre-service or in-service opportunities are available to provide support in forming and maintaining effective teacher-paraeducator teams. During this session, results from The Recognizing Excellence in Learning and Teaching (RELATE) Project, a multi-year comprehensive investigation of classroom environments serving diverse learners will be presented for educator application in the classroom. Using an interactive approach, you will be provided with strategies for strengthening collaborative relationships and overcoming challenges to effective teacher-paraeducator collaboration in special education settings.

Workshop 15: Specially Designed Instruction in Co-Teaching:  Who, What, Where, When, Why, and How

Topic area: Collaboration/Co-teaching and Inclusive Practices

Leader: Marilyn Friend, Ph.D., University of North Carolina at Greensboro

Many professionals understand that co-teaching must include the provision of specially designed instruction for students with disabilities. However, they often express skepticism of how this can actually occur and frustration in meeting this co-teaching expectation. This workshop is a roll-up-your-sleeves session intended to demonstrate how to implement SDI in the co-taught classroom, from looking at individual student needs, through selecting SDI, to integrating that SDI into the general instruction, to measuring its effectiveness.

Workshop 16: Thriving as a New Special Education Teacher: How to Dot the I’s and Cross the T’s in the IEP Process

Topic areas: Starting the Teaching Career; Legal Issues

Leaders: Clara Hauth, Ph.D., Marymount University, Arlington, Virginia and Catherine Creighton Thompson, Fairfax County Public Schools, Virginia

Join us for a hands-on workshop where you will learn strategies to collaborate with families, use data to identify student needs and create Individualized Education Program (IEP) goals, and monitor progress on IEP goals. The Survival Guide for the First Year Special Education Teacher provides strategies, and resources that can be integrated into school district induction and mentoring programs. The book serves as a guide for any new teacher, bringing best practices, which is supported by research, into an easy to read guide for busy teachers.

Workshop 17: The Diagnostic-Prescriptive Reading Teacher—A Workshop for Literacy Nerds

Topic areas: Learning Disabilities; Multi-tiered Systems of Support (MTSS)

Leader: Marilyn Sprick, Safe and Civil Schools, Eugene, Oregon

Do you have students who read haltingly and make many errors? This workshop is for educators working with students who have not mastered foundational reading skills. You will work on assessment, diagnosing error patterns, and intensive and explicit instruction to reduce errors and build skills. In addition, you will be able to identify important considerations for students in curricular and instructional needs.

Workshop 18: College Transition: Preparing Student with Disabilities for Success

Topic areas: Career Development/Transition; Legal Issues

Elizabeth C. Hamblet, Columbia Organization, New York, New York

Research shows that preparing students with disabilities for success at college involves educating them about changes they will find in the postsecondary environment and making sure that they develop certain skills. But many educators, related professionals, and families don’t know about the legal and systematic differences in disability services that affect these students, so students may not get the preparation they need. This workshop will review the shift in laws at college, how the disability services system works, accommodations that will likely be available to students there, and what skills and knowledge the research shows are correlated with students’ success.

Workshop 19: Practical Program Design for Behavioral Classrooms: Addressing Intensive Behavioral Needs

Topic areas: Emotional and Behavioral Supports

Leaders: Tricia Rees Berg, Ph.D. and Jessica Sprick, Safe & Civil Schools, Eugene, Oregon

In this workshop, we present best-practice strategies for building a positive and proactive self-contained special education classroom for students with intensive behavioral needs. You will engage in a variety of activities to build an environment that increases engagement, improves student outcomes (behavioral and academic), integrates evidence-based practices, and promotes generalizability of skills to less restrictive environments. You will work with presenters to develop a specific action plan for applying these strategies in your own classrooms.

Workshop 20: Using Data-based Individualization to Put the “I” in IEPs

Topic areas: Learning Disabilities; Multi-tiered Systems of Support (MTSS)

Leaders: Teri Marx, Ph.D., Sarah Arden, Ph.D., and Amy Peterson, M.A., American Institutes for Research, Washington, DC

Are you struggling with setting realistic yet meaningful goals for your students and designing instruction to meet your individualized needs?  This session, intended for special educators in K-8 settings, will introduce you to data-based individualization (DBI); the National Center on Intensive Intervention’s approach to intensive intervention. This interactive session will provide an overview of DBI and illustrate how it can be used to improve and simplify individual education program (IEP) writing by setting individualized, standards aligned goals, designing individualized, specialized instruction, and monitoring progress. The session will also highlight freely available tools and resources to support implementation.

Workshop 21: Coaching Paraeducators to Maximize Discreet Support, Minimize Proximity to Advance Learner Outcomes

Topic areas: Workshop with Paraprofessionals; Collaboration/Co-teaching and Inclusive Practices

Leader: Padmaja Sarathy, Infinite Possibilities, Missouri City, Texas

This workshop will demonstrate how to design and deliver effective and optimal paraeducator support to students with autism, intellectual disabilities and multiple disabilities to help maximize academic and social learning opportunities while also promoting student independence. You will learn strategies aided with classroom scenarios and student-specific vignettes involving both general education and special education settings to train and coach paraeducators to provide support in diverse settings that is student-centered, non-intrusive and non-stigmatizing, and maximally beneficial.

Workshop 22: Interventions for ELs At-Risk for or with Reading Disabilities that Work!

Topic areas: Cultural/Linguistic Diversity; Learning Disabilities

Leaders: Julie Esparza Brown, Ed.D. and Amanda Sanford, Ph.D., Portland State University, Oregon; Leticia Grimaldo, Ph.D., Meadows Center for Preventing Educational Risk, Austin, Texas, and Alba Ortiz, Ph.D., University of Texas, Austin

Three OSEP-funded model demonstration grants focusing on literacy interventions for English Learner students at-risk for or with reading disabilities will present practical strategies they are using in partner schools that help EL students improve both your literacy and language skills. Strategies such as Read Aloud routines, Language Focused Repeated Reading and frameworks for ensuring instruction and intervention are culturally/ linguistically aligned will be demonstrated. Additionally, the you will observe videos and use a rubric to identify culturally and linguistically appropriate practices within a literacy lesson.

Workshop 23: Executive Function Training: A Model for Explicit Instruction

Topic areas: Multi-tiered Systems of Support (MTSS)

Leaders: Roberta Strosnider, Towson University, Maryland and Kimberly Hale, Wake County Public Schools, Cary, North Carolina

This workshop focuses on improving students’ executive function skills while considering Universal Design for Learning Principles and metacognition. General and special education teachers will learn steps that guide instruction from the choice of executive functions a student will benefit from learning to the student’s learning and generalizing helpful strategies to improve his or her executive functioning. You will be engaged in classroom-based activities and leave with strategies and supportive technology you can use in your classroom immediately.

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