25 Years of Excellence
September 22-24, 2014
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+ = Session handouts are posted
7:00 — 8:00 Registration and Continental Breakfast — Event Center
8:00 — 8:30 Welcome and Information
8:30 — 9:00 Arizona Department of Education—Superintendent John Huppenthal
9:00 — 10:00 Keynote: “MTSS: Connecting School Climate, Behavior Support, Disability and Academic Success” +
Dr. George Sugai, Co-Director—OSEP Center on Positive Behavioral Interventions and Supports
The purpose of this session is to emphasize the connections between school climate, behavior support, disability, and academic success by considering the core features of MTSS. Emphasis will be on the fundamentals related to leadership, theory of action, teaching practices, data-based decision making, culture and context, and tiered systems.
10:00 — 10:15 Break
10:15 — 11:30 Breakout Sessions
The purpose of this session is to highlight the practices, systems, and outcomes that are required for and important to establishing and maintaining an effective, efficient, and relevant social climate for all students and staff in nonclassroom contexts. Emphasis is on those locations and contexts where instruction is not available to engage students (for example, hallways, assemblies and dances, cafeterias, playgrounds, common areas, etc.). In addition, the accurate and durable use of evidence-based practices will be covered.
Stay abreast of the latest changes in special education law in this session, which will provide an overview and analysis of the significant legal developments in the last year. The session will cover the latest judicial decisions and the US Department of Education policy statements addressing the IDEA.
Many students with autism spectrum disorder (ASD) and other social learning challenges do well on tests but struggle with social-academic tasks, such as comprehension of literature. Today we will explore social cognitive links and treatment ideas to help promote both social skills and reading comprehension. Focusing on perspective-taking lessons developed through Social Thinking, we will show how this evidence-based information relates to helping students work towards learning the Common Core Standards.
11:30 — 12:30 Lunch — Event Center
11:30 — 12:30 SEAA Luncheon — Aurora ABCD
12:30 — 1:45 Breakout Sessions
The purpose of this presentation is to describe a schoolwide positive behavioral supports (SWPBS) conceptualization of culture and how and why culture might be considered as a way to enhance connections, communications, and outcomes. The context includes closing achievement gaps, reducing disproportional outcomes, making access and opportunity equitable, and improving data for decision making.
One of the challenges of teaching groups of students is that the dynamic and synergistic social expectations are typically implied rather than clearly stated. In this workshop, attendees will explore a variety of hands-on strategies to guide students in learning how to avoid the blurt, cope with “boring moments,” and learn the hidden rules of how to adapt their behavior effectively throughout the school day. Social Behavior Mapping will be explained as a tool that teaches social-emotional responsibility for all participants in a group. Examples of how this same type of information is shared with the broader school community as part of PBIS will also be reviewed.
This session, a favorite from past Directors’ Institutes, will be an open question and answer forum giving participants an opportunity to present their questions and comments concerning topics involving the legal requirements in educating students with disabilities.
1:45 — 2:00 Break — No Refreshments
2:00 — 3:15 Breakout Sessions
Arizona and federal law regarding bullying of students with disabilities is constantly evolving as a result of judicial decisions and federal policies. Since neither the IDEA nor Section 504 specifically addresses bullying, it is of upmost importance that school staff are aware of and understand their legal obligations and steps to avoid legal liability in addressing these important issues. This session will provide a review of legal requirements, as well as policy and practice implications for schools to consider.
The purpose of this session is to discuss practices, guidelines, and frameworks for improving the impact, sustainability, and accuracy of the use of evidence-based practices within a multi-tiered systems framework. This discussion will be an extension of keynote topics and will provide opportunities for participant questions and comments.
In this session, participants will explore why it is difficult to use the same social skills instruction and curriculum lessons to teach academics for all kids with similar diagnostic labels, such as ASD. Using video clips of an array of students and the Social Thinking Social Communication Profile, Michelle will explain how different levels of the social mind require different types of individualized social skills teachings, how to create better long-term treatment plans, and how to gain a more solid understanding of student needs as students transition to adulthood.