Question 1

Wednesday Full-Day Workshops - March 12, 9:00 AM - 4:00 PM

Accepted Answer

Workshop 01:
			
			Legally Defensible IEPs

			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.
			
			Julie Weatherly, Esq.  Resolutions in Special Education, Inc.

Question 2

Wednesday Morning Workshops - March 12, 9:00 AM - 12:00 PM

Accepted Answer

Workshop 02:
			
			ADHD, Executive Function & Behavioral Challenges in the Classroom

			This workshop gives teachers, guidance counselors, and school psychologists an understanding of the social and emotional impact that ADHD and Executive Function challenges have on learning, motivation, behavior, and the family system. Upon completing this program, participants will:

			
				Have a functional and actionable understanding of Executive Function skills and what performance can be expected at different learning levels.
				Learn valuable methods to manage problems with attention, organization, stress, homework completion, and test performance based on the latest brain research and evidence-based best practices.
				Discover subtle changes in teaching methods and classroom structure to improve time management, working memory, motivation, and emotional regulation that will benefit all children, not only those with ADHD.
			
			
			Cindy Goldrich, Ed.M., ADHD-CCSP, Online ADHD Coach, PTS Coaching, LLC
		
		
			Workshop 04:
			
			Harnessing AI in Special Education: A Hands-On Workshop

			Artificial intelligence (AI) is envisioned to transform society, including how we educate students with disabilities. This half-day session offers a unique opportunity to learn and gain hands-on experience with AI from team members of a leading national center focused on supporting technology’s use and adoption in special education. The workshop will equip you with an understanding of how AI will impact curriculum, instruction, teaching, learning, and assessment. It will also delve into the ethical considerations of AI integration, particularly concerning equitable support for students with disabilities. Most importantly, you will gain practical experience with tools and resources that you can immediately apply in your professional setting.  
			
			Team Members from the Center for Innovation, Design, and Digital Learning (CIDDL)
		
		
			Workshop 05:
			
			Accessibility Matters: The What, Why & How

			In this session, participants will also learn how accessible materials interconnect with assistive technologies. They will explore the advantages of designing for accessibility, the common issues and difficulties that people with disabilities encounter, and the best methods and tools to make sure your materials are accessible to everyone. Participants will also get practical experience with testing and reviewing materials for accessibility and will gain a deeper understanding of how accessible materials and assistive technologies work together. By the end of this session, you will have the ability and knowledge to design for accessibility from the get-go and make your materials more inclusive and effective. Key Learning Outcomes

			
				Identify what AEM, AT, and accessible technology are
				Observe 2 different examples of how AEM, AT, and accessible technology work together.
				Discuss one or more ways AEM, AT, and accessible technology are being utilized in their current environment.
				Identify 3 resources to support continuous learning around AEM, AT, and accessible technology.
				Understand the concept and importance of accessibility in design and how it relates to assistive technologies.
				Identify the common barriers and challenges that people with disabilities face when accessing materials and how to avoid or overcome them.
				Learn and apply the best practices and tools for creating accessible materials, such as using appropriate fonts, colors, contrast, headings, alt text, captions, etc.
				Test and review your materials for accessibility using various methods and tools, such as screen readers, keyboard navigation, accessibility checkers, etc.
			
			
			
			Kelli Suding, M.Ed., Technical Assistance Specialist, CAST

			 

			Michelle Soriano, M. Ed., Technical Assistance Specialist, CAST
			
		
		
			Workshop 06:
			
			Specially Designed Instruction in Action: Strategies and Techniques to Improve Student Outcomes

			You’ve got the IEP...so what’s next? How do you determine SDI to ensure student progress? This workshop will support participants in how to analyze student IEPs to identify effective specially designed instruction (SDI) strategies and build their repertoire of specialized techniques to take back to your classroom or school district. Using High Leverage Practices in instruction and an SDI Toolkit shared in the session, you will gain a better understanding of explicit instruction and new ideas to take your SDI to the next level. Everyone will walk away with renewed confidence in planning and implementing their SDI!
			
			
			Nicole Barrion, Special Education Instructional Specialist in Alexandria City Public Schools; Founder of Teach All, Reach All, LLC

			 

			Amy Creed, Director of Specialized Instructional Programs, Alexandria City Public Schools
			
		
		
			Workshop 07:
			
			Supporting Students with Challenging Behavior Throughout the School Day using Evidence-Based, High-Leverage Practices within an MTSS Framework

			Challenging behavior occurs during the school day, especially in less structured settings (e.g., bus, cafeteria, hallway, gym). This workshop will extend evidence-based, high-leverage multi-tiered systems of support and positive behavioral interventions and supports in the classroom and beyond. This workshop will include ways to implement coaching strategies for adults inside and outside of the classroom (e.g., paraprofessionals, bus drivers, monitors). This workshop will provide a review of evidence-based, high-leverage strategies in the research base, and then presenters will guide and work with participants to utilize evidence-based interventions and practices used throughout the school day in all school settings. Presenters will share research from coaching studies, use research and evidence-based practices to drive implementation, and share ideas for coaching support.
			
			
			Dr. Kathy Randolph, BCBA-D, LBA, Assistant Professor in the Department of Curriculum and Instruction, Texas State University

			 

			Dr. Brittany Hott, BCBA-D, LBA,  Associate Professor of Special Education, University of Oklahoma
			
		
		
			Workshop 08:
			
			Intensifying and Intervening: Supporting Students Across a Continuum

			Providing intensive instruction (HLP 20) is critical to support academic and behavioral success for students with persistent needs. But when do we intensify core instruction? How is this similar or different from providing intensive intervention? This workshop will break down differences between intensifying instruction across schoolwide tiered systems of support (e.g., tiers 1, 2, and 3). Educators, administrators, and faculty will understand the “What,” “When,” and “How” of providing intensive instruction across a continuum of learning supports. 
			
			
			Sacha Cartagena, Ph.D., Researcher in Learning Supports, AIR

			 

			Dena Slanda, Ph.D., Senior TA Consultant, AIR 

			 

			Lindsey Hayes, Ph.D., Principal Researcher, AIR
			
		
		
			Workshop 09:
			
			Empowering Successful Transition and Improving Student Outcomes

			Join us for an exclusive preconference workshop hosted by the Division on Career Development and Transition (DCDT). This comprehensive session will introduce the newly developed CEC/DCDT Transition Competencies, designed to enhance the professional practices of educators, and support the successful transition of students with disabilities. DCDT/CEC transition competencies represent what transition specialists need to know in order to improve student adult life outcomes. Participants will gain in-depth knowledge of six core competencies:

			
				Transition Assessment:  Understanding and implementing asset-based assessment strategies to guide the development of post-school goals for all students.
				Transition Programs, Services, and Outcomes:  Designing and evaluating transition programs and services that lead to successful student outcomes.
				Transition Research and Inquiry: Engaging in transition research and applying findings to improve your transition practices.
				Transition Leadership and Policy:  Leading and influencing policy to support transition initiatives.
				Professional and Ethical Practices in Transition: Upholding ethical standards and professional practices in transition planning and implementation.
				Collaboration: Fostering collaborative partnerships among diverse audiences that include; educators, families, and community stakeholders to support student transitions.
			
			 Through interactive discussions, practical exercises, and collaborative planning, attendees will leave equipped with the tools and strategies necessary to implement these competencies in their own schools and programs.
			
			Stacie Dojonovic, DCDT Executive Director; Assistant Teaching Professor, University of Kansas

			 

			Al Daviso, DCDT Immediate-Past-President; Dept. of Curricular & Instructional Studies / Intervention Specialist

			 

			Tracy Sinclair, Director, Teacher Certification Program for College Graduates; Assistant Clinical Professor, Special Education; DCDT President
			
		
		
			Workshop 10:
			
			Boosting Co-Teaching to the Next Level: Information, Analysis, Action!

			You probably already know co-teaching basics. However, without analyzing their details, co-teaching programs and practices may not reach their potential. This workshop explores in depth five essential co-teaching elements, provides interactive materials for analyzing your program or practice against them, and proposes actions you can take to boost co-teaching to a new level. After this presentation, participants will be able to:

			
				Articulate and provide examples of often unknown or overlooked details of five essential co-teaching elements
				Analyze the details of their co-teaching programs and practices to identify both strengths and areas for growth or renewal
				Implement an action plan to nourish their relatively new co-teaching or renew  and enhance their well-established programs and practices.
				Obtain practical, put-into-practice-now answers to their questions about co-teaching.
			
			
			
			Marilyn Friend, Ph.D.,  Professor Emerita, Dept. of Specialized Education Services, University of North Carolina at Greensboro

			 

			Tammy Barron, Associate Professor, Western Carolina University
			
		
		
			Workshop 11:
			
			Developing the Foundation for Mathematics Proficiency Using Evidence-Based Approaches

			Mathematics content is highly compressed in the early grades. Recent research links the benefits of early mathematics proficiency to success in advanced grade and course levels. In this interactive workshop, Brad and Sarah will work with participants to show mathematical progressions and apply practice evidence-based approaches (i.e. multiple representations, incremental rehearsal, and schema-based instruction) to K-5 math constructs (e.g. computational fluency, vocabulary, and word-problem solving).
			
			
			Brad Witzel, Western Carolina University, Adelaide Worth Daniels Distinguished Professor

			 

			Sarah Powell, Professor, University of Texas at Austin

Question 3

Wednesday Afternoon Workshops - March 12, 1:00 - 4:00 PM

Accepted Answer

Workshop 03:
			
			Collaborative Problem-Solving Approach to Behavior & Compliance

			Are managing challenging behaviors taking away too much valuable instruction time? You already know how to differentiate your instruction to help support diverse learning needs. This workshop provides strategies to handle disruptions and emotional dysregulation. Using a Collaborative Problem-Solving model, participants will apply a behavioral intervention process:

			
				Learn techniques to strengthen emotional/ self-regulation skills to help students improve problem-solving and advocacy skills.
				Learn how to identify the thinking skill deficits that impact student behavior and apply a behavior intervention process to build skills, relationships, and internal drive.
				Develop actionable strategies for partnering with students to set, plan, and achieve goals that will lead to successful classroom experiences.
			
			
			Cindy Goldrich, Ed.M., ADHD-CCSP, Online ADHD Coach, PTS Coaching, LLC
		
		
			Workshop 12:
			
			Administrator and Supervising Teacher Toolkit for Supporting Teacher-Paraeducator-Teams

			Paraeducators play an integral role in the service delivery for students with disabilities and make valuable contributions to improving learner outcomes. However, paraeducators often have little or no preparation for their role and lack guidance and supervision from the teachers and administrators. The workshop shares a research-based framework and resources that teachers and administrators can use to create strong teacher paraeducator teams, build capacity of paraeducators, and help mitigate the challenges that often result from the ineffective paraeducator utilization. Learning outcomes:

			
				Develop an understanding of the importance of well-functioning teacher and paraeducator teams.
				Clarify the teacher and the paraeducator role in delivery of instruction and services to students with disabilities.
				Develop an understanding of the functions (e.g. orientation, lesson planning, delegation, coaching and feedback, formative and summative evaluation) that the teachers, with appropriate support of the administrators, must perform to effectively direct the work of the paraeducators.
				Receive tools including CEC resources and practice techniques for effective utilization of paraeducators.
			
			
			
			Ritu V. Chopra, Ph.D., Executive Director, The PAR²A Center University of CO Denver

			 

			Peggy A. Yates, Ed.D., Director of Master's in Special Education; Associate Professor of Education, Alma College
			
		
		
			Workshop 13:
			
			Put the “I” in IEPs Using High-Quality Tools for Development and Implementation

			The individual education program (IEP) is a critical component of a free appropriate public education for students with disabilities, but how do we ensure that it is designed to address individual student needs and promote access and progress? This session will introduce participants to the PROGRESS Center’s tools for developing and implementing high-quality person-centered IEPs and the National Center on Intensive Intervention’s approach to intensifying instruction, data-based individualization (DBI).  Presenters will share how participants can leverage the DBI process to support the development of present levels of academic achievement and functional performance, measurable annual goals, monitoring plans, and specially designed instruction.  The session will also highlight freely available tools and resources from both national centers.
			
			
			Donna Sacco, Technical Assistance Provider, AIR

			 

			Amy Peterson, Universal Technical Assistance Lead, AIR
			
		
		
			Workshop 14:
			
			Transforming Service Delivery: Ensuring Equity in LRE Decision-Making

			This comprehensive workshop will guide school administrators through the process of transforming service delivery to provide a continuum of services, with a special focus on effective Least Restrictive Environment (LRE) decision-making and the critical impact of race and place. Participants will explore the administrator's role in fostering inclusive education for students with disabilities (SWDs), particularly those from marginalized communities. A case example of a school that successfully revamped its service delivery model will illustrate how to address racial and geographic disparities in educational opportunities. The workshop will include a data dive, demonstrating how to analyze LRE data to identify and address potential segregation risks, with a focus on avoiding the segregation of students of color. By integrating student and parent voices through first-hand accounts, we will highlight the significance of inclusive practices and their impact on the school community. Attendees will leave with practical strategies to confront implicit bias and systemic barriers, improve IEP fidelity, and enhance the inclusion of SWDs in general education settings, ensuring that race and place do not determine educational outcomes.
			
			
			Andrea Harkins-Brown, Assistant Research Scientist, John Hopkins University

			 

			Sherlyn Wiley, Director of Special Services, Capital School District
			
		
		
			Workshop 15:
			
			Actionable Steps for Building High Quality Teacher-Student Relationships with Students Who Have Learning and Behavioral Challenges

			The session will begin with an overview of teacher-student relationships and how relationships can optimize various positive outcomes for all students. Specifically, we highlight the importance of relationship building for those with learning and behavioral challenges. Next, we provide a useful model that we have developed that includes four approaches for enhancing the quality of relationships between teachers and their students. We will then cover actionable steps and techniques practitioners can use when supporting students with disabilities. We also provide strategies and considerations for administrators and teacher educators for facilitating a teacher’s capacity for relationship building.
			
			
			Christopher L. Van Loan, Ph.D., Professor of Special Education, Appalachian State University

			 

			Daniel V. Poling, Ph.D., Assistant Professor, Appalachian State University
			
		
		
			Workshop 16:
			
			Empowerment Through Inclusive Practices for Children with Disabilities

			This interactive 3-hour workshop aims to equip teacher educators, school and district leaders, and special education teachers with the knowledge, skills, and tools necessary to support diversity, inclusion, equity, accessibility, and belongingness for children with disabilities in educational settings. Led by three distinguished experts in the field of special education, participants will engage in discussions, activities, and reflections to enhance their understanding and practice in creating inclusive classrooms, schools, and other learning environments that support the development of all learners. 
			
			
			Keishana Barnes, Ph.D., Assistant Professor of Special Education, University of Memphis

			 

			Tameka Burroughs, Ed.D., Special Education Department Chair, Fairfax County Public Schools / VCU

			 

			Nicole Greene, M.Ed., Special Education Teacher, Scarsdale Middle School
			
		
		
			Workshop 17:
			
			Increasing Adolescents’ Proficiency and Motivation in Mathematics through Evidence-Based Instruction

			Proficiency with secondary math is linked to multiple career and advanced education opportunities in addition to several aspects of adulting. However, for many students with a history of math difficulties, learning advanced mathematics is challenging. In this interactive workshop, Brad and Jonte will share evidence-based approaches (i.e. explicit instruction, mnemonics, formative assessment, general heuristics, and multiple representations) specific to secondary math content.
			
			
			Brad Witzel, Adelaide Worth Daniels Distinguished Professor, Western Carolina University

			 

			Jonté A. Myers, Assistant Professor, Georgia State University
			
		
		
			Workshop 18:
			
			Providing for Struggling Readers in an Efficient Way: Practices for Establishing a School-Wide Literacy Model at the Secondary Level

			The implementation of evidence-based literacy practices in secondary Tier 1 content-area classes is important to improve the reading success and content knowledge among students who struggle with reading, including students with disabilities. In this presentation, attendees will learn about the importance of implementing a school-wide literacy model at the secondary level. They will be provided an overview of a set of evidence-based practices that can be implemented in the Tier 1 setting, PACT Plus. PACT plus includes three practices designed to enhance secondary students’ comprehension of complex text: Comprehension Canopy, Essential Words, and Critical Reading of Text. We will provide and overview of all the practices, and step by step instructions on how to implement Critical Reading using a continuum of explicit instruction supports.
			
			
			Jade Wexler, Professor Special Education, University of Maryland

			Alexandra Shelton, Assistant Professor of Special Education, Johns Hopkins University

			Tara Johnston, Assistant Professor of Education, York College of Pennsylvania
			
		
		
			Workshop 19:
			
			Prepare and Retain: Tailoring Induction and Mentoring Supports

			The Center on Great Teachers and Leaders (GTL Center) has deep experience and expertise in supporting states and districts in designing and implementing evidence-based strategies to address the special education teacher shortage. Join experts from the GTL Center to learn about coaching on high-leverage practices, strategic planning for mentorship implementation, and measuring impact. Educational leaders at all levels, including local and state administrators and higher education faculty, will learn actionable steps for preparing and retaining special educators.
			
			
			Shauntice Wheeler, M.Ed., Researcher, American Institutes for Research

			 

			Sacha Cartagena, Ph.D., Researcher, American Institutes for Research

Question 4

Saturday Morning Workshops - March 15, 8:30 - 11:30 AM

Accepted Answer

Workshop 20:
			
			Developing a Positive Climate and Boosting Engagement

			In this session, participants will explore how a comprehensive and positive approach to schoolwide and classroom climate can improve behavior, learning, and engagement. Participants will leave with specific strategies they can implement immediately to increase a sense of belongingness for students, families, and staff. This session will provide ideas for universal schoolwide and classroom Tier 1 practices, as well as ways to develop a continuum of behavioral and engagement interventions at the Tier 2 and 3 level. Gain an understanding of how to guide staff in a process of continuous improvement to consciously construct and maintain an invitational and positive climate on an ongoing basis.
			
			Jessica Sprick, Safe & Civil Schools
		
		
			Workshop 21:
			
			Ironclad IEPs: Developing and Implementing Educationally Meaningfully and Legally Correct Special Education Programs 

			The essential obligation of special education is to craft an individualized education program (IEP) that confers a free appropriate public education (FAPE). The purpose of this workshop is to present a four-step format for ensuring that students’ IEPs are educationally meaningful and legally sound.
			
			
			Mitchell Yell, Fred and Francis Lester Palmetto Chair in Teacher Education and Professor in Special Education, University of South Carolina

			 

			David Bateman, Principal Researcher, American Institutes for Research
			
		
		
			Workshop 22:
			
			Reframing Family Engagement—Why What We Can’t See is Likely What We Should See

			We know from research that parent and family engagement is one of the driving factors in our students’ success, but how do we engage parents when they are too busy or seemingly don’t want to engage with us? In this workshop, you will not only learn, but practice, strategies that are strengths-based, culturally and linguistically affirming, and simple to implement. Let’s go from documenting our attempts to collaborative empowerment!
			
			
			Teri A. Marx, PhD, Founder, PLACE, LLC

			 

			Kasandra Posey, Founder, FAIR Consultancy, LLC

Question 5

Workshop 1 - FEATURED: Legally Defensible IEPs

Accepted Answer

DescriptionSpeakerThe 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.Julie Weatherly, Esq. Resolutions in Special Education, Inc.

Question 6

Workshop 2 - FEATURED:  Building a Culture of Attendance: PreK–12 Strategies to Prevent Chronic Absenteeism

Accepted Answer

DescriptionSpeaker The strategies presented in this session will help educators understand variables that they can manipulate to improve student attendance through universal prevention at the school and classroom level. Participants will leave with a clear understanding of the critical importance of regular attendance for all students and concrete strategies for communicating this message to staff, students, families, and community.  This session will provide a range of strategies such as ways to increase student and parent awareness about the critical importance of regular attendance, motivation and reinforcement strategies to encourage regular attendance, and preliminary understanding of ways to assess and intervene with common causes of absenteeism. Session attendees can expect to leave with a variety of examples from real schools and districts who have applied this approach with great success, using practical universal and intervention strategies to improve students' attendance.Jessica Sprick

Question 7

Workshop 3 - Beyond the Hype: Practical Artificial Intelligence for Special Education Professionals

Accepted Answer

DescriptionSpeakerArtificial intelligence is everywhere in education conversations, but what does meaningful implementation look like in special education settings? This engaging pre-conference experience moves beyond trends and tool lists to focus on practical applications that support instruction, accessibility, communication, collaboration, and educator workflow. Participants will explore how artificial intelligence can be used to strengthen lesson design, support student engagement, streamline professional tasks, and enhance access to learning while maintaining educator expertise and instructional decision-making at the center of practice. The session will also address critical topics including ethics, data awareness, responsible use, and evaluating the quality and appropriateness of artificial intelligence tools in educational settings. Through demonstrations, collaborative activities, implementation planning, and guided exploration, attendees will leave with adaptable strategies, practical resources, and greater confidence for navigating artificial intelligence in ways that support both educators and students.James BashamTrey VasquezMatt MarinoLisa DiekerSean SmithAngelica Fulchini ScruggsOlivia Fudge Coleman

Question 8

Workshop 4 - The Au-DHD Classroom - Where ADHD an Autism Collide- and What Every Educator Needs to Know

Accepted Answer

DescriptionSpeakerAutism and ADHD co-occur far more often than special educators were once trained to expect. The two conditions were treated as mutually exclusive until the DSM-5 (2013) removed the rule that had prevented a dual diagnosis—a position carried forward in the current DSM-5-TR (2022)—so awareness of how they present together remains thin in both research and practice. The result is “AuDHD” students whose needs pull in seemingly opposite directions: predictability and novelty, deep focus and flexible shifting, routine and stimulation. When educators apply strategies built for one profile in isolation, those supports can quietly undercut one another—and the student is left carrying the mismatch. This three-hour interactive workshop provides special educators with a practical, strengths-based framework for understanding and supporting individuals with ADHD & Autism, or “AuDHD,” across the K–12 span. Together, we will examine how the two profiles interact to create needs distinct from either one alone, why single-profile strategies so often work against each other, and what genuinely integrated support looks like in real classrooms. Through case studies, hands-on planning activities, structured discussion, and the perspectives of AuDHD individuals themselves, participants will build a toolkit they can use the very next school day. Particular attention will be given to learners who are routinely under-identified—including girls and students whose traits present as inattention rather than hyperactivity, and those who mask, who are frequently identified late or missed entirely. Participants will leave able to recognize, plan for, and advocate for the whole student rather than half of one. Jamie Roberts, LMFTJeremy Didier, LSCSW

Question 9

Workshop 5 - Ready Tomorrow: Four Low-Intensity Strategies to Increase Academic Engagement and Prevent Challenging Behavior

Accepted Answer

DescriptionSpeakerCome learn four research-based, low-intensity strategies: precorrection, instructional choice, opportunities to respond, and behavior-specific praise to increase academic engagement and prevent challenging behavior within tiered models like Ci3T. Presenters will model using free resources while attendees practice, plan use, prepare materials, explore integrated lesson planning, and share strategies with colleagues.David RoyerKathleen Lane

Question 10

Workshop 6 - HLPs by Design: A Practice-Based Workshop for Faculty, Coaches, and Leaders

Accepted Answer

DescriptionSpeakerWe are excited to welcome participants to this workshop during which we will focus our time on embedding high-leverage and inclusive practices in teacher preparation programs and professional development. In Part One, using the Learning Cycle, developed by McDonald, Kazemi, and Kavanaugh (2013) and one HLP as an example, we will demonstrate pedagogies and share materials connected to the four components of the cycle (introduce, prepare, enact, and analyze), and engage participants in providing feedback.  During Part Two, we will provide guided time for participants to develop their own materials and sequence and identify pedagogies for integrating the practice of their choice into their program, course, or professional development session.Paula LancasterSean Lancaster

Question 11

Workshop 7 - From Playgrounds to Platforms: Addressing the Impacts of Social Media on Youth Mental Health and Well-being

Accepted Answer

DescriptionSpeakerSocial media has become an integral part of young people's lives, offering opportunities for connection, creativity, and learning while also presenting challenges that can affect mental health and well-being. This session explores the latest research on the relationship between social media use and youth mental health, including its impact on anxiety, depression, self-esteem, body image, sleep, attention, and social relationships. Attendees will examine both the benefits and risks of social media use, identify warning signs of problematic use, and learn practical strategies to support healthy digital habits. Designed for educators, school leaders, mental health professionals, and families, this session will provide actionable tools for fostering digital wellness and resilience among children and adolescents.Kenzie DelposenSamuel McQuillin

Question 12

Workshop 8 - Addressing the Reading Needs of Secondary Learners

Accepted Answer

DescriptionSpeakerThis interactive workshop is designed to introduce educators to a structured framework for understanding and addressing the reading needs of secondary students. Common patterns of reading comprehension challenges will be discussed and serve as a foundation for selecting appropriate evidence-based instructional strategies aligned with the Science of Reading. Participants will gain practical tools and strategies to enhance instruction for a range of learners and support student success across the content areas.Lauren ZeppBeverly Trezek

Question 13

Workshop 9 - Building Early Numeracy

Accepted Answer

DescriptionSpeakerSuccess in early numeracy is strongly linked to success in later grades and advanced coursework. All students deserve a good start in mathematics. However, not all students receive that opportunity. In this interactive workshop, Drs. Witzel and King will share research-validated practices focused on P-3 early numeracy skills, such as magnitude comparisons, number recognition, place value, and computation fluency. Participants will gain ready to use instruction and intervention strategies and activity to transform their students’ performance.Brad Witzel Sarah King

Question 14

Workshop 10 - TURN Around Behavior: Implementing a Behavioral Framework to Reduce Exclusionary Discipline, Promote Inclusion, and Build Relationships with Students

Accepted Answer

DescriptionSpeakerThis workshop will focus on simple and practical evidence-based strategies for improving student behavior. Specifically, we present a framework that emphasizes positive, preventive, antecedent strategies that all teachers can use, and that are especially important for students with or at risk for disabilities that impact behavior.  The workshop will begin with a brief overview of the importance of inclusive approaches to promoting positive student behavior. Next, we guide participants through a framework that includes the following:Teach expectations and behavior;Use antecedent strategies to encourage positive student behavior (e.g., instructional choice, behavioral momentum, precorrection)Reinforce positive student behavior (e.g., behavior specific praise, group contingencies); andNote student responses and respond to the data.  We will also briefly discuss Tier 2 interventions that are helpful in responding to more intensive behavioral needs (e.g., check-in check-out, behavior contracts).Although we will provide empirical evidence that supports the strategies presented, the presentation will focus on demonstration, practice, and planning. Presenters will share real-world examples and provide opportunities for collaborative discussions and guided planning time with planning templates aligned with the framework. Special attention will be given to ensuring these practices are developmentally appropriate and culturally responsive for diverse learners, and feasible for immediate implementation. By the end of the workshop, educators will leave with personalized action plans ready for use in their classrooms. This workshop is appropriate for special and general educators, paraprofessionals, coaches, and special education supervisors.Learning Objectives / Participant OutcomesAfter this workshop, participants will be able to:Design and deliver direct instruction in behavioral expectations using modeling, guided practice, and independent practice—tailored to student developmental, cultural, and linguistic needs.Apply antecedent strategies (e.g., instructional choice, behavioral momentum, increased opportunities to respond) to proactively prevent behavioral disruptions and increase engagement, both during lesson planning and in-the-moment situations.Implement individualized reinforcement strategies, including behavior-specific praise, token economies, and positive group contingencies, with fidelity and intention.Use data to adjust their instructional or management routines as needed.Timothy Landrum, University of LouisvilleLauren Collins, San Diego State University

Question 15

Workshop 11 - Inclusive by Design: Embedding Inclusion into the DNA of Your School

Accepted Answer

DescriptionSpeakerCreating truly inclusive classrooms requires more than isolated instructional strategies—it demands thoughtful, school-wide transformation. In this session, CAST will introduce a framework that guides systemic shifts to support all learners, including those who have historically been underserved. Grounded in Universal Design for Learning, this approach helps schools and districts reimagine professional learning, school culture, teaching and learning, and leadership to align with the diverse needs of their students. Attendees will participate in hands-on activities, reflect on conditions that support sustainable change, and consider how to adapt this work to the realities of their own school or district.Jennifer Levine, Chief Academic Officer, CAST

Question 16

Workshop 12 - Collaborating with Families to Improve Autism Identification and Services

Accepted Answer

DescriptionSpeakerEarly identification of autism is essential for connecting children and families to timely, effective support—but many families face barriers that delay access to services. This workshop highlights how strong, trust-based partnerships between educators and families can bridge gaps in autism identification and intervention. We will explore effective strategies for engaging families as collaborators in the early detection process, addressing systemic inequities, and creating culturally responsive pathways to care. Workshop attendees will engage in applied activities that promote practical skill-building, and will leave with tools and strategies to improve educator collaboration with families and service access for autistic students.Jamie N. Pearson, Ph.D., North Carolina State UniversityJennifer Macko, MAT, North Carolina State University

Question 17

Workshop 13 - Specially Designed Instruction & Legal Compliance: From IEP Alignment to System-Wide Integration

Accepted Answer

DescriptionSpeakerThis session is designed for both special education administrators and special education teachers seeking to strengthen the alignment of Specially Designed Instruction (SDI) with legal requirements and high-quality instructional practice. The session begins with a clear breakdown of the Individuals with Disabilities Education Act (IDEA) requirements for SDI and introduces the Two-Step Test as a practical tool to verify that SDI is properly linked to a student’s present levels of performance, annual goals, and services in the IEP. Participants will explore legal pitfalls when SDI is not implemented with fidelity, using case law and real-world examples to identify how legal missteps can occur—and how to avoid them. The session then shifts from compliance to practice: What does strong SDI look like in real classrooms? How can educators design and monitor SDI using evidence-based practices? How can administrators support that work systemically? Special emphasis will be placed on building shared leadership between administrators and teachers, aligning SDI with Multi-Tiered Systems of Support (MTSS), universal screening, and professional learning communities (PLCs). Participants will leave with an actionable framework for classroom- and system-level implementation that promotes both legal defensibility and improved student outcomes.Target Audience:Special education teachers, instructional specialists, special education coordinators, and administrators responsible for the development, implementation, and oversight of IEPs and SDI.Learning Objectives:By the end of this session, participants will be able to:Identify the legal foundations of Specially Designed Instruction (SDI) as defined in IDEA and interpreted through key case law.Apply the Two-Step Test to ensure that SDI is legally compliant and clearly connected to present levels, annual goals, and IEP services.Evaluate the risks of noncompliance with SDI mandates and use structured frameworks to make defensible service decisions.Design effective SDI at the classroom level using aligned evidence-based practices, instructional adaptations, and formative assessments.Collaborate across roles—teachers and administrators—to embed SDI within broader schoolwide systems, including MTSS and PLCs.Communicate the role of SDI as both an instructional necessity and a legal requirement to stakeholders including families, general education staff, and district leadership.Session Format:Part I: SDI & Legal FoundationsFocused on IDEA requirements, the Two-Step Test, and case law. Includes legal risk scenarios and interactive compliance exercises.Part II: SDI in the ClassroomPractical design of SDI connected to PLAAFPs, goals, and instruction. Participants work through classroom examples and progress monitoring tools.Part III: From Classroom to SystemStrategies for embedding SDI into MTSS and PLCs, supporting fidelity across classrooms and schools, and engaging in collaborative planning between teachers and administrators.Margaret WeissLisa GoranMichael Faggella-LubyDavid Bateman

Question 18

Workshop 14 - Using Early Warning Indicators to Improve Graduation Outcomes for Students with Disabilities

Accepted Answer

DescriptionSpeakerImproving graduation rates and reducing dropout is a priority across the nation and in many local contexts. While students with disabilities are disproportionately affected, research indicates that disability status alone is not a predictor of dropout. This interactive, hands-on workshop introduces participants to the foundational elements of a Student Success System, grounded in research-based early warning indicators. Participants will explore the “big ABCs” (Attendance, Behavior, and Course performance) alongside the “little ABCs” (Agency, Belonging, and Connectedness) which together have been shown to predict graduation outcomes. This session will showcase the Early Warning Intervention and Monitoring System (EWIMS), a model featured in the What Works Clearinghouse, as one approach for turning data into action. EWIMS is a data-driven decision-making process that helps educators: (a) identify students who show symptoms of not graduating on time; (b) assign students to interventions and supports, and (c) monitor students’ progress and the success of these interventions over time. Participants will work with sample data to make recommendations and then compare these scenarios with their own school or system infrastructures. They will examine how to move beyond siloed teams (e.g., special education, MTSS, and attendance) and explore ways to unify efforts under a shared student success system. This workshop helps secondary school administrators and support personnel implement MTSS at the secondary level using by practical tools. Participants will receive templates, planning guides, and other implementation resources which they can immediately apply in their districts.Learning Objectives:By the end of this workshop, participants will be able to: Describe the research-based early warning indicators that predict graduation outcomes, including both academic (attendance, behavior, course performance) and non-academic (agency, belonging, connectedness) factors.Apply the EWIMS process using sample data to identify at-risk students, recommend interventions, and evaluate system-level responses.Analyze their own school or district infrastructure to identify gaps and opportunities for integrating siloed efforts across special education, MTSS, and student support teams.Develop actionable next steps for implementing or strengthening a Student Success System using provided templates, planning tools, and resources.Andrea Harkins-Brown, Ed.D., Assistant Research Scientist, John Hopkins University

Question 19

Workshop 15 - Empowering Every Voice: Establishing Equitable Partnerships with Diverse Families

Accepted Answer

DescriptionSpeakerEstablishing strong, positive relationships between families and professionals is a cornerstone of student success and inclusive education. This interactive workshop is designed for teachers, administrators, and teacher educators who are committed to fostering equitable, culturally responsive partnerships “with” families from diverse backgrounds. Participants will explore three key components essential for building and sustaining meaningful family-professional relationships:Preparation for Partnership: Discover research-based strategies to equip both preservice and in-service educators with the skills and mindset needed to authentically engage with diverse families. Learn practical approaches that can be integrated into professional development and teacher education programs.Culturally Inclusive Engagement: Gain actionable, evidence-based strategies for fostering trust and collaboration with families representing a wide range of cultural and linguistic backgrounds. This session will highlight tools and frameworks that promote respect, understanding, and inclusion.Amplifying Family Voice: Examine effective practices for centering families’ perspectives within existing school routines and decision-making processes. Explore how to create structures and opportunities that empower families to actively participate in their children’s education, ultimately strengthening partnerships and student outcomes.Terese “Tisa” Aceves, Ph.D., Professor, School Psychology Program LMUCristina Santamaría Graff, Ph.D., Associate Professor of Special Education, Urban Teacher Education, IU

Question 20

Workshop 16 - Strategies to Increase Positive Behaviors: Antecedents, Instruction, and Consequences

Accepted Answer

DescriptionSpeakerThis practical workshop will focus on implementation of strategies to increase positive behaviors. The session will include exploration of the functional relations between behavior, antecedents, and consequences. Strategies for intervention will be introduced and cover a wide range of supports for behavioral challenges from multiple ages and settings. The workshop will include case studies and opportunities for participant interaction. Participants will leave with strategies they can readily use to make positive changes in their educational settings. Dunlap, Glen, et al. “Prevent-Teach-Reinforce: A Standardized Model of School-Based Behavioral Intervention.” Journal of Positive Behavior Interventions, vol. 12, no. 1, 2010, pp. 9–22, https://doi.org/10.1177/1098300708330880.  Steege, M. W., Pratt, J. L., Wickerd, G., Guare, R. E., & Watson, T. S. (2019). Conducting school-based functional behavioral assessments: A practitioner's guide (3rd ed.). The Guilford Press.Aime Hackney, University of New MexicoLonna Housman Moline, University of St. ThomasChad Rose, University of South Carolina

Question 21

Workshop 10 - Intensifying Reading and Mathematics Intervention: What do you do if standard approaches don’t work?

Accepted Answer

DescriptionSpeakerDo you have questions about how to individualize and intensify instruction when your students are not responding? This workshop will introduce participants to data-based individualization (DBI), a process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. The workshop will provide an overview of DBI, illustrate how DBI can be used to support the delivery and intensification of evidence-based reading and mathematics intervention, demonstrate how DBI strengthens both MTSS and special education service delivery, and highlight lessons learned from successful implementation efforts across schools, districts, and states. Participants will leave with a deeper understanding of the DBI process, access to freely available tools and resources, and actionable strategies to improve outcomes for students who need the most intensive support.Amy Peterson Sarah Arden

Question 22

Workshop 20 - Someone is Always Watching: Seven Keys to Crafting and Implementing Educationally Meaningful and Legally Sound IEPs

Accepted Answer

DescriptionSpeakerThe essential obligation of special educators is to develop and implement individualized education programs (IEPs) that confer a free appropriate public education (FAPE). It is critical that IEP teams craft internally consistent IEPs and monitor student progress toward their ambitious and measurable annual goals. The purpose of this workshop is to present a format for ensuring that students’ IEP are educationally meaningful and legally sound. We will explore how to craft (a) present levels statements that address all of a student’s needs and serve as baselines for progress monitoring; (b) annual goals that ensure appropriate access to the general curriculum, are ambitious, and allow a student’s progress to be measured; (c) special education service statements that address all student needs and are described with specificity; and (d) teacher friendly progress monitoring systems.Mitch Yell

Question 23

Workshop 21 - Plans to Progress: Delivering High-Quality Specially Designed Instruction and Using Progress Monitoring to Improve Outcomes

Accepted Answer

DescriptionSpeakerSpecially Designed Instruction (SDI) is the foundation of a meaningful Individualized Education Program (IEP), yet many educators continue to struggle with distinguishing SDI from accommodations, interventions, and general education supports. Even when high-quality SDI is identified, schools often fail to collect and use progress-monitoring data in ways that inform instructional decisions. This interactive pre-conference session provides participants with a practical framework for designing, delivering, and evaluating effective SDI. Participants will learn how to align instruction with students' unique disability-related needs, develop measurable goals, establish meaningful baselines, select appropriate progress-monitoring methods, and use decision rules to determine when instructional changes are warranted. Through authentic case studies, examples, and hands-on activities, attendees will leave with tools and strategies they can immediately apply to improve educational outcomes, strengthen IEP implementation, and ensure that instructional decisions are driven by data rather than intuition. This session is designed for special educators, administrators, related service providers, and anyone committed to moving beyond compliance toward measurable student progress. David Bateman Michael Faggella-LubyLisa Goran

Question 24

Workshop 22 - Ready Tomorrow: Four Low-Intensity Strategies to Increase Academic Engagement and Prevent Challenging Behavior

Accepted Answer

DescriptionSpeakerCome learn four research-based, low-intensity strategies: precorrection, instructional choice, opportunities to respond, and behavior-specific praise to increase academic engagement and prevent challenging behavior within tiered models like Ci3T. Presenters will model using free resources while attendees practice, plan use, prepare materials, explore integrated lesson planning, and share strategies with colleagues.David RoyerKathleen Lane

Question 25

Workshop 11 - FEATURED - Essentials of Classroom Management (PreK–12)

Accepted Answer

DescriptionSpeakerIn this session, participants will learn best practice strategies for building a positive and proactive classroom setting that sets the foundation for appropriate student behavior. Whether you are a general or special education teacher with one or more students with severe and chronic misbehavior, or you work in a specialized setting with a focus on behavioral supports, this session will provide practical ways to help students meet behavioral expectations and succeed in the classroom. If you support teachers as an administrator, coach, or other staff member, this session will provide ideas on ways to support your teachers in implementing effective management plans. From increasing the organization and orchestration of classroom routines, to structured approaches to reinforce expected behavior and correct misbehavior, this session will broaden your toolkit of management strategies.Jessica Sprick

Question 26

Workshop 13 - From Compliance to Transformation: Building Transition Competencies for Meaningful Postsecondary Outcomes

Accepted Answer

DescriptionSpeakerPreparing youth with disabilities for life after high school requires more than compliance—it demands intentional, evidence-based transition planning that leads to meaningful adult outcomes. This highly interactive preconference workshop will engage participants in hands-on activities aligned with key transition competencies reflected in the NCTS exam framework. Participants will explore practical applications of evidence-based predictors of post-school success, person-centered planning, transition assessment, interagency collaboration, family engagement, self-determination, and legally compliant transition services within the IEP process. Attendees will rotate through collaborative learning stations, analyze authentic transition scenarios, practice developing compliant and meaningful transition components, and leave with ready-to-use tools and resources that support both classroom implementation and NCTS preparation. The session is designed for transition specialists, special educators, administrators, related service personnel, and higher education faculty seeking to strengthen transition programming and improve postsecondary outcomes for students with disabilities.Stacie DojonovicMalarie DeardorffMary Morningstar

Question 27

Workshop 14 - Building Effective Teacher-Paraeducator Teams

Accepted Answer

DescriptionSpeakerThe Building Effective Teacher–Paraeducator Teams Academy is designed for teachers, administrators, and school leaders who supervise, mentor, and collaborate with paraeducators in school settings. Grounded in the Council for Exceptional Children Core Competencies for Special Education Paraeducators, this professional learning experience helps educators strengthen Teacher–Paraeducator Teams (TPTs), support adult learners, and create systems that promote effective collaboration and student success. Participants will explore strategies for communication, coaching, role clarity, implementation of evidence-based practices, and building positive school cultures that support paraeducator effectiveness, retention, and professional growth.Peggy Yates

Question 28

Workshop 15 - Simplifying SDI: Practical Strategies for Documenting, Designing, and Delivering

Accepted Answer

DescriptionSpeakerSimplify your approach to specially designed instruction (SDI) with this practical, easy-to-apply workshop. Using a clear three-step framework—Document, Design, and Deliver—participants will learn how to write effective SDI in the IEP, create aligned and manageable instructional plans, and implement SDI with consistency and impact. Walk away with ready-to-use tools, templates, and strategies to improve student outcomes while making SDI more efficient and sustainable across your daily practice.Tessie Bailey Sara Evans

Question 29

Workshop 16 - Better Together: Co-Teaching Essentials

Accepted Answer

DescriptionSpeakerCo-teaching is most successful when educators have the right structures, strategies, and shared understanding in place. This interactive workshop provides the foundational knowledge and practical tools needed to build effective co-teaching partnerships. Through collaborative activities, real-world examples, and ready-to-use planning tools, participants will explore strategies for communication, collaborative planning, scheduling, and feedback that strengthen partnerships and improve student outcomes. Participants will examine the six co-teaching approaches and practice selecting the right model for different instructional goals to maximize access to grade-level curriculum while providing specially designed instruction for students with disabilities. Whether you are new to co-teaching or looking to strengthen your current practice, this workshop offers research-based guidance for creating inclusive, collaborative classrooms.Julie Bost

Question 30

Workshop 17 - CRA Instruction for Students with Math Difficulties

Accepted Answer

DescriptionSpeakerThe abstractness of complex mathematics is difficult for many students, particularly those who require instructional support. Using concrete - representational - abstract (CRA) instruction, participants in this workshop will learn new ways to teach crucial math skills, such as multi-digit computation, fractions and integer computation, and equation solving. Using CRA may help bridge the arithmetic to algebra gap for students with math difficulties.Brad Witzel Sarah Cox

Question 31

Workshop 18 - Strategic Redesigning Roles, Expanding Impact: Special Educators in Strategic Staffing Models

Accepted Answer

DescriptionSpeakerAs schools and districts face increasing demands to close opportunity gaps for students with disabilities while addressing staffing shortages and ensuring compliance with IDEA requirements, traditional staffing approaches are often insufficient to meet the needs of today's learners. Strategic staffing models offer an opportunity to rethink how educator expertise is organized, shared, and leveraged across schools. Yet too often, special educators remain on the periphery of these efforts.This interactive session explores how schools and districts can intentionally integrate special educators into strategic staffing and distributed leadership models to enhance instructional quality, strengthen collaboration, and improve outcomes for students with disabilities. Participants will examine emerging research and promising practices that position special educators as essential members of collaborative instructional teams rather than isolated service providers.Participants will explore strategies for redesigning roles, creating collaborative staffing structures, aligning schedules to support service delivery, and building the organizational conditions necessary for successful implementation. The session will also address policy considerations, professional learning needs, and leadership actions that support sustainable, inclusive staffing systems.Participants will leave with practical tools and actionable ideas for leveraging the expertise of special educators to strengthen instruction, improve access to high-quality learning experiences, support IEP implementation, and foster shared responsibility for student success. Dena SlandaLynn Holdheide Cheryl Krohn

Question 32

Workshop 12 - Growing Excellence: Using EI/ECSE Standards and Service Delivery Components to Build a High-Quality Workforce

Accepted Answer

DescriptionSpeakerEnsuring positive outcomes for infants and young children with disabilities and their families requires a qualified and competent workforce. Unfortunately,  there are many workforce challenges facing the field of early childhood intervention (ECI) at this time.  This workshop will address these challenges in the context of implementing a system to attract, prepare, and retain personnel who will who serve our youngest learners and their families receiving services under IDEA. Participants will have the opportunity to learn about a structured personnel framework that links personnel standards, preservice preparation,  ongoing professional development and partnerships between state and local service delivery agencies and institutions of higher education programs of study.  The EI/ECSE standards will be highlighted as the basis for structuring programs of study in IHEs and effective professional development for the EI/ECSE workforce. The developmental systems approach to ECI will be illustrated as the basis for service delivery components and corresponding competencies needed by the ECI workforce. These competencies are grounded in family-centered practices and service delivery in natural and inclusive environments. The session will highlight practical tools, resources, and implementation materials designed to help state system staff, IHE faculty and professional development leaders align preservice personnel preparation and ongoing workforce development opportunities for those in ECI. Workshop participants will leave with action plans individualized and tailored to their role in helping build sustainable systems of workforce development, promote implementation fidelity, and advance high-quality EI/ECSE services to meet the needs of infants and young children eligible for EI/ECSE. Intended Audience: IHE Faculty, State PD providers, State and Local AdministratorsDarla GundlerMary Beth Bruder Peggy Kemp

Pre and Post-Convention Workshops

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Wednesday, March 10, 9am-4pm

Wednesday, March 10, 9am-12pm

Wednesday, March 10, 1pm-4pm

Saturday, March 13, 8:30am-11:30am