Picture of Utah Valley Convention Center in Provo, Utah

Online Schedule

Color Key:
  Autism   Behavior   Early Childhood
  English Language Learners   Literacy   Leadership/Training
  Multi-Tiered System of Supports (MTSS)   Numeracy   Transition
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Tuesday, June 17, 2014


6/17/2014  |   7:00 AM - 3:30 PM

BCBA POSTER SESSION SETUP

6/17/2014  |   7:00 AM - 3:30 PM   |  Sky Lobby

BCBA Poster Session Setup


6/17/2014  |   8:30 AM - 10:00 AM

UMTSS LEADERSHIP TEAMS

6/17/2014  |   8:30 AM - 10:00 AM   |  Meridian DH

UMTSS Leadership Teams

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UTABA/BCBA- ROB O'NEILL

6/17/2014  |   8:30 AM - 10:00 AM   |  Meridian CG

UTABA/BCBA- Rob O'Neill

HIDDEN DISABILITIES .... HIDDEN POTENTIAL: ASSISTING STRUGGLING STUDENTS DARE TO DREAM

6/17/2014  |   8:30 AM - 10:00 AM   |  Meridian B

Hidden Disabilities .... Hidden Potential: Assisting Struggling Students Dare to Dream Why do the millions of students with learning challenges face school failure, unemployment, underemployment, or difficulty navigating the transitions to college and careers? Successful strategies, interventions and activities to empower students in the classroom and the community are described to maximize the potential of students with disabilities as they transition from high school to college and careers.

Margo Izzo (POC,Primary Presenter), Ohio State University Nisonger Center, margo.izzo@osumc.edu;
Dr. Margo Izzo is Program Director of Transition Services at the Nisonger Center, a University Center of Excellence on Disabilities at the Ohio State University. With 29 years experience in the fields of special education and developmental disabilities, Dr. Izzo has expertise in grants management, program evaluation, curriculum development, and advocacy for individuals with exceptionalities. She is Principal Investigator of numerous federally funded grants designed to improve academic outcomes of students with disabilities at both the secondary and postsecondary levels. Dr. Izzo maintains a steady regimen of research on characteristics of students with hidden disabilities and development and evaluation of academic, technology-based curricula designed to improve their performance in secondary education and college. Among many awards, she is the recipient of the Mary E. Switzer Fellowship from the National Institute on Disability and Rehabilitation Research. Dr. Izzo is Past President of the Division of Career Development and Transition (DCDT) within the Council for Exceptional Children (CEC).



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6/17/2014  |   10:00 AM - 10:15 AM

BREAK

6/17/2014  |   10:00 AM - 10:15 AM   |  Sky Lobby

Break


6/17/2014  |   10:15 AM - 11:45 AM

TS 1-EARLY ACADEMIC AND RELATED SKILLS IN PREPARATION FOR COLLEGE ENTRY

6/17/2014  |   10:15 AM - 11:45 AM   |  Meridian B

TS 1-Early Academic and Related Skills in Preparation for College Entry

TS 2- TEACHING SELF-ADVOCACY AND DISCLOSURE OF DISABILITY IN PREPARATION FOR COLLEGE

6/17/2014  |   10:15 AM - 11:45 AM   |  Meridian A

TS 2- Teaching Self-Advocacy and Disclosure of Disability in Preparation for College

TS 3-SELF-DETERMINATION: GUIDANCE AND INSTRUCTION DURING THE HIGH SCHOOL YEARS

6/17/2014  |   10:15 AM - 11:45 AM   |  Meridian E

TS 3-Self-Determination: Guidance and Instruction During the High School Years

TS 4-SETTING UP INCLUSIVE “COLLEGE EXPERIENCE” PROGRAMS AT INSTITUTIONS OF HIGHER EDUCATION

6/17/2014  |   10:15 AM - 11:45 AM   |  Meridian F

TS 4-Setting Up Inclusive “College Experience” Programs at Institutions of Higher Education

TS 5-INTERAGENCY COLLABORATION LEADING TO COLLEGE COURSE TAKING: SPECIAL EDUCATION AND SCHOOL COUNSELING, DISABILITY SERVICES IN HIGHER EDUCATION, AND VOCATIONAL REHABILITATION

6/17/2014  |   10:15 AM - 11:45 AM   |  Twilight 1

TS 5-Interagency Collaboration Leading to College Course Taking: Special Education and School Counseling, Disability Services in Higher Education, and Vocational Rehabilitation

TS 6-COLLEGE PLANNING FROM THE FAMILY PERSPECTIVE AND HOW BEST TO PREPARE THE YOUTH

6/17/2014  |   10:15 AM - 11:45 AM   |  Twilight 2

TS 6-College Planning from the Family Perspective and how Best to Prepare the Youth

TS 7-NOT ALL ROADS LEAD TO COLLEGE: VOCATIONAL, TECHNICAL, COMMUNITY EDUCATION, AND INDEPENDENT LIVING CLASSES

6/17/2014  |   10:15 AM - 11:45 AM   |  Twilight 3

TS 7-Not All Roads Lead to College: Vocational, Technical, Community Education, and Independent Living Classes

TS 8-MEANINGFUL ENTRY-LEVEL EMPLOYMENT IN COMMUNITY SETTINGS: HOW TO GET STARTED

6/17/2014  |   10:15 AM - 11:45 AM   |  Twilight 4

TS 8-Meaningful Entry-Level Employment in Community Settings: How to get Started

UTABA/BCBA-MATTHEW T. BRODHEAD

6/17/2014  |   10:15 AM - 11:45 AM   |  Meridian CG

UTABA/BCBA-Matthew T. Brodhead

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UMTSS LEADERSHIP TEAMS

6/17/2014  |   10:15 AM - 11:45 AM   |  Meridian DH

UMTSS Leadership Teams

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6/17/2014  |   11:45 AM - 1:30 PM

LUNCH (PRE-ORDER/ON YOUR OWN)

6/17/2014  |   11:45 AM - 1:30 PM   |  Zephyr

Lunch (pre-order/on your own)


6/17/2014  |   1:30 PM - 3:00 PM

TS 1-EARLY ACADEMIC AND RELATED SKILLS IN PREPARATION FOR COLLEGE ENTRY

6/17/2014  |   1:30 PM - 3:00 PM   |  Meridian B

TS 1-Early Academic and Related Skills in Preparation for College Entry

TS 2- TEACHING SELF-ADVOCACY AND DISCLOSURE OF DISABILITY IN PREPARATION FOR COLLEGE

6/17/2014  |   1:30 PM - 3:00 PM   |  Meridian A

TS 2- Teaching Self-Advocacy and Disclosure of Disability in Preparation for College

TS 3-SELF-DETERMINATION: GUIDANCE AND INSTRUCTION DURING THE HIGH SCHOOL YEARS

6/17/2014  |   1:30 PM - 3:00 PM   |  Meridian E

TS 3-Self-Determination: Guidance and Instruction During the High School Years

TS 4-SETTING UP INCLUSIVE “COLLEGE EXPERIENCE” PROGRAMS AT INSTITUTIONS OF HIGHER EDUCATION

6/17/2014  |   1:30 PM - 3:00 PM   |  Meridian F

TS 4-Setting Up Inclusive “College Experience” Programs at Institutions of Higher Education

TS 5-INTERAGENCY COLLABORATION LEADING TO COLLEGE COURSE TAKING: SPECIAL EDUCATION AND SCHOOL COUNSELING, DISABILITY SERVICES IN HIGHER EDUCATION, AND VOCATIONAL REHABILITATION

6/17/2014  |   1:30 PM - 3:00 PM   |  Twilight 1

TS 5-Interagency Collaboration Leading to College Course Taking: Special Education and School Counseling, Disability Services in Higher Education, and Vocational Rehabilitation

TS 6-COLLEGE PLANNING FROM THE FAMILY PERSPECTIVE AND HOW BEST TO PREPARE THE YOUTH

6/17/2014  |   1:30 PM - 3:00 PM   |  Twilight 2

TS 6-College Planning from the Family Perspective and how Best to Prepare the Youth

TS 7-NOT ALL ROADS LEAD TO COLLEGE: VOCATIONAL, TECHNICAL, COMMUNITY EDUCATION, AND INDEPENDENT LIVING CLASSES

6/17/2014  |   1:30 PM - 3:00 PM   |  Twilight 3

TS 7-Not All Roads Lead to College: Vocational, Technical, Community Education, and Independent Living Classes

TS 8-MEANINGFUL ENTRY-LEVEL EMPLOYMENT IN COMMUNITY SETTINGS: HOW TO GET STARTED

6/17/2014  |   1:30 PM - 3:00 PM   |  Twilight 4

TS 8-Meaningful Entry-Level Employment in Community Settings: How to get Started

UMTSS LEADERSHIP TEAMS

6/17/2014  |   1:30 PM - 3:00 PM   |  Meridian DH

UMTSS Leadership Teams

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EVALUATION OF TEACHING PROCEDURES IN THE EARLY BEHAVIORAL TREATMENT OF AUTISM

6/17/2014  |   1:30 PM - 3:00 PM   |  Meridian CG

Evaluation of Teaching Procedures in the Early Behavioral Treatment of Autism Early and intensive behavioral intervention (EIBI) is successful in producing significant improvements in the repertoires of children with autism. However, questions remain about a number of the specific intervention procedures in EIBI. The current presentation will include data from multiple experiments to illustrate the investigation of understudied intervention procedures.

Jim Carr (Primary Presenter), Behavior Analyst Certification Board, carr@bacb.com;
James E. Carr, PhD, BCBA-D is the CEO of the Behavior Analyst Certification Board. His professional interests include behavior analyst credentialing, behavioral assessment and treatment of developmental disabilities, verbal behavior, and practitioner training. Dr. Carr has published over 120 articles on these and other topics. He is currently an associate editor of The Analysis of Verbal Behavior. Dr. Carr is past president of the Mid-American and Alabama Associations for Behavior Analysis. He received his doctorate in 1996 from Florida State University and previously served on the behavior analysis faculties at University of Nevada-Reno, Western Michigan University, and Auburn University.



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6/17/2014  |   3:00 PM - 3:15 PM

BREAK

6/17/2014  |   3:00 PM - 3:15 PM   |  Sky Lobby

Break


6/17/2014  |   3:15 PM - 4:45 PM

UMTSS LEADERSHIP TEAMS

6/17/2014  |   3:15 PM - 4:45 PM   |  Meridian DH

UMTSS Leadership Teams

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UTABA/BCBA BREAKOUT 3

6/17/2014  |   3:15 PM - 4:45 PM   |  Meridian C

UTABA/BCBA Breakout 3

UTABA/BCBA BREAKOUT 4

6/17/2014  |   3:15 PM - 4:45 PM   |  Meridian G

UTABA/BCBA Breakout 4

TRANSITIONS RECONVENE

6/17/2014  |   3:15 PM - 4:45 PM   |  Meridian B

Transitions Reconvene

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SELECTING FUNCTION BASED TREATMENTS FOR SOCIALLY MAINTAINED PROBLEM BEHAVIOR

6/17/2014  |   3:15 PM - 4:45 PM   |  Meridian CG

Selecting Function Based Treatments for Socially Maintained Problem Behavior Escape and attention are common maintaining variables for problem behavior for which we have many effective behavioral treatments. Each treatment is better suited for certain environments and clients than others. This presentation will review function-based treatments and provide a decision making model for selecting among treatments.

Jim Carr (POC,Primary Presenter), Behavior Analyst Certification Board, carr@bacb.com;
James E. Carr, PhD, BCBA-D is the CEO of the Behavior Analyst Certification Board. His professional interests include behavior analyst credentialing, behavioral assessment and treatment of developmental disabilities, verbal behavior, and practitioner training. Dr. Carr has published over 120 articles on these and other topics. He is currently an associate editor of The Analysis of Verbal Behavior. Dr. Carr is past president of the Mid-American and Alabama Associations for Behavior Analysis. He received his doctorate in 1996 from Florida State University and previously served on the behavior analysis faculties at University of Nevada-Reno, Western Michigan University, and Auburn University.



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6/17/2014  |   4:45 PM - 5:30 PM

BCBA POSTER SESSION

6/17/2014  |   4:45 PM - 5:30 PM   |  Sky Lobby

BCBA Poster Session

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Wednesday, June 18, 2014


6/18/2014  |   7:00 AM - 11:30 AM

POSTER SET UP

6/18/2014  |   7:00 AM - 11:30 AM   |  Horizon Lobby

Poster Set Up


6/18/2014  |   8:30 AM - 8:45 AM

WELCOME/INTRODUCTIONS- DEVIN HEALEY-DR. JUDY PARK, ASSISTANT SUPERINTENDENT, USOE

6/18/2014  |   8:30 AM - 8:45 AM   |  EXPO AB

Welcome/Introductions- Devin Healey-Dr. Judy Park, Assistant Superintendent, USOE


6/18/2014  |   8:45 AM - 10:15 AM

SUGAI KEYNOTE

6/18/2014  |   8:45 AM - 10:15 AM   |  EXPO AB

Sugai Keynote TBD

George Sugai (POC,Primary Presenter), University of Connecticut, george.sugai@uconn.edu;
George Sugai is Carole J. Neag Endowed Professor in Special Education in the Neag School of Education at the University of Connecticut with expertise in behavior analysis, classroom and behavior management, school-wide discipline, function-based behavior support, school-wide positive behavior supports, and educating students with behavioral disorders. He has been a teacher in the public schools, treatment director in a residential program, and program administrator. Dr. Sugai conducts applied school and classroom research and works with schools to translate research into practice, especially at the school-wide, district, and state levels. He is currently co-director (with Rob Horner and Tim Lewis) of the Center on Positive Behavioral Interventions and Supports (www.pbis.org) at the University of Connecticut and University of Oregon, co-director (with Mary Beth Bruder) of the Early Childhood Personnel Center (www.ecpcta.org), and Director of the Center on Behavioral Education and Research (www.cber.org) in the Neag School of Education.



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6/18/2014  |   10:15 AM - 10:30 AM

BREAK

6/18/2014  |   10:15 AM - 10:30 AM   |  Horizon Lobby

Break


6/18/2014  |   10:30 AM - 11:45 AM   |  Breakout #1

21ST CENTURY CURRICULA: PREPARING STUDENTS FOR COMMON CORE STANDARDS, COLLEGE AND CAREERS

6/18/2014  |   10:30 AM - 11:45 AM   |  Breakout #1   |  Stratus 7-8-9

21st Century Curricula: Preparing Students for Common Core Standards, College and Careers Today’s students must possess 21st century skills including the four “Rs,” information literacy and transition planning skills. Yet, schools are challenged to prepare students to meet common core standards and assessments and have little time in the high school course of study to teach and facilitate self-directed transition planning. Empirical evidence from three federally funded projects suggests that students with disabilities make significant gains on reading, information technology literacy and transition skills that are essential to transition to college and careers. This session will highlight two 21st century curricula that have been developed to explicitly teach these skills.

Margo Izzo (Point of Contact,Primary Presenter), Ohio State University Nisonger Center, margo.izzo@osumc.edu;
Dr. Margo Izzo is Program Director of Transition Services at the Nisonger Center, a University Center of Excellence on Disabilities at the Ohio State University. With 29 years experience in the fields of special education and developmental disabilities, Dr. Izzo has expertise in grants management, program evaluation, curriculum development, and advocacy for individuals with exceptionalities. She is Principal Investigator of numerous federally funded grants designed to improve academic outcomes of students with disabilities at both the secondary and postsecondary levels. Dr. Izzo maintains a steady regimen of research on characteristics of students with hidden disabilities and development and evaluation of academic, technology-based curricula designed to improve their performance in secondary education and college. Among many awards, she is the recipient of the Mary E. Switzer Fellowship from the National Institute on Disability and Rehabilitation Research. Dr. Izzo is Past President of the Division of Career Development and Transition (DCDT) within the Council for Exceptional Children (CEC).



Presentation:
This presentation is not available online.
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CHECK-IN, CHECK-OUT (CICO): AN EVIDENCE-BASED TIER 2 BEHAVIOR INTERVENTION FOR STUDENTS AT RISK

6/18/2014  |   10:30 AM - 11:45 AM   |  Breakout #1   |  Stratus 5-6

Check-in, Check-out (CICO): An Evidence-Based Tier 2 Behavior Intervention for Students at Risk This presentation will provide educations with an overview of Check-in, Check-out (CICO) as well as tools to help implement the intervention.

Leanne Hawken (Primary Presenter), University of Utah, leanne.hawken@utah.edu;
Dr. Leanne Hawken is a Professor in the Department of Special Education at the University of Utah. Her research focus is on positive behavior support with a specific emphasis on Tier 2 behavior interventions to support students at risk.

Kristin Kladis (Co-Presenter), University of Utah, kbkladis@gmail.com;
Kristin Kladis is a doctoral student in the Department of Special Education at the University of Utah.



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DYSLEXIA 101

6/18/2014  |   10:30 AM - 11:45 AM   |  Breakout #1   |  Meridian C

Dyslexia 101 Twenty percent of the population is affected to some degree by dyslexia. Most children with dyslexia are in general education and teachers are often unsure of how to help. This presentation will show how dyslexia presents in the classroom at different grades, teaching strategies, simple classroom accommodations and teacher resources.

Deanne Shields (Primary Presenter), Learning Disabilties Assocation of Utah, deanners@digis.net;
Deanne is a licensed educator that works with children who have learning disabilities. She received her M.Ed. in Educational Psychology from Brigham Young University. She is a former President of the Learning Disabilites Assocation of Utah and is also on the board of the Dyslexia Center of Utah.

Shelley Hatch (Co-Presenter), Dyslexia Center of Utah, shatch@dyslexiacenterofutah.org;
Shelley has been tutoring children with dyslexia since 2000. She is on the board of the Learning Disabilities Assocation of Utah and is a former Vice-President of the Utah Branch of the International Dyslexia Assocation. She has received two years in training in the Slingerland Approach, a classroom adaptation of the Orton-Gillingham system. She has also taken multiple courses from the Neuhaus Education Center.



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MATHEMATICS TEACHING MATTERS - ESPECIALLY FOR STUDENTS WHO STRUGGLE: FOCUS ON ELEMENTARY STUDENTS’ DEVELOPMENT OF MULTIPLICATIVE REASONING

6/18/2014  |   10:30 AM - 11:45 AM   |  Breakout #1   |  Meridian AEF

Mathematics Teaching Matters - Especially for Students Who Struggle: Focus on Elementary Students’ Development of Multiplicative Reasoning TBD

Ron Tzur (Primary Presenter), CU Denver School of Education & Human Development, ron.tzur@ucdenver.edu;
Dr. Ron Tzur is a mathematics teacher, teacher educator and researcher of mathematics learning and teaching. He has been a professor of Mathematics Education at the University of Colorado Denver since 2009. His academic work has focused on how teacher-learner interactions nurture an understanding of mathematics. He is interested in developing mathematics teachers' pedagogical approaches and practices that support learning mathematics for all students.



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SUGAI BREAKOUT 1

6/18/2014  |   10:30 AM - 11:45 AM   |  Breakout #1   |  Meridian B

Sugai Breakout 1 TBD

George Sugai (Primary Presenter), University of Connecticut, george.sugai@uconn.edu;
George Sugai is Carole J. Neag Endowed Professor in Special Education in the Neag School of Education at the University of Connecticut with expertise in behavior analysis, classroom and behavior management, school-wide discipline, function-based behavior support, school-wide positive behavior supports, and educating students with behavioral disorders. He has been a teacher in the public schools, treatment director in a residential program, and program administrator. Dr. Sugai conducts applied school and classroom research and works with schools to translate research into practice, especially at the school-wide, district, and state levels. He is currently co-director (with Rob Horner and Tim Lewis) of the Center on Positive Behavioral Interventions and Supports (www.pbis.org) at the University of Connecticut and University of Oregon, co-director (with Mary Beth Bruder) of the Early Childhood Personnel Center (www.ecpcta.org), and Director of the Center on Behavioral Education and Research (www.cber.org) in the Neag School of Education.



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TEACHING SCIENCE IN 3D: THE NEW UT SCIENCE STANDARDS

6/18/2014  |   10:30 AM - 11:45 AM   |  Breakout #1   |  Twilight 3-4

Teaching Science in 3D: The NEW UT Science Standards Utah Science Standards are undergoing review and revision for grades K-12. This session will highlight the three dimension framework of the new science standards, timeline, and implementation support.

Sarah Young (POC), Utah State Office of Education, sarah.young@schools.utah.gov;
The state science specialist provides technical support and leadership in the development and improvement of science education in the K-12 schools of the state. The Science Specialist plans, develops, promotes, implements and evaluates programs in science. Provides statewide training for school personnel of all levels, parents, other state agencies and the public in science. Also, coordinates with colleges, universities and other educational institutions to improve the pre-service and in-service education of teachers, administrators and other school personnel. Includes administering State and Federal grants, implementing and monitoring State and Federal legislation, and providing technical support in the area of current research-based practices.

Ben Prall (Primary Presenter), Davis School District, bprall@dsdmail.net;
Ben Prall is the Secondary Science Specialist with Davis School district. Ben oversees science professional development and curriculum for Davis school district and supports his science teachers by leading programming and community partnerships. Additionally, Ben is involved as a co-chair for the upcoming revision of K-12 science standards in Utah, has been a lead writer for the statewide Chemistry OER resource, and is a member of the State Science Advisory Committee. Ben brings passion and a wealth of knowledge about science education to each project and role.



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THE EDISON ELEMENTARY EXPERIENCE

6/18/2014  |   10:30 AM - 11:45 AM   |  Breakout #1   |  Meridian H

The Edison Elementary Experience Edison Elementary is a highly impacted school with 94% of our students on free and reduced lunch and 84% of our students living in homes where English is not their first language. Edison Elementary is part of the Salt Lake City School district and is just now completing a three year School Improvement Grant (SIG). In 2010 Edison Elementary was considered a failing school because our scores were in the lowest 5% when compared with other schools in Utah. At that time we hovered in the low 40s when looking at percent proficient. Now we are in the low 70s and still growing. Come hear more about the decisions we made and the actions we took to make Edison Elementary a "turnaround" success.

Tracy Vandeventer (Point of Contact,Primary Presenter), TBD, Tracy.Vandeventer@slcschools.org;
TBD

April Reynolds (Co-Presenter), TBD, april.reynolds@slcschools.org;
TBD



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THE IMPACT OF PEER PRAISE NOTES ON THE PLAYGROUND: IMPACT ON OFFICE DISCIPLINARY REFERRALS

6/18/2014  |   10:30 AM - 11:45 AM   |  Breakout #1   |  Meridian G

The Impact of Peer Praise Notes on the Playground: Impact on Office Disciplinary Referrals A practical strategy to address recess problem behavior is allowing students to write praise notes to their peers to (a) increase supervision, and (b) provide reinforcement for desired behavior. We will share results of a single-subject study conducted in a Title I elementary school over the course of 8 months. Prezi Link: http://prezi.com/zpp2eb4fmfmw/?utm_campaign=share&utm_medium=copy&rc=ex0share

Elise Teerlink (Primary Presenter), Brigham Young University, elise.dungan@gmail.com;
Elise Teerlink grew up in Hillsboro Oregon. She graduated from Brigham Young University Idaho with her bachelor’s degree in Elementary Education. She has taught elementary school internationally in Russia and Ethiopia and locally at Timpanogos Academy. She currently is a graduate student studying school psychology at Brigham Young University. She works as research assistant at BYU, as a lab technician as BYU Stress Management and Biofeedback Services and as a certified tutor at Academic Advancement. Next year she plans to work in Alpine School District as a School Psychology intern.

Paul Caldarella (Co-Presenter), Brigham Young University, paul_caldarella@byu.edu;
Paul Caldarella, PhD, is director of the Brigham Young University (BYU) Positive Behavior Support Initiative and an associate professor in the BYU Department of Counseling Psychology and Special Education. Dr. Caldarella completed an internship in clinical child psychology at the University of Arkansas for Medical Sciences and a post-doctoral fellowship in adolescent clinical psychology at Brown University. As part of his assignment at BYU, he helps train graduate students to become school psychologists. Dr. Caldarella has been involved with six federally funded grants addressing the prevention of emotional and behavioral disturbance in elementary, middle, and junior high school students. He currently serves as Co-Principal Investigator of an IES grant to develop and pilot a middle school version of Class-Wide Function Related Intervention Teams (CW-FIT) in collaboration with his University of Kansas colleagues.

Edgar Guzman (Co-Presenter), Provo Peaks Elementary, geoguzman@gmail.com;
Geovanni Guzman is a Title I Coordinator in the Provo School District. He is originally from Hermosillo, Mexico. He moved to the U.S. in 2002 to obtain his Bachelors degree in Special Education at Brigham Young University. After college, he taught 6th through 9th grade, math, English, geography, and history. He also taught special education, and coordinated math and behavioral interventions. He earned his Masters degree in Educational Leadership in 2011, and he is currently a doctoral student in Educational Leadership Program at BYU. He likes sports such as racquetball, and taekwondo, and spending time with his family.



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THE IMPORTANCE OF MEASURING HOME LANGUAGE IN UNIVERSAL SCREENING

6/18/2014  |   10:30 AM - 11:45 AM   |  Breakout #1   |  Twilight 1-2

The importance of measuring home language in universal screening This presentation discusses the development of the Spanish – Individual Growth and Development Indicators (S-IGDIs), a screening measure designed for Spanish-English bilinguals. Information on initial calibration studies (n=450) and the importance of screening children in their dominant language to improve accuracy in the identification of children will also be discussed.

Lillian Durán (Primary Presenter,Co-Presenter), Utah State University, lillian.duran@usu.edu;
Dr. Lillian Durán is an assistant professor at Utah State University. Her expertise is in evidence based practices with dual-language learners in early education, language and literacy development for Spanish-English bilinguals, and appropriate assessment and intervention practices for culturally and linguistically diverse populations in early childhood special education. Lillian is one of the co-investigator on the Spanish-Individual Growth and Development Indicators.

Tyra Sellers (Point of Contact,Co-Presenter), Utah State University, tynad@mac.com;
Chase is BCBA currently attending Utah State University in the Disabilities Disciplines doctoral program. He received his M.A. from Western Michigan University where he studied behavior analysis with a focus in its applied practice to children with autism. His research interests include verbal behavior and language, literacy, autism, problem behavior, behavior analysis in education, and the dissemination of behavior analysis.

Terry Kohlmeier (Co-Presenter), Utah State University, teekohl55@gmail.com;
Terry is a third year doctoral student in the Special Education and Reahabilitation department at Utah State University. Her emphasis is in early childhood special education, with special interests in dual-language assessment and intervention. She is currently acting as a graduate research assistant on the S-IGDIs project.



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6/18/2014  |   11:45 AM - 1:15 PM

ATP LUNCH

6/18/2014  |   11:45 AM - 1:15 PM   |  Meridian D

ATP Lunch

A COMPARISON OF LATINO AND CAUCASIAN PARENTS PERSPECTIVES ON SWPBS

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

A Comparison of Latino and Caucasian Parents Perspectives on SWPBS This presentation will discuss a survey study comparing the acceptability SWPBS among Latino and Caucasian parents. The goal of this presentation is to help school personnel consider the cultural appropriateness of the current SWPBS practices.

Christian Sabey (Primary Presenter,Co-Presenter), Utah State University , christian.sabey@aggiemail.usu.edu;
Christian is a doc student at USU studying special education with an emphasis in behavior management and systems level intervention.

Alicia Hoerner (Co-Presenter), Salt Lake City School District , soalnaho@msn.com;
Alicia is a bilingual school psychologist who has worked in a variety of clinical and school settings. She has worked extensively with Latino families and is interested in helping them access effective practices.

Brandon Segura (Co-Presenter), Canyons School District , brandon.segura@utah.edu;
Brandon is bilingual school psychologist who has traveled to and spent time in several Spanish speaking countries. Brandon has worked with many Latino families across different schools in the greater salt lake area.



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ACCEPTABILITY OF FUNCTIONAL BEHAVIORAL ASSESSMENT PROCEDURES WITH SPECIAL EDUCATION TEACHERS AND SCHOOL PSYCHOLOGISTS: DATA FROM STATE AND NATIONAL SAMPLES

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

Acceptability of Functional Behavioral Assessment Procedures with Special Education Teachers and School Psychologists: Data From State and National Samples This session will present data from a survey of the acceptability of a variety of functional behavioral assessment procedures to special education teachers and school psychologists.

Robert O'Neill (Point of Contact,Primary Presenter), Dept. of Special Education, University of Utah, rob.oneill@utah.edu;
Dr. Robert O'Neill, PhD, BCBA-D is a Professor and Chairperson of the Department of Special Education at the University of Utah. He is a longtime member of the Advisory Board for the Utah Multi-Tiered Systems of Support project run by the USOE and the UPDC.

Kaitlin Bundock (Co-Presenter), Dept. of Special Education, University of Utah, kaitlin.bundock@utah.edu;
Ms. Bundock has been a teacher for students with mild/moderate disabilities. She is currently planning research on writing to learn strategies for teaching math concepts and operations to students with disabilities.



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AN MTSS APPROACH TO SOCIAL AND EMOTIONAL LEARNING FOR STUDENTS WITH INTERNALIZING BEHAVIORS

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

An MTSS Approach to Social and Emotional Learning for Students with Internalizing Behaviors Educators frequently focus on students exhibiting externalizing behaviors, but often overlook internalizing behaviors. Attendees will learn about the prevalence and seriousness of internalizing behaviors, what social emotional learning is and how it can be helpful, how SEL curricula can be implemented as part of MTSS, and the results of three evaluation studies.

Paul Caldarella (Point of Contact,Primary Presenter), Brigham Young University, paul_caldarella@byu.edu;
Paul Caldarella, PhD, is director of the Brigham Young University (BYU) Positive Behavior Support Initiative and an associate professor in the BYU Department of Counseling Psychology and Special Education. Dr. Caldarella completed an internship in clinical child psychology at the University of Arkansas for Medical Sciences and a post-doctoral fellowship in adolescent clinical psychology at Brown University. As part of his assignment at BYU, he helps train graduate students to become school psychologists. Dr. Caldarella has been involved with six federally funded grants addressing the prevention of emotional and behavioral disturbance in elementary, middle, and junior high school students. He currently serves as Co-Principal Investigator of an IES grant to develop and pilot a middle school version of Class-Wide Function Related Intervention Teams (CW-FIT) in collaboration with his University of Kansas colleagues.

Leslie Williams (Co-Presenter), Brigham Young University, leslie_williams@byu.edu;
Leslie Williams, Ed.S., is a research assistant at Brigham Young University. She completed her school psychology internship in Clark County School District, Nevada, and is a licensed school psychologist. As a research assistant, Leslie works in collaboration with the University of Kansas to coordinate the dissemination of a classroom management intervention—Class-Wide Function-related Intervention Teams. She also trains teachers on the intervention and consults with schools. Additionally, Leslie assists with a new grant to develop CW-FIT for middle schools.

Thomas Kramer (Co-Presenter), Brigham Young University (BYU), thomasjkramer@gmail.com;
Thomas Kramer is a graduate student in the Counseling Psychology PhD program at BYU. He has participated three studies of the Strong Kids social-emotional learning program in local elementary schools.

Luke Marvin (Co-Presenter), Brigham Young University (BYU), lukedrewmarv@gmail.com;
Luke Marvin is a graduate student in the Counseling Psychology PhD program at BYU. He has experiencing conducting a study if the Strong Teens social and emotional learning program in a residential treatment center.



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CENTERS FOR INDEPENDENT LIVING AS PARTNERS IN TRANSITION PLANNING

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

Centers for Independent Living as Partners in Transition Planning The Centers for Independent Living (CILs) across the state, represent an underutilized resource in transition planning. Come learn how the CILs core services of 1) information and referral, 2) independent living skills training, 3) individual and systems advocacy, and 4) peer counseling can be used to support transition age students.

Cherissa Alldredge (Point of Contact,Co-Presenter), USU Department of Special Education and Rehabilitation, cherissaalldredge@gmail.com;
Cherissa Alldredge, MSHR, is an Employment Specialist in the Utah State University EmployAbility clinic where she works with transition-age vocational rehabilitation (VR) clients who need individualized rehabilitation services. In this position, Cherissa utilizes her human resource background to develop relationships with local employers and to improve employment outcomes for clients. Cherissa is involved in legislative advocacy on issues related to individuals with disabilities and has a specific interest in employment-related legislation. Prior to her work in the disability field, Cherissa worked as a human resource professional for public and private organizations and held director- and management-level positions.

Jennie Ostermiller (Primary Presenter), Options for Independence, jostermiller76@gmail.com;
Jennie has been working as the Youth Coordinator at Options for Independence for the past two years. She is a dynamic and engaged disability advocate who has a wealth of experience working with schools and other community organization to improve services for youth with disabilities. Jennie has also been a driving force behind the Utah Independent Living Youth Leadership Conference (now in its second year) and is part of the USILC youth committee working to improve independent living services for youth across the state.



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GUIDED ROCK HOUR: IMPROVING ACADEMICS FOR SECONDARY STUDENTS

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

Guided RoCK Hour: Improving Academics for Secondary Students Guided RoCK Hour is a program to help at-risk students receive academic support. Students who are struggling academically are identified by the Student Assistance Team and then referred to the program. Academic goals are established for each student. Faculty members assist students in meeting their personalized goals.

Kathryn Allred (Primary Presenter), Sky View High School, Public School Partnership at Utah State University, and AmeriCorps VISTA program, kathryn.allred@ccsdut.org;
Kathryn Allred is currently finishing her MEd. in School Counseling at Utah State University and has spent the last year as an Americorp VISTA at Sky View High School. Kathryn works with the Public School Partnership at Utah State University to generate resources and increase access to programs and training that improve education opportunities for students at Sky View High School.



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I SEE SAM! DO YOU? USING READING FOR ALL LEARNERS AS INSTRUCTIONAL SUPPORT

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

I See Sam! Do You? Using Reading for All Learners as Instructional Support The Reading For All Learners Program provides valuable decoding and fluency practice for students in grades Kindergarten through Second Grade. Strengths include: * Skills taught in Sequence * Skills taught to Mastery * Frequent Review * Guided and Independent Practice * Periodic Assessments that Guide Instruction * Engaging and Age-Appropriate Content * New technological formats and components

Beverly Sanders (Point of Contact,Primary Presenter), Cache County School District, beverly.sanders@ccsdut.org;
Beverly Sanders has taught for 15 years as a resource teacher, ESL teacher and a first grade classroom teacher. She has taught in Ogden City School District and Cache County School District. Beverly is currently a Reading Facilitator for Cache County School District. She graduated from Weber State with a degree in Elementary Education and in Language Arts & Communications. Beverly has an ESL endorsement and is currently enrolled in the reading endorsement program through NUES.

Julie Hoopes (Co-Presenter), Cache County School District, julie.hoopes@ccsdut.org;
Julie Hoopes is currently a facilitator for Cache County School District as well as an ESL teacher, with professional experience teaching 2nd grade for 17 years. She is a graduate of Utah State University with a Bachelor and Master’s Degree in Education. Professional endorsements include ESL, Gifted/Talented, and Reading.

Leslie Burt (Co-Presenter), Cache County School District, leslie.burt@ccsdut.org;
Leslie Burt was recently named as the Principal at Lewiston elementary in Cache County School district. Leslie has over 20 years experience working in both elementary and middle schools. During the past 12 years she has worked as a Literacy facilitator in Cache. She received her Master’s of Education degree in Curriculum & Instruction through Weber State University. She has both Level I & II Reading endorsements and completed the Administrative & Supervisory certification program through Utah State university. She is the mother of four children, but her favorite role is being the grandmother to her 7 grandchildren.



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KEEPING ALL STUDENTS IN THE CLASSROOM: PROVIDING TEACHERS WITH BEST PRACTICES IN CLASSROOM-LEVEL POSITIVE BEHAVIOR SUPPORTS

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

Keeping all students in the classroom: Providing teachers with best practices in classroom-level positive behavior supports This presentation discusses “best practices” in universal level PBIS to examine how a web-based solution can be used to facilitate the implementation of the essential elements of Classroom Management. Additionally, the use of ecological outcomes and data within the implementation monitoring and decision making process will be reviewed.

Chris Huzinec (Point of Contact,Primary Presenter), Review360 Pearson, chris.huzinec@pearson.com;
Mr. Huzinec, is an educational researcher, evaluator, and consultant with over 25 years of practical experience in public education. He is currently the Director of Research at Review360 Pearson, in Houston, Texas. Previously, he was employed by the Houston Independent School District’s Department of Research and Accountability for 15 years, as the Manager of the Program Evaluation and Performance Analysis Bureaus. He has worked as a consultant for the past 15 years with educational researchers at several universities. He has produced publications and evaluation reports in the areas of Bilingual Education, Early Childhood Education, Classroom Management, Student Behavior, and Special Education



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PREVENTING MATH FAILURE: THE RELATIONSHIP OF FORMATIVE ASSESSMENT TO COLLEGE READINESS

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

Preventing Math Failure: The Relationship of Formative Assessment to College Readiness There is little research relating secondary math curriculum based measures to other standardized math measures, despite their usefulness for instruction. This study examined the relationship between two math benchmark measures, college readiness and state criterion-referenced exams. The measures were significantly correlated, and student demographics did not moderate the correlations.

Kaitlin Bundock (Primary Presenter), Utah State University, kaitlin.bundock@usu.edu;
Kaitlin Bundock is an Assistant Professor in the Special Education department at the Utah State University. She focuses on issues related to secondary math education of students with mild to moderate disabilities. In addition, she studies positive behavior supports, specifically those at the Tier 2 level.

Leanne Hawken (Co-Presenter), University of Utah, leanne.hawken@utah.edu;
Dr. Leanne Hawken is a Professor in the Department of Special Education at the University of Utah. Her research focus is on positive behavior support with a specific emphasis on Tier 2 behavior interventions to support students at risk.

Courtenay Barrett (Co-Presenter), Utah State University, courtenay.barrett@usu.edu;
Courtenay Barrett is an Assistant Professor at Utah State University. She received her PhD in School Psychology from the University of Maryland. Her research and teaching interests are in the areas of culturally competent service delivery and assessment of students with diverse backgrounds, the effects of school context on social-emotional, behavioral, and academic outcomes of youths, assessment of learning disabilities, and consultation training and practice.

Rob Richardson (Co-Presenter), Canyons School District, Rob.Richardson@canyonsdistrict.org;
Rob Richardson, PhD, is a program evaluator in Canyons School District in Sandy, Utah. His research interests include curriculum-based evaluation, linkages between formative and summative assessment, PBIS, and bringing research to practice.



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REDEFINING THE BULLYING CONSTRUCT

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

Redefining the Bullying Construct This presentation will discuss problems with the existing definition of bullying and will propose a novel definition based on function instead of its form. In addition, a novel bullying survey was developed based on the new definition, and results of its implementation in Utah will be shared.

Scott Ross (Primary Presenter), Utah State University, scott.ross@usu.edu;
Scott W. Ross, Ph.D., BCBA-D, is currently an Assistant Professor in the Department of Special Education and Rehabilitation at Utah State University where he teaches coursework in direct instruction, classroom and behavior management, coaching, and systems change. Dr. Ross is also a co-author of the Bullying Prevention in Positive Behavior Support curriculum and corresponding empirical analyses, for which he received the Initial Research of the Year award in 2010 from the Association of Positive Behavior Supports. In addition, Dr. Ross serves on the Utah Multi-Tiered Systems of Support(UMTSS)team, working with school districts across the state to scale-up evidence-based practice.



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SPECIFIC LEARNING DISABILITIES: IDENTIFICATION METHODS AMONG UTAH SCHOOL PSYCHOLOGISTS

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

Specific Learning Disabilities: Identification Methods Among Utah School Psychologists The current study evaluated Utah school psychologists’ (N= 69) survey responses regarding preferred, required, and current methods used to identify specific learning disabilities (SLDs). Results indicated greater preference for response-to-intervention methods for SLD identification but greater requirement and use of IQ-Achievement discrepancy methods.

Joseph Cottrell (Primary Presenter), Utah State University, joseph.cottrell@aggiemail.usu.edu;
Joseph Cottrell is a first year Ed.S. student at Utah State University with interests in specific learning disability instruction and identification.



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THE 2.0 PROJECT: USING RTI WITH AT-RISK HIGH SCHOOL STUDENTS

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

The 2.0 Project: Using RTI with At-Risk High School Students The 2.0 Project uses an RTI approach, providing interventions aimed at increasing academic success for at-risk students. Students are moved through a pyramid of interventions with an emphasis on obtaining organizational and study skills. Overall, the program has been successful as evidenced by increases in average cumulative GPA.

Beverly Gerratt (Primary Presenter), Mountain Crest High School , beverly.gerratt@ccsdut.org;
I am a graduate student at Utah State University studying School Counseling. I work at Mountain Crest High School in Logan, Utah as a VISTA (Volunteer In Service To America) volunteer through the AmeriCorps Program. As a VISTA member, I have the opportunity to gain experience in helping at-risk students and applying the information learned in my classes in the work setting.



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THE ACADEMIC EFFECTS OF PEER-MEDIATED INSTRUCTION WITH ENGLISH LANGUAGE LEARNERS: A SYSTEMATIC REVIEW

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

THE ACADEMIC EFFECTS OF PEER-MEDIATED INSTRUCTION WITH ENGLISH LANGUAGE LEARNERS: A SYSTEMATIC REVIEW This poster session will present the results of a synthesis of peer-mediated instruction for English Language Learners in K-12 schools conducted between 1993 and April of 2013. All peer mediated interventions were included if they measured effects on English Language Learners in at least one academic outcome measure.

Dan Pyle (Primary Presenter), Weber State University , danpyle@gmail.com;
Dan has worked as a special education teacher in secondary settings for 12 years with 10 years of service at a highly diverse high school in southeast San Diego, CA. Dan was hired as one of two special educators to open a comprehensive high school that offered a fully inclusive special education model that served students of all ability levels in general education. Currently, Dan is an assistant professor at Weber State University.



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THE EFFECTS OF DIDACTIC INSTRUCTION ON THE RATE OF PRESERVICE TEACHERS' LOW- AND HIGH-LEVEL QUESTIONS WITH STUDENTS WITH DISABILITIES

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

The Effects of Didactic Instruction on the Rate of Preservice Teachers' Low- and High-Level Questions with Students with Disabilities Systematic questioning may increase the probability that students will provide correct and substantive responses. This study evaluates teachers’ ability to strategically move from low- to high-level questions within a reading lesson and the effects on students’ comprehension. Findings, limitations, and suggestions for future research and classroom practice will be discussed.

Shannon Harris (Primary Presenter), Utah State University, shannonharris8@gmail.com;
Shannon is currently a doctoral student in the Department of Special Education and Rehabilitation at Utah State University. Her areas of research include evidence-based language and literacy practices, effective instructional approaches for students with disabilities, and personnel preparation.



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THE IMPORTANCE OF MULTI-SENSORY LANGUAGE INSTRUCTION FOR STRUGGLING READERS

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

The Importance of Multi-Sensory Language Instruction for Struggling Readers This workshop will introduce the Orton Gillingham based method of instruction, give an overview of how this multi-sensory method of instruction is vital for our Tier 2 and 3 struggling readers and have hands on activities for workshop participants to engage in.

Karalee Atkinson (Primary Presenter), Decoding Dyslexia Utah, ka;
Karalee Atkinson is Vice President of Decoding Dyslexia Utah. Karalee attended Brigham Young University and received a B.A. in Political Science. She also attended the University of Utah and received a MS in Political Science. Karalee was trained as a facilitator for Salt Lake City School District and has worked as a trainer for Utah Department of Health.



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TRANSITION IN SMALL LEAS: MAKING THE MOST OF LIMITED RESOURCES

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

Transition in Small LEAs: Making the Most of Limited Resources Small LEAs often have limited resources when it comes to providing transition services to students with disabilities. This session will feature a panel of transition educators from small LEAs and charter schools who will share proactive ways in which they implement transition programs with minimal resources.

Deanna Taylor (Point of Contact,Primary Presenter), UPDN, deanna.taylor@usu.edu;
Deanna Taylor is a Program Specialist for the Utah Professional Development Network. She has been an educator for 35 years and was a charter school Special Education director for 13 years. Deanna Deanna is very interested in Transition, graduated from the Transition Specialist master’s program at Utah State University and serves on the Utah Transition Action Team. She has authored several articles on Transition.

Nicole Broberg (Co-Presenter), TBD, nbroberg@ehhs.us;
TBD

Kristen Linares (Co-Presenter), Tooele School District, klinares@tooeleschools.org;
Kristen Linares is the Transition Specialist for Tooele County School District. She developed the work training program for special needs high school students, and the Tooele Transition Program that provides transition services for special needs students that are eighteen to twenty-two years of age. She enjoys collaborating with other agencies, advocating for youth with disabilities and preparing students and their families for adulthood.



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6/18/2014  |   11:45 AM - 1:15 PM

POSTER SESSIONS & NETWORKING

6/18/2014  |   11:45 AM - 1:15 PM   |  Horizon Lobby

Poster Sessions & Networking


6/18/2014  |   11:45 AM - 1:15 PM

UMTSS CONFERENCE LUNCH

6/18/2014  |   11:45 AM - 1:15 PM   |  EXPO AB

UMTSS Conference Lunch


6/18/2014  |   1:15 PM - 2:30 PM   |  Breakout #2

BULLYING PREVENTION IN POSITIVE BEAHAVIOR SUPPORT

6/18/2014  |   1:15 PM - 2:30 PM   |  Breakout #2   |  Stratus 5-6

Bullying Prevention in Positive Beahavior Support This presentation will describe a novel, functional approach to bully prevention, which gives students the tools to reduce bullying through the blending of school-wide positive behavior support, explicit instruction, and a redefinition of the bullying construct.

Scott Ross (Primary Presenter), Utah State University, scott.ross@usu.edu;
Scott W. Ross, Ph.D., BCBA-D, is currently an Assistant Professor in the Department of Special Education and Rehabilitation at Utah State University where he teaches coursework in direct instruction, classroom and behavior management, coaching, and systems change. Dr. Ross is also a co-author of the Bullying Prevention in Positive Behavior Support curriculum and corresponding empirical analyses, for which he received the Initial Research of the Year award in 2010 from the Association of Positive Behavior Supports. In addition, Dr. Ross serves on the Utah Multi-Tiered Systems of Support(UMTSS)team, working with school districts across the state to scale-up evidence-based practice.



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DATA DRIVEN BUILDING LEADERSHIP TEAMS

6/18/2014  |   1:15 PM - 2:30 PM   |  Breakout #2   |  Meridian G

Data Driven Building Leadership Teams An effective Building Leadership Team (BLT) focuses on the schoolwide implementation of MTSS including problem solving using data to make decisions about improving the effectiveness of instructional supports for all students. With access to an abundance of data, it can be challenging for teams to determine which data to use for decision making. This session will focus on aligning data use with the problem solving model to effectively make decisions for improving outcomes for all teachers and students.

Amber Roderick-Landward (Point of Contact,Primary Presenter), Canyons School District, Amber.Roderick-Landward@canyonsdistrict.org;
Elementary Director of Evidence-Based Learning

Piper Riddle (Co-Presenter), Canyons School District, piper.riddle@canyonsdistrict.org;
Principal at Draper Elementary



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EMPLOYMENT FIRST-CUSTOMIZED EMPLOYMENT PROJECT, COLLABORATION WITH ALPINE SCHOOL DISTRICT

6/18/2014  |   1:15 PM - 2:30 PM   |  Breakout #2   |  Stratus 7-8-9

Employment First-Customized Employment project, collaboration with Alpine School District Customized Employment and collaboration between Transition and Adult Services is an effective strategy for creating a seamless transition from post-high to adult services. Teachers from Alpine School District are learning the principles of Customized Employment and how to create individualized opportunities within the transition services they provide

Tricia Jones Parkin (Point of Contact,Primary Presenter), DSPD, tljones@utah.gov;
o Tricia Jones-Parkin has been employed with the Division of Services for People with Disabilities since 2000 and is currently the Employment First Program Administrator. Tricia was recently selected as an EFSLMP State Ambassador and is the State Contact lead for Utah’s EFSLP/ODEP Partnership. Tricia is responsible for the administration Community Service Broker services for people on the DSPD waiting list and Support Work Independence Services(SWI) SWI services provide ongoing support to over 300 people who are on the DSPD waiting list and want to be competitively employed in the community. Tricia is also currently overseeing Employment First efforts with a capacity building project with Griffin-Hammis and Associates with people receiving services from DSPD, their families, local education authorities, provider agencies, Dept of Workforce and Office of Rehabilitation.

John Shoemaker (Co-Presenter), U WORK, LLC, john@uworkemployment.com;
John is the owner of U WORK, LLC where he provides employment services to individuals with disabilities. John has a Masters in Education and currently John also provides training through the Utah Supported Employment Training Program through Utah State University. John is a former special education-transition teacher. John's experience and perspective as an educator, and as an adult service provider is invaluable to the Customized Employment Project team.

Melanie Adams (Co-Presenter), Alpine School District, melanieadams@alpinedistrict.org;
Melanie



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SELF-MANAGMENT PROGRAMS: TIER 2 AND 3 INTERVENTIONS

6/18/2014  |   1:15 PM - 2:30 PM   |  Breakout #2   |  Twilight 3-4

Self-Managment Programs: Tier 2 and 3 Interventions Self-management(S-M) is an evidence-based intervention and has a long history of effective use in schools. Self-management has been used with a wide variety of students problems and has achieved positive outcomes in both eliminating problem behaviors and the establishment of new appropriate behaviors, as well as academic gains.

K. Richard Young (Primary Presenter), Brigham Young University, Richard_Young@byu.edu;
Dr. K. Richard Young is a professor in the Department of Counseling Psychology and Special Education. He is a former special education teacher and public school principal, psychologist in private practice, and university Dean. His research interests include: positive behavior support, self-management interventions, data-based decision-making using technology, and Tier 2 academic interventions. In addition to many journal articles he has published three books on the topics of applied behavior analysis, self-management, and positive behavior support.

Lynnette Christensen (Co-Presenter), Brigham Young University, lynnette_christensen@byu.edu;
Lynnette Christensen is the Associate Director for research in the Center for the Improvement of Teacher Education and Schooling (CITES) at Brigham Young University. She has had 15 years experience working with at-risk children. She has published research in professional journals, directed the development of films for television, work on a computer software development team, as well as direct research activities for CITES. Her research interests include: Functional behavioral assessment, self-management, parent training, data-based decision-making, positive behavior support, and applied behavior analysis.



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SUGAI BREAKOUT 2

6/18/2014  |   1:15 PM - 2:30 PM   |  Breakout #2   |  Meridian B

Sugai Breakout 2 TBD

George Sugai (POC,Primary Presenter), University of Connecticut, george.sugai@uconn.edu;
George Sugai is Carole J. Neag Endowed Professor in Special Education in the Neag School of Education at the University of Connecticut with expertise in behavior analysis, classroom and behavior management, school-wide discipline, function-based behavior support, school-wide positive behavior supports, and educating students with behavioral disorders. He has been a teacher in the public schools, treatment director in a residential program, and program administrator. Dr. Sugai conducts applied school and classroom research and works with schools to translate research into practice, especially at the school-wide, district, and state levels. He is currently co-director (with Rob Horner and Tim Lewis) of the Center on Positive Behavioral Interventions and Supports (www.pbis.org) at the University of Connecticut and University of Oregon, co-director (with Mary Beth Bruder) of the Early Childhood Personnel Center (www.ecpcta.org), and Director of the Center on Behavioral Education and Research (www.cber.org) in the Neag School of Education.



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THE EFFECTS OF CW-FIT ON PRESCHOOL STUDENTS’ DISRUPTIVE BEHAVIOR

6/18/2014  |   1:15 PM - 2:30 PM   |  Breakout #2   |  Meridian H

The Effects of CW-FIT on Preschool Students’ Disruptive Behavior Class-Wide Function-related Intervention Teams (CW-FIT) is a group contingency program for implementing positive behavior support in classroom settings via social skills training, teacher praise, and group rewards. This study examines the effects of CW-FIT implementation on teacher praise/reprimand rates and student engagement/disruptions in four preschool classrooms.

Paul Caldarella (Co-Presenter), Brigham Young University, paul_caldarella@byu.edu;
Paul Caldarella, PhD, is director of the Brigham Young University (BYU) Positive Behavior Support Initiative and an associate professor in the BYU Department of Counseling Psychology and Special Education. Dr. Caldarella completed an internship in clinical child psychology at the University of Arkansas for Medical Sciences and a post-doctoral fellowship in adolescent clinical psychology at Brown University. As part of his assignment at BYU, he helps train graduate students to become school psychologists. Dr. Caldarella has been involved with six federally funded grants addressing the prevention of emotional and behavioral disturbance in elementary, middle, and junior high school students. He currently serves as Co-Principal Investigator of an IES grant to develop and pilot a middle school version of Class-Wide Function Related Intervention Teams (CW-FIT) in collaboration with his University of Kansas colleagues.

Krystine Jolstead (Primary Presenter), Brigham Young University, krystinejolstead@gmail.com;
Krystine Jolstead is a student in the school psychology Ed.S. program at Brigham Young University. She received her B.A. in English Education at Brigham Young University-Idaho and taught seventh grade English in Clark County School District in Nevada for three years. She is currently involved in research examining the effects of Class-Wide Function-related Intervention Teams (CW-FIT), a positive behavior support intervention, in preschool classrooms.

Leslie Williams (Co-Presenter), Brigham Young University, leslie_williams@byu.edu;
Leslie Williams, Ed.S., is a research assistant at Brigham Young University. She completed her school psychology internship in Clark County School District, Nevada, and is a licensed school psychologist. As a research assistant, Leslie works in collaboration with the University of Kansas to coordinate the dissemination of a classroom management intervention—Class-Wide Function-related Intervention Teams. She also trains teachers on the intervention and consults with schools. Additionally, Leslie assists with a new grant to develop CW-FIT for middle schools.

Blake Hansen (Co-Presenter), Brigham Young University, blake_hansen@byu.edu;
Blake Hansen is an assistant professor in the Department of Counseling Psychology and Special Education at Brigham Young University. He has worked with children with and at-risk for disabilities for ten years. Blake’s research interests include parent-implementation of language, literacy, and behavior supports, self-management interventions, and behavioral characteristics of individuals with intellectual and developmental disabilities.



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TTFA: TIER TWO FOR ALL

6/18/2014  |   1:15 PM - 2:30 PM   |  Breakout #2   |  Meridian C

TTFA: Tier Two For All Cache County School District implements a TTFA (Tier Two For All) model that fosters academic growth for ALL students in both Title 1 and non-Title 1 schools. Highlights: *Compelling data *Grouping students *Selecting curriculum *Organization and role of school personnel *Intervention or enrichment for everyone!

Jullie Payne (Point of Contact,Primary Presenter,Co-Presenter), Cache County School District, jullie.payne@ccsdut.org;
Jullie Payne has worked in education for 13 years. Currently employed as a literacy facilitator in Cache County School District, she has also taught in Provo and Alpine School Districts. Jullie earned a bachelor’s degree from Brigham Young University in Elementary Education, a master's degree from Utah State University in Instructional Technology and Learning Sciences, and a master’s degree in Educational Leadership from Western Governors University. In addition to her teaching license, she holds an administrative license and teaching endorsements in ESL, Library Media K-12 , and Reading Levels I & II. Jullie enjoys learning and sharing her love of learning with others.

Beverly Sanders (Co-Presenter), Cache County School District, beverly.sanders@ccsdut.org;
Beverly Sanders has taught for 15 years as a resource teacher, ESL teacher and a first grade classroom teacher. She has taught in Ogden City School District and Cache County School District. Beverly is currently a Reading Facilitator for Cache County School District. She graduated from Weber State with a degree in Elementary Education and in Language Arts & Communications. Beverly has an ESL endorsement and is currently enrolled in the reading endorsement program through NUES.



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TZUR BREAKOUT 2

6/18/2014  |   1:15 PM - 2:30 PM   |  Breakout #2   |  Meridian AEF

Tzur Breakout 2 TBD

Ron Tzur (Point of Contact,Primary Presenter), CU Denver School of Education & Human Development, ron.tzur@ucdenver.edu;
Dr. Ron Tzur is a mathematics teacher, teacher educator and researcher of mathematics learning and teaching. He has been a professor of Mathematics Education at the University of Colorado Denver since 2009. His academic work has focused on how teacher-learner interactions nurture an understanding of mathematics. He is interested in developing mathematics teachers' pedagogical approaches and practices that support learning mathematics for all students.



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6/18/2014  |   1:15 PM - 5:00 PM

POSTER TAKE DOWN

6/18/2014  |   1:15 PM - 5:00 PM   |  Horizon Lobby

Poster Take Down


6/18/2014  |   2:30 PM - 2:45 PM

BREAK

6/18/2014  |   2:30 PM - 2:45 PM   |  Horizon Lobby

Break


6/18/2014  |   2:45 PM - 3:30 PM   |  Breakout #3

COLLABORATIVE TEAMING: CREATING COMMON FORMATIVE ASSESSMENTS AND DATA TEAMS

6/18/2014  |   2:45 PM - 3:30 PM   |  Breakout #3   |  Stratus 5-6

Collaborative Teaming: Creating Common Formative Assessments and Data Teams This presentation focuses on powerful practices that effective teams use to focus on learning and use data to drive instruction. Participants will observe one process for creating common formative assessments and receive protocols for effectively use data from assessments to guide Tier 1 instruction.

Rosanne Markham (Point of Contact,Primary Presenter,Co-Presenter), Granite School District, rmarkham@graniteschools.org;
Granite School District's four MTSS Coaches have worked for the past two years to support school-level teams in implementation of MTSS, specifically focusing on implementing PBIS in our secondary schools. As MTSS Specialist, I oversee the federal School Climate Transformation Grant that supports this work.

Jill Hale (Co-Presenter), Granite School District, jchale@graniteschools.org;
System Support Coach, Granite School District Elementary Language Arts Specialist, Granite School District Elementary Teacher, Granite School District

Connie McCann (Co-Presenter), Granite School District, cmccann@graniteschools.org;
Systems Support Coach, Granite School District Instructional Coach, Granite School District Elementary Math Specialist, Granite School District Elementary Teacher, Granite School District

Byron Longhurst (Co-Presenter), Granite School District, blonghurst@graniteschools.org;
Systems Support Coach, Granite School District Instructional Consultant, Granite School District Elementary Teacher, Granite School District

Chad Coon (Co-Presenter), Granite School District, ccoon@graniteschools.org;
Systems Support Coach, Granite School District Content Literacy Specialist, Granite School District Secondary Teacher, Granite School District

Kara Gardner (Co-Presenter), Granite School District, kgardner1@graniteschools.org;
Systems Support Coach, Granite School District Special Educator, Granite School District



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DOING THE MATH: HOW PREPARED ARE COLLEGE-BOUND STUDENTS WITH DISABILITIES?

6/18/2014  |   2:45 PM - 3:30 PM   |  Breakout #3   |  Stratus 7-8-9

Doing the Math: How Prepared are College-Bound Students with Disabilities? Math is a critical skill for transitioning to all areas of post-secondary life, but most students with disabilities fall far behind. Come see the results of a recent study of teacher perceptions about math preparedness, and find out ways to help your students with mild/moderate disabilities close the gap!

Adam King (Primary Presenter), Davis School District, aking@dsdmail.net;
Adam King has been the 504/SPED Coordinator in Davis School District for the past 8 years. Prior to that, he worked as a secondary resource teacher for 6 years teaching math and applied skills. He has a Master’s Degree in Special Education with an emphasis in transition and an Administrative Endorsement, and specializes in accessible education and providing appropriate supports and accommodations. He enjoys falconry, Star Wars, and spending time in the outdoors.



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FOCUS SHIFT: CREATING AND IMPLEMENTING A PBIS SYSTEM

6/18/2014  |   2:45 PM - 3:30 PM   |  Breakout #3   |  Twilight 1-2

Focus Shift: Creating and Implementing a PBIS System Meaningful change is difficult at best. Explore principles of designing and implementing a PBIS system that can lay the foundation for big changes. Join a discussion on best practices for schools seeking to implement positive change through PBIS, including a discussion on utilizing technology to recognize and reinforce positive behavior.

Matt Barber (Primary Presenter), Desert Hills High School, matthew.barber@washk12.org;
Matt Barber is an educator in Southern Utah. He currently teaches English and Leadership classes at Desert Hills High School. He is in the process of completing his Master's of Education and Leadership at Southern Utah University. Together, with the administration at his school, he has helped to design an interactive recognition system used to reinforce positive behaviors.



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IMPLEMENTATION ENGINEERING – A PROACTIVE RESPONSE TO IMPLEMENTATION DILUTION

6/18/2014  |   2:45 PM - 3:30 PM   |  Breakout #3   |  Meridian H

Implementation Engineering – A Proactive Response to Implementation Dilution The expected impact of the implementation of system-wide evidence-based practices (EBPs) can be insidiously diluted without intentional implementation planning. Learn how a 95% effective EBP is reduced to 16% effectiveness, and acquire the knowledge, skills, dispositions, and tools to proactively reduce implementation dilution.

David Forbush (Primary Presenter), Center for Technical Assistance for Excellence in Special Education, david.forbush@usu.edu;
David Forbush has provided 25 years of service in multiple settings in special education. Presently, he is director of the Utah Professional Development Network. David served as a special education LEA in Idaho and Utah. Additionally, he prepared undergraduate teachers, and graduate researchers at Utah State University. He regards himself as an “outcomes junkie” and is intensely interested in education practices leveraging student outcomes. He is interested in evidence-based practices in PD, and presently serves as reviewer for several scholarly journals.

Kim Fratto (Co-Presenter), USOE, Kim.Fratto@schools.utah.gov;
Kim is an Special Education Coordinator for the Utah State Board of Education supporting LEAs with providing access to core instruction for students with disabilities. Kim earned her B.S. Degree in special education mild/moderate from Utah State University and her M.Ed. in Special Education with an emphasis in severe disabilities from the University of Utah. Kim also holds an administrative license and an ESL endorsement. Throughout her teaching career, she has taught in both private and public school settings in general and special education classrooms. Kim is a member of the Board of Directors for The Learning Disabilities Association of Utah and is invested in helping all students with disabilities increase their access and participation in the general education curriculum and settings. Kim currently serves as a representative for USBE on the National Formative Assessment for students and teachers with the Council of Chief State School Officers (CCSSO).



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MTSS COMMUNITY SCHOOL MODEL AT WORK

6/18/2014  |   2:45 PM - 3:30 PM   |  Breakout #3   |  Meridian G

MTSS Community School Model at Work Community Schools Model emphasizes five core school improvement priorities: (1) academic learning, (2) youth development, (3) parent/family engagement and support, (4) health and social services, and (5) community partnerships. This model provides an organizational framework, that leads to desired outcomes, and concrete implementation.

Carol Anderson (Point of Contact,Primary Presenter), Utah State Office of Education , carol.anderson@schools.utah.gov;
Carol Joy Anderson, M.Ed., Is the Educational Specialist for the Utah State Office of Education over behavioral supports and mental health needs. She has been involved in state policy development, research, model programs demonstration, and oversight of a federal grant on the integration of school based mental health services. She has worked in special education for 26 years and has a variety of experiences in the field. Carol earned two bachelor degrees and a M. Ed. in Special Education from the University Of Utah. Her specialty areas include IDEA discipline procedures, least restrictive behavioral interventions, functional assessment, mental health issues and proactive discipline systems.



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SUGAI BREAKOUT 3

6/18/2014  |   2:45 PM - 3:30 PM   |  Breakout #3   |  Meridian B

Sugai Breakout 3 TBD

George Sugai (POC,Primary Presenter), University of Connecticut, george.sugai@uconn.edu;
George Sugai is Carole J. Neag Endowed Professor in Special Education in the Neag School of Education at the University of Connecticut with expertise in behavior analysis, classroom and behavior management, school-wide discipline, function-based behavior support, school-wide positive behavior supports, and educating students with behavioral disorders. He has been a teacher in the public schools, treatment director in a residential program, and program administrator. Dr. Sugai conducts applied school and classroom research and works with schools to translate research into practice, especially at the school-wide, district, and state levels. He is currently co-director (with Rob Horner and Tim Lewis) of the Center on Positive Behavioral Interventions and Supports (www.pbis.org) at the University of Connecticut and University of Oregon, co-director (with Mary Beth Bruder) of the Early Childhood Personnel Center (www.ecpcta.org), and Director of the Center on Behavioral Education and Research (www.cber.org) in the Neag School of Education.



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TZUR BREAKOUT 3

6/18/2014  |   2:45 PM - 3:30 PM   |  Breakout #3   |  Meridian AEF

Tzur Breakout 3 TBD

Ron Tzur (Point of Contact,Primary Presenter), CU Denver School of Education & Human Development, ron.tzur@ucdenver.edu;
Dr. Ron Tzur is a mathematics teacher, teacher educator and researcher of mathematics learning and teaching. He has been a professor of Mathematics Education at the University of Colorado Denver since 2009. His academic work has focused on how teacher-learner interactions nurture an understanding of mathematics. He is interested in developing mathematics teachers' pedagogical approaches and practices that support learning mathematics for all students.



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VARIABILITY IN ORAL READING FLUENCY PROGRESS MONITORING

6/18/2014  |   2:45 PM - 3:30 PM   |  Breakout #3   |  Twilight 3-4

Variability in Oral Reading Fluency Progress Monitoring Do you find that your elementary students have a lot of “bounce” in their oral reading fluency progress monitoring data? We will present research on the issue of variability, including contributing factors, implications for progress monitoring, and possible ways to address this variability.

Breda OKeeffe (Primary Presenter), University of Utah, breda.okeeffe@utah.edu;
Breda O’Keeffe is an Assistant Professor at the University of Utah in the Department of Special Education. She completed her doctoral degree at Utah State University and an IES postdoctoral fellowship at the University of Connecticut. Her primary research interests include effective practices in assessment and teaching reading for elementary students at-risk for and with disabilities, as well as for bilingual students. She is also interested in the interaction between behavior and reading. She conducts research on professional development for teachers and paraprofessionals.

Kaitlin Bundock (Co-Presenter), Dept. of Special Education, University of Utah, kaitlin.bundock@utah.edu;
Ms. Bundock has been a teacher for students with mild/moderate disabilities. She is currently planning research on writing to learn strategies for teaching math concepts and operations to students with disabilities.

Kristin Kladis (Co-Presenter), University of Utah, kbkladis@gmail.com;
Kristin Kladis is a doctoral student in the Department of Special Education at the University of Utah.

Kat Nelson (Co-Presenter), University of Utah Special Education Department, kat.nelson@utah.edu;
After teaching 8 years as a special education teacher in an inclusive setting, Kat has now dedicated herself to pre-service teachers at the University of Utah, Mild to Moderate Special Education Department. Kat is a clinical instructor who supervises student teachers and is dedicated to creating collaborative communities where all students experience success.



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WHY IS THIS BRIGHT CHILD NOT READING?

6/18/2014  |   2:45 PM - 3:30 PM   |  Breakout #3   |  Meridian C

Why is this Bright Child Not Reading? For every educator or parent who has ever felt this frustration; you are not alone. Come find out more about dyslexia; the most common learning disability affecting 10-20% of the general population.

Heather Myers (Primary Presenter), Tooele County School District, heathermyers934@gmail.com;
Heather Myers is a Level III National Board Certified teacher in Early and Middle Childhood Literacy - Reading and Language Arts. She is highly qualified in Elementary (K-6) and Special Ed Mild/Moderate (K-12). She specializes in early literacy intervention. She is currently completing her sixth year of teaching for the Tooele County School District. She is a passionate advocate for dyslexia awareness in honor of her 12-year old daughter that struggles with dyslexia. She frequently presents on the topic of dyslexia awareness to parents, teachers and school administrators.



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Thursday, June 19, 2014


6/19/2014  |   8:30 AM - 8:45 AM

WELCOME/INTRODUCTIONS- GINNY EGGEN-DR. SYDNEE DICKSON, DIRECTOR, TEACHING AND LEARNING, USOE

6/19/2014  |   8:30 AM - 8:45 AM   |  EXPO AB

Welcome/Introductions- Ginny Eggen-Dr. Sydnee Dickson, Director, Teaching and Learning, USOE


6/19/2014  |   8:45 AM - 10:15 AM

KEYNOTE: IMPROVING INSTRUCTION FOR STUDENTS WHO STRUGGLE LEARNING MATH

6/19/2014  |   8:45 AM - 10:15 AM   |  EXPO AB

Keynote: Improving Instruction for Students who Struggle Learning Math The purpose of this Keynote session is to identify the core principles of effective mathematics programs focusing primarily on the importance of curricula and instructional supports that can help accelerate learning and significantly narrow the achievement gap also referred to as the Arithmetic to Algebra Gap.

Brad Witzel (POC,Primary Presenter), TBD, witzelb@winthrop.edu;
Bradley Witzel, Ph.D., is an award winning teacher and professor who works as an associate professor and education program coordinator at Winthrop University, the flagship education college for the state of South Carolina. As a classroom teacher, and before that as a paraeducator, he worked in multiple settings teaching mainly math and science to high achieving students with disabilities and at-risk concerns. Dr. Witzel has authored several dozen research and practitioner articles as well as seven books, including the bestselling RtI in Math and recently published Building Number Sense through Corwin Press and Rigor for Students with Special Needs through Taylor and Francis. He has developed and presented a dozen educational videos as well as delivered over 300 workshops and conference presentations. He was an elected member of the Smarter Balanced Assessment Consortium (SBAC) Accessibility and Accommodations work group and is a Governing Board Member of the Southeast Regional Educational Laboratory (REL), funded by the Institute of Education Sciences (IES). Dr. Witzel currently serves as the editor of Focus on Inclusive Education through the Association of Childhood Education International (ACEI) and recently served as an author/panelist on the IES practice guide Assisting Students Struggling with Mathematics and as an invited reviewer of the final report from the National Mathematics Advisory Panel. Most importantly, he is a father of two, husband of an educator, and son of two educators.



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6/19/2014  |   10:15 AM - 10:30 AM

BREAK

6/19/2014  |   10:15 AM - 10:30 AM   |  Horizon Lobby

Break


6/19/2014  |   10:30 AM - 11:45 AM   |  Breakout #4

CROSS-SYSTEMS TRANSITION COLLABORATION

6/19/2014  |   10:30 AM - 11:45 AM   |  Breakout #4   |  Stratus 7-8-9

Cross-Systems Transition Collaboration Transition collaboration across systems is necessary to validate planning, actualize goals, and extend the reach of support beyond the secondary education system. Using the lens of MTSS, a cross-systems conceptual collaboration model for use among educators and rehabilitation professionals will be presented along with discussion and strategies for transdisciplinary practices.

Kathleen Oertle (Point of Contact,Primary Presenter), Utah State University, kathleen.oertle@usu.edu;
Kathleen (Kat) Marie Oertle earned her Ph.D. in special education, M.S. in rehabilitation counseling, and B.S. in animal science from the University of Illinois at Urbana-Champaign and her A.A.S. in veterinary technology at Parkland College. Her career has included job coaching and developing, teaching pre-service and in-service educators and rehabilitation professionals, program evaluation and research, Perkins Grant project coordination, rehabilitation counseling, veterinary technology, and humane education. Kat’s research focuses on improving transition outcomes, collaborating across systems, promoting inclusion, and increasing equity. Kat joined the Utah State University faculty in August 2013.



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CULTURALLY AND LINGUISTICALLY RESPONSIVE STRATEGIES: EMBRACING STUDENTS' CULTURAL CAPITAL

6/19/2014  |   10:30 AM - 11:45 AM   |  Breakout #4   |  Twilight 1-2

Culturally and Linguistically Responsive Strategies: Embracing Students' Cultural Capital This workshop will focus on our culturally and linguistically diverse student populations within our schools. Participants will be given strategies to dialogue with colleagues to embrace their students'cultural capital while promoting and supporting student success within our classrooms.

Claustina Mahon-Reynolds (Primary Presenter), Salt Lake City School DIstrict, claustina.mahon-reynolds@slcschools.org;
Claustina Mahon-Reynolds has been in the field of education for 17 years. She started out in New York as a World Languages secondary Spanish teacher. Claustina has two masters level degrees and is currently in the writing phase of her dissertation process for doctoral candidacy at the University of Utah. Her interest include culturally and linguistically responsive teaching and learning,English Language Learners, RtI and the intersectionality of race and poverty on student outcomes and teacher attitudes.



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GET READY... ENGAGE! USING DI TECHNIQUES TO ENGAGE LEARNERS

6/19/2014  |   10:30 AM - 11:45 AM   |  Breakout #4   |  Meridian AEF

Get Ready... ENGAGE! Using DI Techniques to Engage Learners The techniques used in direct instruction can be easily implemented into everyday classroom teaching to increase engagement and improve student learning. Highlights: *Questioning techniques *Unison response, signaling, partnering, and pacing to engage learners *Using feedback to increase teaching effectiveness *Research and use of direct instruction

Leslie Burt (Co-Presenter), Cache County School District, leslie.burt@ccsdut.org;
Leslie Burt was recently named as the Principal at Lewiston elementary in Cache County School district. Leslie has over 20 years experience working in both elementary and middle schools. During the past 12 years she has worked as a Literacy facilitator in Cache. She received her Master’s of Education degree in Curriculum & Instruction through Weber State University. She has both Level I & II Reading endorsements and completed the Administrative & Supervisory certification program through Utah State university. She is the mother of four children, but her favorite role is being the grandmother to her 7 grandchildren.

Paula Hull (Co-Presenter), Cache County School District, paula.hull@ccsdut.org;
Paula Hull is currently a district literacy coordinator with Cache County School District. Paula has been an educator for 17 years. Most recently she has enjoyed teaching Level III student teachers at Utah State University. She graduated with a dual major from Utah State University in Early Childhood and Elementary Education. Paula has also earned her Master of Education degree, Math I and Reading Endorsement Levels I and II. Paula specializes in direct instruction delivery and helps train hundreds of paraprofessionals and teachers each year.

Melinda LaMont (Point of Contact,Primary Presenter), Cache County School District, melinda.lamont@ccsdut.org;
Melinda LaMont- Melinda has taught for 15 years as a Kindergarten teacher and an ESL teacher. She has taught in Ogden City School District, Mansfield School District (in Texas), and Cache County School District. She graduated from Utah State University with a dual major in Early Childhood and Elementary Education and has endorsements in Reading, Math, GT, and ESL. Melinda has recently completed a Master’s degree in Educational Leadership and Administration. She has served as a Literacy Facilitator for the Cache County School District for four years. Melinda specializes in technology and helped create Cache District's data base frame and Literacy website (cachedistrictliteracy.org).



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IMPLEMENTING THE CRA MATHEMATICS INTERVENTION

6/19/2014  |   10:30 AM - 11:45 AM   |  Breakout #4   |  Meridian B

Implementing the CRA Mathematics Intervention All students can learn. However, they learn at different paces and through different strategies. One research-supported strategy in mathematics is the concrete to representational to abstract sequence of instruction (CRA). In this session, participants will learn how to plan and delivery CRA interventions using examples of whole and rational numbers.

Brad Witzel (Point of Contact,Primary Presenter), TBD, witzelb@winthrop.edu;
Bradley Witzel, Ph.D., is an award winning teacher and professor who works as an associate professor and education program coordinator at Winthrop University, the flagship education college for the state of South Carolina. As a classroom teacher, and before that as a paraeducator, he worked in multiple settings teaching mainly math and science to high achieving students with disabilities and at-risk concerns. Dr. Witzel has authored several dozen research and practitioner articles as well as seven books, including the bestselling RtI in Math and recently published Building Number Sense through Corwin Press and Rigor for Students with Special Needs through Taylor and Francis. He has developed and presented a dozen educational videos as well as delivered over 300 workshops and conference presentations. He was an elected member of the Smarter Balanced Assessment Consortium (SBAC) Accessibility and Accommodations work group and is a Governing Board Member of the Southeast Regional Educational Laboratory (REL), funded by the Institute of Education Sciences (IES). Dr. Witzel currently serves as the editor of Focus on Inclusive Education through the Association of Childhood Education International (ACEI) and recently served as an author/panelist on the IES practice guide Assisting Students Struggling with Mathematics and as an invited reviewer of the final report from the National Mathematics Advisory Panel. Most importantly, he is a father of two, husband of an educator, and son of two educators.



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INTEGRATING DUAL LANGUAGE IMMERSION AND MULTI-TIERED SYSTEM OF SUPPORTS TO ENSURE STUDENT OUTCOMES

6/19/2014  |   10:30 AM - 11:45 AM   |  Breakout #4   |  Meridian G

Integrating Dual Language Immersion and Multi-Tiered System of Supports to Ensure Student Outcomes To fulfill the goal of mainstreaming dual language immersion, we must advocate for the participation of students of diverse cognitive, social, ethic and academic profiles. As we embrace these students into our program, we face the challenge of creating support systems (or interventions) that address their diverse needs. This session will introduce a cohesive model for integrating two initiatives: Dual Language Immersion and Multi-Tiered System of Supports (Response To Intervention). The non-negotiables and critical components of each initiative will be identified and discussed. Presenters will show how DLI and MTSS compliment, rather than compete against each other, to support all students. Participants will be introduced to guiding tools that will support them in integrating these two initiatives in a cohesive manner.

Jamie Leite (Point of Contact,Primary Presenter), TBD, jamieleite@gmail.com;
Provo DLI Coordinator

Ophelia Wade (Co-Presenter), , ophelia.wade@gmail.com;
Canyons DLI Coordinator

Ann-Michelle Neal (Co-Presenter), Utah State Board of Education, Ann-Michelle.Neal@schools.utah.gov;
TBD



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SCORE BIG! BRIDGING ELEMENTARY PLCS AND MTSS

6/19/2014  |   10:30 AM - 11:45 AM   |  Breakout #4   |  Meridian H

Score Big! Bridging Elementary PLCs and MTSS Gain the most mileage for your efforts and effectively bridge the vital work of PLCs and MTSS. Score big and learn “three pointers” from a building administrator, classroom teacher and school social worker. Get ready for active engagement. Walk away with nine ideas to build teamwork and streamline your process.

Marla Wharton (Primary Presenter), Granite School District, mwharton@graniteschools.org;
Marla Wharton is an elementary principal at Hillsdale Elementary in Granite District with a background in teaching, special education and ALP services. Laura Layton just completed her 26th year as a school social worker. Teri Finlayson is a fifth grade teacher, and past coordinator of the Hillsdale afterschool program.

Teri Finlayson (Co-Presenter), Granite School District, tfinalyson@graniteschools.org;
Marla Wharton is an elementary principal at Hillsdale Elementary in Granite District with a background in teaching, special education and ALP services. Laura Layton just completed her 26th year as a school social worker. Teri Finlayson is a fifth grade teacher, and past coordinator of the Hillsdale afterschool program.

Laura Layton (Co-Presenter), Granite School District, lmlayton@graniteschools.org;
Marla Wharton is an elementary principal at Hillsdale Elementary in Granite District with a background in teaching, special education and ALP services. Laura Layton just completed her 26th year as a school social worker. Teri Finlayson is a fifth grade teacher, and past coordinator of the Hillsdale afterschool program.



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STEM: ROOTS TO LEAVES RESOURCES

6/19/2014  |   10:30 AM - 11:45 AM   |  Breakout #4   |  Twilight 3-4

STEM: Roots to Leaves resources Learn about resources available to support and sustain effective STEM instruction in schools and classrooms. See what the STEM Action Center has been doing to make effective instruction in Science Technology, Engineering and Math achievable for all teachers and all students.

Mitchell Jorgensen (Primary Presenter), Utah State Office of Education, mitchell.jorgensen@schools.utah.gov;
Mitchell is currently the STEM Education Specialist for the Utah State Office of Education. Mitchell is a 15 year veteran of Science, Engineering and Technology education and has presented on similar topics at UCET, UACTE, ISTE and UMLA. Mitchell is a longtime advocate of doing good things with technology. Mitchell is a 9 year classroom veteran and was an instructor for UEN for 5 years where he taught a variety of courses on blending face to face and online technologies for enhanced learning. He is now working as the STEM Specialist at the Utah State Office of Education.



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USING BEHAVIORAL DATA AT THE DISTRICT LEVEL

6/19/2014  |   10:30 AM - 11:45 AM   |  Breakout #4   |  Meridian C

Using Behavioral Data at the District Level How the San Juan School District uses data from SWIS, PBIS Apps, and Olweus Bullying Prevention Program for decision making.

Vernon Hatch (Primary Presenter), San Juan School District, vhatch@sjsd.org;
Vernon Hatch is a School Psychologist and District-wide Positive Behavior Supports coach for the San Juan School District. The San Juan School District has 12 schools, ranging from 20 to over 500 students per school, located within a four hour range apart. He is a certified SWIS, Olweus, and Mandt trainer.



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WHAT IS BEING TAUGHT? SUPPORTING GOOD TEACHING WITH VETTED CONTENT.

6/19/2014  |   10:30 AM - 11:45 AM   |  Breakout #4   |  Stratus 5-6

What is being taught? Supporting good teaching with vetted content. An examination of tools used to evaluate textbooks, digital resources and all instructional materials.

Alan Griffin (Primary Presenter), Utah State Office of Eduction, alan.griffin@schools.utah.gov;
Alan Griffin is a career educator with 39 years of experience. He has been a secondary teacher with experience in social studies and computer applications, has worked at the district and state levels as a technical support specialist, civic education specialist, and curriculum content specialist. He currently oversees the instructional materials review process at the Utah State Office of Education.



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6/19/2014  |   11:45 AM - 1:15 PM

UMTSS CONFERENCE LUNCH

6/19/2014  |   11:45 AM - 1:15 PM   |  EXPO AB

UMTSS Conference Lunch


6/19/2014  |   11:45 AM - 1:15 PM

INTRODUCTION TO THE USU SPED MASTER'S PROGRAM-LUNCH

6/19/2014  |   11:45 AM - 1:15 PM   |  Meridian D

Introduction to the USU SPED Master's Program-Lunch


6/19/2014  |   1:15 PM - 2:30 PM   |  Breakout #5

A SYSTEM OF COACHING

6/19/2014  |   1:15 PM - 2:30 PM   |  Breakout #5   |  Meridian G

A System of Coaching Atul Gawande suggests that few can sustain their best performance without coaching. As the demands of educators continue to increase, so does the need for coaching supports. This session will highlight the implementation of a district coaching model to improve instruction. Presenters will also describe the concept of Public Practice as a component of Canyons School District's system of coaching.

Mindy Robison (Point of Contact,Primary Presenter), TBD, mindy.robison@canyonsdistrict.org;
TBD

Kenna Sorensen (Co-Presenter), Canyons School District, kenna.sorensen@canyonsdistrict.org;
Principal at East Sandy Elementary School

Brooke Rauzon (Co-Presenter), East Sandy Elementary/Canyons School District, brooke.rauzon@canyonsdistrict.org;
Achievement Coach at East Sandy Elementary



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ADMINISTRATIVE INTERVENTION: STRUCTURED AND INTENSIVE TEACHING IN A MULTI-TIERED SYSTEM OF SUPPORT

6/19/2014  |   1:15 PM - 2:30 PM   |  Breakout #5   |  Meridian H

Administrative Intervention: Structured and Intensive Teaching in a Multi-tiered System of Support Administrative Intervention (AI) creates intensive teaching and relationship building opportunities for students who are out of instructional control. This presentation focuses on how AI has been implemented in several distinct school settings. The impact on critical school outcomes, barriers to implementation, and integration with MTSS will be discussed.

Cade Charlton (Point of Contact,Primary Presenter,Co-Presenter), Brigham Young University, cade_charlton@byu.edu;
Cade is an assistant professor at Brigham Young University in the Department of Counseling Psychology and Special Education. His research interests include the design and development of performance feedback systems and systems change. Cade received his doctorate from the Disability Disciplines program in the Department of Special Education and Rehabilitation at Utah State University in 2016. He also received an MBA from the Huntsman School of Business in 2008. Cade continues to work with many schools as a School Support Team (SST) member emphasizing data-based school improvement.

K. Richard Young (Co-Presenter), Brigham Young University, Richard_Young@byu.edu;
Dr. K. Richard Young is a professor in the Department of Counseling Psychology and Special Education. He is a former special education teacher and public school principal, psychologist in private practice, and university Dean. His research interests include: positive behavior support, self-management interventions, data-based decision-making using technology, and Tier 2 academic interventions. In addition to many journal articles he has published three books on the topics of applied behavior analysis, self-management, and positive behavior support.

Richard West (Co-Presenter), Utah State University, rich.west@usu.edu;
Dr. Richard West is actively involved in research on effective instructional and behavior support practices. He has created innovative assessment tools, developed new strategies, and written extensively about best-practices in school administration and the classroom. Dr. West is Chief Executive Officer of Tetra Analytix, LLC. He is also Emeritus Professor at Utah State University where he has served for 35 years.



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IMPLEMENTING CAN'T DO/WON'T DO ASSESSMENTS

6/19/2014  |   1:15 PM - 2:30 PM   |  Breakout #5   |  Twilight 3-4

Implementing Can't Do/Won't Do Assessments A school-wide Can't Do/Won't Do assessment was administered to a middle school to address challenges with accurately identifying students who require Tier2 or Tier3 support. Information in conjunction with other data proved valuable in identifying at-risk students and aiding in determining a lack of motivation or a possible learning issue.

Ryan Greene Ed.S., M.S. (Point of Contact,Primary Presenter), Cache County School District, ryan.greene@ccsdut.org;
Currently in his third year and practicing in Cache County School District as a school psychologist. He has previously worked in Alpine School District. Graduate of the School Psychology program at Utah State University. Ryan is data-driven to find solutions to the biggest problems that our schools face today. He resides in River Heights, Utah with his wife and two sons.



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IMPLEMENTING THE CRA MATHEMATICS INTERVENTION

6/19/2014  |   1:15 PM - 2:30 PM   |  Breakout #5   |  Meridian B

Implementing the CRA Mathematics Intervention All students can learn. However, they learn at different paces and through different strategies. One research-supported strategy in mathematics is the concrete to representational to abstract sequence of instruction (CRA). In this session, participants will learn how to plan and delivery CRA interventions using examples of whole and rational numbers.

Brad Witzel (Primary Presenter), TBD, witzelb@winthrop.edu;
Bradley Witzel, Ph.D., is an award winning teacher and professor who works as an associate professor and education program coordinator at Winthrop University, the flagship education college for the state of South Carolina. As a classroom teacher, and before that as a paraeducator, he worked in multiple settings teaching mainly math and science to high achieving students with disabilities and at-risk concerns. Dr. Witzel has authored several dozen research and practitioner articles as well as seven books, including the bestselling RtI in Math and recently published Building Number Sense through Corwin Press and Rigor for Students with Special Needs through Taylor and Francis. He has developed and presented a dozen educational videos as well as delivered over 300 workshops and conference presentations. He was an elected member of the Smarter Balanced Assessment Consortium (SBAC) Accessibility and Accommodations work group and is a Governing Board Member of the Southeast Regional Educational Laboratory (REL), funded by the Institute of Education Sciences (IES). Dr. Witzel currently serves as the editor of Focus on Inclusive Education through the Association of Childhood Education International (ACEI) and recently served as an author/panelist on the IES practice guide Assisting Students Struggling with Mathematics and as an invited reviewer of the final report from the National Mathematics Advisory Panel. Most importantly, he is a father of two, husband of an educator, and son of two educators.



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INCLUSIVE POST-SECONDARY EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES

6/19/2014  |   1:15 PM - 2:30 PM   |  Breakout #5   |  Stratus 7-8-9

Inclusive Post-secondary Education for Students with Intellectual Disabilities The number of opportunities for students with intellectual disabilities to pursue a variety of post-secondary education (PSE) experiences has grown exponentially in the past decade. Come learn what is happening with inclusive PSE projects across the country, and here in Utah (including some encouraging results and recent developments).

Jeff Sheen (Point of Contact,Primary Presenter), Center for Persons with Disabilities, jeff.sheen@usu.edu;
Jeff Sheen is currently a doctoral candidate in the Disability Disciplines program at Utah State University. He is also a Policy Analyst and Training and Development Specialist at the Center for Persons with Disabilities, where he has worked since 2001. Jeff has a particular interest in community development and has been involved in directing and evaluating a number of projects designed to improve community resources for individuals with disabilities and their families. Some of Jeff's current projects include working on the Aggies Elevated project team, and teaching as adjunct faculty in the Psychology and Social Work Departments. In his role as a disability policy analyst, Jeff serves as the Chair of Senator Hatch's Disability Advisory Committee.



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INTEGRATED ARTS INSTRUCTION AS INTERVENTION

6/19/2014  |   1:15 PM - 2:30 PM   |  Breakout #5   |  Meridian C

Integrated Arts Instruction as Intervention Discover how to teach each child well using the arts, including how using the arts contributes to teaching the whole child, how the arts are an entry point and motivator for learning, how the arts deepen content understanding and thinking skills across content areas, grade levels and make learning visible.

Cathy Jensen (Primary Presenter), Utah State Office of Education, cathy.jensen@schools.utah.gov;
Cathy Jensen was appointed as an educational specialist at the Utah State Office of Education in July of 2010. She facilitates fine arts endorsements and core standards for Utah’s public schools. She coordinates the Professional Outreach Program in the Schools (POPS) which is a partnership with ten professional performing and visual arts organizations in the state.She is also the program specialist for the Beverley Taylor Sorenson Arts Learning Program, a legislatively funded, integrated arts program in the elementary schools.



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MAKING GRADE-LEVEL TIER I TEXT ACCESSIBLE FOR STRUGGLING READERS

6/19/2014  |   1:15 PM - 2:30 PM   |  Breakout #5   |  Meridian AEF

Making Grade-Level Tier I Text Accessible for Struggling Readers Whole class texts present a challenge for educators and their lower-achieving students. Dr. Brown draws on empirical research (QtA & FORI) to develop Tier I Text instruction that makes whole class texts accessible. Presentation will include an overview of the model, PD options, and results from an initial pilot.

Kathleen Brown (Primary Presenter), University of Utah Reading Clinic, kathleen.brown@utah.edu;
Dr. Brown's scholarly interests include the development of educators’ conceptual frameworks for teaching at-risk and struggling readers, and the development of intervention models to meet the needs of struggling readers from diverse backgrounds. Since 1999, Dr. Brown has led intervention clinical practica for over 3000 Utah educators. She continues to work with struggling readers on a regular basis because this practice informs her research and teahing endeavors. Dr. Brown's work has been published in a number of scholarly journals, including Reading Research Quarterly, The Elementary School Journal, The Journal of Literacy Research, and The Reading Teacher.



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PROBLEM-SOLVING WITH A GRADE LEVEL PLC - A MULTI-TIERED APPROACH TO RESOLVE SEXUALLY INAPPROPRIATE BEHAVIOR

6/19/2014  |   1:15 PM - 2:30 PM   |  Breakout #5   |  Stratus 5-6

Problem-Solving with a Grade Level PLC - A Multi-Tiered Approach to Resolve Sexually Inappropriate Behavior A 5th grade PLC team developed a grade-level behavior intervention plan (BIP) for students demonstrating sexually inappropriate behaviors. The tiered system of interventions included, book study, classroom social skills, respectful reinforcement plan, developing leadership team and intensive plans for court-involved students. Baseline and outcome data will be shared.

Andrea Miller (Primary Presenter), Granite School District, amiller@graniteschools.org;
Andrea T. Miller, LCSW, Elementary Counseling Grant Coordinator for Granite School District; GMTSS Liaison with the UMTSS Implementation team, and an adjunct Instructor for the University of Utah Special Ed. Department. She earned her B.S. in Psychology from BYU with a. and Masters in Social Work from the University of Utah. She has been involved with PBIS for over 20 years as a Certified School Social Worker, building team facilitator, and as a district coach.



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THE UTAH PARENT CENTER AND MTSS PARENT RESOURCES

6/19/2014  |   1:15 PM - 2:30 PM   |  Breakout #5   |  Twilight 1-2

The Utah Parent Center and MTSS Parent Resources Participants will lean about resources are available at the Utah Parent Center to help parents better understand the MTSS process. There will also be tips given on how to best engage and inform parents during the MTSS process. Participants will leave with MTSS resources which can be given to parents.

Michelle Murphey (Primary Presenter), Utah Parent Center, michellem@utahparentcenter.org;
Michelle Murphy has worked as a parent consultant at the Utah Parent Center for the past eight years. Her primary role has been to work with families living the granite school District area. She's also the proud mother of two boys ages 13 and 5. Michelle's oldest child has asked Aspergers syndrome but is also highly gifted. Michelle's passion for working with children with disabilities stems from her experience being the mother of a child with special needs. Michelle has a bachelors degree in psychology and strives to use that education to help parents help their children be successful.



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6/19/2014  |   2:30 PM - 2:45 PM

BREAK

6/19/2014  |   2:30 PM - 2:45 PM   |  Horizon Lobby

Break


6/19/2014  |   2:45 PM - 3:30 PM   |  Breakout #6

CHECK-IN CHECK-OUT + SOCIAL SKILLS: NEXT STEPS FOR BULLYING PREVENTION IN POSITIVE BEHAVIOR SUPPORT

6/19/2014  |   2:45 PM - 3:30 PM   |  Breakout #6   |  Meridian G

Check-in Check-out + Social Skills: next steps for Bullying Prevention in Positive Behavior Support This presentation will describe a modified version of the CICO intervention for students lacking social skills. Modifications include a efficient social skill instruction and a focus on access to peer attention.

Scott Ross (Primary Presenter), Utah State University, scott.ross@usu.edu;
Scott W. Ross, Ph.D., BCBA-D, is currently an Assistant Professor in the Department of Special Education and Rehabilitation at Utah State University where he teaches coursework in direct instruction, classroom and behavior management, coaching, and systems change. Dr. Ross is also a co-author of the Bullying Prevention in Positive Behavior Support curriculum and corresponding empirical analyses, for which he received the Initial Research of the Year award in 2010 from the Association of Positive Behavior Supports. In addition, Dr. Ross serves on the Utah Multi-Tiered Systems of Support(UMTSS)team, working with school districts across the state to scale-up evidence-based practice.



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COMPREHENSIVE SUPPORT MODEL (CSM)

6/19/2014  |   2:45 PM - 3:30 PM   |  Breakout #6   |  Meridian C

Comprehensive Support Model (CSM) Ogden City School District (OCSD) proposes to present our Comprehensive Support Model (CSM) an evidence-based strategy to enhance at-risk student services. This model approach is comprehensive, preventative, and integrates strategies as part of a multi-tiered system of support to increase school safety, provide a positive school climate for increased learning, promote student health, and increase family and community engagement. Comprehensive Support Model (CSM) is an innovative tiered plan to provide a continuum of services in a full service community initiative by delivering a solid academic support system, opportunities to increase pro-social interactions that enrich learning, and support services to remove barriers to learning. CSM is built upon a foundation of braiding agencies together to increase outcomes for all students, but especially students identified for Tier II and III supports. It includes multiple civic and community organizations collaborating to increase protective factors and build personal and family assets for its students through comprehensive support.

Misti Young (Point of Contact,Primary Presenter), Ogden School District, Youngmi@ogdensd.org;
Education journey started in 1996 as a classroom staff assistant, obtained Bachelor's degree in 2001. Served as elementary and secondary teacher 2001-2006, Following completion of Master's degree in Educational Leadership, transitioned to principal-ship serving elementary and secondary schools. Currently serving as Federal Programs Coordinator. I have the pleasure of coaching principals, serving on our Teaching/Learning Team, supervising federal and state grants, and overseeing all federal program implementation, school turnaround, and compliance.

Kathryn Bideaux (Co-Presenter), Ogden School District, bideauxk@ogdensd.org;
Currently serving as grant specialist

Shelly Burnett (Co-Presenter), Ogden School District, burnetts@ogdensd.org;
Currently serving as a grant support specialist.



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FROM SYLLABLES TO MORPHEMES: KNOWLEGE OF BOTH ARE ESSENTIAL FOR STUGGLING READERS

6/19/2014  |   2:45 PM - 3:30 PM   |  Breakout #6   |  Meridian AEF

From Syllables to Morphemes: Knowlege of Both are Essential for Stuggling Readers Struggling readers' difficulties with comprehending text are often located in their lack of knowledge for word meanings and pronunciations. Dr. Brown's session explores some of the curricular essentials related to building students' syllable type and morphemic knowledge.

Kathleen Brown (Point of Contact,Primary Presenter), University of Utah Reading Clinic, kathleen.brown@utah.edu;
Dr. Brown's scholarly interests include the development of educators’ conceptual frameworks for teaching at-risk and struggling readers, and the development of intervention models to meet the needs of struggling readers from diverse backgrounds. Since 1999, Dr. Brown has led intervention clinical practica for over 3000 Utah educators. She continues to work with struggling readers on a regular basis because this practice informs her research and teahing endeavors. Dr. Brown's work has been published in a number of scholarly journals, including Reading Research Quarterly, The Elementary School Journal, The Journal of Literacy Research, and The Reading Teacher.



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GRANITE MTSS TEAM MEETING

6/19/2014  |   2:45 PM - 3:30 PM   |  Breakout #6   |  Stratus 5-6

Granite MTSS Team Meeting TBD

Andrea Miller (Point of Contact,Primary Presenter), Granite School District, amiller@graniteschools.org;
Andrea T. Miller, LCSW, Elementary Counseling Grant Coordinator for Granite School District; GMTSS Liaison with the UMTSS Implementation team, and an adjunct Instructor for the University of Utah Special Ed. Department. She earned her B.S. in Psychology from BYU with a. and Masters in Social Work from the University of Utah. She has been involved with PBIS for over 20 years as a Certified School Social Worker, building team facilitator, and as a district coach.



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IMPLEMENTING THE CRA MATHEMATICS INTERVENTION

6/19/2014  |   2:45 PM - 3:30 PM   |  Breakout #6   |  Meridian B

Implementing the CRA Mathematics Intervention All students can learn. However, they learn at different paces and through different strategies. One research-supported strategy in mathematics is the concrete to representational to abstract sequence of instruction (CRA). In this session, participants will learn how to plan and delivery CRA interventions using examples of whole and rational numbers.

Brad Witzel (Point of Contact,Primary Presenter), TBD, witzelb@winthrop.edu;
Bradley Witzel, Ph.D., is an award winning teacher and professor who works as an associate professor and education program coordinator at Winthrop University, the flagship education college for the state of South Carolina. As a classroom teacher, and before that as a paraeducator, he worked in multiple settings teaching mainly math and science to high achieving students with disabilities and at-risk concerns. Dr. Witzel has authored several dozen research and practitioner articles as well as seven books, including the bestselling RtI in Math and recently published Building Number Sense through Corwin Press and Rigor for Students with Special Needs through Taylor and Francis. He has developed and presented a dozen educational videos as well as delivered over 300 workshops and conference presentations. He was an elected member of the Smarter Balanced Assessment Consortium (SBAC) Accessibility and Accommodations work group and is a Governing Board Member of the Southeast Regional Educational Laboratory (REL), funded by the Institute of Education Sciences (IES). Dr. Witzel currently serves as the editor of Focus on Inclusive Education through the Association of Childhood Education International (ACEI) and recently served as an author/panelist on the IES practice guide Assisting Students Struggling with Mathematics and as an invited reviewer of the final report from the National Mathematics Advisory Panel. Most importantly, he is a father of two, husband of an educator, and son of two educators.



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MOCK INTERVIEWS: PRACTICE WITHOUT THE PRESSURE (IN THEORY)A COLLABORATIVE EFFORT OF EDUCATION, VOCATIONAL REHABILIATION AND THE DEPARTMENT OF WORKFORCE SERVICES.

6/19/2014  |   2:45 PM - 3:30 PM   |  Breakout #6   |  Stratus 7-8-9

Mock Interviews: Practice without the Pressure (in theory)A collaborative effort of Education, Vocational Rehabiliation and the Department of Workforce Services. The mock interview model meets all tiers of intervention as the opportunity to interview ranges from regular business to transition services including; Department of Workforce Services, and Vocational Rehabilitation. Students, staff and agencies benefit from annual opportunities to meet. We will share our model, rubric, tools, and answer questions.

Melanie Allen (Point of Contact,Co-Presenter), Davis District, Layton High, mallen@dsdmail.net;
Melanie P. Allen is graduating with a Special Education M.Ed with a transition emphasis. Her focus on how to “Find a job, Get a Job, and Keep a Job” helps mild/moderate students with disability and their parents understand their options, develop skills, and create inter-agency connections for a seamless transition to their post-high school goals.

Ben Patterson (Co-Presenter), Department of Workforce Services, Ben Patterson [bpatters@utah.gov];
Ben Patterson has spent the last 6 years working with youth in the Workforce Investment Act (WIA) Youth program at Department of Workforce Services and is an annual contributor to Layton High's Mock Interviews and a partner in assisting students in educational and occupational support.

Travis Taylor (Co-Presenter), Vocational Rehabilitation, Layton, Travis Taylor [tltaylor@utah.gov];
Travis Taylor is a Vocational Rehabilitation Counselor in the Layton office working with students in Davis County. He provides services to eligible students with disabilities as they transition from school to adult life through a collaborative team approach while offering services that are necessary and reasonable to help prepare for, obtain, and maintain employment.



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READ IT AGAIN-DL: A LANGUAGE AND LITERACY CURRICULUM FOR DUAL LANGUAGE LEARNERS IN EARLY CHILDHOOD

6/19/2014  |   2:45 PM - 3:30 PM   |  Breakout #6   |  Twilight 1-2

Read It Again-DL: A Language and Literacy Curriculum for Dual Language Learners in Early Childhood The development of the dual language version of Read it Again Pre-K! (Justice & McGinty, 2009) will be shared. The importance of understanding bilingual development in instruction, the need for dual language curricula, and the use of evidence-based teaching strategies for early literacy instruction with Spanish-speaking preschoolers will be discussed.

Terry Kohlmeier (Primary Presenter), Utah State University, teekohl55@gmail.com;
Terry is a third year doctoral student in the Special Education and Reahabilitation department at Utah State University. Her emphasis is in early childhood special education, with special interests in dual-language assessment and intervention. She is currently acting as a graduate research assistant on the S-IGDIs project.

Tyra Sellers (Co-Presenter), Utah State University, tynad@mac.com;
Chase is BCBA currently attending Utah State University in the Disabilities Disciplines doctoral program. He received his M.A. from Western Michigan University where he studied behavior analysis with a focus in its applied practice to children with autism. His research interests include verbal behavior and language, literacy, autism, problem behavior, behavior analysis in education, and the dissemination of behavior analysis.

Lillian Durán (Co-Presenter), Utah State University, lillian.duran@usu.edu;
Dr. Lillian Durán is an assistant professor at Utah State University. Her expertise is in evidence based practices with dual-language learners in early education, language and literacy development for Spanish-English bilinguals, and appropriate assessment and intervention practices for culturally and linguistically diverse populations in early childhood special education. Lillian is one of the co-investigator on the Spanish-Individual Growth and Development Indicators.



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UNDERSTANDING ADHD

6/19/2014  |   2:45 PM - 3:30 PM   |  Breakout #6   |  Twilight 3-4

Understanding ADHD My lectures follow the research of Patricia Quinn MD, Art Robin PhD, Mark Thomas MD and Chris Gendy MAED

Shawn Green (Primary Presenter), Lincoln Academy, green@lincoln-academy.org;
Struggling with ADHD my entire life and having an unsuccessful academic career, I returned to school at age 38 to try again to obtain a bachelor's degree. I assessed and found to be ADHD and Dyslexic. I was given supports and a scholarship. By my second year of college I had made the Dean's list a number of times and graduated with a respectable GPA. By my master's program I had learned coping mechanisms and was able to complete my program without any supports. I am also the parent of an ADHD child.



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USING MATH FLUENCY SOFTWARE TO ACCELERATE LEARNING: TIER 1 AND TIER 2 INTERVENTIONS

6/19/2014  |   2:45 PM - 3:30 PM   |  Breakout #6   |  Meridian H

Using Math Fluency Software to Accelerate Learning: Tier 1 and Tier 2 Interventions Two elementary schools used the Raising Achievement by Measuring Performance Math Fluency Program (RAMP), a software application, to improve math fluency in non-at-risk and at-risk students. The presentation will explain how the software was used as a Tier 1 and Tier 2 intervention. Program implementation and results will be shared.

Lori Chadwick (Primary Presenter), Alpine School District, lchadwick@alpinedistrict.org;
Lori Chadwick has taught elementary school for 17 years in Utah primarily teaching 2nd and 3rd grade. She completed a Masters degree and Reading Endorsement at BYU. She is a graduate of the Arts Leadership Academy, which focuses on arts integration in elementary school classrooms. Lori also serves on the district technology in the classroom committee and currently teaches 3rd grade at Alpine Elementary School.

Geovanni Guzman (Co-Presenter), Provo City School District, geog@provo.edu;
Geovanni Guzman is the Title I Coordinator for Provo Peaks Elementary School. He grew up in Mexico and moved to the United States to obtain a Bachelors degree at Brigham Young University. Geo has taught 6th through 9th grade, math, English, geography, U.S. history, and Utah history. He also taught special education, and coordinated math and behavioral interventions. Geo earned a Masters degree in Educational Leadership from BYU in 2011 and is currently working on a Doctorate in Educational Leadership.

Lynnette Christensen (Point of Contact,Co-Presenter), Brigham Young University, lynnette_christensen@byu.edu;
Lynnette Christensen is the Associate Director for research in the Center for the Improvement of Teacher Education and Schooling (CITES) at Brigham Young University. She has had 15 years experience working with at-risk children. She has published research in professional journals, directed the development of films for television, work on a computer software development team, as well as direct research activities for CITES. Her research interests include: Functional behavioral assessment, self-management, parent training, data-based decision-making, positive behavior support, and applied behavior analysis.

K. Richard Young (Co-Presenter), Brigham Young University, Richard_Young@byu.edu;
Dr. K. Richard Young is a professor in the Department of Counseling Psychology and Special Education. He is a former special education teacher and public school principal, psychologist in private practice, and university Dean. His research interests include: positive behavior support, self-management interventions, data-based decision-making using technology, and Tier 2 academic interventions. In addition to many journal articles he has published three books on the topics of applied behavior analysis, self-management, and positive behavior support.



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