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2019 ASSEC DETAILED AGENDA (updated 1.10.19) Subject to Change

2 Day Pre-Conference - Sat., Feb. 23 – Sun., Feb. 24, 2019 8:00am – 4:00pm Practical Behavior Support for Individuals with Chronic Behavioral Concerns- Jessica Sprick, M.S., jessica@pacificnwpublish.com - Safe & Civil Schools Students with the toughest behavioral challenges exhibit behaviors such as aggression towards staff and students, arguing, tantrums, noncompliance, and poor academic progress. This session focuses on ways to apply practical and proven strategies to help students manage behavioral excesses, learn appropriate behaviors and remediate behavioral deficits, and improve motivation. Using a combination of resources from CHAMPs and The Tough Kid Book, participants will leave with ideas for how to implement new strategies on Monday morning to make a difference with individual students with challenging behaviors. Note: The Tough Kid Bundle books are required to attend this workshop and will need to be purchased ahead of time. $80 will be added to your registration cost. Registration for the course is only open until Feb. 1, 2019. Behavior Interventions and the Comprehensive Autism Planning System (CAPS) - Brenda Myles, Ph.D., Geneva Centre for Autism (Sponsored by the AARC) This session describes behavior interventions and a framework for teaching students across the spectrum. This system, allows educators to understand how/when to implement an instructional program for autistic students. The framework, CAPS, answers the questions (a) What supports does my student need in each class? (b) What goals is my student working on and, (c) Is there a thoughtful sequence to the child's day that matches his learning style. Because CAPS identifies supports for each of the student's daily activities, all educational professionals working with the student can identify the methods, supports, and structures the student needs. ***Note - The Alaska Autism Resource Center (AARC) will sponsor 50% of the registration fee for each attendee. The fee will be discounted to $60(early rate)/$70 (reg. rate) per person.

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Special Education Directors' Training - Gail Greenhalgh, spedservices13@gmail.com, Alaska Department of Education and Early Development This course covers training specifically for directors or coordinators of district special education programs. Topics include program reporting requirements, fiscal management, compliance auditing, legal overview and more. Guest Speakers and mixed presentation formats will be included.

Main Conference (Day 1) - Mon., Feb 25, 2019 8:15am – 10:00am Keynote Presentation - In Relentless Pursuit of the Conditions that Support Learning- Jessica Sprick, M.S., jessica@pacificnwpublish.com - Safe & Civil Schools What are the critical conditions that must be in place to set the stage for student learning? How can schools proactively plan for and provide safe, civil, and supportive environments that allow for learning to happen? This session will explore these critical questions and provide a problem-solving framework to overcome common barriers to learning at schoolwide, classroom, and individual student levels. With a focus on how to support our most vulnerable learners, this session will provide a wealth of practical strategies that can increase student readiness to learn and improve motivation and success. Breakouts: 10:30am - 12:00pm (1.5 hours) Universal Design and Technology—Redefining Access to Create New Opportunities - Debra Herburger, dherbur@wested.org, WestEd The principles and guidelines of the Universal Design for Learning Instructional Framework can be applied with no technology, low technology, medium technology, or high technology; this session will connect UDL to the effective use of education technology. Participants will apply the SAMR model of ed tech to guide thinking and discussions on the effective use of use of technology in the classroom to move beyond basic substitution and augmentation, to reach effective levels of redesign and redefinition and go beyond assistive technology to universal design access that creates new opportunism for students and teachers. Work Smarter Not Harder to Intervene with Behavior- Jessica Sprick, M.S., jessica@pacificnwpublish.com - Safe & Civil Schools This session describes the application of the Prevent-Teach-Reinforce for Young Children (PTR-YC) for addressing challenging behaviors in early childhood classrooms. Presenters will review the PTR-YC implementation steps by following three case studies. Information about teacher coaching, monitoring fidelity, and successful strategies for implementing preschool behavior intervention plans will be discussed. With limited resources for intervention in most schools, we have to work smarter to find as many easy-to-implement behavioral interventions that have a strong likelihood of success. This session will present a protocol of early-stage interventions that can be implemented by classroom teachers to increase the likelihood students will act in prosocial and appropriate ways. Interventions include planned discussion, goal setting, data

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collection, and debriefing, among others. This session will also provide an introduction to ideas for intervening with supports outside of the classroom, using structured intervention programs such as Connections and Meaningful Work.

Using Embedded Learning Opportunities in Inclusive Preschool Settings - Hattie Harvey, haharvey@alaska.edu, University of Alaska Anchorage, Early Childhood Special Education, and Molly Mcmanamin, mcmanamim_molly@asdk12.org, Anchorage School District This session focuses on understanding and applying the use of the evidence-based practice, Embedded Learning Opportunities, to support children with disabilities in inclusive preschool settings. Embedded learning opportunities (ELOs) are short teaching episodes that teachers set up within the context of everyday activities, routines, and transition that address specific learning goals. In this session, participants will learn how to identify specific instructional goals and plan for embedded instruction within their classroom setting. A focus on active participant engagement will be utilized. Successful IEP Teams: Strategies to Engage Parents and Students for Improved Outcomes - Alexandra Fogarty, alexandraf@stonesoupgroup.org, Tracey Morgan, traceym@stonesoupgroup.org, Mandy Cleveland, mandyc@stonesoupgroup.org, and Barbe Neeson, barben@stonesoupgroup.org, Stone Soup Group Parents are key to ensuring student achievement. Learn about tools and strategies to engage parents and students in education, improve communication and develop strong relationships. This session will provide outside of the box ideas to create a high performing IEP team and increase student achievement. Learning About the Disability Rights Movement for Self-Advocacy and Resilience - Anne Applegate, anne.applegate@alaska.gov, Governor's Council on Disabilities & Special Education Recent studies show that cultural rootedness builds resilience in students and that identifying with a tradition or movement strengthens resolve in the face of obstacles. This seminar will describe the history of the American Disability Rights Movement from its beginnings to the present day, including advocacy in Alaska for the rights of people with disabilities to make their own choices and pursue meaningful lives. The materials include plain language slides that can be used as the starting point for developing a modified curriculum on the subject and outside resources for building lesson plans. DVR’s Pre-Employment Transition Services- Working Together to Prepare Students to Transition from School to Work - Jim Kreatschman, jim.kreatschman@alaska.gov, Alaska Division of Vocational Rehabilitation DVR currently funds teachers and schools across the state, through JOBZ Club, S'Cool Store and Summer Work, to prepare students to transition from school to work. Learn how you can help students develop the "21st-century skills" employers are looking for by enhancing transition services in your school on DVR's dime.

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Team Support for Paras & Teachers: Implementing Evidence-Based Practices in the Specials Classroom - Aimee Smith, asmith@sesa.org, Alaska Autism Resource Center Working on building inclusive practice in your building, but getting a little stuck? Do your students have a difficult time transitioning into or following directions in the specials classroom? Are you, your paras or your specials teachers struggling to support your students? This session will share strategies for implementing evidence-based practices for autism in the specials classroom, with an emphasis on supporting paraprofessionals & specials teachers. Practical strategies will be shared that can be implemented individually or classroom-wide, from the perspective of a former music & special education teacher. Do You Want To Be A Star?! Introduction to Modeling: A Research-based Strategy to Support Students With Autism - Kendra Wolf, kwolf@sesa.org and Tara Maltby, tmaltby@sesa.org, Special Education Service Agency Lights…Camera…ACTION! Are you looking for a research-based strategy to support your learners with autism spectrum disorder in learning new functional and social-emotional skills? Do you or your students enjoy working with technology? If so, then this session is for you! Participants will dive into the practice of modeling; including live modeling, modeling, and video modeling. After reviewing basic modeling practices and procedures, participants will have the opportunity to create their own video model to take back to their classrooms. Get your smiles ready! Walk down the red carpet to this fun and interactive session. Oscar nomination not guaranteed. Communication and Decision-Making: Skip the Trip No One Wants to Be On - Bob Deitrick, deitrick@aptalaska.net & Dave Thomas, thomaswf@centurytel.net, Alaska Special Education Mediation Services This is an interactive presentation that will provide a brief overview of special education mediation, complaint investigation, and due process hearings. The group will examine the causes of conflict, active-listening skills, collaborative team development, and tips for coming to a consensus. Participants will work in small groups and report to the large group. It's Time for......BRAINIAC BINGO!!!! - Susan Wolf, smwolf@dinecollege.edu, Diné College COME JOIN us in the BINGO Hall!!! Check out our interactive gaming session and review the basics of brain injury from all aspects including epidemiological, social, intellectual, emotional and educational perspectives. Bring your dobbers (if you've got em!) - we'll supply the BRAINIAC cards and the questions! The session will address and assess your knowledge about prevention and interventions related to a concussion as well as moderate and severe brain injuries. Prizes awarded to the Winners! 12:00pm – 1:15pm Lunch on Your Own

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Breakouts: 1:15pm - 2:45pm (1.5 hours) FBA is Not a Dirty Word! Demystifying Functional Behavioral Approaches – Jessica Sprick, M.S., jessica@pacificnwpublish.com - Safe & Civil Schools This session will focus on how to help teachers and other educators identify factors that contribute to or perpetuate any chronic misbehavior and use that information to design effective behavior improvement plans. From acting-out behavior to chronic absence to bullying concerns, participants will learn or review ways to apply functional-behavioral approaches to address any behavioral or motivational concern. This session will also discuss how to triage resources and use a multi-tiered approach to ensure that the intensity of services provided is matched to the intensity of the student’s need for support. Using Visual Arts to Enhance Language - Judy Hager, jhager@kuspuk.org, and BethAnn Miner, bethann.miner@smk.bssd.org, Bering Strait School District Looking for innovative ways to facilitate oral language? This session will focus on the importance of oral language and how art can be used to support receptive and expressive language. Ideal for rural special education teachers delivering the related service of Speech and Language and Occupational Therapy. The session culminates with an art activity easily adapted for grades K-12. Inclusion: The Classroom & Beyond… - Shelly Vendetti-Vuckovich, vendettis@aol.com, and Cassandra Stalzer, cassandra.stalzer@gmail.com, Alaska Special Needs PTSA Practicing Inclusion looks different in every organization; however entire communities reap the benefits of this practice. Learn to lay a foundation of Empathy through awareness and education specific to students with unique challenges; visible or not. Learn about organizations where this approach is creating a world of change. Be Fearless, Be Kind is an international effort and many resources will be shared along with a Pledge which can be customized for your own organization. Our end goal should be a kinder community where unique students feel valued and the community, in general, enjoys a level of empathy and success. Breakouts: 1:15pm - 4:30pm (3 hours with 15 minute break from 2:45pm - 3:00pm) English Learners with Disabilities: Challenges and Strategies for All Educators - Debra Herburger, dherbur@wested.org, WestEd These session participants will explore the unique opportunities educators encounter addressing the needs of English learners with disabilities. Participants will review state data and consider their own organization's data about dual-identified students. We will debunk some of the common misconceptions about English learners and about students with disabilities. Participants will understand Universal Design for Learning, an instructional framework designed for the broadest possible range of learners, and how to provide scaffolding and differentiation within that framework.

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What is ABC Thinking (Reconnecting Trauma Disconnects) - Annette Corson, alaskacorson@gmail.com, and Jason Nicholes, jason.nichols@insightagentsofchange.com, Insight Resources International An in-depth look at what ABC thinking is and actually teaches ABC thinking. A= analytical -- Conceptual B= concrete particuleres -- Knowledge C= emotional "Can't You See Me?" - Survivors Behind an Invisible Disability - Susan Wolf, smwolf@dinecollege.edu, Diné College The focus of this session will be on the identification of those children and adults who are undiagnosed and how screening for TBI can help professionals, families, and agencies better serve these important individuals. Participants in this session: (1) will have an increased awareness of the epidemic that is TBI, (2) will identify at least 4 of the 7 types of signs of brain injury, (3) can utilize at least one standardized instrument for TBI screening, and (4) can describe at least one application where screening for brain injury can impact and improve service provision for survivors and families. Managing Student Behavior - Strategies that Work - Wayne Callender, sandra@partnersforlearning.org, Partners for Learning This training is designed for educators interested in improving behavior management practices in classrooms and other school environments. Focus areas include: • How to correctly interpret and respond to challenging behaviors • How to proactively prevent most behavior problems before they occur • How to address and modify severe (Tier III) behaviors • Identifying and using research-based interventions and practices • The role of functional behavioral assessments • Using RTI for identifying students with behavioral and emotional disabilities How to Build Acceptance and Adaptations in the Classroom for Students with Visual Impairments. - Glenn Bushnell, gbushnell@alaskaBVI.org, Sarah Moreau, smoreau@alaskaBVI.org, and Nate Kile, nkile@alaskaBVI.org, Alaska Center for the Blind and Visually Impaired Vision impacts a student’s success in and out of the classroom. Participants in this breakout session will participate in a discussion of how to identify a student with a visual impairment and develop strategies which will enhance their potential to achieve classroom success. Strategies for students to access the curriculum as their peers will be addressed. Emphasis will focus upon fostering the educational experience for visually impaired students through acceptance and adaptations. Blindness or low vision is no reason to prevent a student from thriving in school and within their communities while living out their dreams.

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Make and Take for Visual Learners. Come With Your Classroom Concerns and Leave with Visual Solutions - Megan Fowler, mfowler@kpbsd.k12.ak.us, Stephanie Fain, sfain@kpbsd.k12.ak.us, Mindy Hunter, mhunter@kpbsd.k12.ak.us, Monica Glen, mglen@kpbsd.k12.ak.us, and Amy Sundheim, asundheim@kpbsd.k12.ak.us, Kenai Peninsula Borough School District Join us for a make and take session for teachers who work with students who have a difficult time completing work, accessing curriculum, following schedules, communicating with others, following social rules, entering the general education environment. Examples of visuals provided: Reading and Interactive Books, Structured work systems, Task Analysis, Student Schedules, Academic tasks, Social Stories, Communication, Behavior Supports. Come with specific problems and leave with visual solutions to use when you return to school. The session will include time to create visuals and a link to a shared digital folder of pre-made visual supports. Breakouts: 3:00pm - 4:30pm (1.5 hours) Preparing Your TEAM to Run the Race - Julia Renfro, julia.renfro@alaska.gov, Alaska Commission on Postsecondary Education - ACPE Join this interactive session to experience how easy it is to create a Personal Learning & Career Plan (PLCP). PLCPs include these transition areas: Assessments, Career Cluster and Occupation research, Programs of Study, Schools, Financial Aid, and Resumes. Feel at Home: Unlocking the Door to Healthy Living and Leisure - Aimee Smith, asmith@sesa.org, Alaska Autism Resource Center Think about the daily activities you do to maintain a healthy lifestyle. How might an individual on the autism spectrum experience these activities differently? Might some of the experiences and challenges deter them from participating? This presentation will focus on strategies to support teachers and providers in making these opportunities more inclusive and autism-friendly. Strategies will include adapting the environment, supports, expanding leisure skills & building routines. Participants will develop a plan for implementation and create materials to support students. Body, Brain, and Behavior: Working With the Dysregulated Child - Carolen Hope, carolenhope@gmail.com, Valdez City School District and Private Practice New findings from brain science can change the ways we see problematic behavior patterns in students. This presentation will weave together theory and practice to increase your understanding of relationships among body, brain, and behavior, and to share specific tools to support student learning.

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Using the Community to Engage Students in Planning for the Future - Jacque Hyatt, jhyatt@transcen.org, Deanne Unruh, dkunruh@uoregon.edu, National Technical Assistance Center on Transition (NTACT), Ashley Crace, ashley_crace@lksd.org, Lower Kuskokwim School District, and Gail Greenhalgh, gailg@serrc.org, SERRC Each community regardless of size provides a rich learning opportunity for students. It's a place that they can explore and learn about careers, living independently and how to plan for their future after high school. Developing a ‘Community Map' includes interviewing community members about their experiences with work, subsistence and the skills needed to succeed after high school. This session will help you learn how to use Community Mapping to uncover work experience opportunities, supportive resources and develop relationships that will assist in implementing transition plans and skill development. 4:30pm – 6:00pm 2019 ASSEC Networking Social - "Desserts Before Dinner" Co-Sponsored with Lakemary Who says you have to wait until after dinner to get to dessert? Join us for a social hour of desserts and music before heading out to dinner!

Main Conference (Day 2) - Tues., Feb. 26, 2019 8:15am – 10:00am Keynote Presentation – The Dog Difference – Steve Vick, steve@noblepaws.org, Noble Paws Join Steve as he shares firsthand stories about his experiences teaching people with special needs and at-risk youth how to run a team of sled dogs. Learn how Noble Paws started and how the programs evolved over the years. Hear stories of how participants are taught to interact with their own team of sled dogs as they prepare to run in local races. The combination of dogs, children, and the environment can lead to some surprising situations that lead to impactful results. Breakouts: 10:30 am – 11:15 am (45 min.) The Power of Dialogue: Tools to Engage in Crucial Conversations - Jessica Towarak, jessiepetersen@gmail.com, Bering Strait School District, and Shawn Bernard, bernard_shawn@asdk12.org, Anchorage School District Do you find yourself struggling in the area of communication when emotions run high? Stop yourself from talking in circles, and join us in learning effective tools to master the power of dialogue when faced with situations that have you feeling angry, scared, hurt, or intimidated. Based on tools from the book "Crucial Conversations" by Patterson, Grenny, McMillan and Switzler, participants will dig deep into the material and walk away with the skills to improve the quality of communication skills in all facets of our lives.

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Innovative Training Options: Increasing Access to Professional Development in Rural Alaska - Aimee Smith, asmith@sesa.org, Alaska Autism Resource Center, and Yuya Hisada, yhisada@sesa.org, Special Education Service Agency Is your school budget tight? Are you in rural Alaska? Do you find it difficult to provide your staff with high quality and relevant professional development? Come find out how the Special Education Service Agency is innovating and using technology to increase access at low cost for educators, providers, and families throughout the state! We will share our experiences in presenting two online conferences, streaming events and providing individualized training throughout the state through distance technology. We will discuss problem solving, considerations, and include data and feedback from participants. Leveraging Federal Funds for Student Success - Tye Ripma, tripma@wested.org, Jana Rosborough, jrosbor@wested.org, and Sara Doutre, sdoutre@wested.org, WestEd In Alaska, millions of dollars enter the school system each year for special education and related services under the Individuals with Disabilities Education Act (IDEA) and federal title programs. While each type of funding has specific purposes, misperceptions about the flexibility of federal funding often limit a district or school’s ability to leverage the funds to improve student outcomes. This session will assist special education administrators and teachers to identify potential opportunities for flexibility and present tools for analyzing local infrastructure across federal programs. Real-world examples of how to braid federal funds to support initiatives will be provided. Incorporating Dogs into Your Team – Steve Vick, steve@noblepaws.org, Noble Paws This breakout will feature excerpts of interviews from dog trainers and therapist as they explain how to incorporate dogs into the classroom. This session will include tips on how to prepare your classroom, your students and the dog for their new roles within the team. Breakouts: 10:30am - 12:00pm (1.5 hours) Reconnecting Trauma Disconnects - Annette Corson, alaskacorson@gmail.com, Lower Yukon School District, and Emily Murray, emurray@eli.bssd.org, Bering Strait School District ABC thinking or Cognitive awakening A= thinking in analytical conceptual B= thinking in concrete particulars C= thinking in emotion An introduction to ABC thinking, an overview of what this looks like in the classroom and an introduction to how this transforms thoughts of trauma survivors.

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Alaska Transition Into Employment: Pathway to Adulthood and Employment - Ric Nelson, ric.nelson@alaska.gov, and Kristin Vandagriff, kristin.vandagriff@alaska.gov, Governor's Council on Disabilities and Special Education We'll be presenting an all-inclusive transition handbook that highlights- Employment First; School to work or higher education transition; Services and Benefits to assist in transition; Employment rights and ADA; Benefits and Work incentives; Employment smart tech tools; Self employment resources; and much more. Assistive Technology Consideration: Harnessing Data-Driven Team Process to Remove Barriers to Student Learning - Megan Humphrey, humphrey_megan@asdk12.org, and Lance Smith, Smith_lance@asdk12.org, Anchorage School District AT is meant to level the playing field for students who encounter barriers to access, participation, and academic learning. Anchorage School District AT consultants will present a model process by which school teams can investigate student-specific AT requirements. Learn about the SETT framework, AT trial planning and implementation, data-driven team decision-making, and documentation of AT in IEPs. Discussion encouraged, come with questions! Session content can be calibrated to participants’ needs and interests. Where is Special Education in your Multi-Tiered System of Support? - Debra Herburger, dherbur@wested.org, WestEd An effective Multi-Tiered System of Support provides districts and schools an opportunity to build on the islands of excellence and create systemic change; provide educators the knowledge, skills, and tools to continue to strengthen their practices and collaborate with colleagues with a focus on improving instruction; and ensure special education is a service and support that addresses a disability that affects learning and is not a place where some students ‘go.’ MTSS moves special education from ‘somewhere else’ that ‘someone else’ takes ‘those kids’ to expert educators who collaborate to strengthen teaching and learning for all students at all Tiers. Looking at Challenging Behavior through the Lens of Function (Function-Based Approach to Changing Behavior in the School Environment) - Antonina Shangraw, tonyas@behaviormattersllc.com, Behavior Matters, LLC The presentation will focus on addressing challenging behavior based on the function of behavior, emphasizing the importance of finding replacement behaviors and introducing them first, prior to working on more desirable (for us) alternative behaviors. Also, the presentation will be focused on preventative proactive strategies vs. reactive strategies. Will include some discussion of group contingencies and how they can be included in behavioral plans.

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Serving Students with both Visual and Autism Impairments - Samantha Weiland, sweiland@sesa.org, and Angelique Black, M.S.Ed TVI, ablack@sesa.org, Special Education Services Agency A brief overview of the description of Visual Impairment and Autism Impairment. Presenters will share cases of students who had the diagnosis of Visual Impairment and Autism Impairment. They will share the challenges and strategies they have facilitated in implementing to accommodate both impairments to help students be successful. 12:15pm – 1:30pm 2019 ASSEC Awards Luncheon Breakouts: 1:45pm - 2:30pm (45 min.) Inclusive Sports and Activities in Schools - Joanna Paris, joanna@specialolympicsalaska.org, and Sarah Arts, sarah@specialolympicsalaska.org, Special Olympics Alaska Information on the Special Olympics Alaska School Program and Inclusive Sport and Activity opportunities in Schools. The Power of More! Changing the Trajectory of Students’ Lives is a Team Effort - Corrie Hruby, connect@brightwayslearning.org, Brightways Learning Adults play a key role in the lives of students, yet many students do not have supportive adult relationships at home and seek connections in the community and at school. Research shows the correlation between positive adult connections and high school graduation rates. In this workshop, you will learn what it takes to have a powerful influence on students through positive relationships. You'll learn strategies to develop meaningful connections with more of your students and to help them build their own supportive networks. We will also discuss the importance of adults having their own support system for increased resilience. De-Escalation Strategies in Practice - Carolyn Houze, cmhouze@gmail.com, QBS, Inc. This presentation will look at different behavioral-based strategies and how they can be applied in the de-escalation of challenging behaviors. Functional communication training (FCT), behavioral momentum, and extinction are all evidence-based behavioral interventions utilized to decrease challenging behavior. Functional communication training involves prompting and reinforcing alternative responses, behavioral momentum involves reinforcing compliance with prompted behaviors, and extinction involves the removal of external variables that may be increasing the likelihood of challenging behaviors. The presenter will describe the details of each intervention and provide example scenarios for use in practice.

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Secondary Transition - How it's Done - Gail Greenhalgh, gailg@serrc.org, SERRC, and Kristin Riall, kristin.riall@alaska.gov, Alaska Department of Education and Early Development Participants will understand the Federal requirements for Secondary Transition. A quick review of the paperwork. Disproportionality Update - Colleen Shivers, colleen.shivers@alaska.gov, Department of Education and Early Development, and Sara Doutre, sara@doutreconsulting.com This session will cover changes to disproportionality reporting regulations and what that will mean for Alaska Essential Skills for Successful Grant Writing - Karen Bostic, KarenRBostic@hotmail.com, Colorado Christian University Getting a grant doesn’t require a Ph.D. A solid idea and a simple plan can go a long way.

National Education Association This session will help all levels of grant writers learn the critical components of successful grant writing and how to include them in your application. Money is a commodity we never have enough of and grant writing offers a relatively easy way to increase classroom funds. Learn how to get those dollars for your classroom! The Impact of Dogs - Steve Vick, steve@noblepaws.org, Noble Paws Watch excerpts of interviews conducted with professional dog trainers and child therapist about how dogs can make a difference in a disabled person's life. This will be followed by a group discussion on the therapeutic use of dogs with a particular focus on autism therapy dogs. Breakout session participants are encouraged to come ready to share their own examples of how dogs have made a positive influence in their own work with children with disabilities.

Breakouts: 2:45pm - 3:30pm(45 min.) Don’t Overlook CTE in Special Education Transition Planning - Sara Doutre, sdoutre@wested.org, WestEd, and Jana Rosborough, jrosbor@wested.org, WestEd Career and technical education (CTE) programs are vital to preparing Alaska’s students for the workforce, but are we effectively using them in transition planning for students with disabilities? This session will outline the overlap in purposes between CTE and special education in preparing students for employment and success after high school. Create actionable plans for overcoming barriers to inclusion in CTE for special education students and hear CTE success stories.

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Self-Care for Caring Professionals - Angie Nelson, anelson@kpbsd.k12.ak.us, and Deborah Roemhildt, droemhildt@kpbsd.k12.ak.us, Kenai Peninsula Borough School District Working with students with disabilities and their families can lead to burn out. We will discuss the topic of compassion fatigue and secondary trauma as it affects those in schools. Strategies to keep professionals healthy and well balanced will be discussed. Intergrading Art and Fine Motor Skills - Lisa Villano, lisa.villano@shh.bssd.org, and BethAnn Miner, bethann.miner@smk.bssd.org, Bering Strait School District Looking for creative ideas to address fine motor skills? Need innovative ways to deliver occupational therapy goals? Come by for an overview of fine motor skills and a hands-on art activity. Ideal for rural special education teachers delivering the related service of occupational therapy. Data Sheet and Resource Sharing Workshop - Bethany Brokaw, brokawb@hotmail.com, Bering Strait School District Do you wish you had more samples/examples of data sheets to use for your student's goals? Well, bring your data sheets and computer for a sharing workshop! Access to Google Docs would be very helpful also! This is designed to be less a "presentation" than a workshop. You will be talking and collaborating with other teachers to share resources. Be a Lead Dog of the educational team: Considerations of becoming a Special Education Director. - Shawn Bernard, bernard_shawn@asdk12.org, Lori Rucksdashel, rucksdashel_lori@asdk12.org, Anchorage School District, and Alesha Ferguson, aleshaferguson@dbsd.org, Denali Borough School District Considering being a lead dog of the district's special education team? Expose yourself to the journeys of several directors' experiences. Learn about the requirements, roles, responsibilities, and how to be a dynamic special education director.

Finding Your TEAM's Results - Julia Renfro, julia.renfro@alaska.gov, Alaska Commission on Postsecondary Education - ACPE Measure student progress through the transitions from career awareness to postsecondary education and careers using the Personal Learning & Career Plan (PLCP) reporting tools in AKCIS. See the NEW CUSTOMIZED PLCP Reporting tool. Motivating Students- 3 Things Everyone Knows About a Restaurant! - Jim Kreatschman, jim.kreatschman@alaska.gov, Alaska Division of Vocational Rehabilitation, and Ele Ruchti, University of Alaska Southeast Student Are you willing to view student success through a different lens? This session will challenge you to examine how you view student success and maybe, if you’re open, provide you with some tools to motivate students by helping them develop a vision of what their future could be.

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Jim Kreatschman, DVR’s Youth Transition Coordinator, and Ele Ruchti, UAS Student and former rural high school student from Galena, combine forces to provide teachers with in-sites and resources gathered from school districts across the state.

The Special Education Guidance Document (handbook) - Donald Enoch, donald.enoch@alaska.gov, and Colleen Shivers, colleen.Shivers@alaska.gov, Alaska Department of Education and Early Development A review of the state's guidance document for special education staff. "Discipline with: *Personality Insights and *Love & Logic - Carrie Bauer, carrie.bauer@nsbsd.org, North Slope Borough School District How do I "build a relationship" with tough kids. Leave with a working knowledge that enriches your classroom as well as your own lives. Building better relationships with students and adults. Four steps to responsibility for students. Turning your words to 'Gold'. Personalized Learning and Our Most Vulnerable At-Risk Students - Joe Mooney, jmooney@kpbsd.k12.ak.us, Kenai Peninsula School District View inside a classroom at a local youth detention center down on the Kenai Peninsula where Personalized Learning has gone on for years. Learn how this program encourages students to be empowered and to buy into a system that emboldens their attitude to succeed. Understand some of the challenges and struggles these same students face upon returning to a traditional setting or from another institutional treatment program. Breakouts: 3:45pm - 4:30pm (45 min.) Integrating the Arts in a Universally Designed Classroom: Providing Choices, Promoting Resilience, and Enhancing Learning Outcomes for All Children - Heather Batchelder, habatchelder@alaska.edu, University of Alaska Southeast Learning to utilize arts integration and universal design in your classroom will enable you to provide choices for children, make learning personal to each child, and build confidence as students engage in motivating and challenging experiential learning opportunities. Behavior Management Strategies for the Classroom - Karen Bostic, KarenRBostic@hotmail.com, Colorado Christian University We all have students struggling to successfully adhere to traditional student behavioral norms. This session will help you and them learn how to manage their behavior to increase their learning. Practical, hands-on strategies that will make a difference fast. Please join me to help improve the atmosphere and increase student learning.

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Top Ten IEP Meeting Pitfalls to Avoid - Sara Doutre, sdoutre@wested.org, Jana Rosborough, jrosbor@wested.org, and Tye Ripma, tripma@wested.org, WestEd Are you a new or experienced special education teacher? Do you want to have IEP meetings that are more effective and leave everyone feeling prepared to implement the IEP? This session, presented by an attorney, a parent of a child with a disability, and a behaviorist, will cover multiple perspectives of the IEP meeting and will present the most common mistakes made that lead to monitoring findings and complaints. Time will be provided for questions and answers as well as role-playing responses to common IEP meeting questions. Are they Making Progress?: Graphing Behavior Data Made Easy - Allyson Kiss, kiss_allyson@asdk12.org, and LeAnn Argott, argott_leann@asdk12.org, Anchorage School District This presentation provides an overview of using behavior charts and other easy to use tools as a form of progress monitoring. Make keeping track of behavior data efficient and visually see the level of progress that students are making. Learn how to graph behavior data using google sheets and walk away with a toolbox of templates and graphs to later use for your own data. A school psychologist and special education teacher will provide real-world examples from the classroom of how they collaborate to support students' behavior needs. Special Education Director Campfire Fairytales - Shawn Bernard, bernard_shawn@asdk12.org, Anchorage School District Come join the Council of Administrators of Special Education annual roundtable where we digest a variety of district scenarios and how each team tackles the problem-solving. Laying the Foundation - Early College & Career Awareness Programs and Resources - Shelly Morgan, shelly.morgan@alaska.gov, Alaska Commission on Postsecondary Education Learn about Early Career Explorers classroom resources, and the I Know I Can and Kids2College early college/career awareness programs. Programs and resources are designed for Pre-K through 6th grade, with flexibility. Understand program details, review success statistics, learn how to bring these programs to your school, and discover potential partners. Inclusion Strategies for High School - Joetta Wolff, jwolff@dlgsd.org, and Leslie Theurer, ltheurer@dlgsd.org, Dillingham City School District This session would offer tips and strategies for Inclusion at the High School level. We will be discussing strategies for collaboration between General Education and Special Education teachers, Co-Teaching Strategies, Universal Design for Learning, as well as other strategies.

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Computer Science and Special Education - Sam Jordan, samuel.jordan@alaska.gov, Alaska Staff Development Network This presentation will cover the proposed Alaska Computer Science Standards and how students with disabilities can benefit from being included in computer science instruction, including how computer science can be a strong component of transition planning at the high school level. We will further discuss recent developments in inclusive hiring programs in computer science. Using Digital Story Telling to Enhance Language Skills - BethAnn Miner, bethann.miner@smk.bssd.org, Bering Strait School District For years teachers have recognized the value of storytelling in the classroom. Come and learn about the relatively new art form of digital storytelling and how it can be used by special education teachers to support language arts skills and address the related service of Speech and Language. The presenter will share highlights and resources from the National Gallery of Art's Teacher Summer Institute, 2018. The Dream Team: The Power of Partnerships for the K-12+ Experience - Robanne Stading, rstading@kpbsd.org, and Jeri Trail, jtrail@kpbsd.org, KPBSD-Nikolaevsk School We have a story to share, one that begins as one of the earliest surviving preemies in Alaska and continues into adulthood. Come to hear the triumphant tale created through the strategic use of family partnership, inclusion, structured learning, extracurricular activities, PBIS, and advocacy. Presenters are a parent/teacher/paraprofessional/friend team and will share advice for others seeking to strengthen learning experiences for students across the K-12+ spectrum.

Main Conference (Day 3) - Wed., Feb. 27, 2019 8:15am – 10:00am Keynote Presentation – Co-Dancing Like the Stars!, Susan Fitzell, M.Ed., CSP, sfitzell@susanfitzell.com Collaborate like a confident dance partner! Collaboration is a dance and dance partners synchronize their movements. Dance is a cooperative and coordinated art and collaborative teaching is the art of reaching the needs of all students without stepping on each other’s toes! All of us have experienced the occasional missteps that come with the variety of ways collaborative teaching unfolds, and each of us has seen the distinct benefits of working collaboratively. Join Susan Fitzell for some unique insights into a confident collaboration that can be life-changers for students and game-changers for those of us who want to co-dance like the stars!

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Breakouts: 10:30am - 12:00pm (1.5 hours) A Bump or a Bleed....and Where It Can Lead: Broken Wires as Neurodevelopmental Impacts of Early Brain Injury - Susan Wolf, smwolf@dinecollege.edu, Diné College Interruption of neurodevelopment can have significant implications for future functioning. We'll "walk" around the brain and discuss the implications of injury and/or disease processes that occur during pregnancy and early childhood. Current research on the effects of non-physical violence and brain development will be shared addressing neuroplasticity. Lastly, you’ll experience the implications of early disruptions in neuro-circuitry and how to help students "re-wire" their brains to accomplish goals and tasks. Emphasis will be on a team approach to successful transitions into adulthood, focusing on cognition and self-regulation as bridges arcing across broken circuits. Chunking Lesson Plans® - How to get the Best Bang for your Time and Reach All Learners - Susan Fitzell, M.Ed., CS, sfitzell@susanfitzell.com The biggest obstacle that teachers face when delivering instruction and interventions to reach all learners in their classrooms is lack of time. They don't have the time they need to get everything that must be done accomplished. Consequently, they rush to deliver information as quickly as possible and fail to reach all levels of learners and learning styles. Chunking Lesson Plans® is an innovative new way of lesson planning, designed by Susan Fitzell. This program introduces the concept of chunked lesson plans, explores best practices and brain-based teaching strategies for chunking, and shows teachers how to use their precious classroom time in ways that are more productive, reach more students, and increase achievement! Alaska History Creative I-Search Multi-Genre Project—Adaptive Model - Kathy Freeman, kathy.freeman@kts.bssd.org, and BethAnn Miner, bethann.miner@smk.bssd.org, Bering Strait School District Brief presentation: History of Alaska in a Nutshell—people, culture, geography. Workshop: Participants will be guided through the process of searching/selecting information about major concepts/facts surrounding Alaska History. Participants will use the information to create a variety of writing pieces—poems, letters, essays—and visual pieces—drawings, paintings. Your original model can be tailored to the interests and abilities of your students for you to take with you! A variety of Alaska History sources will be available to search. Writing and drawing materials will be available as well. Participants are welcome to bring additional sources and materials. What They Don't Teach You In School: Global Scheduling, Sharing Paraprofessionals and Organizing IEPs - Stephanie Fain, sfain@kpbsd.k12.ak.us, Monica Glen, mglen@kpbsd.k12.ak.us, and Amy Sundheim, asundheim@kpbsd.k12.ak.us, Kenai Peninsula Borough School District Not only are special education teachers managing their classrooms, but they also need to coordinate with classroom teachers, related service providers, and specialists while

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meeting IEP minutes. At this session, a multi-disciplinary team (Special Education Teacher, Speech and Language Pathologist, and School Psychologist) will discuss strategies for creating schedules that are functional and ways to effectively share paraprofessionals between classrooms to maximize inclusion opportunities. We will also discuss ways to organize IEP meetings to increase related service provider attendance and create more collaboration opportunities. Planning for AUTHENTIC Rural Transitions to Adulthood for Alaskan Youth - Anne Applegate, anne.applegate@alaska.gov, Governor's Council on Disabilities & Special Education The IDEA transition regulations provide conventional, urban/suburban post-secondary outcomes, not the unique and varied adult experiences that await students in remote and rural Alaska. Most rural households live by combining wild resource harvests with seasonal/temporary wage employment. While self-employment is an “employment outcome” for DVR, and TVR assists and trains clients for traditional subsistence activities, school districts have been slower to include these activities and the skills they require in IEPs. IEP transition plans that don’t provide activities and objectives that are authentic to a student’s goals for rural adult experiences are not “effective transition services”. Transition Assessment: Uncovering Student Strengths and Career Interests - Deanne Unruh, dkunruh@uoregon.edu, Jacque Hyatt, jhyatt@transcen.org, National Technical Assistance Center on Transition (NTACT), and Gail Greenhalgh, gailg@serrc.org, SERCC Transition assessment serves as a common thread in the transition process and forms the basis for defining goals and services that are included in the IEP. Rather than a one-time assessment, gathering information about career, independent living, and post-secondary education is an ongoing process of gathering information and helping the student identify their strengths, preferences, and interests. During this session, you will learn about evidence-based practices, tools, and resources that will assist you to collect the information and put that in the paperwork to create a functional transition plan for life after high school. Got Struggling Students? Get kurzweil 3000 PEAKS, LD, ELL, IEP, and 504 Literacy Support - Callis Hutchings, callis.hutchings@kurzweiledu.com, Kurzweil Education Support students who underperform on PEAKS in reading, comprehension, writing or testing with one comprehensive software tool. Kurzweil 3000 is used in hundreds of universities, even more, colleges and in schools and districts across North America and beyond. With over 500,000 profiles this software supports early readers to professionals. Working on or offline with UDL principles you can meet the needs of students with many varying needs. If you haven’t seen us recently you need to come and see the exciting changes that once again make Kurzweil 3000 the industry Gold Standard! See you there.

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Introduction: Teaching Students Who Are Deaf Or Hard Of Hearing & AK Resources - Olivia Yancey, oyancey@sesa.org, Kelsey Koenigs, kkoenigs@sesa.org, Special Education Service Agency, and Ann Curry, curry_ann@asdk12.org, Alaska State School for the Deaf and Hard of Hearing This presentation is intended for educators, paraprofessionals, and related service providers who have a student with hearing loss. This presentation provides an overview of the educational impact of hearing loss, areas to consider assessing, communication modes, teaching strategies, accommodations, and Alaska resources for the team. Motivation and Self Sabotage: I’m Stuck! - Shaun Wood, shaun@gowise.org, Wise, and Jim Kreatschman, jim.kreatschman@alaska.gov, DOL/ Alaska Division of Vocational Rehabilitation What do you do when the student you are supporting knows where you should be going, but still you both get stuck somewhere along the way? Join Wise's Shaun Wood as we explore the concept of motivation through a focus on adaptive behavior, predictability, environmental supports, and personal interests. We'll talk about strategies for motivation, tools for reciprocal communication, ideas for mutual accountability, and we'll debate how our approach effects the behavior of the students in our classrooms. This presentation is focused on high school and transition-aged students, but the concepts apply to everyone: even you! Non-Flash Cards - Jay Brauch, brauchj@sitkaschools.org, Sitka School District Participants will learn to play and teach a multilevel game that advances student understanding of basic addition/subtraction relationships concretely represented by shape, quantity, and context. This inclusive game is readily accessible to SPED students, engaging to high-level peers and applicable to a small group and whole class settings. This advanced level presentation targets elementary educators who would be able to implement this curriculum supplement in their schools. Material support and possible extension available by subsequent contact with presenter and coordination with school administration. Session limited to 24 participants. Breakouts: 1:15pm - 2:45pm (1.5 hours) How Can School & Home Develop Motivation and Success for Youth? - Susan Fitzell, M.Ed., CS, sfitzell@susanfitzell.com Give your students the priceless gifts of empowerment, accountability, and motivation to tackle any learning challenge. Learn practical strategies today and implement them in your curriculum tomorrow. Gain answers to your questions: ● How do you motivate the unmotivated? ● How to empower students to reach their goals? ● Strategies to promote motivation? ● How to make homework fun?

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Design & Create an Original Vocabulary Board Game--Make It & Take It! - Kathy Freeman, kathy.freeman@kts.bssd.org, BethAnn Miner, bethann.miner@smk.bssd.org, Bering Strait School District Brief presentation: History of the English language In a Nut Shell & “What’s in a word? A clue to its meaning.” Workshop Component: Participants will be guided through design components to create a board game to facilitate the acquisition of vocabulary, esp., prefixes, roots, and suffixes. Your original creation can be tailored to the age, grade, and ability level and interests of your particular classroom or teaching assignment for you to take with you! To be provided: Various vocabulary sets, including prefixes, suffixes, and roots--or, bring your own set of vocabulary to incorporate--plus game board “building” materials. It Takes a Team to Prepare Students for their Best Future! - Corrie Hruby, cbarnes@brightwayslearning.org, Brightways Learning In preparation for the many stages of life, students must possess soft skills such as grit, resiliency and emotional intelligence to thrive in new environments and life circumstances. In this workshop, we provide new insights into increasing resilience and through the introduction to a simple yet elegant framework that empowers students to build awareness around their social-emotional growth. Discover how adults working alongside youth can encourage them to be their best selves, increases positive behaviors and long-term personal growth. Supported Decision-Making Agreements and Other Alternatives to Full Guardianship - Anne Applegate, anne.applegate@alaska.gov, Governor's Council on Disabilities & Special Education All too often, families of students approaching adulthood are advised to get a full guardianship order, the most restrictive alternative for supervision which results in the student will losing almost all of their rights to make decisions for themselves. There are less-restrictive alternatives which meet the needs of the majority of students with IEPs. School members of the IEP team, SPED coordinators, school counselors and psychologists, and administrators need to learn about alternatives to guardianship, and how to facilitate options that maximize autonomy and independence in adulthood. This session will describe these alternatives and provide tools for advising families. Life in My Lane - Alesha Ferguson, aleshaferguson@dbsd.org, Denali Borough School District A window into the organized chaos of an ASD household from the point of view of a parent who is also a special educator. The focus of this presentation is on the tools and techniques used to develop resilience and life skills for independent living and how we have prepared our daughter for a successful future using tools passed through my family for generations as ASD both diagnosed and not, has deeply impacted it.

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Robot Helps Graduating Service High Student Stay Connected From Home - C. Lance Smith, clancesmithak@gmail.com, Anchorage School District As a student who is medically fragile, it was difficult for one particular student to attend school in person. But through a collaboration between the Special Education Department's Assistive Technology team and staff at Service High School, he was able to attend remotely, without leaving home, through the use of an assistive technology device called the Double Robot. Lance Smith, from Assistive Technology, describes Double Robotics' device like an iPad and camera kit mounted onto a drivable unit which allowed our student to attend classes and participate in small group discussions with his peers and ultimately graduate.

Question and Answer Session for Reconnecting Trauma Disconnects - Annette Corson, alaskacorson@gmail.com, Lower Yukon School District, Emily Murray, emurray@eli.bssd.org, Bering Strait School District, Jason Nicholes, jason.nichols@insightagentsofchange.com, Insight Resources International Question and Answer session for Reconnecting Trauma Disconnects and more information on ABC thinking. Supporting Sexuality in Disability Services - Shaun Wood, shaun@gowise.org, Wise Your students experience sexuality just like everyone else. However, sexual safety education is usually not provided to students until there is a problem. Let's break this pattern! In this session, Shaun will share some strategies to teach how to be safe, knowing one's body, and how to act appropriately with others. We will look at online dating platforms and some ideas for safety around emerging dating styles. We will also talk about how teachers and schools can design their environments to be more inclusive and participants will leave with practical tips for creating a safer safe.

2 Day Post Conference - Thurs., Feb. 28 - Fri., March 1, 2019 8:00am – 4:00pm Best Practices in Co-teaching and Collaboration: the HOW of Implementing the Models (Day 1) - Susan Fitzell, M.Ed., CS, sfitzell@susanfitzell.com This strategy-packed seminar will provide general education teachers, special educators, ELL and other specialists collaborating in the general classroom with two dozen+ specific co-teaching implementations that are practical, easy-to-integrate, and proven successful. The focus is on providing clear examples for collaboration that minimize obstacles such as lack of planning time, content knowledge, or varied teaching styles. Susan shares many practical options for itinerant teachers that are juggling multiple schools while attempting to collaborate with teachers in the classroom.

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Participants will discover realistic options for taking their collaboration efforts up a level through do-able implementations of traditional collaboration models and efficient time management. Strategies are specifically designed to maximize the talents and skills of teachers, specialists, and all students in the classroom. Utilizes Susan Fitzell’s best-selling textbook, Best Practices in Co-teaching and Collaboration, The HOW of Co-teaching - Implementing the Models, as program handout and on-going resource.

Differentiated Instruction Strategy Blast (Day 2) - Susan Fitzell, M.Ed., CS, sfitzell@susanfitzell.com This full-day program employs research-based strategies and techniques to maximize student learning, motivation, and engagement. These “implement tomorrow” strategies help teachers reach ALL the learners in their classrooms including gifted, English language learners, and students with special needs. The strategies and techniques in this program can be used to support your campus’ differentiation goals. ● Discover how to apply brain-based learning principles in your classroom. ● Explore proven strategies that enhance memory and recall for any student at any learning level. ● Empower and motivate students to tackle any learning challenge. ● Gain precious insight and tips on how to help students with attention and distraction issues. ● Differentiate for multiple intelligences to enhance learning for students of all ability levels. Utilizes Susan Fitzell’s best-selling textbook, Special Needs in the General Classroom, 500+ Teaching Strategies for Differentiating Instruction, as program handout and on-going resource. Note: Workbooks are required to attend this workshop and will need to be purchased ahead of time. $10 will be added to your registration cost. Registration for the course is only open until Jan. 15, 2019. Enhancing Transition to Prepare Students for Success after High School - Jim Kreatschman, jim.kreatschman@alaska.gov, AK Division of Vocational Rehabilitation, Gail Greehalgh, gailg@serrc.org, SERRC, and Shaun Wood, Shaun@gowise.org, Go Wise Teachers and paraprofessionals will have the opportunity to learn and practice new skills that they can start using immediately to help students transition from school to employmentWe will review and practice writing measurable annual and post-graduation goals. We will share resources for formal assessments and together we will workshop Alaska-specific strategies for informal assessments. • Using work traits, not job titles, to identify realistic employment goals • Incorporating formal and informal assessments • Effectively engaging Alaskan businesses to enhance transition activities through

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work based learning strategies • Guidance on creating self-employment opportunities • Exploring supports that foster independence on the job or success in postsecondary education “You can expect a lot more actives and less talking heads”