Teacher2Teacher Sessions

Teacher2Teacher Sessions

New for 2017, Teacher2Teacher sessions were conceived by CEC 2017 Co-Chairs Laura Receveur and Claudia Rinaldi to address the desire by teachers to have opportunities to spend time with one another and share what works.

The sessions will be led by real teachers who will be sharing with you the real deal about the real strategies that really work in real classrooms with real students.

Leaders of the Teacher2Teacher sessions, will share practices and demonstrate developed tools that worked in their setting, including lesson plans, management plans, academic monitoring tools, intervention examples, and much more.

Augmentative and Alternative Communication in Your School: Simple Not-to-Miss Lessons

Leader: Samuel Sennott, Portland State University and Earl Boyle’s School, OR

Join me in this fast moving session that is packed with   video examples on augmentative and alternative and alternative communication (AAC)!  I will share three important lessons from my teaching practice that have made a profound difference in the lives of the children with complex communication needs I serve.  These lessons will be presented and organized around a series of case stories from my student’s lives.

After attending this session, you will be able to:

  1. Define augmentative and alternative communication, list the primary modalities of AAC and recognize images that represent these modes.
  2. Describe key steps in the Student, Environment, Tasks, and Tools Framework process for a student with complex communication needs who requires AAC and be able to locate key online resources for scaffolding applying this in their classroom.
  3. Analyze videos of communication partner coaching during AAC intervention sessions with students with complex communication needs.
  4. Construct an AAC intervention plan that includes AAC modeling.

Brain-Based Social Pragmatics Instruction for Middle and High School Students

Leader: Nina Tobin, Tremont School, Lexington, MA

At the Tremont School, social pragmatics skill-building happens everywhere, all of the time! Our social emotional learning curriculum is unique to our school. Learn how universally and engagingly designed lessons will provide real-life opportunities to witness and practice skill building in as natural a setting and context as possible.

After attending this session, you will be able to:

  1. Develop strategies to build self-awareness, self-advocacy, executive function, perspective-taking, and communication skills.
  2. Develop strategies to support students in generating stress-management and self-regulation strategies.
  3. Apply learned skills in real-life situations to plan and execute community-oriented projects.
  4. Develop real, transferable language to share with students, so that what they learn can be applied in a variety of environments.

Building a Culture of Support Through UDL for High Quality Core Instruction

Leader: Cheryl Temple, Fairfax County Public Schools, VA
Presenter: Nicole Conners, Fairfax County Public Schools, VA

Building a culture of support across a school building is key when supporting the needs of diverse learners in high quality core instruction. Join us to learn more strategies and techniques in order to build capacity across a school building to meet the needs of diverse learners.

After attending this session, you will be able to:

  1. Discuss the concepts of universal design for learning and elaborate what that looks like within high quality core instruction.
  2. Describe how to implement universal supports for proactive planning and in the moment of teaching.
  3. Understand the characteristics of diverse learners and disabilities and the use of high yield strategies to support learning for all in high quality core instruction.
  4. Understand how technologies can provide supports and scaffolds to play a valuable role in the effective individualization and implementation of UDL.

Cross-Lit: Constantly Varied Functional Reading and Writing

Leader: Patricia Billeau, Special School District of St. Louis County, MO
Presenter: Bradley Walkenhorst, Special School District of St. Louis County, MO

Cross-Lit is a fast paced course that promotes independence with organization, data, critical thinking, problem solving, word development, writing and self-reflection. Students with exceptionalities need and benefit from direct instruction in all areas.  This session will lead attendees through a sample lesson and provide evidence based research for each component of this literacy based academic workout. Attendees will have opportunities to ask questions and experience Cross-Lit.

After attending this session, you will be able to:

  1. Identify how literacy instruction can be differentiated for varied ability levels.
  2. Identify at least three distinct lesson design strategies to engage students in literacy instruction.
  3. Understand how structured but varied lesson design can minimize behavior concerns in the classroom.
  4. Understand how data tracked by students helps to increase student engagement.

Goal Setting and Data Collection Using Google Forms

Leader: Brenda Carrington, Meramec Valley School District, MO
Leader: Scott Kovis, Meramec Valley School District, MO

Data collection is a key part of providing and managing IEP goals. Google Forms is a quick and easy way to collect, share, and manage data. I will share not only HOW to create the forms, but also show a variety of forms that can be used for data collection for behavior, IEP goals, self-management, writing, reading, math data. It saves a lot of time! You can collect data using your Smartphone, tablet, or laptop. Data Collection Form Templates will be shared that teachers can copy and change to suit the individual needs for data collection.

After attending this session, you will be able to:

  1. Understand HOW to create a Google Form for Data Collection.
  2. Learn the variety of Data Forms that can be created and will be provided with Data Form templates that they can copy and use or change for their use.
  3. Learn how to create the forms, spreadsheet, and data charts.
  4. Explore the topic further with more instructional videos to watch at home.

iEngage: Using Apps to Engage Students and Families in the Classroom

Leader: Riley Barry, Centennial School of Lehigh University, Bethlehem, PA
Presenter: Kaela Swartley, Centennial School of Lehigh University, Bethlehem, PA

Engaging students with emotional and behavioral disorders in higher level learning can be difficult. Even more so, incorporating family involvement into the school day can be challenging. We have found a solution to each of those problems. We will show you how to engage students using the Classkick app and how to integrate families, using the Seesaw app. Learn our best practices to spark both student and family commitment to learning!

After attending this session, you will be able to:

  1. Create interactive lessons on the iPad using the Classkick app.
  2. Apply components of Seesaw into their daily classroom routines.
  3. Engage students and families in the learning environment by sharing daily learning experiences to create opportunities for educational experiences to be shared at home.

Interactive Algebra Activities for the High School Special Education Math Classroom

Leader: Melanie Lovisa, Hillsborough High School, NJ

We will provide high school special education math educators with tools for success to help their struggling learners be successful with the Common Core standards and standards of mathematical practice.

After attending this session, you will be able to:

  1. Create technological activities and find technological tools for algebra instruction in the HS mathematics special education classroom.
  2. Create interactive card sorts, task cards, and other engaging activities for the HS special education mathematics classroom.
  3. Be familiar with formative assessment tools and data collection strategies for classroom instruction and IEP goal management.

Kapow! Bam! Boom! History Through Graphic Novels

Leader: Richard McNeil III, Massapequa High School, NY

The integration of technology such as the Google Education Apps, Google Drive, and a comic book reading app called Comixology, allows educators to access graphic novels (as well as single issue comic books) and craft personalized lessons according to their own teaching style and student interest.  I will share my lessons which include activities that promote close reading, analysis of primary and secondary resources, evaluation/integration of multiple sources, and written arguments based on historical analysis.

After attending this session, you will be able to:

  1. Identify at least five possible Graphic Novels to use in the classroom.
  2. Use two to three Google Education Apps and the Comixology App in the classroom.
  3. Implement close reading analysis of graphic novels and historical documents.
  4. Integrate Graphic Novels into their lesson plans.

Meeting the Needs of ALL Students in an Inclusive Classroom Setting

Leader: Valentina Contessee, Alachua County Public School, FL

I will describe familiar co-teaching models (i.e. parallel teaching, station teaching, one-teach & one assist) and provide example lessons taught using these different models. I will also provide an example of a balanced reading block, including ideas for progress monitoring, student grouping, and small group planning.

After attending this session, you will be able to:

  1. Use different co-teaching models in an inclusive classroom.
  2. Identify at least four evidence-based strategies to implement during reading instruction.
  3. Identify tips and tools for developing visual supports to provide academic and behavior support.

Mindfulness Practices to Support Learning

Leader: Sandra Delaney, Independent Educational Consultant, Learning Support Teachers Cambridge Montessori

Mindfulness is a catchword today for a range of practices. This session will present strategies for classroom teachers and specialists to support student self-regulation, attention, organization, and wellbeing as a learner. Question and answers are invited in this interactive session.

After attending this session, you will be able to:

  1. Recognize and regulate off task behaviors.
  2. Calm and reset ‘monkey mind’ to focus.
  3. Increase and maintain attention.
  4. Transfer mindfulness skill to other non-academic situations.

Mr. Luhman Told Us to SLuR Our Words!  A Powerful Strategy for Secondary-Level Vocabulary Learning

Leader: David Luhman, New York State Office of Special Education’s Regional Special Education Technical Assistance and Sup

The SLR or SLuR strategy that teachers will learn in this session takes this evidence-based practice a step further by providing students with a memory aid that actually helps them create their own personalized mnemonic devices for the new vocabulary they encounter in any class they are taking. We will also provide teachers with learning activities that clearly demonstrate that mnemonic devices should not be used simply for rote memorization–that fluent recall is an important part of increasing (not replacing) student capacity for building deeper conceptual understanding of content.

After attending this session, you will be able to:

  1. Recognize how the SLuR Strategy utilizes student background knowledge, preferred learning modalities, and emotional intelligence to internalize and recall new vocabulary.
  2. Effectively apply the strategy to learning new vocabulary.
  3. Recognize how the strategy can be used to expand conceptual knowledge (not just rotely memorize facts).
  4. Recognize the extent to which the strategy is transferrable to other subjects and also increases word attack skills.

Pathway to Push-In

Leader: Alison Gott, California Connections Academy, San Juan Capistrano
Presenters: Ashley Silver and Denise Keen, California Connections Academy, San Juan Capistrano

Participants will see examples of what co-teaching looks like in the virtual environment, hear from teachers and students participating in a co-teaching model, and will leave excited about how co-teaching can benefit students in their own schools.

After attending this session, you will be able to:

  1. Identify several keys for successful collaboration between general and special education teachers.
  2. Identify several ways to begin the transition from a pull-out special education service model to an inclusion or co-teaching service model.
  3. Identify several best practices for implementing co-teaching within the general education environment.

Postgraduate Programming in the 21st Century: Community-Based Instruction for 18-21 Year Olds

Leader: Jill Curry, Newton Public Schools, MA
Presenter: Yaelle Nisinzweig, Newton Public Schools, MA

We will provide school personnel with considerations for transition program evaluation and innovative expansion into the community for postgraduate students.  Work, recreation, transportation, relationships, and life-long learning are just a few aspects of the postgraduate’s curriculum; community inclusion and integration is the postgraduate’s way of accessing the general curriculum.

After attending this session, you will be able to:

  1. Understand the transition program evaluation process and how it can assist in resource mapping as well as program planning to maintain students’ continued engagement in the general curriculum/the community as appropriate for postgraduate students.
  2. Receive an action plan for developing innovative community partnerships to expand student access to higher education, work experience, and community based social/recreational opportunities.
  3. Explain strategies that support evidence-based practice for transition planning, program evaluation, and innovative approaches for shifting the support model to maximize student independence.
  4. Receive program materials (referral forms, intake forms, etc.) and examples of multidisciplinary collaboration.

Practical Application of Visuals for Students With Autism in the Classroom

Leader: Keara Sharman, Burleson ISD, TX
Presenter: Erin Bates, Burleson ISD, TX

We will discuss creating, teaching the use of, and utilizing visual supports for use with students in the classroom. Learn about visual schedules (including first-then boards, visual task analysis, partial and full day schedules in the classroom), independent work stations, and visually structured work tasks to teach and practice IEP goals and/or state curriculum standards. We will include many visual examples of the supports we are describing.

After attending this session, you will be able to:

  1. Describe visual supports, their purposes, and the use of visuals in the classroom.
  2. Create visual supports for use with their students.
  3. Teach their students to use visual supports independently or with the least intrusive prompt possible.
  4. Create a visually structured task lesson to describe how they would assemble a task in order to teach and practice a common IEP goal or objective they teach in their classroom.

Related Services and Secondary Transition: A Perfect Fit

Leader: Jan Hollenbeck, Medford Public Schools, MA

Learn how teachers and others can improve secondary transition services by exploring and developing the role of related service providers. This interactive session will provide examples of how related service providers are currently working in secondary transition to illustrate the breadth of potential roles using video interviews. Participants will identify current practices in their own classroom/program, discuss barriers and misconceptions, and develop an action plan for expanding the role of related service providers to take back to their schools.

After attending this session, you will be able to:

  1. List at least 3 examples of ways in which related service providers can contribute to secondary transition.
  2. Describe barriers to involvement and at least 3 methods for facilitating the involvement of related services in secondary transition.
  3. Develop an action plan with next steps for enhancing the role of related services in their classroom/program to take back to their school for immediate implementation.

Solving the World’s Problems: Collaborative Problem Solving in the Classroom

Leader: Bill Wilmot, EvAuthor Tremont School, Lexington, MA
Presenter: Maile Munson, Tremont School, Lexington, MA

Collaborative Problem Solving (CPS) is a research-supported intervention that puts the student at the center of their own learning. The underlying philosophy of CPS is that behavioral problems arise from a mismatch between student skills and the demands of the environment. Attendees will learn the basic framework of CPS, the philosophy, and begin to see the depth of the mindset shift. We will also share how CPS can be implemented across an entire school as the backbone for developing a supportive, inclusive school culture.

After attending this session, you will be able to:

  1. Articulate the three steps of a Collaborative Problem Solving conversation.
  2. Identify underlying problems.
  3. Assess student’s lagging skills.

Starting A Special Education Program Without Time, Curriculum, or a Budget

Leader: Jeff Weber, Brea Olinda USD, CA

Burnout is one of the main reasons that teachers leave the Special Education teaching profession.  Most of the time, this is due to the fact that special education teachers often have limited curriculum materials and resources available to them, little or no budget to support their programs, and an overwhelming amount of responsibilities and paperwork to maintain. We will provide you with the strategies and tools that will help you start a program from scratch without bankrupting your personal time, your checking account, or your soul. We will demonstrate how to implement a plan in stages so that maximum success can be reached, while maintaining healthy boundaries in their personal lives.

After attending this session, you will be able to:

  1. Design an effective daily classroom schedule that keeps students engaged.
  2. Establish a classroom management system that is manageable, efficiently utilizes support staff, and reflects PBIS and RTI best practices.
  3. Identify at least 5 useful web sites with free and/or inexpensive standards-based curriculum materials.
  4. Identify at least 3-5 relatively simple funding sources to supplement their classroom.

The 5 Step AIM Process: A District’s Journey

Leader: Deb Meyne, Mississippi Bend Area Education Agency, IA
Presenters: KateLynn Beck and Janet Green, Central DeWitt Community School District, IA

Central DeWitt special education staff will present how a 2-year PD initiative has completely changed the way we serve students with high incidence reading disabilities. We will describe how we started, share what we have learned and data collected along the way, and where we would like to go from here. You will hear about our student success stories, and how essential assistive technology tools are to their success in class. You will also see how a systematic approach to identifying, assessing, documenting, and providing AIM is possible.

After attending this session, you will be able to:

  1. Describe the AIM 5-step process.
  2. Examine student data to identify AIM eligibility.
  3. Use data collection tools that support implementation of AIM.

The Story of Basketball, Discovery and Ultimate Success: A look Into Successful Inclusion in the Secondary Setting

Leader: Meghan LeFevers, Gaston County School, NC
Presenter: Aubrey Bridges, Winthrop Think College, Rock Hill, SC

Basketball, discovery and ultimate success will lead you through a student, teacher, and transition program director’s point of view on how to foster a schoolwide inclusive environment. Hear from a student who many gave up on and how her hard work and determination has led her to graduating with a regular diploma. Hear from her teacher about how inclusion changes not only the student’s life but hers as well. Lastly hear from the director of her college transition program to complete the story.

After attending this session, you will be able to:

  1. Understand how inclusion affects students with or without disabilities.
  2. Understand strategies on how to cultivate an inclusive environment both in the classroom and the school.
  3. Identify information regarding postsecondary educational opportunities for students with disabilities.

Tools for Determining Language Difference or Learning Disability

Leader: Helene Becker, Norwalk Public Schools, CT
Presenter: Cassandra Perrone, Norwalk Public Schools, CT

This session will provide various resources and strategies to help special education teachers, ESL teachers, and classroom teachers work together to identify more accurately, which ELLs need special education services, and which ELLs do not. Learn how to provide students with the supports and services they need to succeed.

After attending this session, you will be able to:

  1. Identify tools and resources to aide in determining whether or not a student’s difficulties are language based or are due to a disability.
  2. Discuss the similarities and differences between second language acquisition and learning disabilities.
  3. Define the roles that various personnel have in the prereferral process.

Using Technology to Engage Students and Differentiate Foundational Skills

Leader: Kara Kennedy, Leyden High School District 212, IL

This session will detail how technology was leveraged to differentiate instruction and increase engagement in a high school classroom. We will focus on delivering results of action research conducted using Quizlet to deliver the Words Their Way curriculum to a high school, cross-categorical special education classroom with students with learning disabilities and attention disorders.

After attending this session, you will be able to:

  1. Understand the rationale for using a technology tool to implement and differentiate phonics instruction.
  2. Understand how to use technology tools to address foundational skill deficits.
  3. Understand how to increase engagement of students using computer-based reading interventions.
  4. Understand how to use Quizlet to implement phonics instruction.

Using Technology to Meet the Needs of Students With Learning Disabilities in the Classroom

Leader: Nancy Osterberg, Learning Consultant, Whiting, NJ

It is vital that teachers understand the variety of assistive technology that is available and easy to employ within their classrooms. Assistive technology avails students with dyslexia and other learning disabilities to save time and overcome some of their weaknesses in both the general and special education setting. Technology for supporting reading, learning, note taking, spelling and writing, which have been used successfully in the classroom setting, will be shared.

After attending this session, you will be able to:

  1. Identify common characteristics of dyslexic students as well as other learning disabilities.
  2. Identify the difference between accommodation and remediation.
  3. Understand the importance of providing accommodations in the classroom.
  4. Identify strategies and tools to make accommodations in the classroom to meet students’ individual needs.

Work Smarter, Not Harder by Increasing Student Self-Advocacy and Self-Monitoring

Leader: Jaime LaFlash, Abby Kelley Foster Charter Public School, Worcester, MA
Presenter: Janel Peterson, Greater Lawrence Technical School

Developing tools that allow students to self-advocate and self-monitor will increase student responsibility, allowing general and special education teachers to work smarter, not harder. Presenters will teach you how to implement procedures that have proven successful in their own practice. You will leave with a toolbox of strategies that you can implement in your own practice immediately.

After attending this session, you will be able to:

  1. Understand the research behind self-advocacy, transition preparation, and self-monitoring.
  2. Identify resources and strategies to allow students to advocate for themselves.
  3. Develop procedures for students to self-monitor and reflect on progress with their IEP goals and general curriculum.

You Have the Data, Now What? Making Data Decision Teaching Effective

Leader: Lisa Rose Johnson, Egg Harbor Township Public Schools, NJ

I will share effective methods to select measurable meaningful goals using the Andrew Wiggins  Understanding by Design. You will learn how to  create curriculum instruction and assessments that are aligned with national and state standards and that will allow students to receive effective instruction. I will also discuss simple ways to track data and make changes by using a case-study example. Handouts and resources will be provided to help the participants turnkey the information when they return to their schools.

After attending this session, you will be able to:

  1. Understand Student Growth Objective and how it relates to teacher evaluation.
  2. Understand how to select proper assessments using backwards design.
  3. Understand how to collect and analyze data to enhance the learning experience for the students.