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Sessions & More!
- Strands -
Extended Learning Opportunities
Strands explore specific educational topics in depth through a series of conceptually and developmentally linked sequential sessions. Discuss these important topics with experts in the field! Convention attendees may elect to attend all strand sessions or one or two sessions of a strand. When you attend all sessions of a strand, you are eligible to earn CEUs!
Universal Design for Learning: Tipping Points from Research to Practice
Differentiating Instructional Practices—the Key to Curriculum Access for All Students
Sustaining and Scaling the Implementation of Positive Behavioral Interventions and Supports (PBIS): Systems and Applications
Identifying and Using Effective Practices With Children and Youth With Autism Spectrum Disorders
Dropout Prevention for Students With Disabilities
Family Collaboration in the Context of Diversity: Building Cultural Connections
STRAND A: Supporting the Next Generation of Teachers for Collaboration: The Intersection of Teacher Preparation and School Practice
| Leaders: | Marleen C. Pugach, University of Wisconsin-Milwaukee and Linda P. Blanton, Florida International University, Miami |
Strand Overview: The focus of this strand is twofold: (1) How teacher preparation might be structured to prepare all teachers to work effectively with students who have disabilities and (2) how teacher preparation intersects with school practices and the professional development of teachers. Strand leaders will explore the topics of teacher preparation and school practice as each relates to (1) the high number of students with disabilities who receive much of their education in general education classrooms; (2) the joint demands of IDEA and NCLB that require new and practicing teachers to be highly qualified, especially the demand for special education teachers to be qualified in academic content areas; and (3) the simultaneous shortage of special education teachers. This strand is designed to provide participants with a view of teacher preparation that is situated within the practice of inclusive education and that is responsive to the ongoing connection between the preparation of new teachers and the quality of practice in the schools.
At the conclusion of this strand, participants will be able to:
- Define and describe the major characteristics of dominant models of collaborative teacher education.
- Define and describe the direct relationship between teacher education and school practice.
- Identify the pros and cons of requiring special education teachers to earn a general education license before they earn a special education license as a way of addressing the requirement for highly qualified teachers.
Session 1—8:30-10:30 a.m.
Session 2—1:15-3:15 p.m.
Session 3—3:45-5:45 p.m.
STRAND B: Universal Design for Learning: Tipping Points from Research to Practice
Leaders: |
David Rose and Tracey Hall, Center for Applied Special Technology (CAST), Wakefield, MA |
Strand Overview: Universal Design for Learning (UDL) provides multiple paths and support for all learners to gain knowledge, skills, and enthusiasm for learning. Specifically, UDL embeds evidence-based practices, particularly those which have been shown to be effective for students with disabilities, directly into core instructional materials and methods.
A UDL curriculum offers rich supports for learning (often technology-based) so that they are more “universally” available to students with and without disabilities at the time of instruction. In doing so, UDL reduces barriers to learning while maintaining high achievement standards for all.
In recent years, UDL has become part of education’s everyday lexicon, especially with regard to students with disabilities, and a number of states have begun UDL initiatives. Yet many misconceptions remain.
The presentations in this strand will examine the intersection of UDL research and practice across K-12 and postsecondary grades, content areas, and states.
At the conclusion of this strand, participants will be able to:
- Understand how UDL supports and sustains efforts to personalize instruction for all students--learners with and without disabilities.
- Grasp the research fundamentals of UDL.
- Identify practical strategies and tools for classroom implementation.
Session 1—8:30–9:30 a.m.
Session 2—9:45-10:45 a.m.
Session 3—11:00 a.m.-noon
Session 4—1:15-2:15 p.m.
Session 5—2:30-3:30 p.m.
Session 6—3:45-4:45 p.m.
Thursday, April 3
– continues on –
Friday, April 4
STRAND C: Differentiating Instructional Practices—the Key to Curriculum Access for All Students
| Leaders: | Nancy Safer and Renee Sherman, American Institutes for Research, Washington, DC |
Strand Overview: Over the past five years the federally funded Access Center has identified a variety of evidence-based practices designed to help students with disabilities access the general education curriculum and to improve student outcomes for all students. Participants will sample activities from four separate modules developed by the Center: Differentiated Instruction; Math and Science Strategies; Effective Reading Interventions; and Co-Teaching Strategies and receive copies of these modules. Strand sessions will focus on: (1) research-supported interventions that teachers can use to differentiate instructions and improve access, (2) modules developed by the Center that can be used in preservice and inservice programs to teach the principles of differentiating instruction in key curricular areas and co-teaching, (3) resources and documents that are available through the Access Center Web site to assist educators to meet their goals to ensure that all students progress and master the general education curriculum.
At the conclusion of this strand, participants will be able to:
- Identify evidence-based instructional practices and how they can be applied to particular content areas with the goal of enabling all students to succeed in the general education curriculum.
- Understand the principles of differentiated instruction and be able to implement several differentiation strategies.
- Apply several strategies enabling students with disabilities to access complex math and science content.
- Understand the essential components of reading and effective instructional strategies for each component.
- Identify the various models of co-teaching and how to select the model most beneficial for particular settings and students.
Thursday
Session 1—1:15-3:15 p.m.
Session 2—3:45-5:45 p.m.
continues on Friday
Session 3—8:30-10:30 a.m.
Session 4—1:15-3:15 p.m.
STRAND D: Sustaining and Scaling the Implementation of Positive Behavioral Interventions and Supports (PBIS): Systems and Applications
| Leaders: | Rob Horner, National Center on Positive Behavioral Interventions and Supports, University of Oregon, Eugene and George Sugai, National Center on Positive Behavioral Interventions and Supports, University of Connecticut, Storrs |
Strand Overview: This strand will describe features and examples of large scale implementation of positive behavioral interventions and supports. Organizational and coordination guidelines for sustaining and scaling up accurate implementation across districts and schools and maintaining progress improvement will be emphasized. Examples, research, and evaluation data will be presented to support and inform the use of these guidelines. In addition, practical applications, guidelines, and examples will be provided.
At the conclusion of this strand, participants will be able to:
- Describe features of, guidelines for, and lessons learned from sustaining, scaling-up, and evaluating the implementation of district and statewide schoolwide positive behavioral supports (SWPBS).
- Describe how implementation of SWPBS includes features of a responsiveness-to-intervention approach.
- Describe features of and guidelines for implementation of secondary and tertiary tier intervention practices and systems.
Session 1—8:30–9:30 a.m.
Session 2—9:45-11:45 a.m.
Session 3—1:15-3:15 p.m.
Session 4—3:45-4:45 p.m.
STRAND E: Using Differentiated Instruction With Culturally Responsive Teaching: Marriage, Merger, and Partnership
| Leaders: | Gloria D. Campbell-Whatley, University of North Carolina, Charlotte and Marva Gavins-Williams, Pfeiffer University, Misenheimer, NC |
Strand Overview: In the height of standards-based reform, special education teachers must link outcomes for students with disabilities to the general education curriculum. However, culture and language must be considered when planning specialized instructional activities for students from diverse backgrounds. Using differentiated instruction across all content area curricula expands the traditional models of instruction to address the unique learning styles of culturally and linguistically diverse learners in special education classes. Based on multiple intelligences, differentiated instruction offers educators an array of instructional options for teaching nontraditional learners. This strand will offer practical, creative, and insightful ideas. In addition, solutions for six students with various characteristics and profiles will be presented and audience participation will be encouraged.
At the conclusion of this strand, participants will be able to:
- Identify recommendations for culturally sensitive instructional practices.
- Identify efficient and effective ways to identify student-learning styles.
- Incorporate differentiated instruction within culturally responsive instruction in 5 sample lesson plans.
- Develop small group demonstrations given 5 reflective activities.
- Develop differentiated instructional strategies.
Session 1—8:30–9:30 a.m.
Session 2—9:45-10:45 a.m.
Session 3—11:00 a.m.-noon
Session 4—1:15-2:15 p.m.
Session 5—2:30-3:30 p.m.
Session 6—3:45-4:45 p.m.
STRAND F: The Content Literacy Continuum: A Framework for Implementing a Continuum of Literacy Supports in Secondary Schools
| Leaders: | Don Deshler, University of Kansas, Lawrence |
Strand Overview: This strand will address structural and instructional issues for improving literacy outcomes for adolescent learners. Specifically, the strand will describe the Content Literacy Continuum, a tiered-intervention model, and how it can be used in middle and high school settings to meet students’ varying literacy needs. Presenters will discuss strategies for creating support at the district and building level, the role of literacy coaches, specific strategies for instruction, and considerations for program evaluation.
At the conclusion of this strand, participants will be able to:
- Discuss the Content Literacy Continuum and strategies for implementation in middle and secondary schools.
- Create systems at the district and building level that support literacy initiatives.
- Develop and implement instructional units using Content Enhancement Routines.
- Evaluate the success of schoolwide literacy initiatives.
Session 1—8:30–9:30 a.m.
Session 2—9:45-10:45 a.m.
Session 3—11:00 a.m.-noon
Session 4—1:15-2:15 p.m.
Session 5—2:30-3:30 p.m.
Session 6—3:45-4:45 p.m.
STRAND G: Identifying and Using Effective Practices With Children and Youth With Autism Spectrum Disorders
| Leaders: | Richard L. Simpson, University of Kansas, Lawrence |
Strand Overview: This strand will assist professionals to identify and correctly use research-based, maximally effective treatment and intervention strategies that have the best possibility of bringing about positive outcomes for learners with autism spectrum disorders (ASD). Sessions within the strand will present and discuss the selection, application, and evaluation of strategies and methods essential to the education of learners with ASD, including communication/language, social skill and social interaction instruction, behavior management, environmental supports, and self-determination. Practical and utilitarian program guidelines and methods will be elements of each presentation.
At the conclusion of this strand, participants will be able to:
- Recognize the need for evidence-based methods for students with ASD.
- Identify effective practice interventions and treatments for students with ASD.
- Understand policy, scientific and educational methodology decision-making considerations and guidelines related to educating students with ASD.
Session 1—8:30–9:30 a.m.
Session 2—9:45-10:45 a.m.
Session 3—11:00 a.m.-noon
Session 4—1:15-2:15 p.m.
Session 5—2:30-3:30 p.m.
Session 6—3:45-4:45 p.m.
STRAND H: Dropout Prevention for Students With Disabilities
| Leaders: | LouJeania Bost, Louise Kennelly, and Joseph Harris, National Dropout Prevention Center for Students With Disabilities, Washington, DC |
Strand Overview: Far too many high school students drop out of school long before graduation day. Nationwide it is reported that only about 74% of students graduate from high school and only about half of Black and Latino students graduate. Compounding the issue of high school dropout rates is that many of these students also have disabilities. Given that students with disabilities drop out of school at over twice the rate of their same-age peers, state and local education agencies are in need of dropout prevention interventions that yield positive results. This strand will highlight effective, research-based strategies that school systems can readily undertake to identify likely dropouts so that they can intervene with support before it’s too late. The first panel examines the initial step toward an effective dropout prevention policy: tracking and analyzing basic data to identify students who show early warning signs of dropping out. The key indicators include: poor grades in core subjects; low attendance, including missing 10 days of the first 30 days of high school; failure to be promoted to the next grade; and disengagement in the classroom, including behavioral problems. A second panel investigates a variety of best practices and proven strategies used to stem dropout (e.g., behavior and attendance monitoring, Response to Intervention, tutoring, community engagement, and programs addressing high school transitions), and also provides policy makers, practitioners, educators, and teachers with strategies to combat the dropout problem. Concrete examples of these proven strategies are provided as the third session examines how Minneapolis and New Hampshire are successfully implementing dropout prevention initiatives that promote advancement for students with disabilities.
At the conclusion of this strand, participants will be able to:
- Identify the characteristics of students who are at a higher risk for dropping out.
- Understand different proven programs and strategies that can be used to identify and stem likely dropouts.
- Discuss how dropout prevention policies are helping students with disabilities in some states and be able to take this information back to their states for further use.
Session 1—8:30–9:30 a.m.
Session 2—9:45-10:45 a.m.
Session 3—11:00 a.m.-noon
Session 4—1:15-2:15 p.m.
STRAND I: Parents & Families Family Collaboration in the Context of Diversity: Building Cultural Connections
Leader: Elizabeth Harry, University of Miami, FL
Strand Overview: Families from diverse cultures, ethnicities, and languages express a range of cultural models.This strand will provide participants with research-based insights into the importance of understanding the role of culture in differential beliefs about family structures, family interactions, and parental goals for children. Presenters will discuss evidence and guidelines from schools that have utilized exemplary strategies toward responding to the kinds of family involvement needs expressed in the research. Presenters will include a broad range of stakeholders, including parents, school administrators, and researchers. Participants will gain direct information from family members of children and youth with disabilities who have achieved various levels of success in a range of areas regarding what worked for their children. The presenters will propose a clear, forward-looking agenda for research with traditionally under-represented families, guidelines for equity in the assessment and placement process, and insights into the impact of legal and regulatory policies on parent involvement. Recommendations for improvement of both research and practice and the connection between the two will bediscussed.
At the conclusion of this strand, participants will be able to:
- Understand the role of culture in family interactions and goals for their children.
- Discuss specific strategies for improving school climate, parental involvement, & effective administration of special education policies.
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Describe recommendations for improving research and practice
Session 1—9:45-10:45 a.m.
Session 2—11:00 a.m.-noon
Session 3—1:15-2:15 p.m.
Session 4—2:30-3:30 p.m.
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