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Preconvention Workshops
Kick off your CEC 2012 professional development experience – register for one of our full- or half-day preconvention workshops held Wednesday, April 11. Explore important topics in depth and interact with experts. Register for any preconvention workshop and earn CEUs! (.6 CEU for a full-day workshop and .3 CEU for a half-day workshop.)
All CEC 2012 preconvention workshops are full day unless otherwise noted. A separate registration fee is required for preconvention workshops.
**Materials fee added to the registration rate for this workshop.
WORKSHOP 1: Responding Effectively to Colleagues’ Resistance to Change
 Stuart A. Gerber
This training is aimed at helping special educators work productively with colleagues who resist implementing accommodations, modifications, and changes for students with special needs. Resistance has a variety of causes and it ranges in degree from mild to strong. The key to effectively dealing with resistance is identifying the nature and intensity of colleagues’ responses and intervening accordingly. A three-level model of resistance intensity will be presented, along with management strategies, indicators, and goals for each level. Cases and discussions will address causes and degrees of resistant behavior, and hands-on activities will help participants practice intervention skills.
At the end of this workshop, participants will be able to:
- Identify key causes and issues in resistant behavior.
- Differentiate the three levels of resistance intensity.
- Develop goals and interventions for each level.
Who Should Attend? Special and General Educators (All levels), Administrators/Supervisors, Related Service Professionals
Leader: Stuart Gerber, Southern Connecticut State University, New Haven
WORKSHOP 2: Written Expression Instruction and the Common Core State Standards: From the Paragraph to the Essay
 Anita Archer
Do your students have difficulty composing a coherent factual paragraph, a detailed descriptive paragraph, a convincing argument, or a well-organized essay? If so, join us and come away with effective teaching procedures and materials that align with the Common Core State Standards.
Composing written products is a demanding skill for any individual, but is particularly difficult for struggling students. Dr. Archer will present a model that divides written expression instruction into two components: 1) teaching the attributes of the written product and illustrating it with an example (WHAT), and 2) teaching the process of writing using writing frames, strategies, and think sheets to scaffold the writing process (HOW).
At the end of this workshop, participants will be able to:
- Explain the “Big Ideas” of writing instruction.
- Determine the critical attributes of any written product, formulate a rubric, and select, adapt, or write an example of the product.
- Describe how the rubric could be introduced using an example.
- Outline the steps in the writing process.
- Break down the end of the year standards into teachable, obtainable components
- Apply the writing process to the teaching of a written product.
- Explain the use of writing frames, strategies, and think sheets.
Who Should Attend? General Educators (3rd – 8th grades), Special Educators (3rd – 12th grade), Paraeducators, Administrators
Leader: Anita Archer, Educational Consultant, Portland, OR
WORKSHOP 3: Making Charter Schools Part of a Community’s Special Education Delivery System
Half-day, 9:00 a.m. - noon
 Fred Weintraub
The proliferation of charters and other schools of choice has challenged the ability of communities to serve all students with disabilities (SWD). This workshop will focus on three areas that school officials, authorizers, and charter operators can proactively engage in to ensure equitable access for SWD. This includes: developing a petition for new schools that includes a plan for delivering services to SWD and meeting ADA requirements; oversight of the student application and enrollment process; and, providing support services to charter schools. The workshop will include examples of petitions and forms utilized to enhance special education services at these schools.
At the end of this workshop, participants will be able to:
- Develop policies and procedures that ensure that charter schools serve SWD.
- Create an administrative system to support the delivery of special education services.
Who Should Attend? Administrators/Supervisors, Charter School Operators
Leader: Fred Weintraub, Modified Consent Decree, Los Angeles, CA
Presenters: Jaime Hernandez, Modified Consent Decree, Los Angeles, CA; Sharyn Howell and John Hess, Los Angeles Unified School District, CA
WORKSHOP 4A: iPads as Part of a Universal Design for Learning Toolkit
* Half-day, 9:00 a.m. - Noon (You may also register for an afternoon workshop. See Workshop 4B.)
BYOD (Bring Your Own Device) or share with neighbors as class profiling and goal selection act as the starting point for exploring how apps, accessibility features and the integration of the iPad with external devices (switches, interactive whiteboards) can provide multiple means of representation, expression and engagement for ALL in collaborative, inclusive learning environments. Current action research initiatives on the use of iPads for students with ASD, will be shared and as well as strategies that are necessary for some, and good for ALL. Time will be allotted for audience “Inclusioneers” to share apps/strategies used for “inclusioneering” of their classrooms for student success.
At the end of this workshop, participants will be able to:
- Identify how iPads can be used to support academic and social participation for ALL students in collaborative learning environments.
- Describe how the use of apps, accessibility features and the integration of the iPad with external devices (switches, interactive whiteboards) can provide multiple means of representation, expression and engagement for ALL learners.
- Identify methods for evaluating iPads as tools to promote inclusion in their schools and districts
WORKSHOP 4B: Inclusioneering: Combining Good Instructional Practice with Technology to Enable ALL students
* Half-day, 1:00 – 4:00 p.m. (You may also register for a morning workshop. See Workshop 4A.)
 Alexandra H. M. Dunn
“Inclusioneers” come and explore how mainstream technology (interactive whiteboards, SMART Tables, Nintendo, iPads), in conjunction with assistive technology, act as catalysts for inclusive classroom practices. Technology is situated within the context of Universal Design for Learning, Differentiated Instruction, and the Participation Model. Visit “learning centers” to see first-hand how putting the tools in the hands of students can enhance educational and social participation for ALL including those with disabilities. Smart Inclusion research around participation of both students and educators will be shared. A “fireworks” of strategies developed by fellow educators will be highlighted with an opportunity for audience “Inclusioneers” to share their “fireworks” with others.
At the end of this workshop, participants will be able to:
- Describe how learning centers can be applied to create collaborative learning environments that include ALL students from kindergarten through high school.
- Identify the critical pedagogy that allows ALL students to experience meaningful academic and social participation in their chosen learning environment.
- Identify a range of high-tech and low-tech strategies that can be incorporated as part of a Universal Design for Learning Toolkit to reach and teach ALL students and teachers.
Who Should Attend? Special Educators (All levels), General Educators (Early Childhood – Middle School), Administrators/Supervisors, Paraeducators, Parents/Families, Students, Teacher Educators, Related Service Professionals
Leader: Alexandra H. M. Dunn, Upper Canada District School Board, Ottawa, Ontario
WORKSHOP 5: Culturally Responsive RTI: What You Wanted to Know About Research and Practice
 Elizabeth Kozleski
Response to intervention (RTI) is being used in districts and states around the nation as a means to enhance learning opportunities and address the needs of struggling learners. Learn how RTI promises important changes in the traditional responses to student needs that are nuanced by culture, gender, race, ethnicity, religion, sexual orientation, socioeconomic opportunities, and other factors. In this workshop we explore approaches for designing culturally responsive RTI using research from learning sciences and offer expanded methods for assessing response based on contemporary learning sciences research which offers an increasingly complex and multifaceted view of learning. The workshop will be organized into three sections exploring the research that grounds culturally responsive practice, a model for culturally responsive RTI, and the systems issues in implementing and assessing culturally responsive RTI.
At the end of this workshop, participants will be able to:
- Identify features of the design and implementation of RTI that respond to and support the cultural needs of learners.
- Understand the four core strategies for culturally responsive learning.
- Describe the systems issues in sustaining culturally responsive RTI processes schoolwide.
Who Should Attend? Special Educators and General Educators, District Administrators
Leader: Elizabeth Kozleski, Arizona State University, Tempe
Presenters: Kathleen King Thorius, Indiana Purdue University, Indianapolis; JoEtta Gonzales, Arizona State University, Tempe
WORKSHOP 6: Evidence-Based Individualized Programs for Students with Autism: Procedures and Implementation
 Samuel L. Odom
The research literature on interventions for children and youth with autism spectrum disorders (ASD) has provided substantial evidence upon which to base effective education practice. Researchers from the National Professional Development Center for ASD will present a model for establishing and implementing an Evidence-Based Individualized Program for Students with Autism (EBIPSA). Described in the presentation will be a system for assessing goals through Goal Attainment Scaling, an assessment of the quality of program environments for learners with ASD, a set of empirically derived evidence based practices and system for selecting practices for implementation, and a coaching process for supporting implementation.
At the end of this workshop, participants will be able to:
- Design a goal attainment scale for their students with ASD.
- Identify features of a program environment that reflects high and low quality.
- Identify 24 evidence-based (EBPs) focused intervention practices for students with ASD.
- Select specific EBPs to be implemented to address specific goals.
- Engage in a productive coaching session that supports the implementation of EBPs.
Who Should Attend? Special Educators (All levels)
Leader: Samuel L. Odom, Frank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill
Presenters: Lisa Sullivan, University of California, Davis; Ellen Franzone and Kate Szidon, University of Wisconsin, Madison
WORKSHOP 7: U-Stars Plus: Nurturing Each Child’s Potential Within a Multi-tiered Framework (RTI)**
 Mary Ruth Coleman
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 Debbie Rothenberg
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 Jacqueline Medina
Recognizing and nurturing potential in young children from our most educationally vulnerable populations (children from economically disadvantaged and/or culturally/linguistically diverse families and children with disabilities) is critical to closing the achievement gap. Children from educationally vulnerable populations can thrive when schools are able to meet their needs. U-STARS~PLUS fits within a multi-tiered (RTI) approach to address these needs by: (1) providing intellectually and emotionally nurturing K-3 environments; (2) recognizing children’s potential; (3) engaging families in supporting their child’s academic success; (4) supporting the use of high quality science instruction for young children; and (5) responding to children’s strengths by providing advanced educational experiences. Educators implementing U-STARS~PLUS in Colorado will share their experiences and insights.
At the end of this workshop, participants will be able to:
- Describe the five components of U-STARS~PLUS (High-End Learning Environments; Systematic Observations of Potential; Science Inquiry and Hands-on Approaches; Family Partnerships; and Infrastructure for Systemic Change.)
- Give examples of children with high potential from educationally vulnerable populations and discuss how U-STARS~PLUS would address their needs.
- Evaluate their current gifted education policies in light of the multi-tiered (RTI) approaches embodied in U-STARS~PLUS.
- Outline a plan for improving their services for gifted children from educationally vulnerable populations.
Who Should Attend? State/District/School-Level Leadership, Gifted Educators, Title I, RTI, Special and General Educators interested in recognizing and nurturing potential in children (K-3).
Leaders: Mary Ruth Coleman, University of North Carolina, Chapel Hill; Debbie Rothenberg and Jacqueline Medina, Colorado Department of Education, Denver
WORKSHOP 8: Life Centered Education - Moving into the 21st Century**
 Pat Burch
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 Donna Wandry
This workshop will present the processes and procedures for implementing the assessment and instructional components of the Life Centered Career Education Curriculum, a motivating and effective classroom, home, and community-based curriculum designed to prepare students to function independently and productively. Further, workshop content will introduce new changes in content and format (and a new name, Life Centered Education: Skills for the 21st Century!). While the intent and processes have remained the same, the curriculum has undergone an extensive revision, including attention to infusion of technology, differentiated instruction, alignment with the Common Core Standards, and conversion to a new server-based format.
At the end of this workshop, participants will be able to:
- Explain the components and use of the curriculum.
- Discuss revisions to the curriculum and its implementation.
Who Should Attend? Special Educators, Administrators, Families, Community Agency Providers
Leaders: Pat Burch, Farmington, MO; Donna Wandry, West Chester University of Pennsylvania
WORKSHOP 9: Co-Teaching and Practical Strategies for the Inclusive Classroom**
 Susan M. Hentz
As educators today, we have the responsibility to meet the needs of every student and improve achievement for increasingly diverse students to access the curriculum. As many teachers have discovered, one of the most effective ways to meet this challenge is through collaborative and co-teaching models. Susan will share dozens of resources, tools and ideas for developing and enhancing your co-teaching program, including new ways to identify your roles and responsibilities, a variety of innovative techniques for planning and delivering instruction, and strategies for maximizing the achievement of your students as well as the strengths of each member of your co-teaching team. The entire day will be filled with powerful strategies you can use in your co-taught classroom tomorrow.
At the end of this workshop, participants will be able to:
- Learn strategies to increase student learning in inclusive classrooms by maximizing communication and collaboration between co-teachers.
- Gain an understanding of the co-teaching approaches, collaborative problem solving , as well as, the roles and responsibilities for working together.
- Discover new ways to efficiently and effectively co-plan with limited time
- Explore practical strategies for differentiation and student engagement that can be used to maximize student learning in the co-taught classroom.
Who Should Attend? Special and General Educators (K-12), Administrators/Supervisors, Paraeducators, Related Service Professionals (Collaborative and Co-Teaching Relationships)
Leader: Susan M. Hentz, Susan Hentz & Associates, Sarasota, FL
WORKSHOP 10: 7 Steps for Success: High School to College Transition for Students With Disabilities**
 Elizabeth C. Hamblet
The transition to college can be challenging for students with disabilities, but with the proper preparation, they can enjoy success! This presentation explains how the system for accommodations works at college, describes students' rights and responsibilities within that system, and shares what the research says are the skills students should develop while they're in high school to ensure success when they reach college. It also reviews the documentation students need to apply for accommodations and discuss what accommodations may be available. This workshop is attended to address transition for all students with disabilities who are interested in attending college.
At the end of this workshop, participants will be able to:
- Explain how the disability accommodation system works at the postsecondary level, including students’ rights and responsibilities for accessing the system, and understand what accommodations may/may not be available there.
- Discuss what personal and academic skills have been shown by research to be linked with success at college.
- Understand paperwork students need to apply for services.
Who Should Attend? Special Educators (Middle & Secondary School), Special Education Administrators/Supervisors, Parents/Families, Related Service Professionals, Teacher Educators), High School Students with Disabilities.
Leader: Elizabeth C. Hamblet, Columbia University, Manhattan, NY
WORKSHOP 11: The Key Comprehension Routine: Teaching Content Literacy Strategies**
 Joan Sedita
Participants will learn about a comprehension instruction routine that is taught using content reading and curriculum materials. It can be used as Tier I instruction in an inclusion classroom and as Tier II intervention instruction for students who struggle with reading and writing. Participants will learn how to provide explicit instruction for the following comprehension and writing strategies: main idea skills, text structure, top-down topic webs, two-column notes, summary, and question generation using Bloom’s Taxonomy.
At the end of this workshop, participants will be able to:
- Teach 6 comprehension skills for both Tier I and Tier II RTI instruction.
- Use scaffolding techniques to differentiate that instruction.
- Teach content literacy skills that are required in the new Common Core State Standards.
Who Should Attend? Special and General Educators (Elementary, Middle, and Secondary), Administrators/Supervisors, Paraeducators, Related Service Professionals, Teacher Educators
Leader: Joan Sedita, Keys to Literacy, Rowley, MA
WORKSHOP 12: ESEA, Waivers, Budget Woes, Special Education Policy, and an Election. . .Oh My!
Deborah Ziegler
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Lindsay Jones
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Kimberly Hymes
Half-day, 9:00 a.m. – noon
More info coming soon!
Leaders: Deborah Ziegler, Lindsay Jones, Kimberly Hymes, Council for Exceptional Children, Arlington, VA
WORKSHOP 13A: Program Developer Workshop: CEC Preparation Program Recognition Report
 Joni Baldwin
The CEC Program Developer Workshop assists individuals developing CEC Preparation Program Recognition Reports. Participants have the opportunity to interact with colleagues and the consultants and learn the components of a performance-based teacher preparation program. All participants completing the workshop will receive What Every Special Educator Must Know: Ethics Standards and Guidelines, the CEC Program Developer Resource Manual, and .6 CEC Continuing education units.
At the end of this workshop, participants will be able to:
- Understand the CEC program recognition report process and cycle,
- Discuss the essential elements of a program report.
- Develop program performance-based assessments
- Align program assessments with major elements of the CEC Content Standards
- Collect and analyze program data on their candidates
- Use data to analyze current program strengths and weaknesses
- Present aggregated program data
- Develop the program report
- Identify exemplars of program recognition report components, and tips for high quality program recognition reports
- Identify resources for further support in developing a program report.
Who Should Attend? Special education college and university personnel interested in learning to develop program reports for the CEC program recognition process.
Leader: Joni Baldwin, University of Dayton, OH
WORKSHOP 13B: Program Reviewer Workshop—CEC Preparation Program Review Report
 Christy Hooser
(No cost for approved applicants)
The CEC Preparation Program Review Report Reviewer Workshop is designed to assist individuals preparing to become a CEC Preparation Program Reviewer. Participants learn to review CEC Preparation Program Recognition Reports on the preparation of special education professionals and to prepare CEC Program Review Reports.
Principles for and examples of performance-based program review, strategies for efficiently reviewing reports, and examples and strategies for successfully writing the sections of the CEC Program Recognition Review will be presented and discussed. Participants will have the opportunity to interact with colleagues and the consultant. All participants completing the workshop will receive What Every Special Educator Must Know: Ethics Standards and Guidelines, the CEC Program Reviewers Resource Manual, and .6 CEC continuing education units.
At the end of this workshop, participants will be able to:
- Explain the steps and components in reviewing a CEC Preparation Program Recognition Report.
- Assure program assessments align with the major elements of the CEC Content Standards as informed by the appropriate specialty set(s).
- Review special education preparation programs for CEC recognition
- Determine if the program data demonstrates candidate mastery and if the data informs program improvement.
- Describe how to obtain further support in developing a CEC Program Review Report
Who Should Attend? Special education higher education personnel preparing to become a CEC Program Reviewer should attend. Please complete the CEC Program Reviewer application and submit it to prostandards@cec.sped.org prior to the workshop. You will be notified when your application is approved.
Leader: Christy Hooser, Eastern Illinois University, Charleston
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