Session Descriptions
Wednesday, February 28
1:00 pm – 1:30 pm Welcoming Remarks
Carole Clancy, Ed.D., Director, BSE
Rebecca Fogle, Director, PaTTAN East
1:30 pm – 2:30 pm Opening Keynote
Be the One
John Hodge, Ed.D.
The education of America’s youth is a challenging prospect when one considers the many burdens faced by impoverished children and their families. Research indicates that poverty need not be a barrier to academic excellence. As co-author of the book Standing in the Gap, Dr. Hodge states, "Across the nation, schools are demonstrating that it can be done: That students can reach high standards, that all children can succeed, that the gap between white and minority students, poor and affluent, can be closed." More often than not, one caring adult can make all the difference in the world. Today’s presentation will encourage all of you to BE THE ONE!
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Basic/Foundational
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2:45 pm – 3:45 pm Concurrent Sessions
10 Things Leaders Need to Know About Inclusive Technology
Maggie Pickett, M.A., CCC-SLP
Countdown to the most important components of building and sustaining inclusive technology systems. This session will walk participants through the “what” and the “how” of inclusive technology ecosystems across five key areas: Leadership, Infrastructure, Teaching, Learning, and Assessment. Attendees will leave with the skills and resources to begin their inclusive technology journey.
Audience(s): Administrators| School Psychologists | Agency Staff | Families
Level of Expertise: Basic/Foundational
Implementation of Disability Inclusive Curriculum
Timothy Krushinski and Nichole Kopco
This session will focus on Pennsylvania’s efforts to promote a disability inclusive education. Provided with guidance and support from the Pennsylvania Department of Education (PDE), schools are instructing K-12 students on the political, economic, and social contributions of individuals with disabilities through the implementation of Pennsylvania’s Disability Inclusive Curriculum Pilot Program that began in the Fall of 2023. A disability inclusive toolkit was created to support implementation efforts and is located on the PDE SAS Portal. Exploration of the toolkit along with highlights will be the main feature of this session.
Audience(s): Administrators| Teachers| School Psychologists | Agency Staff| Families
Level of Expertise: Basic/Foundational
Intensifying Retention Activities in the Mathematics Classroom: The Power of Interleaving Practice
Paul Riccomini, Ph.D.
Join us for a dynamic and interactive professional development session designed exclusively for mathematics teachers. This session is focused on equipping educators with a powerful strategy, called interleaving practice, to enhance student retention of essential mathematical concepts and skills throughout the academic year. During this session, participants will delve into the cognitive processes involved in information retention, gaining a deeper understanding of how interleaving practice can effectively reinforce learning.
Audience(s): Administrators| Teachers
Level of Expertise: Basic/Foundational
Leading Schools Through Turbulent Times: Keys to Success
John Hodge, Ed.D.
The United States and the world have endured unprecedented challenges in the last six months. Today, we are recovering from the impact of economic and social hurdles that may seem overwhelming. It’s during times like the present that leadership is most important. Guided by peer-reviewed research in resilience, and the lessons learned by school leaders after Hurricane Katrina, this presentation will provide participants with five research-supported principles designed to guide schools through the many obstacles ahead. Excellence is possible. Even when times are tough.
Audience(s): Administrators| Teachers
Level of Expertise: Basic/Foundational
Strategies for Sustaining Inclusive Higher Education Programming for Students with ID
Amy D’Agati
Starting an Inclusive Postsecondary Education (IPSE) Program for students with intellectual disability (ID) within a college campus is one thing; sustaining it over time is yet another! Learn strategies that help embed your practices on campus and be creative about potential long-term funding.
Audience(s): Administrators
Level of Expertise: Intermediate
Taking it to the Next Level: Integrated, Systemic Approaches to Family Engagement
Joline Collins, M.Ed.
Systemic family engagement doesn’t just occur. It’s cultivated by leadership and is sustained by policy and practice. Join us as we unpack the organizational conditions identified in the Dual Capacity Building Framework. By the end of this interactive session, participants will leave with an understanding of the key elements necessary for systemic engagement to take place, as well as some tips and best practices for implementation.
Audience(s): Administrators
Level of Expertise: Intermediate
A Theory of Action for Anti-Racist Teaching and the Pursuit of Educational Freedom
David Kirkland, Ph.D.
The goal of this interactive workshop is to raise awareness to the effects of social injustice on the educational experience and to engage participants in the complexities of urban education and the intricate social and economic forces affecting student learning. How might educators disrupt the cycles of inequity so that youth might become empowered to transform their communities and their lives? To answer these questions, the workshop is organized around three core experiences. The first two experiences are guided simulation activities meant to characterize real world events, while becoming the basis for reflective dialogue. Following the simulation experiences, participants will be invited to reflect upon and dialogue about feelings and observations, comparing the simulated experience to the actual world and its various learning contexts.
Audience(s): Administrators| Teachers
Level of Expertise: Basic/Foundational
Tier One Instruction is Risk Reduction
Stephanie Stollar
Research suggests that most reading failure can be prevented in the primary grades through early screening, effective instruction, and intensifying intervention as needed – the central elements of the Multi-Tiered Systems of Support (MTSS) approach to educational service delivery. This session will offer an alternative to popular sentiments such as whole group Tier 1 instruction and "exposing" students to grade-level content. School leaders will be shown how MTSS can provide the framework for using universal screening data to design a Tier 1 system that reduces risk, improves intervention effectiveness, and increases reading outcomes for all students.
Audience(s): Administrators| Teachers | School Psychologists | Agency Staff |
Level of Expertise: Advanced
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4:00 pm – 5:00 pm Concurrent Sessions
Empower to Transform: CRSE's Role in Shaping Educational Equity
David Kirkland, Ph.D.
Discover the transformative potential of Culturally Responsive and Sustaining Education (CRSE) in a presentation that spotlights the imperative pursuit of educational and linguistic justice. Dive into CRSE's core, a formidable force in dismantling educational barriers regardless of linguistic or cultural backgrounds. Gain practical, actionable insights and strategies to infuse linguistic and educational justice into classrooms and communities. Join this transformative journey, and let's collectively empower future generations with the tools they need to succeed in our diverse world.
Engaging Families in Inclusive Digital Learning: A Symbiotic Endeavor
Maggie Picket, M.A., CCC-SLP
Family engagement is essential in creating inclusive technology systems that meet the needs of all learners, including those with disabilities who require assistive technology and accessible educational materials to access the curriculum. The CITES team is co-developing a framework of evidence-based practices that includes family engagement and helps school districts to integrate assistive and education technologies. Presenters will engage participants in discussions to build a common understanding of family engagement practices for technology planning using the CITES Framework.
Audience(s): Administrators| Agency Staff
Level of Expertise: Basic/Foundational
Family Wisdom Circles: Leading and Learning Together
Joline Collins, M.ED.
Over 50 years of research indicates that family and community engagement is essential for student achievement. Yet, there are few successful models for deep engagement. In this session, attendees will participate in a Community Learning Exchange; a practice that allows communities to tap into the wisdom of everyone (families, communities, students, educators) and build a collaborative leadership structure for addressing root challenges within schools.
Audience(s): Teachers | Families
Level of Expertise: Basic/Foundational
Fielding the Next Team of Special Educators Through Unified Champion Schools
Mike Bovino, Darcy Rakar, and Greta Yesenosky
Unified Champion Schools is one of the standout experiential learning opportunities for many of the Developing Future Special Educators grantees. In this session, learn how Unified Champion Schools helps to establish inclusive school climates by bringing together students with and without disabilities as they train and compete in co-ed varsity sport programs for indoor bocce, track and field, and soccer. Hear how one district began their journey into implementing Unified Champion Schools and the difference it has made not only in the lives of the participating students but also across their school and community. Learn how your school can be a part of the 450 plus schools across the commonwealth that are promoting inclusion, acceptance, and respect while attracting a new generation to the field of special education.
Audience(s): Administrators | Teachers | School Psychologists | Agency Staff | Families
Level of Expertise: Basic/Foundational
Linking Word Recognition Assessment to Instruction: The Key to Accelerating Student Progress
Stephanie Stollar
Everyone talks about data-based decision making, but which data should be used for making which decisions? This session will provide research-based instructional strategies that are aligned with specific word recognition skill needs, as identified by universal screening and intervention-based diagnostic assessment data. Participants will learn the purposes of assessing word recognition skills in a MTSS model of school improvement, how to select tools for each of those purposes, and how to match student needs to instruction and intervention in word recognition skills.
Audience(s): Administrators| Teachers
Level of Expertise: Basic/Foundational
Robust Peer Mentoring as a Foundation for Inclusion in IPSE Programs
Amy D’Agati
The full experience of going to college includes the sense of belonging and access in a college campus community. Hear how the University of Maryland, College Park TerpsEXCEED program has developed a robust peer mentoring program that helps to engage students of all backgrounds on campus in a broad inclusion effort that benefits all members of the campus community and contributes to University's overall efforts of diversity, equity and inclusion.
Audience(s): Administrators| Agency Staff
Level of Expertise: Basic/Foundational
Scaffolding Mathematical Reasoning: Unleashing the Power of the Worked Solution Strategy
Paul Riccomini, Ph.D.
Join us for an engaging and interactive professional development session tailored exclusively for middle and high school mathematics teachers. This intensive session focuses on equipping educators with a proven strategy, known as the Worked Solution Strategy, to effectively support and enhance mathematical reasoning and thinking skills among students. Equipped with a deep understanding of the cognitive processes involved in mathematical reasoning, teachers will be empowered to facilitate meaningful learning experiences that nurture critical thinking and problem-solving skills.
Audience(s): Administrators | Teachers
Level of Expertise: Basic/Foundational
Teaching Twice-Exceptional Learners in Today’s Classroom
Shirley Moyer, Patrice Semicek and Amy McShane
Twice-exceptional (2e) learners have often been misunderstood, disciplined, unchallenged, and left behind. In this session we will explore the marriage between gifted and special education, dive into masking factors and provide different strategies for providing instruction for twice-exceptional students in classrooms.
Audience(s): Administrators| Teachers | School Psychologists
Level of Expertise: Basic/Foundational
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Thursday, February 29
8:30 am – 9:30 am Keynote
The Anti-Ableist Manifesto
Tiffany Yu
While the disability community has had many of their rights protected in the workplace since the passage of the Americans with Disabilities Act (ADA) in 1990, the unemployment rate for disabled Americans has remained the same since then. There is a pressing need for both policy and hearts and minds to change in order to create systemic change and more inclusive workspaces. Diversity, equity, and inclusion (DEI) initiatives have not included a disability lens for far too long. This talk takes an interactive approach to better understanding ableism and how pervasive it is in our society and what we can do to be a better ally to the disability community. Tiffany shares her personal experiences with being a disabled woman of color and the lessons that she has learned along the way, leaving attendees with an empowering and motivating message on leadership.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff| Families
Level of Expertise: Basic/Foundational
9:45 am – 10:45 am Concurrent Sessions
Building Stronger Kids By Strengthening Fathers and Families
J. Michael Hall
Our job as educators is to prepare our students for a brightest possible future. One way to ensure the best possible outcome for our kids is to get the WHOLE TEAM on board. Strong Fathers-Strong Families, LLC has spent the past 20 years getting fathers engaged in their child's education to improve outcomes. Participants will learn best practices to reach and teach fathers to benefit and strengthen their children.
Audience(s): Administrators |Teachers|Agency Staff| Families
Level of Expertise: Intermediate
Digital Accessibility
Tiffany Yu
In this breakout session, Tiffany explores the progress that has been made since the passage of the Americans with Disabilities Act (ADA) in 1990 and the role that technology can play in creating a more inclusive and accessible world. This talk will be directed toward educators who work with in-person and virtual classrooms.
Audience(s): Administrators| Teachers
Level of Expertise: Basic/Foundational
Lessons Learned from Recent Cases
Jan Tomsky, J.D.
In this fast-paced session, school attorney Jan Tomsky highlights key judicial decisions to illustrate a variety of compliance conundrums faced by public school districts - where they went right and where they went wrong. The session includes practical pointers gleaned from the decisions to help special education administrators and site teams make legally sound decisions.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff
Level of Expertise: Intermediate
Never Let Go of Your Dreams
Ben Hartranft
“Never Let go of Your Dreams” details Ben’s journey through the maze of Autism. This presentation features Ben’s resilience working through diagnosis, finding appropriate services, academic struggles, and social understanding to becoming a strong advocate for Autism awareness and action. Ben’s dream of becoming a full-time speaker came true last year when Benergy1 Presentations was founded. Ben works part-time for Philadelphia Eagles Game Day Staff and has had the extraordinary opportunity to carry the Lombardi trophy to start the ring ceremony for the Super Bowl Champion Philadelphia Eagles. Ben has been a guest on the Ellen show where he promoted Autism Awareness and funding for research. His “Benergy” for life is contagious, and this humorous and passion-filled presentation will inspire and encourage those who attend.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff| Families
Level of Expertise: Intermediate
Science of Math: Considerations for Students with Extensive Support Needs
Jenny Root, Ph.D., BCBA
This session will focus on pairing instructional approaches with a strong research base in math with evidence-based practices for students with extensive support needs. Attendees will learn about tools to use objective evidence about how students learn math to teach students that may need the most intensive and specially designed instruction. Specifically, the session will highlight considerations for implementing the six practices in the 2021 math practice guide from the Institution for Education Sciences for students who require more support and may be taking the alternate assessment aligned with alternate achievement standards.
Audience(s): Administrators| Teachers| Families
Level of Expertise: Intermediate
Screen to Intervene: Integrating Preventative Mental Health Services at Tiers I in PBIS
Joseph Latimer, Ph.D.
As mental health concerns continue to rise, the integrating and sustaining of mental health services within a PBIS Framework becomes more imperative. This presentation will outline a decisional framework integrating preventative mental health supports within Tier I of PBIS. Considerations for implementation and sustainability will also be discussed.
Audience(s): Administrators| School Psychologists
Level of Expertise: Intermediate
Special Education Staffing and APR Initiatives in Pennsylvania
Roddy Theobald, Allison Gilmour, Ph.D., and Marcy Stein, Ph.D.
This session will provide updated data about special education staffing in Pennsylvania, focusing specifically on patterns of recruitment, mobility, and retention of special education staff (e.g., teachers, paraeducators, and administrators) using statewide data provided by the Pennsylvania Department of Education. We will also discuss surveys and policy initiatives associated with the Pennsylvania Bureau of Special Education’s Attract, Prepare, and Retain projects, including Developing Future Special Educators grants, Early-Career Mentoring, Learning Communities and Networking, Learning Institutes, and the state’s new Accelerated Program for PK-12 Special Education Teacher Certification.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff
Level of Expertise: Basic/Foundational
Unleash Learners and Empower Educators
Beth Poss, M.A., CCC/SLP
Technology tools alone are not enough to create an educational environment in which all learners can develop the skills they need to become independent, empowered learners. While educational, assistive, and everyday technologies can support independence and the achievement of learning outcomes, application of strategies that embed technology and learner choice are critical to the successful implementation of technology. This professional learning experience will provide participants with strategies, resources, and evidence based practices to support all learners and the educators who work with them to be empowered and drive their own education.
Audience(s): Administrators |Teachers|Agency Staff
Level of Expertise: Intermediate
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11:00 am – 12:00 pm Concurrent Sessions
Best Practices for Reaching and Teaching Fathers and Families
J. Michael Hall
What if you could have a fool-proof method to promote, provide, and facilitate strong, effective father and family engagement activities? Strong Fathers-Strong Families, LLC has worked with over 250,000 fathers face-to-face over the past 20 years with great success. Participants will learn the best practices in promotion and facilitation for successful father engagement activities.
Audience(s): Administrators| Teachers
Level of Expertise: Intermediate
A Digital Backpack About Your Students! NEW PVAAS Student Reporting for Planning & Supports
Kristen Lewald, Ed.D. and Jennifer Ross, M.A.
Join us and explore the newly designed PVAAS Student Reports! You can access a range of student-level information one tile at a time. PVAAS has a “digital backpack” of longitudinal data for your individual students to use for a range of purposes! Maybe you want to know: How has my student performed over time and across subjects? How is my student likely to perform on upcoming assessments? This newly designed student reporting can support your work with student support needs, family-student-teacher conferencing, and course placement/selection. Interact with the new student tiles to understand how data can help support students’ individual needs! Bring your PVAAS username and password. If you do not have student-level access, we will have options for you to explore this new reporting.
Audience(s): Administrators| Teachers
Level of Expertise: Basic/Foundational
Finding Joy in the Journey Through Autism
Ben Hartranft; Sandy Hartranft, RN, BSN, CDCES; Glenn Hartranft; and, Dan Hartranft
This session will begin with an inspiring and energetic presentation by Ben, followed by a family session. Glenn and Sandy will delve into the unique aspects of raising a child with autism, including gaining a deeper understanding of how autism impacts the family, the pivotal roles played by parents and caregivers, effective strategies for tackling common challenges, as well as the wealth of resources and support accessible to families with autistic children. Also included is a segment presented by Dan, a neurotypical sibling, exploring the influence of having a neurodiverse sibling on those who are neurotypical. Participants will be provided with tangible strategies for managing their emotions, cultivating positive relationships with their siblings, and advocating on their behalf. This family presentation will provide invaluable insights and actionable guidance for parents and professionals navigating the complexities of autism with their children, students, and clients.
Audience(s): Teachers| Families
Level of Expertise: Intermediate
Introduction to the Shared Writing Instructional Model (SWIM)
Russell Swinburne Romine, Ph.D. and Emily Thatcher, M.Ed.
The goal for writing instruction for students with disabilities should be to learn how to use written text to communicate. This session will describe the Shared Writing Instruction Model (SWIM) approach to teaching writing students with disabilities. Participants will learn about four components of the model: 1) Learning Maps, 2) Evidence-based Practices, 3) The 5-step SWIM Sequence, and 4) The SWIM Cycle Tool. These four model components support teachers in planning, delivering and evaluating high quality writing instruction for students with a variety of different support needs. The presenters will offer strategies for using the SWIM approach as part of comprehensive literacy instruction for students with disabilities, including students with extensive support needs.
Audience(s): Administrators| Teachers| Agency Staff| Families
Level of Expertise: Basic/Foundational
Responding to Parents' Methodology Requests
Jan Tomsky, J.D.
When parents request that the IEP team include a specific methodology as a part of their child's educational program, the team must know how to respond appropriately. Should the team consider the request? What are the factors to be considered? Is a methodology decision solely within the district's discretion? This session tackles these questions and more through a decision of legal requirements and recent decisions from the courts.
Audience(s): Administrators| School Psychologists
Level of Expertise: Intermediate
Screen to Intervene: Integrating Preventative Mental Health Services at Tiers I/II in PBIS
Joseph Latimer, Ph.D.
As mental health concerns continue to rise, the integrating and sustaining of mental health services within a PBIS Framework becomes more imperative. This presentation will outline a decisional framework integrating preventative mental health supports within Tiers I/II of PBIS. Considerations for implementation and sustainability will also be discussed.
Audience(s): Administrators | School Psychologists
Level of Expertise: Intermediate
Technology Enhanced Social-Emotional Supports for Learning
Beth Poss, M.A., CCC/SLP
Students on the autism spectrum, along with those with ADD/ADHD, executive function or emotional disabilities juggle a myriad of social-emotional challenges due to the nature of their disability. This session will examine strategies to support social-emotional development using technology and other tools that assist students in accessing these strategies. Participants will also learn how to utilize specific strategies as a part of a multi-tiered system of support to both prevent and overcome student behaviors and to address the responses of the adults to behavioral triggers. Participants will also explore tools to help them manage the very real emotional and physical toll they experience as adults who work with trauma and social-emotional impacted students.
Audience(s): Teachers| School Psychologists
Level of Expertise: Intermediate
Universally Designed and Culturally Sustaining Math Instruction
Jenny Root, Ph.D., BCBA
This presentation provides practical research-informed strategies for using two asset-based pedagogies (universal design for learning and culturally sustaining pedagogy) to ensure all students are seen as “math doers and thinkers.” Specific ways to consider and support mathematical learning of students with intellectual and developmental disabilities, including autism, will be highlighted.
Audience(s): Administrators| Teachers
Level of Expertise: Intermediate
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2:15 pm – 3:15 pm Concurrent Sessions
Access for ALL Students: Using PVAAS Growth of Student Groups to Ensure Progress for ALL Students
Kristen Lewald, Ph.D. and Jennifer Ross, M.A.
Ensuring that all students have access to core curriculum and instruction with appropriate support is key for instructional success and continuous improvement. The PVAAS Growth of Student Groups and Diagnostic data is vital in helping you determine the impact on student progress for students with IEPs, as well as the whole student group. Join us in this session where we will use the PVAAS Growth of Student Groups and Diagnostic data to surface priorities and areas for focus in your LEA/district or school, and on using the Digging Deeper resource guides to explore possible root causes for opportunities for growth. Bring your PVAAS username and password. If you do not have access, we will have options for you to explore this reporting with a demo site.
Audience(s): Administrators| Teachers
Level of Expertise: Intermediate
Collaborative Teaming: Strategies for Supporting Paraeducators
Virginia Walker, Ph.D., BCBA-D
In this session, teachers will learn about effective strategies to promote collaborative teaming among special education teachers, general education teachers, related services providers, and paraeducators with an emphasis on approaches to support paraeducators. These approaches will address the important role of communication, collaborative planning, professional development and training, and performance feedback.
Audience(s): Teachers
Level of Expertise: Basic/Foundation
Differentiating Writing Instruction for Students with Disabilities
Russell Swinburne Romine, Ph.D. and Emily Thatcher, M.Ed.
All students can engage in meaningful learning about writing. This session will present a way to think about effective strategies for planning, delivering and evaluating conceptually-rich writing instruction for students with disabilities.The presenters will discuss strategies for integrating different levels and types of writing into comprehensive literacy instruction. In addition, participants will learn about writing instruction and writing tools for students with extensive support needs.
Audience(s): Teachers| Families
Level of Expertise: Basic/Foundational
Dyslexia in Students with Visual Impairment
Marnee Loftin, M.A.
Much discussion has occurred in the educational and assessment professions about the possibility of dyslexia in students with visual impairment (VI). Much of the discussion has been based upon outdated definitions of dyslexia and a lack of knowledge about appropriate evaluation procedures. This session discusses the characteristics of dyslexia and best practice guidelines for evaluation in this low incidence population. A comprehensive case study is presented at the end for application of the concepts covered in this session.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Intermediate
If I Only Had a Framework...Centering Belonging in Systems Change
Nikole Hollins-Sims, Ed.D.
During this session, lead author of the text "Creating Equitable Practices in PBIS" will describe the value of engaging in an intentional journey to create equitable and inclusive learning environments. Positive behavior intervention and supports (PBIS), steeped in the concept of Multi-Tiered Systems of Support (MTSS), is a framework centered in prevention and the development of healthy school climates. While this framework is evidence-based and longstanding, schools are still seeing disproportionate outcomes in disciplinary practices, students and staff who are not experiencing the climate in the same way as their peers, or have abandoned the framework altogether. The presenter will discuss teaming, evaluation, intentionality around equitable data-based decision making and the engagement of families and communities.
Audience(s): Administrators| Teachers| School Psychologists
Level of Expertise: Basic/Foundational
Pennsylvania’s Annual Parent Survey: Time for a Refresh?
Batya Elbaum, Ph.D.
Since the 2004 reauthorization of the Individuals with Disabilities Education Act, states have been required to administer a statewide parent survey to assess whether schools have “facilitated parent involvement as a means of improving services and results for children with disabilities.” Pennsylvania has used the same parent survey instrument every year, allowing for consistent interpretation of the results; but survey tools and methods also need to be responsive to changing technologies and stakeholder perspectives. Accordingly, might it be time for Parent Survey 2.0? Following a brief description of the parent survey instrument and a review of the most recent statewide results, attendees will be invited to offer their suggestions for future iterations of the survey. Representatives from the Bureau of Special Education will join the conversation to listen and provide additional perspectives.
Audience(s): Administrators| Teachers | Families
Level of Expertise: Basic/Foundational
What is Inclusive Postsecondary Education? What Educators and Families Need to Know
Meg Grigal, Ph.D. and Clare Papay, Ph.D.
Opportunities for students with intellectual disability to go to college are increasingly available and educators/transition specialists need to take steps to ensure students are prepared for postsecondary education after high school. In the first part of the session, information will be presented that will allow families and special educators to understand the opportunities for inclusive postsecondary education across the country as well as the benefits of postsecondary education. The second part of the session will then provide practical tips that can be used by educators to support students in gathering information about inclusive PSE options and preparing for college.
Audience(s): Administrators| Teachers
Level of Expertise: Basic/Foundational
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3:30 pm – 4:30 pm Concurrent Sessions
Building Expectations for College: The “Think Higher. Think College.” Public Awareness Campaign
Meg Grigal,Ph.D. and Clare Papay, Ph.D.
Given the right expectations, planning, and support, students with intellectual disability and autism who want to, can go to college, be successful, and have amazing outcomes. This session will describe college options for students with intellectual disability and autism and demonstrate resources available from a new public awareness campaign called “Think Higher, Think College.” The public awareness campaign materials are multifaceted including multiple videos, a website, and downloadable resource materials. The campaign website has been designed to offer the audience specific information in plain language and some tangible suggested first steps, along with free, downloadable materials participants can use for their own planning or share with others.
Audience(s): Teachers | Families
Level of Expertise: Basic/Foundational
How Pennsylvania Implementers Are Increasing Graduation Rates for Students with Disabilities
Laura Moran, Ph.D.
Schools across the commonwealth are increasing graduation rates and decreasing dropout rates for students with disabilities as part of the State Systemic Improvement Plan (SSIP). This session provides an opportunity to hear from several learning sites who are implementing an Early Warning System in order to intervene early for students who may be off-track and provide coherent improvement strategies. The panelists will share their journey in what challenges and barriers they may have had and how they were able to pivot to overcome them to get successful results.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Basic/Foundational
Intervention Strategies For Dyslexia in Students With Blindness and Vision Impairment
Carol Evans, Ph.D.
This session will explore compensatory and remedial intervention strategies for dyslexia in students with blindness and low vision, emphasizing the use of auditory materials along with braille or print. Called variously “dual-modality reading,” “audio-assisted reading,” and “audio-supported reading,” it is effective with students at all levels and adults in postsecondary settings. Braille reading rates average about 50 percent of print reading rates. Audio combined with braille can increase reading fluency to near average in print.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff| Families
Level of Expertise: Intermediate
Paraeducator-Delivered Evidence-Based Practices for Students with Extensive Support Needs
Virginia Walker, Ph.D., BCBA-D
In this session, attendees will learn about evidence-based practices for students with extensive support needs and how these practices can be used throughout the school day to promote positive student outcomes. Attendees also will learn about effective strategies to support paraeducators’ implementation of these evidence-based practices.
Audience(s): Teachers
Level of Expertise: Basic/Foundational
Real-life Scenarios, Real-life Fixes: Addressing Specific Challenges in School-Family Collaborations
Batya Elbaum, Ph.D.
In this session, parents and professionals from a number of schools across the state will describe a particular challenge they have faced in creating or sustaining a collaborative school-family partnership. How did they address the challenge? What worked, and what didn’t? Session attendees will be invited to share their reactions and discuss alternative solutions.
Audience(s): Teachers | Families
Level of Expertise: Basic/Foundational
Teaming - What's Your G.P.A.?
Nikole Hollins-Sims, Ed.D.
Are you a member of a school or district team? How many teams are you supporting? Does it feel like your teams are able to function well or are you feeling like it's an exercise in futility? What are your goals, purpose, and actualized outcomes? This session will offer participants the opportunity to enhance their teaming structures with intentionality and ability to produce great action.
Audience(s): Administrators| School Psychologists
Level of Expertise: Basic/Foundational
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Friday, March 1
8:30 am – 9:30 am Concurrent Sessions
Building Healthy Relationships at Work
Katherine McLaughlin, M.Ed., CSE
Students with intellectual and developmental disabilities are losing their jobs, not because they aren't performing the task properly, but because of their interactions with co-workers, customers, patients, or clients. They need help navigating new relationships. As someone who works in a competitive integrated employment setting or a worksite, I see the need to address relationships and sexuality on a one-on-one basis with people with I/DD who are employees. We will explore the topics and main points to teach and examine techniques for helping people with I/DD to have healthy work relationships.
Audience(s): Teachers| Agency Staff
Level of Expertise: Intermediate
Bullying Prevention and Intervention
Amanda Nickerson, Ph.D.
In this presentation, attendees will be guided through a multi-tiered system of support framework for preventing and intervening with bullying. School-wide prevention efforts, including promoting a positive school climate, social-emotional learning programming, implementing anti-bullying policies, and partnering with parents will be reviewed. Responding to bullying, and providing support and coaching for bullying perpetrators, targets, and bystanders will be highlighted. Attendees will also be provided with resources for ongoing efforts.
Audience(s): Administrators| School Psychologists
Level of Expertise: Basic/Foundational
Introduction to Student Success Systems
Robert Balfanz, Patricia Balana, and Maria Waltemeyer
Presenters from the GRAD Partnership will describe student success systems, an updated model of early warning systems and on track systems, that integrates real-time, research based predictive indicators of academic success and elements of student agency, student and adult well-being, belonging, and connectedness. We will highlight a publicly available resource for school district leaders to foster the enabling conditions for school based student success teams to develop and thrive. At the end of the session, participants will deepen their knowledge about student success systems, learn about a district leadership tool that supports implementation efforts, and will know more about the GRAD Partnership organizations and our current efforts.
Audience(s): Administrators| Teachers| Agency Staff
Level of Expertise: Basic/Foundational
Pathways for Future Special Educators
Linda Rhen, Ed.D.; Sandy McBride, M.Ed.; Alvin Lukose; Karen Magalich; Emma Prenni; and, Lillian Buckles
Schools and students are impacted by the shortages of educators. In this session, participants will hear how two schools have created opportunities to impact these shortages by engaging youth in learning about the field of special education. Through the Developing Future Special Educators Grant, local education agencies and institutions of higher education have created novel pathways to generate interest and provide authentic learning experiences to high school and college students. During this session, learn how River Valley School District and Penn State Harrisburg have engaged students in learning about the field of special education while working with students with disabilities. These unique pathways are yielding solid results. Students who have participated in the learning experiences as well as the professionals who developed these pathways will share how these experiences have impacted them. As the grant enters its last quarter, learn how each grantee is planning for sustainability of their efforts well beyond the grant timeline.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff| Families
Level of Expertise: Basic/Foundational
Schools' IDEA Obligations to Students with Mental Health Conditions
Jose Martin, J.D.
Increasingly, schools are faced with situations of students with mental health diagnoses and accompanying difficulties accessing their education. This session will explore the legal issues commonly raised by these situations, including child-find, eligibility, IEP services, attendance difficulties and school refusal, and unilateral private placements. Modern case law will provide useful lessons both of helpful practices, as well as dangerous but common misconceptions in this "growth area" of special education.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff| Families
Level of Expertise: Intermediate
Student Code of Conduct: Guidance for State and District Leaders
Ambra Green, Ph.D.
As legislation continues to redefine discipline in schools, local education agencies must keep up with changes in policies. This session will provide guidance necessary to meet the changes in legislature, while incorporating best practices for students and families that can assist with increasing the use of equitable and preventative school frameworks.
Audience(s): Administrators| Agency Staff
Level of Expertise: Basic/Foundational
Universally-Designed, Inquiry-based Science Instruction for Students with Extensive Support Needs
Sarah Koebley, Ph.D.; Thai Williams; and, Lindsay Ruhter, M.A.Ed
The 5E Model Professional Development in Science Education for Special Educators (5E-SESE) is an IES-funded project which addresses the need for research and resources supporting conceptual science teaching and learning for students with extensive support needs. The 5E-SESE approach includes an online professional development system that incorporates science inquiry-oriented instructional strategies and infuses the Universal Design for Learning (UDL) Framework. As a part of the 5E-SESE project, the study team developed a lesson plan to support teachers in planning accessible and engaging science instruction integrating inquiry-based methods and UDL. This session will share the lesson plan template, describe how it was designed, and ask participants to explore how teachers can use the 5E-SESE lesson plan to support science instruction for students with ESN. The speakers will also ask participants to generate strategies for use of the lesson plan within inclusive settings.
Audience(s): Administrators| Teacher
Level of Expertise: Basic/Foundational
Using Curricular Materials to Impact Educational Performance
Christina Bradburn, Ph.D., CCC-SLP
Speech Language Pathologists (SLPs) working in schools are charged with minimizing the negative educational impact of speech and language disorders for their students. Using curricular materials instead of commercially available or SLP-created materials can improve student progress both in speech and language development and in the classroom (while saving the SLP valuable time). All stakeholders can benefit when SLPs can shift away from spending time creating materials to using readily available curricular materials to provide their specially designed instruction. This session will discuss when, where, why, and how to use curricular materials during school-based speech and language therapy.
Audience(s): Administrators| Teachers
Level of Expertise: Intermediate
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9:45 am – 10:45 am Concurrent Sessions
Collaborative Comprehensive Assessment of Students with Blindness and Vision Impairment
Carol Evans, Ph.D. and Marnee Loftin, M.A.
This session will explore the need for and the process of collaboration between teachers of students with vision Impairments (TSVIs), school psychologists, and other assessment personnel around the comprehensive assessment of cognitive, academic, speech/language, and motor development abilities of students with vision impairments. It will focus on the need for mutual respect for the complementary knowledge and expertise of all team members (including parents) as they plan and carry out assessments, draw conclusions, and come to a consensus on students’ strengths and needs, additional eligibilities, and services.
Audience(s): Teachers| School Psychologists
Level of Expertise: Intermediate
Guiding Youth with Social Media Use and Cyberbullying
Amanda Nickerson, Ph.D.
In this presentation, attendees will learn about trends, positive aspects, and problems associated with youth digital technology and social media use. The problem of cyberbullying will be reviewed, including prevalence, forms, and consequences. School-based cyberbullying prevention and intervention strategies, including prevention programming, social-emotional learning and digital citizenship, and family and community involvement, will be highlighted.
Audience(s): Administrators| School Psychologists
Level of Expertise: Basic/Foundational
How to Get Kids Talking
KM DiColandrea
In this session, the speaker will offer concrete strategies to help teachers incorporate opportunities for students to build their confidence in public speaking and debating in their classes. They will also offer resources for teachers interested in starting Speech & Debate teams at their schools.
Audience(s): Teachers
Level of Expertise: Basic/Foundational
Improving Equity with Culturally Responsive Universal Supports
Ambra Green, Ph.D.
Schools continue to suffer from a history of strategically placed systemic barriers. As a result, students of color, Indigenous students, and students with disabilities experience negative academic and behavioral outcomes. To effectively enhance student learning, educators must thread equitable practices, culture, and cross-cultural instruction into the learning environment.
Audience(s): Administrators| Teachers
Level of Expertise: Basic/Foundational
Integrated Science Instruction for Students with Significant Cognitive Disabilities
Sarah Koebley, Ph.D., Thai Williams, and Lindsay Ruhter, M.A.Ed.
Special education teachers often grapple with optimizing their limited teaching time to deliver engaging and meaningful science instruction to students with significant cognitive disabilities (SCD). During this session, participants will learn how teachers can support students’ in-depth understanding of scientific concepts by integrating important content in English Language Arts and Mathematics. The 5E-Science Education for Special Educators (5E-SESE) Project is a current research study that is incorporating evidence-based strategies for adapting science curriculum to accommodate diverse learners. Participants will collaborate to examine and analyze video examples of a 5E-SESE classroom science lesson that successfully incorporates English Language Arts (ELA) and mathematics standards. Active participation and knowledge exchange will be encouraged as practical approaches for individualizing instruction to meet the unique needs of students with SCD will be identified. Through this exploration, educators will gain valuable insights and enrich their repertoire of instructional strategies in science and cross-curricular planning, thus elevating the overall educational experience of students with SCD.
Audience(s): Administrators |Teachers
Level of Expertise: Basic/Foundational
Integrating Time Saving SLP Interventions into Classrooms and Curriculum
Christina Bradburn, Ph.D., CCC-SLP
In this session, participants will explore timesaving strategies to implement SLP interventions into the classroom while still providing highly effective services to students. This requires a change in mindset, not a change in the SLP's skill set. Participants will leave with use-tomorrow strategies to try with one student or with all, without ever having to copy or laminate a single thing.
Audience(s): Administrators| Teachers
Level of Expertise: Basic/Foundational
Sexuality and Developmental Disabilities: How to Communicate about a Sensitive Topic
Katherine McLaughlin, M.Ed., CSE
Students with intellectual and developmental disabilities (I/DD) are often left out of the conversation about sexuality, almost as if they are incapable of having thoughts, feelings, and needs. In reality, they, too, are sexual beings that need information and skills for making healthy decisions about sexuality. This workshop will help you become more comfortable talking about this sensitive topic by discussing what needs to be taught when and how to help people with developmental disabilities have safe and satisfying relationships.
Audience(s): Teachers| Agency Staff
Level of Expertise: Basic/Foundational
Student Success Systems
Robert Balfanz, Patricia Balana, and Maria Waltemeyer
Presenters from the GRAD Partnership will describe student success systems, an updated model of early warning systems and on track systems, that integrates real-time, research based predictive indicators of academic success and elements of student agency, student and adult well-being, belonging, and connectedness. We will highlight a publicly available resource for school district leaders to foster the enabling conditions for school-based student success teams to develop and thrive. At the end of the session, participants will deepen their knowledge about student success systems, learn about a district leadership tool that supports implementation efforts, and will know more about the GRAD Partnership organizations and our current efforts.
Audience(s): Administrators| Teachers
Level of Expertise: Intermediate
The Why, When, How, and How Not of Manifestation Determination Reviews
Jose Martin, JD
The MDR requirement has been a foundation protection for students with disabilities in public schools since the late 1970's, now incorporated into the IDEA and its regulations. This session will answer why the requirement exists, when it applies, and how it is properly conducted, including the handling of outside diagnoses, impulsivity-based arguments, helpful and not helpful sub-questions, and cases illustrating how the requirement applies in real-life situations.
Audience(s): Administrators |School Psychologist
Level of Expertise: Intermediate
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11:10 am – 12:10 pm Closing Keynote Address
Amplifying Our Students' Voices: The Power of Speech & Debate
KM DiColandrea
Speech and Debate is a powerful tool for students to become advocates for causes that matter to them. Join Dico as they share their amazing journey from being a student of Speech and Debate to a teacher taking students to competitions beyond their wildest dreams. They will share the positive impact that being a member of their high school’s club had on their ability to cope with post-traumatic disorder, as well as the joy and heartbreak of teaching and coaching inner-city debate teams. Learn how the Brooklyn Debate League was founded, the impact it’s had on so many teens, and how a Humans of New York Facebook story launched them into fame.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Basic/Foundational