Agenda
Below is the final agenda from the July 2007 Project Directors’ Conference. PowerPoint presentations are listed after their respective session descriptions. If you were a presenter and your presentation is not listed on this agenda, please email your PPT to Michelle Perry mperry@air.org and it will be posted to the website.
Sunday | Monday |
Tuesday | Wednesday | Thursday | Agenda At-A-Glance
| Sunday, July 15, 2007 |
3:00 pm - 7:00 pm |
Registration/Pick up conference materials
Salon I Registration Desk |
| Monday, July 16, 2007 |
7:00 am - 8:30 am |
Registration/Pick up conference materials
Salon I Registration Desk |
8:00 am - 8:30 am |
Continental Breakfast
State Corridor |
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Interactive Small Breakout Session for First-Time Conference Attendees
Maryland ABC
This session will provide an overview of the Project Directors’ Conference for first-time attendees.
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8:30 am - 9:25 am |
Welcome and Opening Remarks
Salon I & II
Presenters: Lou Danielson, Office of Special Education Programs (OSEP), U.S. Department of Education; Patty Guard, Deputy Director, OSEP; John Hager, Assistant Secretary, Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education
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9:25 am - 10:45 am |
Keynote/Plenary
Salon I & II
Teacher Preparation in America
Presenter: Arthur Levine, President, Woodrow Wilson Foundation. This session will focus on a five-year study of what makes a difference in teacher education. It will examine the condition of preparation programs for teachers in America and consider the particular realities of special education and the rise of new teacher education providers.
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10:45 am - 11:00 am |
Break |
11:00 am - 12:30 pm |
Large Group Panel Sessions
Scaling Up and Sustaining Evidence-Based Practices
Salon I & II
Presenters: Rob Horner, University of Oregon; George Sugai, University of Connecticut; Tim Lewis, University of Missouri-Columbia; Steve Goodman, Michigan Department of Education
Moderator: Glen Dunlap, University of South Florida
Given the expectation that effective evidence-based intervention should be adopted, early consideration of implementation sustainability and outcome durability is becoming more important in our technical assistance and implementation efforts. The purpose of this panel is to discuss strategies and considerations that would stimulate continued and enhanced demonstration and study of effective strategies for sustaining accurate implementation and for scaling up our innovative efforts.
Presentation: Scaling Up and Sustaining Evidence-Based Practices
Building Response to Intervention (RTI) Systems at Local Levels
Lincoln 2–4
Presenters: Brandi Meade, Dalton Elementary School, Dalton Gardens, Idaho; Edward Shapiro, Lehigh University; Kathy Strunk, Tennessee Department of Education
Moderator: Jennifer Doolittle, OSEP
This panel will present information about implementing RTI on a local and a statewide level and will also provide information about pre-service and in-service professional development. The panel will focus on these topics:
- What is RTI? Implications for Teachers and Teacher Trainers and Best Practices for Working with Parents
- Leveraging Resources to Provide Professional Development
- How Progress Monitoring Works as Part of the RTI System and the Preparation of Teachers to Be Successful Users of Progress Monitoring
Presentations and Handouts: Building Response to Intervention (RTI) Systems at Local Levels
Early Childhood Outcomes: Implications for Personnel Preparation and Professional Development
Lincoln 5–6
Presenters: Kathy Hebbeler, SRI International; Lynn Kahn, University of North Carolina at Chapel Hill; Beth Tolley, Infant & Toddler Connection of Virginia; Mary McLean, University of Wisconsin-Milwaukee
Moderator: Beth Caron, OSEP
This session will highlight challenges within the early childhood field that have emerged as States design and implement outcomes systems for young children and their families receiving Part C and Part B, 619 services. The session will start with a brief overview of OSEP’s reporting requirements for child and family outcomes and the work of the Early Childhood Outcomes Center (ECO). Based on their work, ECO staff will share issues that have emerged as the field works toward ensuring high quality, credible data—including the significant training needs of early childhood personnel to collect and report that data. Examples of how States are addressing the training needs of practicing early childhood personnel will be shared and the implications for personnel preparation programs will be discussed. In addition, there will be a facilitated discussion with the audience on addressing the identified needs in the field.
Presentation and Handouts: Early Childhood Outcomes: Implications for Personnel Preparation and Professional Development
Part B and C Indicator Status
Virginia ABC
Presenters: Ruth Ryder, OSEP; Douglas Cox, Virginia Department of Education
Moderator: Kristin Reedy, Northeast Regional Resource Center (NERRC)
This session will review the requirements in section 616 of the Individuals with Disabilities Education Act (IDEA) of 2004 and its regulations regarding monitoring, technical assistance, and enforcement, and will consider the implications for OSEP-funded projects. The IDEA 2004 requirements for State performance plans and annual performance reports will impact and shape the delivery of personnel preparation, professional development, technical assistance, and support to States in the foreseeable future. This session will be particularly relevant to institutions of higher education (IHEs) that are recipients of OSEP Personnel Prep and/or Leadership Training grants. The presenters will explore how States are, and could be, working with their IHEs to further State improvement efforts, and how attendees’ projects can assist their State in improving outcomes for students with disabilities.
Presentations and Handouts: Part B and C Indicator Status
¡Juntos Podemos! Together We Can!
Maryland ABC
Presenters: Mercedes Rosa, Statewide Parent Advocacy Network (SPAN); Nilda Maldonado, New Jersey Deaf-Blind Project
Moderator: Anne Smith, OSEP
SPAN of New Jersey and the Deaf-Blind Family & Community Educational Support (DB-FACES) formed a partnership to learn how families of children and youth with deaf-blindness from diverse cultural and linguistic backgrounds can best access the information and support they require to effectively partner with professionals to enhance their children’s development, education, and learning. This session will describe how these OSEP-funded projects came together to address the needs of families who are often not served or underserved in statewide technical assistance activities.
Presentation: ¡Juntos Podemos! Together We Can!
The New 2% Regulations on Modified Achievement Standards: Implications for Teachers and Teacher Trainers
Wilson ABC
Presenters: Margaret McLaughlin, Professor, University of Maryland; Naomi Zigmond, Professor, University of Pittsburgh
Moderator: David Egnor, Program Specialist, OSEP
This session will provide a brief overview of the Federal regulations under NCLB, discuss the impact of implementation on teachers and teacher trainers, and identify available technical assistance.
Presentation: The New 2% Regulations on Modified Achievement Standards: Implications for Teachers and Teacher Trainers
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12:30 pm - 1:45 pm |
Lunch with Project Officers
See "Lunch with Project Officers" list for your room
assignment.
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1:45 pm - 2:00 pm |
Break |
2:00 pm - 3:00 pm |
Interactive Small Breakout Sessions
Student-Directed Transition Planning: Facilitating High-School-to-Adult-Life Partnerships Between Students with Disabilities, Families, and Educators
Virginia C
Presenter: James Martin, University of Oklahoma
A new web-based lesson package utilizes the Student-Directed Summary of Performance to help students with mild/moderate disabilities, their families, and teachers to improve knowledge and skills needed for active participation in their transition-focused IEP meetings. Data surrounding the effectiveness of the eight Student-Directed Transition Planning (SDTP) lessons will be presented.
Presentations: Student-Directed Transition Planning: Facilitating High-School-to-Adult-Life Partnerships Between Students with Disabilities, Families, and Educators
State Strategies for Improving the Teaching of Students with Disabilities: Impact of the Center for Improving Teacher Quality (CTQ)
Lincoln 2–4
Presenters: Kathleen Paliokas, Council of Chief State School Officers; Mary Glenn Rinne, Indiana Department of Education; Susan Branon, Arkansas Department of Education
Representatives from three CTQ State teams will discuss their strategies for changing policy and practice to improve the general and special education teaching of students with disabilities across the teacher licensure system, including teacher education programs, State licensure, and professional development. Successes and challenges will be shared.
Presentation: State Strategies for Improving the Teaching of Students with Disabilities: Impact of the Center for Improving Teacher Quality (CTQ)
Go beyond TV: Captioning and Video Description as Teaching Tools for the DVD and Multimedia Environment
Coolidge
Presenter: Max Duckler, CaptionMax
CaptionMax will present its innovative design and development of expanded video description and enhanced captioning, and illustrate how greater accessibility makes DVDs, streamed video, and other new media even more effective learning tools.
Presentations and Ad Samples: Go Beyond TV: Captioning and Video Description as Teaching Tools for the DVD and Multimedia Environment
Customizing Language Representations to Individual Strengths and Needs
Maryland AB
Presenters: Beth Mineo Mollica, University of Delaware; Christopher Pennington, AgoraNet, Inc.; John Gray, AgoraNet, Inc.
This session will introduce a new picture creation and manipulation tool—developed with Steppingstones funding—that allows educators and caregivers to customize language representations for educational and communication applications. It enables the capturing of familiar images and the subsequent customization of those images consistent with youngsters’ abilities and learning goals.
The National Status of Early Intervention/Early Childhood Special Education Training: Technical Assistance (TA) Systems and Provider Perspectives
Virginia AB
Presenters: Mary Beth Bruder, University of Connecticut; Cristina Mogro-Wilson, University of Connecticut; Paula J. Burdette, Project Forum
This session will provide an overview of two studies on personnel practice and policies, particularly training and TA, that were conducted by the Center to Inform Personnel Preparation in Early Intervention and Early Childhood Special Education and Project Forum at the National
Association of State Directors of Special Education. The first study surveyed 2,000 service providers (across disciplines) from around the country about their competence and confidence in providing evidence-based services to children age birth to 5 in Part C and 619 programs. The second study
surveyed State Part C and 619 coordinators about the training and technical assistance systems they have in place for Part C and 619 providers.
Presentation and Handout: The National Status of Early Intervention/Early Childhood Special Education Training: Technical Assistance (TA) Systems and Provider Perspectives
Fostering Professional Development in Personnel Preparation Programs
Maryland C
Presenters: Christine Baker, University of Texas Medical Branch; Carolyn Utsey, University of Texas Medical Branch; Dana Wild, University of Texas Medical Branch
To be successful in a profession, individuals must have mastery of professional affective behaviors in addition to that profession’s core knowledge base. Good collaboration, communication, problem solving, and critical thinking must be demonstrated by the professionals who provide services to children with disabilities. This presentation will demonstrate how these ‘generic abilities’ have been incorporated in a post-professional personnel preparation program.
Presentation: Fostering Professional Development in Personnel Preparation Programs
Personnel Preparation and Access to the General Education Curriculum: Providing Pre-Service Educators with Effective Strategies to Improve Results for All Students
Delaware AB
Presenters: Amy Klekotka, American Institutes for Research; Susan Skipper, American Institutes for Research
This session will provide personnel preparation project staff with tools for discussing access to the general curriculum and research-based strategies with pre-service teachers. Resources for personnel preparation project staff will be provided, including research-based informational briefs and training modules.
Understanding the Nuances of Multi-tier Schoolwide Reading Approaches: A Summary of a 5-Year Longitudinal Study
Lincoln 5–6
Presenters: Beth Harn, University of Oregon; David Chard, University of Oregon
Results from a 5-year longitudinal study examining the system-level features of multi-tier prevention models of reading instruction will be presented. Results from specific interventions will be discussed along with results from a retrospective analysis identifying variables most predictive of later reading success for students previously identified as at risk.
Promoting Behavior Change with Native American Students: A Systemic Approach
Harding
Presenters: Carol Robinson-Zanartu, San Diego State University
This presentation will outline a systemic approach used by SDSU’s Collaborative for Native Student Success to appropriately prepare related services personnel to work with Native American children and youth. One component of the Project is to support behavior change in teachers that will in turn influence Native American middle school student behaviors and achievement. This presentation details the rationale, processes and outcomes of the first phase of work, and its parallels in the pre-service preparation of diverse school counselors and psychologists.
A Quasi-experimental Approach for Studying the Impact of the Tennessee State Improvement Grant’s (SIG) Professional Development (PD) on the Preschool Classroom Environment
Hoover
Presenters: Chithra Perumal, Human Development Institute; Brent Garrett, Pacific Research Institute; Kathy Strunk, Tennessee Department of Education
Evaluation of educational PD programs presents unique challenges. In most instances, it is not feasible to conduct a true experimental design to measure the effect of PD on instructional practice. This session will discuss an evaluation approach that measures the impact of the Tennessee SIG PD provided to preschools.
Presentation: A Quasi-experimental Approach for Studying the Impact of the Tennessee State Improvement Grant’s (SIG) Professional Development (PD) on the Preschool Classroom Environment
Developing a Community of Practice, Creativity and Support: How We Made It Work
Balcony A
Presenters: Diane Kelly, Connections Beyond Sight and Sound; Kathy McNulty, National Consortium on Deaf-Blindness
This session will focus on the development and implementation of a regional Community of Practice among 10 State technical assistance projects. Discussion will include the purpose and membership of the Community, processes that guide Community work and support sustainability, areas of work, outcomes achieved to date, and future directions.
Presentation: Developing a Community of Practice, Creativity and Support
Promoting Positive Behavior through Family and Community Partnerships
Balcony B
Presenters: Cyndi Boezio, Colorado State Improvement Grant; Kiki McGough, Colorado Positive Behavior Support (PBS); Warren Blair, Hackberry Hill Elementary, Arvada, Colorado
Research suggests positive outcomes for students when families are actively engaged in school partnerships. Colorado’s PBS efforts emphasize strategies to engage families and community partners at the universal, targeted, and intensive support levels. Steps to creating partnerships to sustain systems change and innovative, interactive family trainings will be shared.
Presentation: Promoting Positive Behavior through Family and Community Partnerships
The Inside View of Virginia’s Secondary Schoolwide Literacy Initiative
Park Tower 8206
Presenter: Thomas Manthey, Virginia Department of Education
This session will contain a panel discussion on the development of four secondary demonstration schools in the Content Literacy Continuum (CLC) through the Virginia State Improvement Grant. The CLC is a schoolwide comprehensive literacy initiative based on the Strategic Instruction Model developed at the University of Kansas Center for Research on Learning.
Presentation: The Inside View of Virginia’s Secondary Schoolwide Literacy Initiative
Research Institute on Progress Monitoring (RIPM): Extending Curriculum-Based Measurement (CBM)
Wilson ABC
Presenters: Teri Wallace, University of Minnesota; Kristen McMaster, University of Minnesota; Sue Rose, University of Minnesota
This session will present some of the research conducted through RIPM. Specifically, highlights of RIPM’s work in written expression with young writers will be shared. In addition, the presenters will review initial results of potential measures used with students who are deaf or hard of hearing and those with significant cognitive disabilities. Implications of findings will be discussed with attendees.
Pushing the Envelope: Preparing Future Leaders for Special Education Administration
McKinley
Presenters: Mary Lynn Boscardin, University of Massachusetts Amherst; Jim Chalfant, University of Arizona; Tom Skrtic, University of Kansas; Susan Hasazi, University of Vermont
Today, preparing effective special education leaders presents many challenges—not the least of which is the vanishing “special education director” job description. Who ensures the educational success of students with disabilities, and how are these leaders being prepared? Panelists will share unique perspectives and offer preparation recommendations
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3:00 pm - 3:30 pm |
Break |
3:30 pm - 4:30 pm |
Interactive Small Breakout Sessions
University of New Orleans: Assessing Candidate Performance
Virginia AB
Presenters: William Sharpton, University of New Orleans; Richard Hall, University of New Orleans
This session will provide an overview of key elements included in the performance review of candidates enrolled in a graduate teacher education program in the area of significant disabilities. Content will include procedures that support field assignments, artifact collection, alignment of
candidate work with national and State standards, and assessment rubrics.
Presentation: Assessing Candidate Performance
Engaging States and Technical Assistance (TA) Partners in a Change Process: Strategies from the National Professional Development Center on Inclusion (NPDCI)
Lincoln 2–4
Presenters: Pam Winston, Frank Porter Graham (FPG) Child Development Institute; Virginia Buysse, FPG Child Development Institute; Camille Catlett, FPG Child Development Institute; Shelley deFosset, FPG Child Development Institute
This session will describe the strategies being used by the NPDCI to engage States and TA partners in cross-agency professional development planning related to inclusion of young children with disabilities.
Presentation and Handout: Engaging States and Technical Assistance (TA) Partners in a Change Process
Reducing Reading and Special Education Risk for Culturally and Linguistically Diverse (CLD) Low-Income Urban Learners
Lincoln 5–6
Presenters: Gwendolyn Cartledge, Ohio State University; Amanda Yurick, Cleveland State University; Lefki Kourea, Ohio State University
The purpose of this session is to present research data from a multi-year study on the effects of early reading interventions with racially/culturally diverse and kindergarten students who are ELL. Outcome and follow-up data will be given according to CLD groups. Special intervention strategies will also be noted.
Presentation: Reducing Reading and Special Education Risk for Culturally and Linguistically Diverse (CLD) Low-Income Urban Learners
Maximizing Regional Resources in the Preparation of Low Incidence Pre-service Teacher Education
Wilson ABC
Presenter: Robert McCulley, Institute for Community Inclusion
The Northeast Regional Center for Vision Education was established within the Institute for Community Inclusion to provide regional leadership in response to a critical low incidence need for pre-service special educators in the content area of visual impairments. This session will examine strategic efforts of the Northeast Regional Center for Vision Education to maximize resources to support a regional design. Topics will include specific areas of revenue generation, an alternative administrative design for resource support to academic programs, distance education, and the role technology has played in the efforts within the northeast region.
Presentation: Maximizing Regional Resources in the Preparation of Low Incidence Pre-service Teacher Education
Emerging Evidence from Single-Subject Design Studies in the Field of Deaf-Blindness
Virginia C
Presenters: Roseanna Davidson, Texas Tech University; Amy Parker, Texas Tech University; Devender Banda, Texas Tech University
The presenters will describe what types of single-subject design studies, published in peer-reviewed journals, were conducted with deaf-blind participants (adults and children) from 1965-2006 in the fields of education and rehabilitation. An initial analysis of the studies indicates some evidence of effective strategies for practice.
Supporting Technology Implementation: Online and On Time with the Center for Implementing Technology in Education (CITEd) Ed Tech Locator and www.cited.org
Maryland C
Presenters: Tracy Gray, Center for Implementing Technology in Education (CITEd); Mary Thorngren, CITEd; Susan Skipper, CITEd
The Ed Tech Locator is a new and innovative tool on www.cited.org created by instructional technology specialists from CITEd to support technology implementation. This session will demonstrate the uses of the Ed Tech Locator, including how users can conduct a self-assessment of existing technology use, find customized resources, and facilitate collaborative activities.
Presentation: Supporting Technology Implementation
Paraprofessional Utilization, Effectiveness, and Career Development
Delaware AB
Presenters: Ritu Chopra, University of Colorado at Denver; Marisal Gavilan, Florida International University; James Geary, Miami-Dade County Public Schools; Michael Giangreco, University of Vermont; Brenda Wilson, West Virginia State University
Moderator: Nancy French, University of Colorado at Denver
This session will present data and findings from four OSEP-funded projects focused on paraprofessionals in special education. The specific topics to be addressed are: Impact of Training and Effective Supervision on Paraprofessionals, Alternatives to Overreliance on Paraprofessionals, and Career Ladders for Para-professionals. Implications for improving current practices with regard to the utilization, training, and supervision of paraprofessionals, as well as their success in career ladder programs, will be discussed.
From Research to Practice: Implementing Advanced Training in Assistive Technology (AT)
Coolidge
Presenters: Cathy Bodine, Assistive Technology Partners; Maureen Melonis, Assistive Technology Partners
This session will provide a summary of an Advanced AT Training Program designed to address shortages in trained personnel to serve children with low incidence disabilities. Preliminary results of the project indicate a significant change in competence of practicing AT professionals.
Driving Systems Change: Effective Preparation, Practice, and Partnership
Harding
Presenters: Gerald Mager, Higher Education Support Center; Peter Kozik, Higher Education Support Center
This session will focus on the unique efforts of the Higher Education Support Center at Syracuse University and its Task Force on Quality Inclusive Schooling to develop systems change in teacher preparation and high-needs schools. This collaboration across the PreK-16 continuum seeks to affect the quality of instruction for all learners.
Presentation: Driving Systems Change: Effective Preparation, Practice, and Partnership
Evaluating State Professional Development Grant Initiatives at the Individual Practitioner, School, and District/State Level
Hoover
Presenters: Jim Frasier, University of Wisconsin-Madison; Carlos Romero, APEX Education; Li Walter, Sonoma State University
This panel of three evaluators from California, New Mexico, and Wisconsin will share their innovative approaches and discuss prominent issues within their respective States related to evaluating State Professional Development Grant initiatives that target the individual practitioner, the individual school site, and systems at the district and State level.
Presentation: Evaluating State Professional Development Grant Initiatives at the Individual Practitioner, School, and District/State Level
Integrating Technology and Early Literacy Instructional Strategies for Children, Teachers, and Families
Balcony A
Presenters: Patricia Hutinger, Center for Best Practices in Early Childhood; Carol Bell, Center for Best Practices in Early Childhood; Linda Robinson, Center for Best Practices in Early Childhood
The session will demonstrate the results of building studies of evidence-based early literacy practices on prior research findings focused on integrating technologies with instructional strategies for preschool children and accompanying teacher training methods. Studies of face-to-face and web-based teacher training formats, together with resulting child progress, will be discussed.
Presentation: Integrating Technology and Early Literacy Instructional Strategies for Children, Teachers, and Families
Positive Behavior Interventions and Supports: Implementation in Urban Public and Charter Schools
Balcony B
Presenters: Stephanie Wood-Garnett, District of Columbia State Improvement Grant; Angela Brown, District of Columbia State Improvement Grant; Margaret Stephens-Aliendre, District of Columbia Public Schools
The District of Columbia State Improvement Grant, in collaboration with the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), is implementing PBIS in 47 public and charter schools. Lessons learned and suggestions for PBIS implementation in urban settings will be shared.
Presentations: Positive Behavior Interventions and Supports
Two Models with One Goal: Preparing Teachers for Urban School Settings
Maryland AB
Presenters: Cathy Kea, North Carolina A&T State University; Deborah Voltz, University of Alabama at Birmingham
This session will describe two effective recruitment and retention model programs—Project PUSH and SUCCESS—whose shared goal is to prepare highly qualified, culturally competent teachers for urban schools. Both program models infuse diversity, provide mentors, and provide professional development activities. Lessons learned from the mentorship and cohort model will be shared.
Teachers of the Visually Impaired: Attitudes and Beliefs about Response to Intervention (RTI)
Park Tower 8206
Presenters: Tanni Anthony, Colorado State Department of Education; Shawn Sweet-Barnard, National Center for Leadership in Visual Impairment
Current research supporting the application of early intervening services or RTI for children other than those with learning disabilities is limited. This session will discuss two pilot studies conducted in Colorado to explore the support of RTI for educators working with children who are visually impaired.
Risks and Rewards: Developing Effective Doctoral Programs
McKinley
Presenter: Sharon Raimondi, SUNY-Buffalo State
In this interactive session, participants will discuss risks and rewards they have encountered in the development and delivery of quality doctoral education programs. Table leaders will facilitate conversations that address student learning goals, unique program features, effective strategies for student recruitment and program completion, and other lessons learned. |
4:30 pm - 4:45 pm |
Break |
4:45 pm - 5:45 pm |
Community of Practice, Affinity/Discussion Groups, & Miscellaneous Meetings
Silence with a Touch: Living with Usher Syndrome
Lincoln 2–4
Discussants: Paul Molloy, New York State Technical Assistance Project (NYSTAP); Madeline Appell, Columbia University
Usher Syndrome is a genetic condition afflicting thousands and thousands of people and causing both hearing loss and progressive vision loss. A film produced by the National Technical Institute for the Deaf in cooperation with the New York State Technical Assistance Project Serving Children and Youth Who Are Deaf-blind (NYSTAP) will introduce several individuals, from early adolescence to adulthood, who are living with this syndrome, which requires ongoing individual adjustments throughout the lifespan. A discussion will follow, led by the NYSTAP project coordinator, who has Usher Syndrome.
Advancing Access through Excellence in Leadership and Research in Special Education Administration
Lincoln 5–6
Discussants: Mary Lynn Boscardin, University of Kansas; Thomas Skrtic, University of Kansas
This session will generate ideas for advancing access for students with disabilities. It will explore methods for investigating cutting edge approaches to administrative leadership in special education linked to student outcomes. Topics will include but not be limited to: (a) the state of current research; (b) the need for research on conditions and outcomes; (c) the effects of Federal, State, and local policies on leadership practices; and (d) the identification of evidence-based leadership practices.
The Impact of The Child Abuse Prevention and Treatment Act (CAPTA) and the Individuals with Disabilities Education Act (IDEA) on Early Intervention
Maryland ABC
Discussants: Marian Jarrett, George Washington University; Karin Spencer, George Washington University
This session will be a discussion on the impact of CAPTA and IDEA regulations on Part C and child welfare systems. It will also explore the quantitative and qualitative changes regarding infants and families served by Part C, in terms of both the population and needed systems.
Addressing the National Shortage of Ph.D.-Level Faculty/Scholars in the Fields of Speech-Language Pathology and Audiology: How Do We Attract Doctoral Students When There Are So Many Other Attractive Alternatives for Them?
Virginia AB
Discussant: Ray Hull, Wichita State University
A 2005-2006 national survey by the Department of Communication Sciences and Disorders, Wichita State University, revealed a number of interesting and provocative reasons why it is becoming increasingly difficult to attract Ph.D. candidates into doctoral programs across the U.S. The reasons given also yielded insights into why current doctoral-level faculty are leaving college and university positions to enter other related and non-related fields. This discussion will address those issues while also considering the impact of the vast number of current faculty/scholars who are reaching retirement age.
Presentation: Addressing the National Shortage of Ph.D.-Level Faculty/Scholars in the Fields of Speech-Language Pathology and Audiology
Issues in Personnel Preparation Birth through 5
Salon II
Discussants: Mary Beth Bruder, University of Connecticut; Barbara Smith, University of Colorado at Denver; Vicki Stayton, Western Kentucky University; Sylvia Dietrich, Western Kentucky University; Cristina Morgro-Wilson, University of Connecticut
A brief summary of recommendations from research and think tanks implemented by the Center to Inform Policy and Practice for Personnel Preparation in Early Intervention and Preschool Education will be provided. Participants will identify implications for policy and practice.
Interpreter Education Programs—Is Present Programming Satisfactory?
Wilson ABC
Discussant: Ray James, University of Arkansas at Little Rock
As degree requirements are being set for professional exams and more States are passing legislation requiring credentials to be held, how is this impacting the interpreter education programs? And, knowing the Federal dollars that supported many faculty positions in the past are no longer available, are institutions funding positions to keep programs alive during a time when the profession is requiring more? What are other issues and/or creative things that may be going on within the interpreter education arena? The presenter will provide information regarding these questions.
Statewide Studies Focused on the Post-school Outcomes for Students with Disabilities
Coolidge
Discussant: Alfred Daviso, Kent State University
This discussion will create a dialogue for professionals tracking post-school outcomes for students with disabilities. Participants will have the opportunity to discuss their data collection procedures and findings. The purpose of this discussion is twofold: to share learning between investigators and to encourage collaboration in the dissemination of State findings.
It’s Not Your Regular Mac N Cheese: Cooking Up Innovative Early Intervention Practicum Experiences
Delaware AB
Discussants: Mary-alayne Hughes, University of Illinois; LaShorage Shaffer, University of Illinois
Early intervention services are provided across multiple settings (e.g., neonatal intensive care unit, crisis nursery, early intervention agency, home). The uniqueness of each setting often poses challenges for pre-service personnel preparation. This discussion will provide an opportunity to share ideas regarding the development and implementation of innovative practicum experiences.
Explorations in Communication Disorders
Harding
Discussants: Charity Rowland, Oregon Health and Science University; Christy Kavulic, OSEP
This affinity group is designed to bring together project directors and project staff involved in investigations of communication disorders in children with disabilities. The goal is to share information about current efforts related to communication development and intervention.
Enhancing Supply of Special Education Teachers via Alternative Routes
Hoover
Discussants: Paul Sindelar, University of Florida; Erling Boe, University of Pennsylvania
This session will provide a forum for university and district-based teacher educators and state education agency teacher education and certification officials to discuss the design and implementation of successful alternative preparation models and how they have helped States meet the demand for highly qualified special education teachers.
The Rats of NIRN (National Implementation Research Network), or the Challenges of Winning Support for Evidence-Based Implementation of Effective Practices
Balcony A
Discussants: Wilma Jozwiak, New York State Education Department; Matthew Giugno, New York State Education Department
In the children’s book “Mrs. Frisby and the Rats of N.I.M.H.,” super-intelligent rats work to escape a dysfunctional system; the work of the National Implementation Research Network (NIRN) gives us hope that we may escape the fate of the other rats, and in fact help our systems become more functional in implementation of effective practices. Ensuring fidelity to an evidence-based implementation approach will require significant reallocation of resources and reframing of State and local improvement plans. Arguing that the key to this revolution is convincing the people who administer and/or make policy for educational entities (from State education departments to school districts), the discussants will lead a discussion of strategies for doing so.
Professional Preparation of Special Education and Related Service Personnel to Serve Students with Traumatic Brain Injuries (TBI)
Balcony B
Discussants: Janis Ruoff, George Washington University; Monija Amani, George Washington University
The group will discuss reasons for, and challenges to, developing coursework and special programs in postsecondary education settings to prepare special education and related service personnel to serve students with TBI.
Cochlear Implants and Children Who Are Deaf-Blind
McKinley
Discussants: Ella Taylor, Western Oregon University; Kat Stremel, Western Oregon University
Children with dual sensory impairments are increasingly being given cochlear implants. This affinity group will discuss efforts to collect data that identify variables that impact the development of language, mobility, and social interactions for the children before and after implantation.
Maximizing Resources to Address Low Incidence Needs
Park Tower 8206
Discussants: Robert McCulley, University of Massachusetts, Boston; Laura Bozeman, University of Massachusetts, Boston
The competition for limited resources continues to mount across disability areas of interest. The impact on low incidence disability resources can be profound. This affinity group will provide an opportunity to discuss strategies to maximize State and geographical resources for the purpose of supporting low incidence disabilty needs.
Community Engagement and Personnel Preparation: From Recruitment through Induction
Virginia C
Discussants: Evelyn Reed-Victor, Virginia Commonwealth University; Belinda Hooper, Virginia Commonwealth University
Carnegie’s new emphasis on university-community engagement highlights the value of community-based learning. This group will discuss community-based learning strategies (e.g., service learning, community-based courses, family mentors, community scholars, clinical faculty, online communities of practice) and their contributions to different phases of personnel preparation, from recruitment through induction.
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5:45 pm - 7:00 pm |
Networking Session/Reception
Salon I |
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Child Progress Determination: Questions to Guide the Discussion of Functional Indicators
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May 2007 inForum
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Agenda and References