8:30 AM – 9:30 AM
MORNING KEYNOTE
Mental Health Starts With Me
Ross Szabo
Ross was a teenager who appeared to have everything going for him on the outside. He was a class president, a varsity basketball player, and volunteered to help others. On the inside, he hid crippling bouts of depression and bipolar disorder that led to him attempting to take his own life when he was a senior in high school. He struggled alone until adults were able to connect with him.
Ross turned his experiences as a teen into an opportunity to educate others. He created the first public health approach to addressing mental health education in schools. He developed a mental health curriculum that is used internationally. Now, he’s a founding faculty member of a middle school/high school that is focused on integrating wellness education into every classroom. This program gives a powerful exploration of what it’s like to be a teen who is burying their problems and a teacher who is designing evidence-based programs to improve mental health in order to reach the teens who need it the most.
Participants will be able to:
- Discuss the barriers that often prevent young people from addressing their emotions.
- Describe the development of emotional regulation in teens.
- Explain steps an adult can take to help a young person with their mental health.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Basic/Foundational
9:50 AM – 10:50 AM
CONCURRENT SESSIONS
- Behind Happy Faces
Ross Szabo
Having conversations about mental health with vulnerable populations can be a challenge. Adults that are working with young people need guidelines and tools to use to normalize conversations about mental health and help young people build skills. This session offers participants the opportunity to engage with a mental health curriculum that takes a health education approach to mental health. Offering a definition of mental health, vocabulary to use, details for how coping mechanisms develop, and how to support a friend gives people skills they can use to address challenges with their mental health. Participants will leave this session with an understanding of how to start conversations about mental health, create boundaries, and implement a language for mental health that is as specific as our language is for physical health.
Participants will be able to:
- Define mental health, utilize appropriate mental health vocabulary, and explain the development of coping mechanisms.
- Initiate conversations about mental health with young people, establish healthy boundaries, and employ a specific language for discussing mental health.
- Identify and implement strategies for supporting friends experiencing mental health challenges.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Basic/Foundational
- Data and Your Needs Assessment: School Improvement Planning Support for A-TSI and TSI
Kristen Lewald, Ed.D.
For schools designated as A-TSI and TSI, a high-quality needs assessment is a crucial first step. PVAAS data can add a powerful and informative piece to a school's data story! Many schools with federal designation of A-TSI or TSI are only focusing their efforts on the academic performance of student groups (IEP, EL, etc.). A bigger picture view of student growth may shine a light on needs broader than those of the designated student group(s) – needs that can impact the performance of a student group. This session will demonstrate how schools take a system view when assessing the needs of the school and working towards a high-quality school plan for continuous improvement of designated student groups, as well as school-wide student performance. Participants will receive access to key resources to “dig deeper” into deeper into understanding student performance results.
Participants will be able to:
- Identify growth trends with all students and those in specific student groups.
- Identify priority and focus areas for reflection and improvement.
- Create 2 action steps for making use of the PVAAS school and student group reporting, as well as Digging Deeper resource guides to explore possible root causes of student performance.
Audience(s): Administrators | School Psychologists
Level of Expertise: Basic/Foundational
- Instruct with Intention: Utilizing Small Group Instruction to Make a Difference
Jess Surles, M.Ed.
Data-informed small group instruction is an important component of an effective Tier I literacy block, especially for students at risk for reading difficulties. This session is intended to support educators, administrators, and other school/district personnel implementing Grade K-6 literacy instruction. In this session, we’ll discuss data use, area(s) of focus, and instructional adjustments to apply in your classroom or school to support students' learning during small group instruction.
Participants will be able to:
- Identify current practices that support effective small group instruction.
- Apply new learning to the current local context.
- Establish actionable next steps to improve small group instruction.
Audience(s): Administrators| Teachers
Level of Expertise: Intermediate
- Linguistic Justice: Nurturing the Linguistic Freedoms of Black Students in Language Development
April Baker-Bell, Ph.D.
In this talk, Dr. Baker-Bell will discuss how anti-Black linguistic racism is normalized in speech-language pathology and within special education through misidentifying features of Black Language as communication disorders. According to Hamilton (2020), speech-language pathologists often use the same terminology and characteristics to describe patterns of Black Language as they do to describe communication disorders. Speech-language pathologists may be unfamiliar with features of Black Language because Black children's language practices were historically excluded from seminal research on language acquisition and communication/speech/language disorders (Newkirk-Turner). This session will provide a linguistic justice approach that speech-language pathologists, special education teachers, and teacher in general can use to ensure Black students are not misdiagnosed.
Participants will be able to:
- Differentiate and discern between a communication disorder, features of Black Language, or a communication/ speech/language disorder within Black Language
- Create and implement linguistic justice for children labeled as having communication disorders or other disabilities
- Describe how to move beyond a consideration of language diversity (i.e., language difference is not a language deficit) to a place of linguistic justice
Audience(s): Administrators| Teachers| School Psychologists| Families
Level of Expertise: Intermediate
- The Bilingual-Bicultural Experience: Bilinguals Are Not Two Monolinguals in One Head
Samuel Ortiz, Ph.D.
There is a tendency within the educational setting to view multilingual learners as encompassing two monolinguals, one being English, as existing in a single brain. Such a view misunderstands the manner in which language and other abilities are organized within the multilingual brain and how multilingual and multicultural experiences affect the learning process. This presentation provides an outline for all educators regarding the bilingual-bicultural developmental experience and how it is often mistaken as indications of learning problems when, in reality, it represents merely a difference. The information provided in this workshop will assist educators in being able to recognize what is the normal process of second language acquisition and how to distinguish difference vs. disorder.
Participants will be able to:
- Recognize the manner in which development plays a substantial role in learning, particularly for multilingual learners.
- Understand the many obstacles that the school system tends to place on multilingual learners and the various extrinsic factors that lead to academic problems.
- Identify the factors that constitute an appropriate referral for evaluation vs. factors that suggest the normal process of second language acquisition.
Audience(s): Administrators| Teachers| School Psychologists| Families
Level of Expertise: Basic/Foundational
- The New ABCs: Agency, Belonging, and Connectedness a Roadmap for School Completion
Laura Moran, Ph.D. and Amira Hill-Yancy, Ed.D.
Participants may already be familiar with the ABCs of Attendance, Behavior, and Course performance. In this session, we will introduce the ABCs 2.0: Agency, Belonging, and Connectedness. Explore how these expanded elements contribute to student success, address the root causes of high school dropout rates, and increase graduation rates.
Participants will be able to:
- Discuss the concept of agency and its impact on academic persistence and success.
- Examine the importance of fostering a sense of belonging and how it supports engagement and school completion.
- Identify how connections with peers, teachers, and the school community can affect student motivation and reduce dropout rates.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Basic/Foundational
- The Synergy Between UDL, AEM, and AT
Kelli Suding
In the realm of inclusive education, understanding the interplay between Universal Design for Learning (UDL), Accessible Educational Materials (AEM), and Accessible and Assistive Technology (AT) is crucial. Oftentimes, individuals are unsure how these components are alike and different, leading to overlooked planning and consideration of how each of these components work together. This session aims to clarify these relationships, providing participants with a comprehensive understanding of how UDL, AEM, and AT collaborate to support all students, including those with disabilities, who require accessible materials and technology in the classroom.
Participants will be able to:
- Identify and differentiate the roles of Universal Design for Learning (UDL), Accessible Educational Materials (AEM), and Accessible and Assistive Technology (AT)
- Analyze the interrelationship between UDL, AEM, and AT in the context of inclusive education
- Apply knowledge of UDL, AEM, and AT to develop inclusive instructional strategies
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Basic/Foundational
11:10 AM – 12:10 PM
CONCURRENT SESSIONS
- Assistive Technology is Not Cheating!
Kelli Suding
During this fun and engaging session, presenters will share the importance of accessibility in education and common misconceptions, such as it being considered "cheating" for students with disabilities, through shared experiences and data. Multiple meanings of accessibility in education will be discussed, along with how they relate to equitable access by creating inclusive learning opportunities for all students.
Participants will be able to:
- Establish a shared understanding of what “accessible” means for access for all students.
- Identify at least three resources that can support their understanding of AEM and accessibility.
- Describe at least five usable formats of accessible educational materials (AEM) using assistive technology (AT). on.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Basic/Foundational
- Explicit Instruction: Bypass the Guess, Plan for Success!
Jess Surles, M.Ed.
This session will present research on evidence-based reading instruction and describe and model how to deliver instruction using evidence-based instructional practices to improve literacy outcomes of all students. Actionable recommendations and examples of instructional routines designed to increase the efficiency and effectiveness of reading instruction will be shared. By the end of this session, participants will have “out the door,” ready-to-apply strategies to improve the quality of literacy instruction and support all students in their learning.
Participants will be able to:
- Describe the components of explicit instruction.
- Apply the components of explicit instruction to programs/practices to improve the quality of instruction.
- Increase the number of student response opportunities during academic learning time.
Audience(s): Administrators| Teachers
Level of Expertise: Basic/Foundational
- How Are We Doing? Taking a Closer Look at the State Performance Plan/Annual Performance Report
Barbara Mozina and John Cica
Under IDEA, states are required to report to the federal government on how they are implementing the requirements of the Individuals with Disabilities Education Act. This session will describe this State Performance Plan/Annual Performance Report and Pennsylvania's performance on multiple measures, the evaluation of that performance by the federal government and how Pennsylvania compares to other similarly situated states. Stakeholders will learn how to provide input to the Bureau of Special Education (BSE) regarding the targets and performance described in the report and how to become involved in setting targets for future reporting cycles.
Participants will be able to:
- Describe the purpose of the SPP/APR.
- Distinguish between results and compliance indicators and how targets are developed for each type.
- Locate annual reports to the public on improving outcomes for students with disabilities.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Basic/Foundational
- Intensive Interagency Processes: Responsibilities, Reporting and Resources
Roni Russell, M.Ed.
Why Intensive Interagency? This session will review the role of the Local Education Agency (LEA), Intensive Interagency Reporting, resources, and the role of PaTTAN, the role of IU TAC, and how to facilitate interagency team meetings. Additionally, an overview of Homebound Instruction and Instruction in the Home reporting and updating cases will be given.
Participants will be able to:
- Identify Intensive Interagency
- List the roles and responsibilities of LEAs and other child serving agencies
- Identify resources to assist with Homebound and Instruction in the Home cases
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Basic/Foundational
- Linguistic Justice From Theory to Praxis: Nurturing the Linguistic Freedoms of Black Children
April Baker-Bell, Ph.D.
This interactive session supports participants in thinking about how to integrate the ideas of Linguistic Justice into their curriculum and instruction. This guided workshop will include activity-based exercises, such as reflection/preflection activities, consciousness-raising exercises, syllabus design, lesson plans, and strategies for teaching. This workshop also comes with a digital workbook that participants can download to continue their learning.
Participants will be able to:
- Identify features of Black Language.
- Identify and describe how linguistic injustices and anti-Black linguistic racism get perpetuated in education.
- Integrate the ideas of Linguistic Justice and Antiracist/ Pro-Black Language Pedagogies into their curriculum and instruction.
Audience(s): Administrators| Teachers| School Psychologists| Families
Level of Expertise: Intermediate
- Square Pegs in Round Holes: Challenges in Educating and Evaluating Multilingual Learners
Samuel Ortiz, Ph.D.
Providing an appropriate education for culturally and linguistically diverse students presents unique challenges. This is true in part because certain assumptions key to the manner in which instruction is structured and learning is evaluated do not hold in the case of diverse learners as they do with native English speakers. Failure to appreciate the developmental issues inherent in the interaction between them can lead to problems in the attainment of academic skills for multilingual learners that are often mistakenly attributed to low ability or the presence of disabilities. This is particularly true for individuals who are new to the educational system and whose developmental experiences can include interrupted formal education, refugee status, multiple language development, exposure to violence, war, or other such trauma that all vary greatly from that which is typically expected for learning in school, and which directly affects attainment of typical grade-level standards. The purpose of this presentation is to provide participants with current research on the relationship between language, cognitive, and academic development and how it may be used to guide the activities of pre-referral and post-referral assessment teams.
Participants will be able to:
- Understand the nature of language acquisition vs. language learning and its implication regarding instruction and comprehensible input.
- Recognize the various myths that surround language acquisition and language development and understand the relevance of the processes to academic development
- Identify the relationship between education and maturation and recognize the necessity and importance of providing instruction at the appropriate level.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Basic/Foundational
- The Impact of Unified Champion Schools Programming at Different Grade Levels
Mike Bovino
Unified Champion Schools (UCS) promotes meaningful inclusion and improves school climate using a multi-approach based on sports and youth leadership. Learn how elementary, middle, and high school students are leading the way in developing more socially inclusive schools. In this session, hear from student leaders, with and without disabilities, who will share how they successfully use UCS programming and model meaningful inclusion in their school communities. In addition, Mike Cannata, special education director at the General McLane School District, will discuss how he is using Future Special Educators grant funding to launch a new Unified Champion Schools sports and fitness initiative developed by Special Olympics PA. UCS is one of the standout experiential learning opportunities for many of the Developing Future Special Educators grantees. Learn how your school can be a part of the 500+ schools across the Commonwealth that are promoting inclusion, acceptance, and respect while attracting a new generation to the field of special education.
Participants will be able to:
- Describe the goal of Unified Champion Schools
- List the basic steps in promoting inclusion with Unified Champion Schools
- Provide examples of how Future Special Educators grant funding can be used to launch a Unified Champion School
Audience(s): Administrators| Teachers| Families
Level of Expertise: Basic/Foundational
1:40 PM – 2:40 PM
CONCURRENT SESSIONS
- Could Less be More? Results of PA’s Annual Parent Survey for Special Education Accountability
Batya Elbaum, Ph.D.
Between 2005 and 2023, Pennsylvania used a validated 25-item survey to get feedback from parents on the extent to which schools facilitated their participation in all aspects of the special education process. In 2024, responding to calls to shorten the survey so as to reduce the burden on respondents, Pennsylvania administered a shorter, though still technically adequate, version of the parent survey. This session will report on the findings of this year’s survey and invite commentary from the audience.
Participants will be able to:
- Explain the purpose of Pennsylvania’s annual survey of parents of students receiving special education services.
- Cite three items included in this year’s survey.
- State the pros and cons of reducing the length of the annual parent survey.
Audience(s): Administrators| Teachers| Families
Level of Expertise: Basic/Foundational
- Getting to Know You is More Than Just a Name
Bob Sattler
One-Page Descriptions are a way to quickly learn about students (and teachers). Individuals can identify what people like about them, what is important to them, and how to best support them. This personalized tool provides a nice way to be introduced to someone and develop connections. It can change and grow throughout someone's journey to graduation and beyond.
Participants will be able to:
- Identify and support someone's positive identity
- Identify what is meaningful to someone and use that to better support others
- Support and assist someone to be successful in their life.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Basic/Foundational
- Pennsylvania Disability Inclusive Pilot Grant Program: Implementation and Priorities
Timothy Krushinski and Nichole Kopco
This presentation aims to provide a comprehensive overview of the successful implementation of the Disability Inclusive Curriculum Pilot Program, as added to the Pennsylvania Public School Code in the Summer of 2022, is intended to instruct all K-12 students on the political, economic, and social contributions of individuals with disabilities. It also aims to increase the accurate and regular representation of disability throughout all aspects of school to help learners understand that disability is a natural part of the human condition. In this session, we will provide data driven insights and share the cultural impact of implementation on both the building level and the district level. Lastly, we will explore the toolkit of resources that has been developed and is located on the PDE SAS Portal to help support school entities.
Participants will be able to:
- Describe the positive impact of disability-inclusive curriculum on student outcomes.
- Use practical tools and resources to implement inclusive practices in their own entities.
- Explain ways to overcome challenges associated with implementing disability inclusive curriculum.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Intermediate
- Reimagining Approaches to Dismantling Disproportionality in Special Education and Beyond
David Lopez
This session will focus on the critical need to address disproportionality within special education by examining and rectifying inequities across the entire educational system. Participants will be equipped with strategies to rethink traditional practices and reimagine approaches that promote fairness and equal opportunities for all students. We will delve into actionable steps that stakeholders can take to identify and mitigate the systemic factors contributing to disproportionality in special education. Through a collaborative and solution-oriented lens, this session will explore the importance of comprehensive system reviews, data-informed decision-making, and the implementation of equitable practices. Expect to leave with both the inspiration and the practical tools necessary to initiate meaningful change within your educational spheres, ensuring that every student receives the support they need to thrive.
Participants will be able to:
- Critically analyze and understand the root causes of disproportionality in special education and identify the systemic inequities that perpetuate these issues.
- Apply principles of equity to develop and introduce practices that address identified disparities, ensuring a fair and inclusive educational environment for all students.
- Identify key data metrics that should be collected and analyzed to inform decision-making and drive systemic changes in special education services.
Audience(s): Administrators| Teachers| Agency Staff | Families
Level of Expertise: Intermediate
- Setting up Early Readers for Success: Three Implementation Journeys
Andra Bell, M.Ed.
Three school administrators who are participating in Pennsylvania’s State Personnel Development Grant, Success for PA Early Learners (SPEL), share the story of their journey to implement evidence-based practices. They will highlight the successes and challenges they’ve experienced in the first year and a half of implementation. Each site administrator will share ideas and tips for successful implementation including a plan for professional development and coaching, scheduling support for students, and use of data.
Participants will be able to:
- List key components to successful implementation of evidence-based practices.
- Describe the relationship between coaching and implementation fidelity.
- Explain how scheduling impacts implementation of practices and student outcomes.
Audience(s): Administrators| Teachers| Families
Level of Expertise: Basic/Foundational
- Tailoring Success: Advancing SDI From Principle to Practice
Nicole Barrion
Are your teachers consistently delivering effective specially designed instruction (SDI)? Special educators need to have a clear understanding of what SDI is, as well as have resources and support for their instruction in order to be effective. In this interactive session, various resources and tips will be shared for training and supporting teachers in implementing SDI, as well as tools to check for fidelity. Participants will walk away with a 'toolkit' of resources to use in their school district.
Participants will be able to:
- Clearly state what SDI looks like and doesn't look like in the classroom.
- Identify at least 3 resources to support teachers in implementing SDI.
- Identify ways to assess SDI implementation.
Audience(s): Administrators| Teachers
Level of Expertise: Basic/Foundational
- Translating the (Brain) Science of Reading to Instruction and Equity
Donald Bolger, Ph.D.
From decoding words to building vocabulary and comprehending text, the "Science of Reading" provides a framework to understanding how instruction impacts learning to read and the brain, as well as the roots of reading difficulties. This presentation will cover how learning to read is a dynamic process that builds on the frequency of our successes from integrating spelling and sound, to the building of word meaning and vocabulary, and the role of context on comprehension and how our brains utilize prior experience and knowledge to comprehend texts. The speaker will discuss how issues of linguistic and cultural diversity are translated into cognitive aspects of learning.
Participants will be able to:
- Identify underlying roots of reading difficulties and how they are assessed.
- Identify the components of structured literacy and why they are critical to reading development.
- Describe why explicit, systematic instruction plays an important role in reading development.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Basic/Foundational
3:00 PM – 4:00 PM
CONCURRENT SESSIONS
- Beyond the Numbers: What Can We Learn From Students and Families When Addressing Disproportionality
David Lopez
In this informative session, we will assist participants in recognizing the vital role of disaggregated quantitative data in fostering a culturally responsive and equitable approach to data analysis. Moreover, we will delve into how qualitative data serves to enrich our comprehension of the contexts and lived experiences behind the statistics. A key focus will be placed on the importance of scrutinizing data through the lens of intersectionality, examining how overlapping identities such as race/ethnicity and gender can compound educational disparities. By exploring the specific trajectories and outcomes of distinct student populations, we can uncover hidden disparities that broad-brush data analyses may overlook. The session will conclude with actionable recommendations for qualitative methodologies that enhance the insights gained from quantitative data. Attendees will leave with a strengthened ability to identify, analyze, and address equity gaps with an informed, data-driven strategy that values both numbers and narratives.
Participants will be able to:
- Analyze disaggregated quantitative data to identify patterns of inequity across different student groups, including an intersectional examination of how race/ethnicity, gender, and other marginalized identities intersect to impact educational experiences and outcomes.
- Use qualitative data to uncover the root causes of educational disparities, providing a richer context to the numerical analysis and enhancing the understanding of students' and families' lived experiences.
- Formulate strategies that integrate both quantitative and qualitative findings to develop and implement effective, culturally responsive interventions aimed at reducing disproportionality and advancing equity within educational systems.
Audience(s): Administrators| Teachers| Agency Staff | Families
Level of Expertise: Intermediate
- Evaluating Pennsylvania's Attract, Prepare, and Retain Initiatives: Year 3 Findings
Allison Gilmour; Marcy Stein, Ph.D.; and Roddy Theobald, Ph.D.
Findings will be presented from our evaluation of Pennsylvania's Attract, Prepare, and Retain (APR) initiatives through the third year of the project. These initiatives include the Developing Future Special Educators Grant, the Mentoring Project, Networking and Learning Communities, the Accelerated Program for PK-12 Special Education Teacher Certification, Learning Institutes, the Paraeducator Preparation Pathway Grant, and the Promoting American Sign Language (ASL) Program. We will also motivate these programs using administrative data about the special education workforce in Pennsylvania.
Participants will be able to:
- Describe the state's APR initiatives
- Relate these initiatives to teacher and student outcomes
- Understand the motivation for these initiatives
Audience(s): Administrators| Teachers | School Psychologists| Agency Staff
Level of Expertise: Basic/Foundational
- I Wish I Knew Then What I Know Now...How to View Behavior as Communication
Bob Sattler
Behavior is often viewed as something that needs to be extinguished or controlled. What if, instead, we viewed it as a response to what was happening around the person? We often misinterpret people's actions because we are responding to what we see, hear, or feel someone do, rather than think about it as a way to let us know someone needs support. When we view behavior as communication, it is no longer something we need to change, but instead is a way someone is responding and might be unable to tell us in a way we understand. Let's become better interpreters to learn what someone is telling us through a person-centered tool called the Communication Chart.
Participants will be able to:
- Connect behavior to what is meaningful to someone by understanding what the words and actions really mean.
- Recognize "behaviors" as a beginning to communication and be proactive in addressing them.
- Interpret the meaning of someone's words and actions.
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Intermediate
- Inclusive Leadership Matters! Providing Meaningful Supports for Success
Nichole Barrion
Are your inclusion teachers feeling overwhelmed? In this interactive session, best practices for inclusive classes will be addressed. Key strategies will be shared to address common challenges of inclusive classrooms, and ensure your teachers feel empowered to implement High Leverage Practices for student success. Participants will leave with resources that can be utilized immediately.
Participants will be able to:
- Identify barriers and ways to eliminate those barriers to successful inclusive classrooms.
- State at least 4 ways to support inclusive teachers.
- Apply strategies for inclusive practices within their school or school district.
Audience(s): Administrators| Teachers
Level of Expertise: Basic/Foundational
- Navigating Educational Needs of Students Who Do Not Bounce Back After Mild Traumatic Brain Injury
Brenda Eagan-Johnson, EdD, CBIST-AP
Following a mild traumatic brain injury (mTBI), also referred to as a concussion, 15-30% of students experience persistent learning difficulties due to unresolved symptoms, which can lead to significant educational impacts if not appropriately supported. Districts are required to identify and academically support students who struggle due to the persisting effects of mTBI that interfere with learning and behavior. Unresolved symptoms of mTBI can impact academic performance, school activities, mental health, social relationships, and post-high school plans. The latest research will be shared, emphasizing the inextricable intersection of mental health issues and mTBI. The importance of school staff, healthcare provider, student, and family collaboration; initial academic adjustments; as well as determination of need for formalized educational supports, such as a 504 Plan will be reviewed. How the BrainSTEPS Brain Injury School Consulting Program can support districts by bridging the existing research-to-practice gap will also be discussed.
Participants will be able to:
- Describe how ongoing student symptoms can interfere with cognitive function, emotional well-being, and academic performance
- Explain how 504 Plans may be helpful to students
- Describe the importance of a collaborative approach involving information provided by the teachers, healthcare providers, student, and parents/guardians, & how that information must be used to guide school-team educational decisions
Audience(s): Administrators| Teachers| School Psychologists| Agency Staff | Families
Level of Expertise: Basic/Foundational
- The Role of Language, Reading, and Executive Function in Math Word Problems
Donald Bolger, Ph.D.
The session will focus on the role that language and reading play and how they intersect with executive functioning such as inhibition, attentional control and working memory, and other general cognitive abilities to impact the development of math learning and difficulties in problem solving. The speaker will explore the role that multiple mechanisms play in the development of learning difficulties in math. In addition, he will also address the interaction of language and cognitive functioning particularly in the solving or word problems and how difficulties in performance may be attributed to factors outside of language and math processing.
Participants will be able to:
- Describe how cognitive factors impact math learning and performance.
- Identify factors of language/reading and how they interact with cognitive abilities to impact the processing/solving of word problems.
- Modify instructional practices to mitigate issues with cognitive load to impact performance in math.
Audience(s): Administrators| Teachers| Agency Staff | Families
Level of Expertise: Intermediate
- Woman of Many Hats: Rebecca Fogle Talks with Us about the Roles of Parents in Special Education
Batya Elbaum, Ph.D. and Rebecca Fogle
Rebecca Fogle has been a special education advocate and agent for change for many decades, building on her own experience as a parent, educator, and administrator. Through this interview and Q & A with Becky, we will take a look at where parents have been, and where they may go, under the next iteration of IDEA.
Participants will be able to:
- Describe the multiple roles that parents play in the special education system.
- Cite a major challenge to family-school partnerships for parents of children with special needs.
- Provide one example of a positive step parents can take to develop effective partnerships.
Audience(s): Administrators| Teachers| Families
Level of Expertise: Basic/Foundational