Add-On Workshops

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.

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.

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.  

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

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

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

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

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:

1. Transition Assessment:  Understanding and implementing asset-based assessment strategies to guide the development of post-school goals for all students.
2. Transition Programs, Services, and Outcomes:  Designing and evaluating transition programs and services that lead to successful student outcomes.
3. Transition Research and Inquiry: Engaging in transition research and applying findings to improve your transition practices.
4. Transition Leadership and Policy:  Leading and influencing policy to support transition initiatives.
5. Professional and Ethical Practices in Transition: Upholding ethical standards and professional practices in transition planning and implementation.
6. Collaboration: Fostering collaborative partnerships among diverse audiences that include; educators, families, and community stakeholders to support student transitions.

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

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.

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

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.

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

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

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

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

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

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

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

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

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.

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.

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