Pre and Post-Convention Workshops

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

• Wendy Murawski
• Belinda Karge

In today’s evolving educational climate, preparing students with disabilities for life beyond high school calls for more than compliance—it calls for innovation, collaboration, and purposeful implementation. This engaging, hands-on preconference session offers a transformative blueprint for designing transition services that go beyond the basics and deliver real-world results.
Participants will explore how the integration of Universal Design for Learning (UDL), High-Leverage Practices (HLPs), Evidence-Based Practices (EBPs) and AI tools can fuel inclusive, student-centered, and results-driven transition programming. Through interactive group activities, and practical planning tools, educators and administrators will strengthen their capacity to deliver instruction that meets IDEA mandates while addressing students’ diverse career readiness, self-determination, and employment needs.

Whether you're a teacher building daily instruction or an administrator leading program development, this session will equip you with strategies to implement person-centered transition supports, align programming to CEC/DCDT transition competencies, and ensure that every student moves toward meaningful adult roles and responsibilities with confidence and support.

• Stacie Dojonovic, DCDT Executive Director
• Tara Frazier, DCDT President

Paraeducators are vital members of the educational team, providing essential support to students with disabilities and significantly contributing to improved learner outcomes. Despite their importance, many paraeducators serve in their roles with little to no formal preparation and often lack clear guidance or supervision from teachers and administrators. Research underscores the critical role that teachers and administrators play in empowering paraeducators by building their capacity and fostering effective teamwork. This interactive workshop presents a research-informed framework and practical resources—including tools from the Council for Exceptional Children (CEC)—designed to strengthen teacher–paraeducator teams. Participants will learn strategies to enhance paraeducator effectiveness, address common challenges, and promote a cohesive, student-centered support system.

Learning outcomes:

1. Identify key challenges related to the preparation, supervision, and utilization of paraeducators in supporting students with disabilities.
2. Explain the roles and responsibilities of teachers, administrators, and paraeducators in building effective, collaborative teams.
3. Apply a research-based framework and tools (including resources from CEC) to strengthen teacher–paraeducator partnerships and enhance paraeducator capacity.
4. Develop actionable strategies to improve communication, clarify expectations, and promote consistent, student-centered support practices across educational teams.

• 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

• James Basham, Ph.D., CIDDL
• Angelica Fulchini Scruggs, Ph.D., CIDDL
• Matt Marino, Ph.D., CIDDL
• Sean Smith,
  Ph.D., CIDDL
• Trey Vasquez, Ph.D., CIDDL

This workshop equips educators, counselors, and school psychologists with a deeper understanding of how ADHD and Executive Function challenges impact learning, behavior, motivation, and emotional regulation. Going beyond awareness, it introduces strategies to help students strengthen Executive Function skills while building a Growth Mindset that supports perseverance and resilience.
Participants will gain practical tools to support attention, time management, emotional regulation, and self-advocacy, along with specific techniques for reducing power struggles and increasing student engagement. The session also explores the neurological roots of ADHD, the developmental nature of Executive Function, and the role of mindset in shaping students’ willingness to take academic risks and persist through frustration.

With a mix of brain-based research, real-world classroom strategies, and engaging reflection, this session will leave attendees better equipped to create learning environments that foster success and confidence for all students—especially those who learn differently.

• Cindy Goldrich, Online ADHD Coach, PTS Coaching, LLC

This interactive workshop is designed for administrators, mentors, induction coaches, and teacher leaders who are responsible for onboarding and supporting new special education teachers. With the growing demands and complexity of special education, effective induction is more critical than ever. Presenters will introduce and model how to integrate the NEW 3rd Edition of The Survival Guide for New Special Education Teachers as a foundational tool in building comprehensive and responsive induction programs. Through collaborative exercises and guided reflection, participants will build an instructional toolbox aligned with key High-Leverage Practices (HLPs) such as collaboration (HLP 1), classroom setup (HLP 7), explicit instruction (HLP 16), and family engagement (HLP 3). The session also introduces practical AI tools to support their daily workflow and long-term growth. The workshop concludes with goal setting, identifying mentor support, and sharing ready-to-use talking points for building strong professional relationships. Participants will leave feeling empowered and prepared to take confident steps into their teaching journey. Key topics discussed include:

• Clarifying the evolving roles and responsibilities of new special educators
• Creating a culture of collaboration among general and special education teams
• Developing core instructional and professional competencies in early-career special educators

Participants will leave with ready-to-implement tools and an understanding of how this updated guide can serve as a resource for both mentors and mentees, ultimately improving teacher retention, instructional quality, and student outcomes.

• Catherine Creighton Martin, Ph.D., TTAC Coordinator, George Mason University
• Clara Hauth, Ph.D., Associate Professor, Marymount University

Student data often shows up as dots on a chart; but those dots only matter if they lead to meaningful decisions. In this interactive workshop, you will explore how data becomes a powerful tool for equity, inclusion, and impact when it is part of an ongoing cycle of planning, instruction, and reflection. Using the five essential High-Leverage Practices (HLPs) for the domain of Data-Driven Planning, this session will guide educators through the full arc of data-driven planning, from collecting multiple sources of assessment data to collaborating with families and colleagues, setting intentional goals, designing instruction, and making responsive adjustments.

Participants will dive into real classroom examples, practice using planning tools, and engage in conversations that connect data to the diverse strengths and needs of students. Whether you are teaching in general or special education or leading teacher professional development, you will leave this workshop with practical strategies to move beyond compliance-driven data use! You will be ready to move toward a continuous, culturally responsive cycle that keeps students at the center. It’s time to turn those dots into decisions that matter.

• Kyena Cornelius, Ed.D., Clinical Associate Professor, University of Florida
• Melissa Driver, Ph.D., Associate Dean for Curriculum Catalyst and Innovations, Associate Professor of Special Education, Kennesaw State University

• Nicole Barrion, Lead Special Education Instructional Specialist, ACPS
• Amy Creed, Executive Director of Specialized Instruction, ACPS

This 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:

1. Teach expectations and behavior;
2. Use antecedent strategies to encourage positive student behavior (e.g., instructional choice, behavioral momentum, precorrection)
3. Reinforce positive student behavior (e.g., behavior specific praise, group contingencies); and
4. Note 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 Outcomes

After this workshop, participants will be able to:

1. Design and deliver direct instruction in behavioral expectations using modeling, guided practice, and independent practice—tailored to student developmental, cultural, and linguistic needs.
2. 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.
3. Implement individualized reinforcement strategies, including behavior-specific praise, token economies, and positive group contingencies, with fidelity and intention.
4. Use data to adjust their instructional or management routines as needed.

• Timothy Landrum, University of Louisville
• Lauren Collins, San Diego State University

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

• Jamie N. Pearson, Ph.D., North Carolina State University
• Jennifer Macko, MAT, North Carolina State University

This 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:

1. Identify the legal foundations of Specially Designed Instruction (SDI) as defined in IDEA and interpreted through key case law.
2. Apply the Two-Step Test to ensure that SDI is legally compliant and clearly connected to present levels, annual goals, and IEP services.
3. Evaluate the risks of noncompliance with SDI mandates and use structured frameworks to make defensible service decisions.
4. Design effective SDI at the classroom level using aligned evidence-based practices, instructional adaptations, and formative assessments.
5. Collaborate across roles—teachers and administrators—to embed SDI within broader schoolwide systems, including MTSS and PLCs.
6. 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 Foundations
• Focused on IDEA requirements, the Two-Step Test, and case law. Includes legal risk scenarios and interactive compliance exercises.
• Part II: SDI in the Classroom
• Practical design of SDI connected to PLAAFPs, goals, and instruction. Participants work through classroom examples and progress monitoring tools.
• Part III: From Classroom to System
• Strategies for embedding SDI into MTSS and PLCs, supporting fidelity across classrooms and schools, and engaging in collaborative planning between teachers and administrators.

• Margaret Weiss
• Lisa Goran
• Michael Faggella-Luby
• David Bateman

Improving 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: 

1. 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.
2. Apply the EWIMS process using sample data to identify at-risk students, recommend interventions, and evaluate system-level responses.
3. Analyze their own school or district infrastructure to identify gaps and opportunities for integrating siloed efforts across special education, MTSS, and student support teams.
4. 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

Establishing 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 LMU
• Cristina Santamaría Graff, Ph.D., Associate Professor of Special Education, Urban Teacher Education, IU

This 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 Mexico
• Lonna Housman Moline, University of St. Thomas
• Chad Rose, University of South Carolina

• Mitch 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

• Jessica Sprick, Consultant, Safe & Civil Schools

• Jennifer Levine, Chief Academic Officer, CAST