39th Annual Special Education Administrators’ Fall Conference

September 18-20, 2016

Law Seminar Sunday, September 18, 2016 2:00 – 5:00 p.m. Salon A/B/C

Handle It! Service Animals In Public Schools Ernest G. Trakas, Attorney, Mickes Goldman O'Toole LLC Despite ADA regulations that specifically require the disabled individual to handle their service animal or supply the handler, recent court decisions and U.S. Department of Justice findings seem to require school districts to supply handlers for service animals that accompany students to school. This session will address this dilemma and provide strategies to effectively respond to requests to provide handlers for service animals.

New Laws Impacting Special Education Susan Goldammer, Senior Director, Missouri School Boards' Association This session will discuss new state and federal laws that will impact your district and your work.

Dyslexia in the Schools: Implications of the Hancock Amendment and Related Issues Celynda L. Brasher, Attorney, Tueth Keeney Cooper Mohan & Jackstadt, P.C. Michelle H. Basi, Attorney, Tueth Keeney Cooper Mohan & Jackstadt, P.C. This presentation addresses the following questions: Does the dyslexia legislation create an unfunded mandate in violation of the Hancock Amendment? How does the law conflict with or dovetail into Section 504 and the IDEA? What should schools districts do in the face of this uncertainty?

The Year in Review Jim Thomeczek, Attorney, Thomeczek & Brink, LLC The presentation will review the most important and relevant due process and judicial decisions from August 1, 2015 to July 31, 2016, focusing on those cases that most directly affect public school districts in Missouri.

Transgender Students in Public Schools Shellie Guin, Partner, Guin Mundorf LLC The recent increase in transgender students has generated a variety of issues in the school setting, including restroom/locker room use, overnight trips, and participation in extra-curricular activities. During this session, we will review the current status of the law and analyze how public schools across the country are navigating transgender student issues.

Monday General Session Monday, September 19, 2016 Salon A/B/C 8:30 – 11:30 a.m. 8:30 – 10:00 a.m. Welcome & Introductions

Keynote: Dr. John Hodge 10:00 – 11:30 a.m. DESE Update

Staff from Office of Special Education--Missouri Department of Elementary & Secondary Education, Coordinator, Missouri Department of Elementary & Secondary Education Staff from the Office of Special Education sections of Compliance, Effective Practices, Data System Management and Funds will be presenting an update on information from each of their respective areas.

11:30 a.m. Conclusion of General Session

Breakout Sessions Monday, September 19, 2016 1:00 – 2:30 p.m.

Breakout Session by our Keynote, John Hodge! Salon A John Hodge, Keynote Speaker, MORE INFORMATION TO COME!

Family Feud: The Special Ed Edition Salon B Shellie Guin, Partner, Guin Mundorf LLC Name something you might say when a parent threatens to leave an IEP meeting? Survey says....! Move over Steve Harvey, MO-CASE is rolling out the Special Ed Edition of Family Feud. Topics will focus on parent participation, when parents and school disagree, challenging relationships, and dispute resolution.

What is an Evidence Based Intervention? Choosing and Implementing Academic and Behavior Interventions That Work. Salon C T. Chris Riley-Tillman, Professor, University of Missouri While the term “evidence based intervention” or EBI for short is used throughout the educational literature, there has been limited discussion with teachers, administrators and parents about what EBI actually are. In addition, where to find “the list” of EBI seems to be rather elusive to most educational professionals. This workshop will review what EBI are across the tiers of educational service and specifically focus on Tier II and III interventions that can be used in the home or classroom.

Data Based Individualization in Early Writing: Implementation Strategies. Room 60/61 Erica Lembke, Professor, University of Missouri Kim Moore, Project Director, University of Missouri Carol Garman, Project Director, University of Missouri Alex Smith, Doctoral Student, University of Missouri This presentation will provide an overview of measures, intervention materials, and structures for decision making in the area of early writing.

"It's so easy! Writing standards based IEP's, behavior goals, and social thinking goals as learning intentions and success criteria" Room 62/63/64 Wendy Henady, Special Education Teacher, Joplin Schools Jennifer Statler, Process Coordinator, Joplin Schools Standards based IEP’s show where students are currently performing and where they should be at grade level. Standards based IEP helps everyone be on the same page as to where the student is academically. In this presentation, you will learn how to create a standards-based IEP using standards and success criteria. You will also learn how to develop success criteria based behavior goals and social thinking goals that are not only easy to collect data on, but also clear and easy to understand for students and parents.

Rage to Reason: Behavior Intervention for the Treatment of Explosive Behavior in Children with Emotional Disorders and High Functioning Autism Room Parasol I Amy Buie, Founder and CEO, Learning Momentum, LLC This session teaches professionals who work with children who exhibit explosive behavior, how to reduce meltdowns and teach coping skills. This training is designed for children who may have a diagnosis of bipolar, ADHD, Anxiety Disorder, OCD, and/or High Functioning Autism. The session includes training in the implementation of Amy Buie’s newest work, “Rage to Reason”. Rage to Reason is a step by step curriculum in the treatment of explosive Behavior due to refusals to follow directions, complete school work, transition, and accept “no”. Participants will learn how to teach children to follow directions with out explosive behavior. Options will be discussed to provide very affordable ways to support districts when using the curriculum.

DESE Facilitated IEP's Room Parasol II DESE MORE INFORMATION TO COME!

New Director Cohort Room 72/73 Dr. Susan Rossmiller, New Directors/AMP Chair, MO-CASE This session provides and opportunity for new Special Education Directors to network with other new directors and to connect with seasoned directors. Staff for the Department of Elementary and Secondary Education will be on hand to answer questions and provide guidance to New Directors. AMP – Missouri’s Mentoring Program for New Directors will be explained along with other resources available to support the work of the New Directors.

The Good, the Bad and the Ugly our Professional Development Journey Room 74/75 Donna Denney, Principal, Raytown C2 School District Bart Tittle, Teacher, New Trails Early Learning Center Lindsey Holley, Teacher, New Trails Early Learning Center Over the past three years we have been implementing the concept of Instructional Rounds, after school boot camps, data teams and collaboration teams. The staff has evolved to become a professional learning community. Teachers are now videotaped teaching lessons based on our building's data they then provide effective feedback to each other utilizing glows and grows. The staff uses data from student achievement and rounds during collaborative planning. We will share our journey to becoming a true professional learning through collaboration, professional development and teacher leadership.

Understanding and Addressing Trauma in Students Room 76/77 Jane Gavril, Children's Services Manager, Crider Health Center Trauma impacts many children, and its effects show up in the classroom in obvious and subtle ways. Explore some of the challenging behaviors that can be a result of trauma, and learn some techniques and perspectives which can be used to support children who have been traumatized.

Assistive Technology Solutions for Dyslexia Redbud Room John Effinger, Program Coordinator, Missouri Assistive Technology David Baker, Program Coordinator, Missouri Assistive Technology This session will highlight assistive technologies and related resources that facilitate reading and writing success for students with dyslexia. Technologies that will be discussed include hardware and software options, accessible education materials (AEM) and open educational resources (OEM) that teams can use to increase engagement and access to the curriculum.

Breakout Sessions Monday, September 19, 2016 2:45 – 4:15 p.m.

Discipline: What do I need to know? Salon C Heidi Atkins Lieberman, Attorney, Thomezcek & Brink LLC The "Do's and Don'ts" of the disciplinary process continue to challenge school administrators. This session will focus on the key concepts of implementation of disciplinary action and highlight the steps that can trip you up (aka landmines). The impact of bullying and the use of seclusion/restraint will also be addressed.

Reading Interventions for Students in Secondary Settings: One Size Does Not Fit All Room 60/61 Matthew Burns, Associate Dean for Research, University of Missouri The interactive session will provide information about classwide, small-group, and intensive interventions that can be implemented with students in middle and high schools. We will discuss systems to improve reading skills for all students and quickly implemented interventions that can be used the next day.

Understanding Autism From the Other Side of the Wall Room 62/63/64 Aaron Likens, Autism Ambassador, Easter Seals Midwest A look at the inner working's of the mechanics in play for students that fall on the autism spectrum by using concepts to illustrate the potential reasons why there may be a struggle.

Effectively Incorporating Typically Developing Peers in an Integrated Early Childhood Special Education Classroom Room Parasol I Susie Rupp, ECSE Teacher, Nixa Early Childhood Center Wendi Watson, ECSE Teacher, Nixa Early Childhood Center Integrated Early Childhood programs are increasing in numbers. Research supports the growing need and benefits for such programs across the country. The key components in effectively incorporating role model students or typically developing peers in an integrated early childhood classroom are fostering positive social/emotional interactions, appropriately differentiating instruction, and promoting collaboration with families.

Instructional Support Model - Supporting the learning of ALL Students Room Parasol II Rachel Bullock, Process Coordinator/Instructional Support, School of the Osage Dr. Lori Sallee, Executive Director of Student Services, School of the Osage Anna Ford, Upper Elementary Instructional Support Specialist, School of the Osage The use of instructional support (coaching) is making a difference for all teachers and all students. This model uses one support person per building in the district and one process coordinator/consultant to represent special education needs in the district. The coaching cycle will be shared along with additional details of the model. We will also provide ways that coaching can be used without having formal instructional coaches in your building/district.

Creating a countywide system of assessment, prevention and intervention for youth mental health Room 72/73 Lou Ann Tanner-Jones, Ph.D., NCSP, Clinical Assistant Professor, Director of Boone County Schools Mental Health Coalition, University of Missouri This section will discuss the journey to creation of a taxpayer supported countywide system of assessment, prevention and intervention for youth mental health in Boone county Missouri. Implications for creating this type of system will be discussed, along with research to practice topics

Navigating MTSS Room 74/75 Dr. Mary Jo Jensen, Assistant Superintendent, Fredericktown R-1 School District Shawnnett Williams, Director of Special Services, Fredericktown R-1 School District Vicki Allgier, Instructional Coach, Fredericktown R-1 School District Mary Moyers, Principal, Fredericktown R-1 School District Jennifer Miller, Instructional Coach, Fredericktown R-1 School District Dana Barton, SpEd Teacher , Fredericktown R-1 School District Navigating the twits and turns of MTSS can be less stressful when utilizing these useful tips that have been proven effective for the Fredericktown R-1 School District. Participants will learn the key components for a successful and highly effective MTSS program for grades K-8.

Cracker Barrel on Dyslexia Room 76/77 Dr. Diane Golden, Policy Coordinator, MO-CASE This session will provide an update on 2016 legislation that establishes the Legislative Task Force on Dyslexia and requires schools screen for dyslexia and provide supports for students with dyslexia and other related disorders. Ample time will be allotted for questions and discussion.

New and Noteworthy Assistive Technology Redbud Room David Baker, Program Coordinator, Missouri Assistive Technology John Effinger, Program Coordinator, Missouri Assistive Technology With each passing year, new and exciting assistive technology options for schools to utilize to help students succeed become available. This session will highlight a variety of devices, apps and other advancements identified as noteworthy by the Missouri Assistive Technology staff.

Tuesday Breakfast & Keynote Tuesday, September 20, 2016 7:30 – 9:00 a.m. Salon A/B 7:30 – 8:00 a.m. Welcome & Introductions / Breakfast Buffet Available

8:00 – 9:00 a.m. Conceptualizing and Operationalizing High-Leverage Practices and Evidence-Based Practices within a Multi-Tiered System of Supports Framework Dr. Mary Brownell, Professor of Special Education, University of Florida Dr. Mary Brownell is a Professor of Special Education at the University of Florida. She is also the CEEDAR Center Project Director. CEEDAR stands for “Collaboration for Effective Educator Development, Accountability and Reform.” CEEDAR helps states and university educator preparation programs reform their teacher and leader preparation programs, revise licensure standards to align with reforms, refine personnel evaluation systems, and realign policy structures and professional learning systems. Dr. Brownell has devoted much of her research specializing in issues relating to teachers who work with students with disabilities. Recently, she has studied how school districts can prepare, develop, and retain high quality special education teachers. Her recent research efforts focus on improving the reading instruction of both general and special education teachers and improving the induction of beginning special education teachers into the classroom. In collaboration with her colleagues from UF, she has received over $35,000,000 in funding from OSEP and IES.

In this keynote address Dr. Brownell will discuss the CEEDAR Center’s recent work around high-leverage practices (HLPs) and evidence-based practices (EBPs). Specifically, she will present current knowledge about HLPs and EBPs-what they are, how they fit into Multi-tiered Systems of Support (MTSS) frameworks, why all educators need to know and use HLPs and EBPs to accelerate learning for all students—especially students with learning challenges--and how schools and educator preparation programs can incorporate high leverage and evidence –based practices in their professional development and pre-service training programs. She will also discuss frameworks, structures, and policies that educator preparation faculty, district leaders and state departments can use to select HLPs and EPBs and support their implementation within a MTSS framework.

Breakout Sessions Tuesday, September 20, 2016 9:15 – 10:30 a.m.

District Compliance Officers: What Do You Really Need to Know Room 60/61 Sarah A. Schmanke, Attorney, Mickes O’Toole, LLC Betsey A. Helfrich, Attorney, Mickes O’Toole, LLC Many Special Education Directors are often Compliance Officers in charge of investigating complaints of discrimination and harassment for their District. This presentation will examine the basics as well as in-depth legal requirements for investigating complaints of discrimination and harassment. Attendees will leave with tools and tips for conducting investigations and drafting defensible reports and findings regarding these complaints.

Writing Effective Transition Plans: Answering Difficult Questions and Determining Appropriate Goals Room 62/63/64 Jennifer Henderson, Special Education Process Coordinator, Liberty Public School District Beth Fuller, Special Education Process Coordinator, Liberty Public Schools This session is an expansion of last year's popular session on compliant post-secondary transition planning. The focus will be on handling some of the many questions that arise in transition planning that can give IEP teams headaches, as well as tying all information together to craft the most appropriate transition plans to meet student needs at all levels.

Project Based Learning in the Special Education Classroom Room Parasol I Becky Quackenbush, Ed. S., STEM-Certified Special Services Teacher, John Thomas School of Discovery, Nixa R-2 Schools Amanda Patton, m.s.ccc-slp, Speech-language pathologist, John Thomas School of Discovery, Nixa R-2 Schools Integrating project-based learning in the special education classroom can transform learning into a more active, student-driven experience, using technology tools for inquiry, collaboration, and connection to the world beyond the classroom. Teachers start with the end goal in mind and avoid canned projects to ensure relevance to their students. This session will begin with an overview of PBL. More importantly, we will discuss and provide examples of PBL in the special education classroom and how to integrate the general education curriculum projects into the special education classroom to support student outcomes and goals.

Motivational Interviewing in Schools: Strategies for Engaging Parents, Teachers, and Students Room Parasol II Keith Herman, Professor, Univeristy of Missouri Motivational interviewing (MI) strategies are designed to promote family, teacher, and student motivation to participate in educational services. Participants will be trained to use MI in a wide range of school consultation practices. The workshop will include case examples, modeling, role-play, and action planning to achieve learning outcomes.

Dyslexia and the Schools Room 74/75 Scott Crooks, President, Missouri Association of School Psychologists This session will focus on recent changes regarding dyslexia and implications for schools including: Diagnosis vs Disability, Current research and application to schools, School-based intervention, Dyslexia in the IEP Process, Educating staff and parents about dyslexia, Balancing legal and ethical expectations, Evaluation, and Myths and unproven treatments.

ECSE Partnering with Parents Room 76/77 Kristin Clemons, DEC President, Rockwood School District This presentation emphasizes the role of teachers as parent partners, focused in early childhood and special education settings. Participants will explore theories and methods which enhance positive relations with families as they learn approaches to working with children and their families in the school, home and community, with an emphasis on collaboration, partnerships, and a family systems approach. Methods will include a range of positive, effective communication strategies for working with families in a diverse society. Information will come from Turnbull, A., Turnbull, R., et al (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. (7th ed.) Boston: Pearson. (ISBN: 978-0-13-341824-8)

Situating High-Leverage Practices and Evidence-Based Practices in Literacy Redbud Room Dr. Mary Brownell, University of Florida and CEEDAR Center Dr. Suzanne Robinson, University of Kansas and CEEDAR Center In this session presenters will review distinctions between HLPs and EBPs generally, as well as specifically in terms of literacy practices in general education classrooms, special education and teacher preparation programs. Presenters will provide recommendations for embedding HLPs and literacy EBPs in pre-service general and special education teacher preparation programs as well as in-service professional development. This session will include time for discussion and sharing of CEEDAR resources on HLPs, and EBPs in literacy.

Breakout Sessions Tuesday, September 20, 2016 10:45 – 12:00 p.m.

The Many Faces of FAPE: Section 504, the IDEA, and Beyond Salon A Celynda L. Brasher, Attorney / Shareholder, Tueth Keeney Cooper Mohan & Jackstadt, P.C. Michelle H. Basi, Attorney / Shareholder, Tueth Keeney Cooper Mohan & Jackstadt, P.C. This session will provide practical and legal guidance regarding the difference between providing FAPE under Section 504 and the IDEA. It will also examine the interplay between FAPE and compliance with the communications requirements under Title II of the ADA. Participants will be encouraged to provide comments, ask questions, and share experiences.

Response to Intervention: How it works in North Kansas City Salon B Dr. Pamela August, Coordinator - School Psychology, North Kansas City Schools Dr. Jenni Gaddie, Executive Director of Pupil Services, North Kansas City Schools Meghan Ecker-Lyster, School Psychology Intern, North Kansas City Schools North Kansas City Schools has used Response to Intervention to identify students with learning disabilities for over a decade. We will provide guidance for districts interested in implementing or expanding their RtI or MTSS programs. We will discuss finding time, people, and quality academic and behavioral interventions.

"What doesn't kill you makes you stronger--Take2!": More than 25 Behavior interventions that work! Salon C Cassie Gates, District Behavior Specialist, Warrensburg R-VI School District Jennifer Fox, Special Services Teacher/IDAC, Sterling Elementary This session will include a review of the 25 behavior interventions we shared last year which we continue to use everyday for students with a multitude of disabilities and problem behaviors. After much experience with how these strategies can decrease negative behavior while increasing positive skills, we will move forward with new strategies, hard lessons learned, and more visual emphasis on interventions. With new students with new behaviors entering our buildings every day, we want to discuss effective interventions we have seen success with so that you will walk away knowing exactly how to try these with the students in your classrooms. No theories will be discussed, just interventions that work! Please come with questions, open-minds and the motivation to get stronger!

Pivotal Response Treatment: An Overview and Case Study Room 60/61 Jena K. Randolph, PhD, Assistant Research Professor, University of Missouri, Thompson Center for Autism and Neurodevelopmental Disorders Kathleen Larocco, Early Childhool Special Education Teacher, Rockwood School District Beth Mrozowicz, Ph.D., BCBA-D, LBA, Coordinator of Behavior Analysis Services and School Climate, Rockwood Early Childhood Pivotal Response Treatment (PRT) is an evidenced-based practice of naturalistic behavioral principles that enhances social-communication and engagement behaviors of children with autism spectrum disorders (ASD). This session will provide an overview of the core components of PRT and resources for additional training. A case study, including data from the students in an early childhood classroom, will be presented to highlight the specific benefits of the use of PRT with children with autism. This session is geared towards educators in early childhood and elementary school working with emergent language learners.

Promoting Effective Classroom Instructional and Behavioral Supports Room 62/63/64 Tim Lewis, Professor, University of Missouri This session will provide a brief overview of essential instructional and classroom management strategies followed by current school team strategies to insure fidelity of implementation. Strategies that will be discussed include school-wide processes to address common classroom struggles, performance feedback, and the Classroom Problem Solving process.

"Monitoring Writing: Using Qualitative and Quantitative Measures to Drive Instruction" Room Parasol I Judy Hyatt, Literacy Coach, Special School District of St. Louis County Cheryl Perry, Literacy Coach, Special School District of St. Louis County This session will provide educators with a framework for developing a manageable, systematic continuum of quantitative and qualitative measures to monitor student writing which will provide information on student performance and drive instruction. This presentation is based upon the principle that effective writing requires carefully planned systematic and explicit instruction with frequent monitoring allowing for instructional adjustments based upon student performance. Measures align with Missouri Learning Standards in English Language Arts related to informative and persuasive/argumentative writing, and foundational writing skills.

IDEA and FERPA: Parental Rights Of Access To Student Records Room Parasol II John Brink, Attorney, Thomeczek & Brink, LLC FERPA and the IDEA both address how school districts handle student records and the rights of parents with respect to those records. From the scope of the definition of "education records" to parental rights to copies of records, this presentation will address various issues with respect to these laws that school personnel may face. (This is intended to be a proposal for the Sunday law seminar and a more expansive version for a break out session.)

Pajama Cohorts! Connecting Special Educators through Virtual Learning Communities Room 74/75 Amber Del Gaiso, Measurement & Assessment Coach, Special School District of St Louis County Scott Crooks, Measurement & Assessment Coach, Special School District of St. Louis County This session will describe a district effort to provide ongoing professional learning regarding best practices to all special education staff. Professional learning occurs through virtual communities and in-person training events. Participants will receive practical strategies for engaging staff participation in a virtual cohort, and strategies for developing district-specific best practices.

Federal Programs & Projects Room 76/77 Shelley Woods, DESE MORE INFORMATION TO COME!

Embedding Universal Design For Learning in Teacher Preparation Redbud Room Dr. Maya Israel and Elizabeth Meitl, University of Kansas & CEEDAR Center Universal Design for Learning (UDL) is an instructional planning and delivery framework intended to increase meaningful access and reduce barriers to learning for students with diverse learning needs, including, but not limited to, students with disabilities, English language learners, and those from diverse cultural and socioeconomic backgrounds. In this session, presenters provide recommendations for embedding UDL in general and special education in-service professional development and pre-service teacher preparation programs. This session will include time for discussion about strategies for beginning to implement UDL and sharing of CEEDAR resources on UDL.