Summit on LeadershipMay 2, 2013 7:45 am - 3:45 pm

Annual ConferenceMay 3, 2013 7:30 am - 3:30 pm

Best Western Royal Plaza HotelMarlborough, MA

maaps

35th Annual Conference and

SummitonLeadership May 2-3, 2013

EDUCATION PROGRAM HIGHLIGHTS

maaps Summit on Leadership - Thursday, May 2, 2013 The impact of technology on the education of students with special needs as well as on the day to day management of maaps member schools is enormous. Presentations at the Summit help address the following issues:

The future of E-learning for students with special needs and considerations for E-learning programs

Your school, technology and the law Cyber ethics in education Use of data to implement PBIS programs Incorporating technology and its use in organizational culture

The Summit also offers sessions on decision making, coaching for success and managing relationships in the succession planning process. Keynote: The Future of E-Learning for Students with Special Needs Skip Stahl MS, Senior Policy Analyst, Center for Applied Special Technology (CAST), Wakefield, MA, and Co-Director, The Center on Online Learning and Students with Disabilities 35th Annual Conference - Friday, May 3, 2013 The maaps 35th Annual Conference offers the largest full-day conference in New England dedicated to meeting the multidisciplinary professional development needs of both private and public special education school staff. These staff include but are not limited to administrators, educators, clinicians, direct care staff, chief financial and operation officers

During the day you will have the opportunity to learn about: evidence based and emerging best practices innovative practices from dozens of regional and national

specialists in the field of special education

Additionally, network with colleagues (800+), and celebrate with the Teacher of the Year and the Direct Care Staff of the Year award winners.

WORKSHOP KEY Audience Focus

o Educator: Teacher; Teaching Assistant; Reading Specialist

o Clinician Social Worker; Counselor; Psychologist; Speech and Language Therapist; Occupational and Physical Therapist

o Administrator: Executive Director; Education Director, Clinical Director; Program Director, Team Leader

o All Audiences: Includes above audiences as well as Residential Counselor; Child Care Worker

Level of Evidence Based Practice o Evidenced Based Practice:

Thoroughly researched and replicated o Emerging Best Practice:

Research not fully documented o Promising Practice:

Research shows promise but no published trials o Informational

TABLE OF CONTENTS

Quick Reference Guide 2-3

Summit on Leadership 4

Summit Registration Form 5

35th Annual Conference 6-11

Conference Registration Form 12

Exhibitor List by Company 13

Exhibitor Registration Form 14-18

REGISTRATION INFO. You can register for the Annual Conference and Summit on Leadership by using the enclosed registration forms or by going to www.maaps.org. Registering online is strongly encouraged, as it will increase registrant’s chance of receiving their first workshop selection. In the past, the conference has SOLD OUT, so members are encouraged to register early.

HOTEL ACCOMMODATIONS Location: Best Western Royal Plaza Hotel Marlborough, MA (888) 543-9500 Price: $105 Single/Double Deadline for room rate: April 20, 2013

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Quick Reference Guide

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AUDIENCE LEVEL OF EVIDENCE BASED Summit on Leadership

A The Law technology and your school: What school leadership needs to know X XB The other side of succession planning X XC Considerations for effective use of e-learning opportunities for students with disabilities X XD Leadership when there is no one to ask X XE Using data to support positive behavior intervention and supports (PBIS) implementation X XF The leader as coach: Getting the most from your team X XG Cyber ethics in education X XH Planning for quality in the 21st century: Integrating technology into organizational culture X X

Annual ConferenceA-1 Teaching content vocabulary X X XA-2 Making algebra concrete X X XA-3 Common core's language progressive skills: Building sentences X X XA-4 Unmotivated or undervalued: Understanding the disconnected student in grades 7-12 X XA-5 Stressed out of their minds! The neurotoxic impact of academically-generated stress on the brains of

kids with ADHD, LD and Asperger SyndromeX X

A-6 Do the good: Creating a trauma-sensitive therapeutic sports program X XA-7 Scan up! Employing quick response (QR) and augmented reality to add visual supports and

engegement in the classroomX X

A-8 Students in special education: Cyber-Bullying and cyber-behaviors X XA-9 Getting and staying ahead of content curriculum planning! X XA-10 The integration of DBT into a residential program X XA-11 Lights, Camera, Action X XA-12 Best practices for improving campus food environments: Lessons learned from two schools' pursuit of

nutritional health and wellnessX X

A-13 Fundamental practices to promote school safety X X

AUDIENCE LEVEL OF EVIDENCE BASED

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AUDIENCE LEVEL OF EVIDENCE BASED AUDIENCE LEVEL OF EVIDENCE BASED B-1 Writing assignments: A routine for grades 4 through 10 X X XB-2 Fractions through visual-spatial and bodily-kinesthetic intelligences X XB-3 School nutrition X XB-4 My head is like a dictionary, but it is not in alphabetical order X XB-5 Training staff to implement matching to sample curriculum X X XB-6 Building an effective guidance program in a therapeutic high school X XB-7 Google apps to support reading and writing X XB-8 Interviewing youths and families during assessments of risk for sexual offender behaviors X XB-9 Teaching social skills and building confidence through public speaking opportunities X XB-10 Residential curriculum: When every moment is a teaching moment X XB-11 Stepping stones: A global approach to student success X XB-12 Post-Secondary opportunities for students with Asperger's Syndrome X XB-13 Sound body, sound mind: Enhance students' health, learning and focus through yoga X XB-14 Fundamental practices to promote school safety X X

C-1 Content literacy strategies X X XC-2 Modeling operations with integers using 2-color chips X XC- 3 Techniques to develop student's summary and persuasive writing skillsC-4 Success strategies for students with ADHD & Asperger's Syndrome X XC-5 Informal assessments to guide technology based accommodations for reading and writing X XC-6 Cyber bullies. Can you just kick their #@!? X XC-7 Sound body, sound mind: Enhance students’ health, learning and focus through yoga X XC-8 Teaching the language of work X XC-9 Transition from school to adult life - using the IEP to create success X XC-10 You want me to eat right and exercise? An agency's paradigm shift toward wellness X XC-11 Moving Beyond the Nitty Gritty…Generalizing Social Skills across Learning Environments X XC-12 Exposing students to work experiences X XC-13 Massachusetts students' use of out-of-district programs: Preliminary findings X XC-14 Current issues in special education X X

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maaps 2013 SUMMIT ON LEADERSHIP, MAY 2, 2013

SUMMIT AT A GLANCE: 7:45 AM - 8:45 AM Registration, Exhibitor Networking, Continental Breakfast 8:45 AM – 10:25 AM Concurrent Sessions A and B 10:25 AM-10:40 AM Break and Exhibitor Networking 10:40 AM – 11:30 AM Keynote Address 11:30 AM – 12:15 PM Lunch 12:15 PM – 12:30 PM Break and Exhibitor Networking 12:30 PM – 2:00 PM Concurrent Sessions C, D and E 2:00 PM - 2:15 PM Break and Exhibitor Networking 2:15 PM – 3:45 PM Concurrent Sessions F, G and H

REGISTRATION/BREAKFAST 7:45 AM - 8:45 AM SESSIONS A & B: 8:45 AM - 10:25 AM

A. The law, technology and your school: What school leadership needs to know. David B. Wilson, J.D. Hirsch Roberts Weinstein LLP Today maaps member schools are inundated by the tidal wave of social media and the rapid changes in technology. Social media use, student safety, school and personal device maintenance and protection, information confidentiality and even the use of on-site cameras are all issues that, if not managed properly, have legal ramifications for the school. This session provides an overview of the key areas where leadership must focus on the convergence of technology, regulation and school policies.

B. The other side of succession planning Barry Dym, Ph.D. Executive Director, Institute for Non-profit Management and Leadership, Boston University School of Management, and author, Managing Leadership Transitions for Nonprofits: Passing the Torch to Sustain Organizational Excellence The transition from one leader to another sometimes follows a stable, well-managed pathway, marked primarily by continuity of strategic directions and management. More often, transitions signal major changes and much tumult for all involved. Relationships begin to shift, issues of power, control, loyalty, and core values come to the fore, and the viability of the mission may be questioned. This facilitated discussion examines all these factors so as to prepare participants for this journey in their own organization.

BREAK/EXHIBITS: 10:25 AM - 10:40 AM KEYNOTE ADDRESS: 10:40 AM - 11:30 AM

The future of E-learning for students with disabilities Skip Stahl MS, Senior Policy Analyst, Center for Applied Special Technology (CAST), Wakefield, MA, and Co-Director, The Center on Online Learning and Students with Disabilities Opportunity for and access to E-learning for students in K – 12 is growing rapidly. Some school districts nation-wide include participation in an online class as a graduation requirement. That said, it’s still a fairly new frontier, especially for students with disabilities. Our special guest speaker, Skip Stahl, shares his view of the challenges & benefits of E-learning for these students. A brief Q & A will follow the address.

NETWORKING LUNCH: 11:30 AM - 12:15 PM Join friends and colleagues for a leisurely networking lunch buffet.

BREAK: 12:15 PM - 12:30 PM SESSIONS C, D & E: 12:30 PM - 2:00 PM

C. Considerations for effective use of E-learning opportunities for students with disabilities Skip Stahl MS Senior Policy Analyst, Center for Applied Special Technology (CAST), Wakefield, MA, and Co-Director, The Center on Online Learning and Students with Disabilities Session explores the early findings of a series of investigations on how online learning environments can be optimally designed and implemented to be accessible, engaging and effective for all students, including those with disabilities. Issues such as teacher training, monitoring and accountability and managing inequities in access are discussed.

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D. Leadership when there is no one to ask Beth Skidmore, MBA CEO of Skidmore and Company Consulting, Carlisle, MA When leaders at all levels are confronted by a serious problem or crisis with no apparent solution, what do they do? How can leaders develop a strong internal compass that guides their decisions and actions- despite the opposition and skepticism of others? Session examines decision making strategies for leaders who are confronting challenging situations requiring thoughtful decision-making.

E. Using data to support Positive Behavior Intervention and Supports (PBIS) implementation Bob Putnam, Ph.D, BCBA-D Senior Vice president of School Consultation, May Institute, Randolph, MA and Massachusetts PBIS Coordinator, National Technical Assistance Center for Positive Behavior Interventions and Support Bonnie Sousa, B.S. Applications Analyst, May Institute, Randolph, MA DESE OSEPP has been investing in PBIS, a research based practice, since 1997. Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. PBIS provides an operational framework for achieving these outcomes, and the use of efficient ongoing data based decision making is critical component of PBIS. The basics of PBIS are reviewed, outcomes discussed and using technology for efficient data based decision making is demonstrated.

BREAK: 2:00 PM - 2:15 PM SESSIONS F, G & H: 2:15 PM - 3:45 PM

F. The leader as coach: Getting the most from your team Doris Roach, J.D. Project Manager, Realize Resources, Justice Resource Institute, Boston, MA Imagine supervising the people who report to you so that they more consistently generate solutions, ideas, and effective action. This session presents a coaching versus a directive approach to supervision as a way produce great outcomes.

G. Cyber ethics in education Steve Margarite, MAT Director of Technology, Gifford School, Weston, MA Introducing ethics in to curriculum is a complex task, made more difficult by the challenges of cyber-communications. Session briefly examines the historical context of ethical behavior and decision making, and presents a framework for incorporating cyber ethics into curriculum. The challenges to this effort as well as involving students, staff and parents are discussed.

H. Planning for quality in the 21st century: Integrating technology into organizational culture Scott Preston, Ph.D. Director of Program Improvement, Compliance and Technology, Walker School, Needham, MA Funders and licensers are seeking greater accountability and information exchange in special education and behavioral health. Leaders need to know how to align records, communication, assessment and reporting procedures with their strategic goals. This requires an integration of investment in information technology and professional development with those strategic goals. This session provides participants with an overview of these new expectations and proposes a model for tying them into an ongoing quality improvement process. Also covered is how to integrate technology into the culture of the organization and supervisory practice.

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maaps SUMMIT ON LEADERSHIP

REGISTRATION FORM Best Western, Marlborough, MA

Thursday, May 2, 2013

Or you can still mail this form to: maaps P.O. Box 845758, Boston, MA 02284-5758 or FAX TO: 781-245-5294 by APRIL 15, 2013

SCHOOL/AGENCY:

ADDRESS:

CONTACT PERSON: PHONE: EMAIL:

# maaps Member Registrants ______ x $85.00 per person = $____________

# Non-Member Registrants ______ x $95.00 per person = $____________ REGISTERING AFTER 4/15/11

# maaps Member Registrants ______ X $95.00 PER PERSON = $____________

# Non-Member Registrants ______ x $105.00 per person = $____________ CHECK PAYABLE TO maaps ENCLOSED IN THE AMOUNT OF: $________ PURCHASE ORDER #_____________________________ NAME AND EMAIL ADDRESS PERSONAL CARE ATTENDANT (P) WORKSHOP PREFERENCE (email required for notification) INTERPRETER (I)

1. Please Circle your choices below Summit on Leadership A or B C, D or E F, G or H

2. Please Circle your choices below Summit on Leadership A or B C, D or E F, G or H

3. Please Circle your choices below Summit on Leadership A or B C, D or E F, G or H

4. Please Circle your choices below Summit on Leadership A or B C, D or E F, G or H

Additional registrations may be listed on a separate sheet. REFUND POLICY: To receive a refund, a written request must be received by maaps no later than five (5) business days before the conference. Refund requests can be mailed or faxed to the maaps office attn: Kristen Brown. Substitutes for registrants will be accepted. PLEASE NOTE: Attendees who require a sign language interpreter or a personal care attendant must register by April 8, 2013 in order for maaps to accommodate your request. CONSENT TO USE OF PHOTOGRAPHIC IMAGES: Registration and attendance at, or participation in, maaps meetings and other activities constitutes an agreement by the registrant to maaps’ use and distribution (both now and in the future) of the registrant or attendee’s image or voice in photographs, videotapes, electronic reproductions and audiotapes of such events and activities.

Register online at www.maaps.org

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maaps 35TH ANNUAL CONFERENCE - MAY 3, 2013

ANNUAL CONFERENCE AT A GLANCE: 7:30 AM - 8:30 AM Registration, Exhibitor Networking, Continental Breakfast 8:30 AM - 10:00 AM Sessions A 10:00 AM-10:20 AM Break and Exhibitor Networking 10:20 AM - 11:50 AM Sessions B 11:50 AM - 12:10 PM Break and Exhibitor Networking 12:10 PM - 12:45 PM Lunch 12:45 PM - 1:40 PM Keynote and Awards 1:40 PM - 2:00 PM Break and Desserts 2:00 PM - 3:30 PM Session C

SESSION “A” 8:30 A.M. -10:00 A.M.

A-1: Teaching content vocabulary Becky DeSmith, M.Ed. Teacher Trainer, Keys to Literacy Research strongly supports a combination of direct and indirect instruction that is embedded in all subject areas to expand student vocabulary. This workshop reviews a routine that combines direct and indirect instructional methods for teaching vocabulary in content classrooms. The following components are included: previewing before reading; activities for teaching words in relation to other words (semantic mapping, categorizing, semantic feature analysis, scaling); selecting specific words to teach in-depth; word learning strategies (using the context, using word parts); and promoting word consciousness in the classroom. Audience Focus: Educators, Administrators Curriculum and Instruction Evidence Based Practice

A-2: Making algebra concrete Tom Schersten, B.A. Private Consultant Participants will use algebra tiles to evaluate expressions, solve equations, multiply binomials, and factor trinomials in order to help the students make the connections between the concrete representations and the abstract representations. Audience Focus: Educators, Administrators Curriculum and Instruction Promising Practice

A-3: Common core’s language progressive skills: Building sentences Jerry Morris, M.Ed. Educational Consultant, Collins Education Consultants This presentation will show how to teach the ELA Common Core standard for writing: one word at a time; one rule at a time; and one skill at a time. With the development of these progressive skills students can meet the challenge of writing longer pieces. Audience Focus: Educators; Clinicians Curriculum and Instruction Emerging Best Practice

A-4: Unmotivated or undervalued: Understanding the disconnected student in grades 7-12 Ellen Arnold, Ed.D. Educational Consultant, Staff Development for Educators Learn more about the current motivation theory so that you can incorporate research based instructional strategies that will turn these ‘unmotivated’ students around. Learn specific techniques you can use to connect with these students so they can reach their true potential. Audience Focus: All Curriculum and Instruction Emerging Best Practice

A-5: Stressed out of their minds! The neurotoxic impact of academically-generated stress on the brains of kids with ADHD, LD and Asperger Syndrome Jerome Schultz, Ph.D. Clinical Neuropsychologist & Consultant This session, laced with stress-reducing cartoons and stories that entertain as well as educate, provides an overview of the neural systems involved in the stress response. Learn why students who have a poor understanding of the conditions that impact learning are under chronic stress- a situation which further impacts brain function. Audience Focus: All Non-Academic Supports Emerging Best Practice

A-6: Do the good: Creating a trauma-sensitive therapeutic sports program Rebekah Conway Roulier, Ed.M. General Manager, Doc Wayne Athletic League, Inc. David Cohen, MBA Executive Director, Doc Wayne Athletic League, Inc. Nikki Valila, B.A Day Program Manager/Sexual Exploitation Services Coordinator, Youth Villages at Germaine Lawrence Campus Techniques from Doc Wayne’s therapeutic sport-based curriculum do the good, based on DBT and the Attachment, Self-Regulation, and Competency Framework (ARC) will be taught. Best practices in sport programming to promote normalcy, reduce restraints and social isolations, increase pro-social behaviors as well as create an evidence based sport program will be discussed. Audience Focus: All Non-Academic Support Emerging Best Practice

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A-7: Scan up! Employing quick response (QR) and augmented reality to add visual supports and engagement in the classroom Sean J. Sweeney, CCC-SLP Speech-Language Pathologist (SLP), Ely Center Program Coordinator Teachers can harness free and easy-to-use trends in mobile technology to engage students in new ways while addressing learning objectives. This session will explore and demonstrate the use of creation and scanning tools to allow students to make or access materials such as text, images and video, audio, maps, and interactive or 3-D books. Audience Focus: All Curriculum and Instruction Promising Practice

A-8: Students in special education: Cyber-Bullying and cyber-behaviors Elizabeth Englander, Ph.D. Director, MARC & Professor of Psychology, Bridgewater State University New research on the type and frequency of cyber bullying among students with special needs, compared to students in regular education will be presented. Issues such as self-cyber bullying (Digital Munchausen), coerced sexting, and use of cyberspace will be presented and compared. The association between cyber bullying and traditional bullying, as well as factors associated with risk for cyber bullying and cyber-victimization, will be provided. Audience Focus: All Non-Academic Supports Emerging Best Practice

A-9: Getting and staying ahead of content curriculum planning! Priscilla Stephan, M.Ed. Michael Teuber, M.Ed. Erica Schlank, M.Ed. Classroom Teachers, Cotting School Participants will learn the backward design process used at Cotting School to develop and implement a content (science and social studies) curriculum for diverse learners. In a workshop format, attendees will utilize tools for curriculum development and receive bank of resources for implementing curriculum change. Participants may bring a laptop or tablet (but not required). Audience Focus: All Curriculum and Instruction Emerging Best Practice 

A-10: The integration of DBT into a residential program Debra Dodge, LICSW DBT Coordinator, Devereux, MA William Trainque, MS Program Director, Devereux, MA Dialectical behavior therapy combines standard cognitive behavioral techniques for emotion regulation and reality-testing with concepts of distress tolerance, acceptance, and mind-full awareness largely derived from Buddhist meditative practice. An

overview on how to integrate Dialectical Behavioral Therapy into all aspects of a program will be provided. Audience Focus: All Non-Academic Supports Evidence Based Practice

A-11: Lights, Camera, Action Peter Rosenmeier, LICSW Clinical Director, The Gifford School Ryan Kiel, B.S. Social Skills Coach, The Gifford School The Gifford School addresses social pragmatics through the lens of drama, performance and acting. Come see how one school has integrated emerging best practices in social cognition with a multi-media approach across all grade levels. Examples include a weekly campus-wide news show, short films and drama electives. Learn the steps for potential implementation in your program. Audience Focus: All Non-Academic Supports Emerging Best Practice

A-12: Best practices for improving campus food environments: Lessons learned from two schools’ pursuit of nutritional health and wellness Kristie Hubbard, MS, MPH, RD Doctoral Candidate, Tufts University Adria Hodas, MSN, RN, CFNP Director of Health Services, Perkins School for the Blind Ann Rollins, MS, RD, LDN Dietitian, Perkins School for the Blind Melissa Laidlaw, M.Ed. Special Education Teacher & Academic Support Specialist, Cardinal Cushing Centers The workshop will provide a foundational background about overweight and obesity among children and adolescents with I/DD and the role that schools play in optimizing student health and wellness. Attendees will learn about federal and state nutrition policies and the guidelines for establishing school wellness committees. Attendees will leave the workshop with a set of “best practices” for achieving school-based health and wellness goals. Audience Focus: All Non-Academic Supports Emerging Best Practice

A-13: Fundamental practices to promote school safety Lt. Scott A. Sencabaugh Unit Commander - NEMLEC STARS North Eastern Massachusetts Law Enforcement Council School Threat Assessment & Response System School safety crisis plans, what should I know and where should I begin? Learn who the key community partners are in ensuring success. Current trends in implementing lockdown strategies will be discussed. Understand how to work with key partners in your community to ensure success. Audience Focus: All Non-Academic Supports Emerging Best Practice

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SESSION “B” 10:20-11:50

B-1: Writing assignments: A routine for grades 4 through 10 Becky DeSmith, M.Ed. Teacher Trainer, Keys to Literacy The Common Core literacy standards call for increased writing in all content areas. This workshop presents a teaching routine that teachers of any subject should use when assigning short and long writing assignments. Based on effective writing instruction research, the routine includes these components: Set Specific Writing Goals; Show Models; Provide Scaffolds; Provide Opportunities for Student Collaboration; Provide Feedback; Provide Opportunities for Revision. Audience Focus: Educators; Administrators Curriculum and Instruction Evidence Based Practice

B-2: Fractions through visual-spatial and bodily-kinesthetic intelligences Tom Schersten, B.A. Private Consultant The Massachusetts Framework/CCSS demands math modeling to demonstrate understanding, which plays to the strengths of visual, spatial, tactile, kinesthetic, and right-brained learners. Doing activities with dice and pattern blocks, participants will learn to add and subtract fractions without finding common denominators, to multiply fractions without changing mixed numbers into improper fractions, and to divide fractions without inverting and multiplying. Audience Focus: Educators Curriculum and Instruction Promising Practice

B-3: School nutrition Katie Millet State Director of Special Education Planning & Policy Development Office, Massachusetts DESE Review of new and required nutrition programs and issues. Audience Focus: All Informational

B-4: My head is like a dictionary, but it is not in alphabetical order Ellen Arnold, Ed.D. Educational Consultant, Staff Development for Educators Students with ADHD have high potential but are often frustrated and (frustrating!). Learn some specific strategies that will build their successes (and your mental health)! Explore some of the differences between girls and boys with ADHD, and the interventions that have proven effective in exemplary classrooms across the country. Audience Focus: All Curriculum and Instruction Emerging Best Practice

B-5: Training staff to implement matching to sample curriculum Jarrod Scalzo, MSEd Professional Development Specialist, New England Center for Children Melissa Swisher, MSEd Educational Coordinator, New England Center for Children Christine Visone, MSEd Educational Coordinator, New England Center for Children Matching to Sample is a discrete trial teaching technique that can be used to teach a variety of relations among objects, from relatively simple relationships such as identity matching to more complex relations. Participants will see how to teach staff with no prior experience how to effectively implement Matching to Sample teaching techniques. Audience Focus: Educators; Administrators Curriculum and Instruction Evidence Based Practice

B-6: Building an effective guidance program in a therapeutic high school Bernadette Smith, MA Guidance Coordinator, Beacon High School Theresa Melito, M.Ed. Guidance Coordinator, Beacon High School This presentation aims to provide school professionals with the tools necessary to provide effective and efficient post-high school transitional services for non-traditional student populations. Audience Focus: All Non-Academic Support Informational

B-7: Google apps to support reading and writing Karen Waddill M.A. CCC-SLP ATP Director of Cotting Consulting, Cotting School Google Chrome is a free web browser with some unique features and resources. The Chrome Web Store has 1000's of add-ons and extensions to support classroom management, productivity, study skills, reading, writing, math and more. Through demonstration you will see how to create and manage a Google Chrome account, learn how to download and manage apps in your account and discuss strategies for using these tools within the classroom. These tools are most appropriate for students with mild to moderate disabilities. Audience Focus: All Curriculum and Instruction Promising Practice

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B-8: Interviewing youths and families during assessments of risk for sexual offender behaviors Phil Rich, Ed.D Private Consultant Most assessments of risk for juvenile sexual recidivism involve comprehensive psychosocial assessment. This will always involve direct interactions with youths and, quite often, their families, including both general contact and planned contact specifically intended to gather information for the assessment. This workshop addresses and discusses the nature and role of the clinical interview process with youths and their families during comprehensive assessment of risk for sexual recidivism. Audience Focus: Clinical Non-Academic Support Emerging Best Practice

B-9: Teaching social skills and building confidence through public speaking opportunities Melissa Mulvey, CCC-SLP Senior Consulting Therapist, Cotting School Michael Teuber, M.Ed. Classroom Teacher, Cotting School Students develop skills in writing, body awareness and position, timing, and self-confidence through regular public speaking practice. Working with and without video feedback, students will improve overall voice volume and regulation; those in the audience learn to give positive feedback, constructive criticism and ask questions. Audience Focus: All Transition Promising Practice B-10: Residential curriculum: When every moment is a teaching moment Katy Hamilton, LMHC Director of Student Services, Cardinal Cushing Centers This detailed Residential Curriculum emphasizes the direct care workers’ role as a teacher, and the Residential setting as a classroom as well as a home. The Curriculum is designed to assess each student’s current performance level and determine where they can make the most progress. The Curriculum can easily be used in day, home and partial settings. Audience Focus: All Curriculum and Instruction Promising Practice

B-11: Stepping stones: A global approach to student success Alison Bradley Special Education Teacher, The Walker Home and School Raleigh Bottone, OTR/L Occupational Therapist, The Walker Home and School Katherine Grealish, CCC-SLP Speech & Language Pathologist, The Walker Home and School Danielle Wetmore Educational Coordinator, The Walker Home and School Walker’s Stepping Stones Program pairs a full academic curriculum with services in the areas of social thinking skills, executive functioning, speech and language, sensory integration, and behavior management. It adopts teaching methods to

accommodate the unique learning styles of children diagnosed with developmental disabilities that have a strong social component. Audience Focus: All Curriculum and Instruction Emerging Best Practice

B-12: Post-Secondary opportunities for students with Asperger’s Syndrome Jane M. Hardin, M.Ed. Associate Professor of Practice, Simmons College Christine J. Evans, M.Ed. Associate Professor of Practice, Simmons College As more students are diagnosed with ASD, families are seeking options for students who desire to continue their education beyond the high school experience. This presentation will provide specific details about programs that are currently in existence and the movement toward welcoming students with ASD to college campuses. Audience Focus: All Transition Promising Practice

B-13: Sound body, sound mind: Enhance students’ health, learning and focus through yoga Susan McCadam Hoffman, M.S., RYT Private Consultant, Mat Madness Studio Owner Learn how the physical practice of yoga in schools links to enhanced and better focused learning on the part of students. Acquire mindfulness-based techniques to engage students at the beginning of a lesson that will result in sustained concentration. Learn how easy it is to incorporate yoga based activities, including the use of technology such as telepresence, to support better physical health and to foster self-regulation on the part of your students. Audience Focus: All Non-Academic Supports Emerging Best Practice

B-14: Fundamental practices to promote school safety Lt. Scott A. Sencabaugh Unit Commander - NEMLEC STARS North Eastern Massachusetts Law Enforcement Council School Threat Assessment & Response System School safety crisis plans, what should I know and where should I begin? Learn who the key community partners are in ensuring success. Current trends in implementing lockdown strategies will be discussed. Understand how to work with key partners in your community to ensure success. Audience Focus: All Non-Academic Supports Emerging Best Practice

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SESSION “C” 2:00-3:30

C-1: Content literacy strategies Becky DeSmith, M.Ed. Teacher Trainer, Keys to Literacy Research strongly supports explicit instruction in comprehension strategies that are modeled and practiced in content area classrooms. This workshop reviews a routine for teaching comprehension strategies that are embedded in content classroom instruction. Classroom examples will be shared and discussed. The following skills and strategy activities are included: main idea skills, text structure, topic webs, two-column notes, summary, and question generation. Audience Focus: Educators; Administrators Curriculum and Instruction Evidence Based Practice

C-2: Modeling operations with integers using 2-color chips Tom Schersten, B.A. Private Consultant Participants will use 2-color chips to model addition and subtraction of signed numbers and will learn to appreciate the true value of the “zero pair.” Learn why we “change the sign of the second number and add” when faced with subtraction of integers. Participants will build arrays with the chips to model multiplication and division of integers in order to understand the rules for the computation. Audience Focus: Educators Curriculum and Instruction Promising Practice

C-3: Techniques to develop student’s summary and persuasive writing skills Jerry Morris, M.Ed. Educational Consultant, Collins Education Consultants There are professionals who assign writing and those who teach writing. This presentation will explain how to break down these two key assignments into digestible chunks aligned with the Common Core. Participants will practice some of these parts and see how all parts fit the whole. In addition, they will see how to teach the parts of these two key pieces which are often mentioned in The Common Core. Audience Focus: All Curriculum and Instruction Emerging Best Practice

C-4: Success strategies for students with ADHD & Asperger’s Syndrome Ellen Arnold, Ed.D. Educational Consultant, Staff Development for Educators Discover why traditional approaches to discipline and motivation don’t work with students with ADHD and Asperger’s Syndrome. Learn a variety of easily incorporated best practices that will help these students be successful. Audience Focus: All Curriculum and Instruction Emerging Best Practice

C-5: Informal assessments to guide technology- based accommodations for reading and writing Karen Waddill M.A. CCC-SLP ATP Director of Cotting Consulting, Cotting School Many students experience challenges to learning in the domains of reading and writing. Determining the appropriate accommodations is often more “art” than “science”. This presentation will review two assessment tools, The Written Productivity Profile and the Protocol for Accommodations in Reading, that were developed to take the guess work away from making recommendations for technology-based accommodations. In addition, current research about technology based reading and writing supports will be reviewed. Audience Focus: All Curriculum and Instruction Emerging Best Practice

C-6: Cyber bullies. Can you just kick their #@! ? Neil Spellman, B.S. Network Security Analyst, Worcester Polytechnic Institute This workshop will examine types of behavior and categorize it by types of offenders. The impact of cyber bullying is well documented among students but, we will also ask you to consider that cyber bullying is not restricted to your students. Teachers have been victimized also. While we recognize it is bad behavior, is it also a crime? And how important is your judgment? Audience Focus: All Non-Academic Informational

C-7: Sound body, sound mind: Enhance students’ health, learning and focus through yoga Susan McCadam Hoffman, M.S., RYT Private Consultant, Mat Madness Studio Owner Learn how the physical practice of yoga in schools links to enhanced and better focused learning on the part of students. Acquire mindfulness-based techniques to engage students at the beginning of a lesson that will result in sustained concentration. Learn how easy it is to incorporate yoga based activities, including the use of technology such as telepresence to support better physical health and to foster self-regulation on the part of your students. Audience Focus: All Non-Academic Supports Emerging Best Practice

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C-8: Teaching the language of work Melissa Mulvey, CCC-SLP Senior Consulting Therapist, Cotting School Laura Newton Employment Transition Coordinator, Cotting School Come explore the core language of work and community. By identifying what students might need to say, we can plan for success as students are working to transition their skills into employment or meaningful volunteer work in the local community. Use this focused information to make picture supports, voice-output device pages, and scripts to support students as well as to design role-plays and other activities to support communication skills. Audience Focus: All Transition Promising Practice

C-9: Transition from school to adult life- using the IEP to create success Leslie Hughes Education Specialist, Massachusetts Advocates for Children This workshop will address the transition planning, and services required for youth with disabilities ages 14-22. Through case examples, strategies will be shared for successfully transitioning students into special education services, independent living, and the adult human service system. Audience Focus: All Transition Emerging Best Practice

C-10: You want me to eat right and exercise? An agency’s paradigm shift toward wellness Mary Barber Project Manager for Wellness, The Home for Little Wanderers Kim Flynn, MS,RD Dietitian, The Home for Little Wanderers Peter Evers VP of Operations, The Home for Little Wanderers This workshop will discuss how an organization can respond to the obesity epidemic in their special education school. The Home for Little Wanderers created a wellness environment by making systemic changes throughout the organization. These changes impacted finance and budgeting systems; employee hiring, performance evaluation, and training systems; food service systems; and client-specific goals. The process as well as meeting the nutritional and physical activity guidelines will be discussed. Audience Focus: All Non-Academic Support Emerging Best Practice

C-11: Moving beyond the nitty gritty…Generalizing social skills across learning environments Susan Hartnett, M.S., CCC-SLP Allison Conelias, M.Ed. Attendees will be provided with an overview of evidence-based social curriculums and materials used in targeted pragmatic language intervention. An emphasis will be placed in developing ways to introduce strategies to care team members to allow for consistent feedback, data collection, and generalization of skills. Audience Focus: All Non-Academic Supports Evidence Based Practice

C-12: Exposing students to work experiences Doug Frazier, M.Ed. Director of Vocational Education, Cardinal Cushing School Peter Umbrianna, B.A. Employment Consultant – Best Buddies Jobs of MA The presenters will present on/off campus vocational opportunities that help to prepare individuals for their transition to life after 22 vocational, while examining the benefits of vocational assessments and responding to questions from the audience. Audience Focus: All Transition Informational

C-13: Massachusetts students' use of out-of-district programs: Preliminary findings Tom Hehir, PhD. Thomas Hehir and Associates Todd Grindal, Harvard University Doctoral Candidate This presentation will feature preliminary findings from Thomas Hehir & Associates analysis of students with disabilities use of out-of-district programs in Massachusetts . Drawing on seven years of Massachusetts Student Information Management System (SIMS) and Massachusetts Comprehensive Assessment System (MCAS) data, these analyses describe rates of out –placement over time, the demographics of the students placed out of their districts into private and collaborative programs, the stability of out-of-district placements and variations in the rates that towns use these programs. Audience Focus: All Informational

C-14: Current issues in special education Marcia Mittnacht State Director of Special Education Planning & Policy Development Office, Massachusetts DESE Review current issues in special education. Audience Focus: All Informational

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maaps 35TH ANNUAL CONFERENCE

REGISTRATION FORM Best Western, Marlborough, MA

Friday, May 3, 2013

Or you can still mail this form to: maaps P.O. Box 845758, Boston, MA 02284-5758 or FAX TO: 781-245-5294 by APRIL 15, 2013

SCHOOL/AGENCY:

ADDRESS:

CONTACT PERSON: PHONE: EMAIL:

# maaps Member Registrants ______ x $150.00 per person = $____________

# Non-Member Registrants ______ x $195.00 per person = $____________ REGISTERING AFTER 4/15/11

# maaps Member Registrants ______ X $160.00 PER PERSON = $____________

# Non-Member Registrants ______ x $205.00 per person = $____________

Check Payable to maaps Enclosed in the Amount of: $________

PURCHASE ORDER #_____________________________ NAME AND EMAIL ADDRESS PERSONAL CARE ATTENDANT (P) WORKSHOP PREFERENCE (email required for notification) INTERPRETER (I)

1. Enter 1st choice A- B- C- Annual Conference Enter 2nd choice A- B- C-

2. Enter 1st choice A- B- C- Annual Conference Enter 2nd choice A- B- C-

3. Enter 1st choice A- B- C- Annual Conference Enter 2nd choice A- B- C-

4. Enter 1st choice A- B- C- Annual Conference Enter 2nd choice A- B- C-

Additional registrations may be listed on a separate sheet. REFUND POLICY: To receive a refund, a written request must be received by maaps no later than five (5) business days before the conference. Refund requests can be mailed or faxed to the maaps office attn: Kristen Brown. Substitutes for registrants will be accepted. PLEASE NOTE: Attendees who require a sign language interpreter or a personal care attendant must register by April 8, 2013 in order for maaps to accommodate your request. CONSENT TO USE OF PHOTOGRAPHIC IMAGES: Registration and attendance at, or participation in, maaps meetings and other activities constitutes an agreement by the registrant to maaps’ use and distribution (both now and in the future) of the registrant or attendee’s image or voice in photographs, videotapes, electronic reproductions and audiotapes of such events and activities.

Register online at www.maaps.org

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ADVERTISERS AND EXHIBITORS BY COMPANY NAME (as of March 1, 2013)

Amego Bay Path College Bridge of Central MA, Inc. Cambridge College CBIZ Tofias & Mayer Hoffman McCann P.C. Eaton Apothecary esped.com Evergreen Center, Inc. Hirsch Roberts Weinstein LLP Judge Baker Children's Center, Inc. Lenox Village Integrative Pharmacy May Institute Operational Services Division/MA State Purchasing RCS Learning Center Regis College Seven Hills Academy Simmons College USI New England

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maaps SUMMIT ON LEADERSHIP RATE SHEET Best Western Royal Plaza Hotel

Marlborough, MA Thursday May 2, 2013

Summit Exhibits Member Fee Nonmember Fee 6' Exhibit Table $ 370.00 $ 595.00

Summit Sponsorships Member Fee Nonmember Fee Summit Sponsorship $ 2,000.00 $ 2,000.00 Lunch Sponsorship $ 1,000.00 $ 1,000.00 Workshop Sponsorship $ 500.00 $ 500.00

maaps 35TH ANNUAL CONFERENCE RATE SHEET Best Western Royal Plaza Hotel

Marlborough, MA Friday May 3, 2013

Conference Advertisements Member Fee Nonmember Fee Size Color or B/W Back Cover (SOLD) $1,000.00 $1,100.00 8 1/2" W 11" H B/W Front Inside Cover $750.00 $825.00 8 1/2" W 11" H B/W Back Inside Cover $750.00 $825.00 8 1/2" W 11" H B/W Front Inside Facing Page $440.00 $484.00 8 1/2" W 11" H B/W Back Inside Facing Page (SOLD) $440.00 $484.00 8 1/2" W 11" H B/W Full Page $360.00 $396.00 8 1/2" W 11" H B/W Half Page $190.00 $209.00 8 1/2" W 5 1/2" H B/W

Conference Exhibits Member Fee Nonmember Fee 6' Exhibit Table $370.00 $595.00 10' Exhibit Space $520.00 $745.00 Extra Exhibit Staff (Limit 1) $50.00 $50.00 Conference Sponsorships Member Fee Nonmember Fee Conference Sponsorship $10,000.00 $10,000.00 Lunch Sponsorship $5,000.00 $5,000.00 Badge Sponsorship $5,000.00 $5,000.00 Bag Sponsorship $4,000.00 $4,000.00 Program Update Sponsorship $2,000.00 $2,000.00 Registration Booth Sponsorship $1,500.00 $1,500.00 Coffee Break Sponsorship $1,500.00 $1,500.00 Foundation Workshop Sponsorship $500.00 $500.00 Annual Sponsorships Member Fee Nonmember Fee Super Star Sponsorship $12,000.00 $12,000.00 Star Sponsorship $8,000.00 $8,000.00 Shooting Star Sponsorship $5,000.00 $5,000.00 Rising Star Sponsorship $3,000.00 $3,000.00 Patron Sponsorship $1,200.00 $1,200.00

FOR MORE INFORMATION GO TO www.maaps.org

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maaps Advertiser, Exhibitor and Sponsor Contract

Company Name: Primary Contact Name: Address: Telephone: FAX: E-mail

ADVERTISING: PRINT Publication: Dates: Size: Location: BW or Color: Print Ad Fee: Instructions:

ADVERTISING: WEB maaps.org – Dates: Web Ad Fee: Spedschools.com – Dates: Web Ad Fee: Instructions:

EXHIBITS

Please reserve ___(#) 6’booth(s) or ___(#) 10’booth(s). My preferences are booth (#) ____ or _____ or ______. Booth Fee: Additional Booth Staff Fee: The fee includes 1 staff for each booth purchased and 1 lunch. Add $50 for each additional booth person. Please note the hotel may charge a fee for electrical and phone equipment and service. Names of booth staff (for badges):(free) (additional)

Program Book Description:

Company Name: Contact Person:

Address:

Phone: Fax:

Email: Web Site:

Important: Please attach on a separate sheet a brief (50 words or less) description of your company and/or the product(s) you will display at the meeting for use in the on-site exhibitor directory and other listings as appropriate. maaps reserves the right to edit this description in order to meet space restrictions.

SPONSORSHIPS Type of Sponsorship: Sponsorship Fee:

TOTAL AMOUNT DUE

Total Enclosed: BILLING INFORMATION

Billing Contact: Telephone: Address: The undersigned agrees to purchase advertisement(s), exhibit(s) or sponsorship(s) from the Massachusetts Association of 766 Approved Private Schools (maaps) according to the terms and conditions outlined in this contract.

Signature Required: Date: 16

maaps TERMS AND CONDITIONS EXHIBITORS/SPONSORS 1.) On-site services.

Once maaps receives the contract for exhibitors and advertisers, with payment, you will receive a package of materials containing information on all matters relevant to the operation of the meeting including services provided by the respective hotels such as electrical and phone installation, identification signs, storage of freight, receiving, etc.

2.) Booth assignments. Exhibit booths are assigned upon receipt of the exhibit contract and full payment of the fee. Assignments are made on a first-come, first-served basis. Site determination will be made by maaps.

3.) Cancellations. Cancellations must be made in writing by April 14 of the conference year to receive a refund.

4.) Restrictions. (a) Exhibitors purchase space solely for their own use and may not allow other vendors to purchase/use space at their booth(s). Exhibitors may

display information/literature only at their own booth. Exhibitors shall only display material, which does not conflict with the policies and procedures of maaps, a copy of which will be provided upon request. maaps reserves the right to remove materials from the exhibition site, which conflict with any policy or procedure of maaps. Vendors and other individuals who have not purchased booth space or sponsorship may not distribute their literature at the meeting.

(b) Exhibit space will be sold to vendors, individuals, and/or corporations that provide services and/or sell products, which are related to the special education profession. General consumer goods and services will be considered on an individual basis. Exhibits on the following will not be accepted under any circumstances: non-766 approved private special education schools, tobacco, alcoholic beverages, pornographic material, firearms, fund raising activities, political campaigns. No exhibits will be placed in violation of existing maaps policies. Requests for exhibit space are accepted at the discretion of the maaps Executive Director and/or his designee.

(c) Each exhibitor is responsible for obtaining all necessary licenses and permits to use music, photographs or other copyrighted material in exhibitor’s booths or displays. No exhibitor will be permitted to play, broadcast or have performed any music or use any other copyrighted material, such as photographs or other artistic works, without first presenting to maaps proof satisfactory that the exhibitor has, or does not need, a license to use such music or copyrighted material. maaps reserves the right to remove from the exhibit hall all or any part of any booth or display which incorporates music, photographs or other copyrighted material for which the exhibitor fails to produce proof that the exhibitor holds all required licenses. The exhibitor shall remain liable for and shall indemnify and hold maaps, their agents and employees harmless from all loss, cost, claims, causes of actions, suits, damages, liability, expenses and costs, including reasonable attorney’s fees, arising from or out of any violations or infringement (or claimed violation or infringement) by exhibitor, exhibitor’s agents or employees of any patent, copyright or trade secret rights or privileges.

5.) Liability. The exhibitor assumes the entire responsibility and liability for losses, damages, expenses and claims arising out of personal injury or damage to exhibitor’s displays, equipment and other property at the exhibit site, and shall indemnify and hold harmless maaps, its members, employees and agents, and the hotel/conference facility, its agents, servants and employees from any and all such personal injury, losses, damages, expenses and claims.

ADVERTISERS/SPONSORS 1.) Payment.

All advertisers are required to pay in advance (payment must accompany insertion order). Publisher reserves the right to hold advertiser and its advertising agency jointly liable for payments due. Advertiser and its advertising agency will be held liable for the total payment for ads cancelled after closing date.

2.) Liability. Advertiser and agencies assume liability and agree to indemnify and hold harmless publisher for all content of advertisements printed and responsibility for any claims arising therefrom made against the publisher. Advertiser acknowledges that it has not relied upon any warranties or representations not incorporated into this agreement.

3.) Restrictions (Special rules apply for website advertising – for more information see terms for each specific web site) Advertising space will be sold to vendors, individuals, and/or corporations that provide services and/or sell products which are related to special education. General consumer goods and services will be considered on an individual basis. Advertisements on the following will not be accepted under any circumstances: non-766 approved private special education schools, tobacco, alcoholic beverages, pornographic material, firearms, fund raising activities, political campaigns. No advertisements will be placed in violation of existing maaps policies. Requests for advertising space are accepted at the discretion of the maaps Executive Director and/or his designee.

All potential advertisements will be reviewed by the maaps Director of Membership and Marketing for a decision on acceptance and must be computerized in a PDF format. If an advertisement is approved for placement, an Advertising Contract must be completed and returned to maaps by the date specified. Full payment must be received at maaps upon approval of the advertisement. No advertisements will run in maaps publications unless full payment has been received. In addition to any legal remedy the publisher may pursue, failure to comply with the terms of the contract will result in the person/vendor being excluded from future advertisements in any maaps publication.

NONCOMPLIANCE – TERMINATION maaps reserves the right to terminate this contract at any time due to exhibitor’s noncompliance with the terms and conditions outlined herein. Exhibitors agree to assume any costs or liability incurred as a result of the maaps exercising its right to terminate this contract. The exhibitor further agrees that upon termination of the contract maaps has the right to remove any and all materials from exhibitor’s display. Please sign the contract and mail with full payment and other material to Ron Riggs, COO, Massachusetts Association of 766 Approved Private Schools4 Lakeside Office Park, 591 North Avenue, Wakefield, MA 01880 Or FAX to (781)245-5294. Questions? Call Ron at (781) 245-1220.

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maaps 35th Annual Conference May 3, 2013

Best Western Royal Plaza Hotel Marlboro, MA

Royal Ballroom (Luncheon)

Princess

Executive

Corporate

Seminar Duchess

Coats

Gifts

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Elevators

Women

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Sales Office

Business Services

Front Desk

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Workshop R

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maaps Annual Conference Exhibit Map

Coffee Station

Water Fountain

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REGISTRATION AREA Now In the All Star Bar

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Zachary’s Restaurant Additional Seating for

Luncheon

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maaps Summit on Leadership May 2, 2013

Best Western Royal Plaza Hotel Marlboro, MA

Royal Ballroom (Luncheon)

Princess

Executive

Corporate

Seminar Duchess

Coats

Gifts

Wom

en

Men

Elevators

Women

Men

SideEntrance

Sales Office

Business Services

Front Desk

Front Entrance

maaps Summit on Leadership Exhibit Map

Water Fountain

1234 Registration5Coffee Station

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maaps 15 Lakeside Office Park 607 North Avenue Wakefield, MA 01880