We’re Better TogetherAssuring Access to Free Appropriate Public Education for ALL

April 24-26, 2016Arrowwood Resort & Conference Center Alexandria, MN

Charting the Cs 20168th Annual Cross Categorical Conference

2This initiative is funded in part with a grant from the Minnesota Department of Education using federal funding CFDA #84.027A Special Education - Grants to States.

Charting The Cs on your mobile deviceHandouts will be posted on our website prior to the conference and also available through the Guidebook App (a free app that contains all of our conference information). Please specify when you register if you would like a paper copy.

Go to www.guidebook.com to view the conference

schedule.

For tablets and smartphones, go to the App Store or Android Market and download the Guidebook app.

Thank you for exploring our Charting the Cs 2016

The conference planning committee is pleased to offer 52 sessions for you to select from this year. Seventy-five presenters representing classroom practitioners, national expertise and trainers, Minnesota Department of Education and other service agencies have stepped forward to share with their colleagues (you) as we continue the journey to learn more about how to improve our student’s opportunities to really engage in the learning activities that reflect progress in meeting the ‘standards’.

Join us to learn new skills, better practices and strategies that you may use right away – or reflect on for later use. You will get fresh ideas and insights gained from peer-to-peer networking in formal and informal settings and activities.

MN CEC continues to collaborate and will host special events throughout the conference. They are planning special events for the Sunday Pre-Conference as well as throughout the conference program.

Why is this event subtitled: “Cross Categorical Conference”?Because it takes a team to meet the needs of our students. Each team member has great

expertise and good ideas! Hey, why not share that expertise and those ideas? That should make teams stronger; and stronger teams improve a student’s ACCESS to the educational content leading toward progress in meeting the standards.

A broad overview:This is a practitioner’s conference—but of course we also want to bring in the national

perspective as well as move our thinking toward innovations that are based on good Implementation Science based implementation and evidence based practices. Toward that end we have selected topics that addressed Usable Innovations, formally known as Usable Interventions; sessions addressing Consultation-Collaboration-Coaching-Mentoring; supporting Digital Learning in your educational setting; Transition and more.

Tech SmackDownThis is a fast-paced demonstration of any tech or app that your colleagues have found useful.

They will have three minutes to explain and demonstrate the app/technology and then the next person takes the stage.

How about a “Professional Development” SmackDown? It’s like the Tech SmackDown—This is a fast paced sharing of good sites you found useful to

help you learn about something. Did the site offer on-line CEU’s? Was it easy to access? Any cost or fees to access the site? Learning modules: There are many but your colleagues may not know about them—take a moment to share!

AND MOREDuring the 4:45-5:45 p.m. ‘after the breakout sessions’. More detail to follow.

Find Charting the Cs onlineFind out more online at www.lcsc.org/ChartingTheCs. You’ll also be able to register and find

session handouts. You can also follow us on twitter @ChartingTheCs. Tweet using the hashtag #CCCMN16 to join the conversation.

8th Annual Cross-Categorical Conference We’re Better Together: Assuring Access to Free Appropriate Public Education for ALL

Conference Program

Available Thursday,

February 11, 2016

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Schedules at a Glance Pre-Conference – Sunday, April 24

Charting the Cs Conference Day 2 – Tuesday, April 26

8-9:30 a.m. 9:30-10 a.m.

10-11:30 a.m. 11:30-11:45 a.m.

11:45 a.m. to 1:15 p.m. 1:15-2:30 p.m.

9 a.m. to 4:30 p.m. 11 a.m. to 7 p.m.

1-4:30 p.m.1-4:30 p.m. 1-4:30 p.m.5-6:30 p.m.

5:30-7:30 p.m.

ASL Training Registration openChrome as Assistive Technology. (Our Sunday Keynote session with Mike Marotta) Art Without Limits: Adaptive Art Modifications for Creative ExpressionMN CEC hosted special topics and planningEvening Meal in Tennis CenterStatewide Community of Practice (CoP) Meetings

Developmental Cognitive Disabilities (DCD) Community of Practice Meeting Autism Spectrum Disorder (ASD) Community of Practice Meeting Physical/Health Disability (PHD) Community of Practice MeetingTeachers of Blind Visually Impaired (TBVI) Community of Practice MeetingAT Teams Meeting

Breakout Block EBreak Tennis CenterBreakout Block FBreak Tennis CenterBreakout Block GClosing Program and Meal Tennis Center

Sunday Pre Conference $49 for General Sessions includes breaks and evening meal $72 for ASL Session includes noon meal, breaks, and evening meal

Main Conference $109* for the Main Conference Make-N-Take material fees are in addition * $109 fee includes Monday breakfast, breaks, noon and evening meal and Tuesday breakfast, breaks, and noon meal.

Registration will open at 2 p.m. on Monday, February 8, 2016.

Check out our website for more information.

Registration Fees How to register

Charting the Cs Conference Day 1 – Monday, April 25

7:30 a.m. 7:30-8:40 a.m.

8:40-10 a.m.

Registration OpenBreakfast Tennis CenterWelcome and Keynote Tennis Center

The Future is Now: Technology for Allpresented by Mike Marotta

Break Tennis CenterBreakout Block BLunch/Exhibitor Networking Tennis CenterBreakout Block CBreak Tennis CenterBreakout Block DSpecial Feature SessionsCelebrating the Collaboration: Evening Meal Tennis CenterExhibitor Networking and Poster Sessions Tennis Center

10-10:30 a.m.10:30-11:40 a.m.

11:40 a.m. to 1 p.m. 1-2:30 p.m. 2:30-3 p.m. 3-4:30 p.m.

4:45-5:45 p.m.5-7 p.m.

5:30-8 p.m.

Mike Marotta

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Mike Marotta, ATP is the owner of Inclusive Technology Solutions, LLC. Mike has been in the field of Assistive Technology for over 25 years and his experience revolves around a vast array of accommodations for persons with disabilities and their family/support members.

Mike believes that networking and information sharing are essential for successful evaluation, consideration, implementation and application of assistive technology.

He is a nationally recognized speaker who has provided training at the local level as well as at the major national Assistive Technology conferences (ATIA, Closing the Gap, RESNA) in all areas of Assistive Technology.

For all of these presentations, Mike develops accessible, interactive, Universally Designed, participant driven web experiences to extend the learning well beyond the training session. Not only does Mike deliver trainings at a host of national conferences, he also consults with Assistive Technology manufacturers and delivers accessible, specialized trainings to their customers.

Mike is also very active in social media (especially Twitter @mmatp) where he uses the platforms to provide just in time professional development training to other professionals.

Through his high profile on social media, Mike was selected by Google to be a beta tester for the next generation of Chromebook with added accessibility features for individuals with disabilities. This collaboration with a non-disability entity such as Google will promote the general public’s understanding of disabilities and supports to increase independence for all.

Keynote Presentation

“For people without disabilities, technology makes things easier.For people with disabilities, technology makes things possible,”

The Future is Now: Technology for AllMonday, 8:40-10 a.m. in the Tennis Center

This quote has never been more appropriate for people with disabilities. We are in exciting times: technology is everywhere. Tablets, smartphones, chromebooks, “the Cloud”, Wearables. What does it all mean? Let’s explore technology and, more importantly, its broader application in our schools. How can we harness all these great tools to effectively meet the needs of ALL students regardless of ability? The future of successful technology integration starts today!IBM Training Manual, 1991

Want to attend more of Mike’s presentations?Chrome Tools to Support ALL Learners

Monday, 1-2:30 p.m.Chrome is the latest trend in Assistive

Technology – see what all the excitement is about! This session will explore apps and extensions that extend the functionality of the Chrome browser and could be beneficial to ALL learners. By leveraging the power of this common browser, we can make significant customization to meet the needs of struggling students. Areas covered will include: reading, writing, brainstorming, and organization.

Mike Marotta

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Notes

Sunday Schedule

ASL Workshop – 9 a.m. to 4:30 p.m. (Please note the earlier start)

April 24, 2016

Registration open – 11 a.m. to 7 p.m.

• Art Without Limits: Adaptive Art Modifications for Creative ExpressionDwayne Szot, MFA, Arts for All

You don’t have to be an artist to make a difference through the arts. This hands-on training uses a library of adapted instruments to allow individuals with different levels of independence an opportunity for creative expression. The art activities foster natural inclusion and promote social interaction and self-esteem and demonstrates how individuals work at his or her own level of ability. This is an EXCELLENT session for anyone working in Schools, Daycare’s, Physical & Occupational Therapy, Recreation-Residential Care Programs, anyone serving people with spinal muscular atrophy, Transition, Day Service Providers, etc. Please share this notice of opportunity with your friends who might need this very special opportunity to learn how to include everyone in the art experience. Please come prepared to make art. Art smocks available.

• Minnesota CEC invites you to join them as they host opportunities for facilitated group discussions of topics of your choice, special staff development opportunities; share updates on various CEC activities and action planning.

1-4:30 p.m.

Pre-conference sessions are intended to give you time for a more indepth exploration of a topic. Chrome as Assistive Technology

Mike Marotta (Our Sunday Keynote and Main Conference Keynote Presenter) Did you know that Chromebooks are now outpacing iPads in education? What does this

paradigm shift mean for students with disabilities? This session will focus on the Chrome operating system (OS) and the Chromebook. We will explore the Google Apps for Education suite of tools as well as the built in accessibility features of Chromebooks. Chrome is the latest trend in Assistive Technology – see what all the excitement is about! Participants will experience an array of Google Chrome apps and extensions that could be beneficial to ALL students. By leveraging the power of this common browser, we can make significant customization to meet the needs of struggling students. Areas covered will include: reading, writing, brainstorming, and organization. We will also investigate hardware solutions to provide alternative access for individuals with diverse needs. The presenter will introduce strategies to integrate these powerful tools into the curriculum to promote a Universal Design for Learning classroom by engaging various learning styles.

1-4:30 p.m.

Please join us for this 6 hour learning opportunity where we will refresh and enhance your ASL skills. (Hosted by MDE State DHH Specialist Mary Cashman-Bakken)

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Sunday Schedule April 24, 2016

Evening Meal – 5-6:30 p.m. in the Tennis Center

5:30-7:30

• Developmental Cognitive Disabilities Community of Practice MeetingFacilitated by Garrett Petrie, Education Specialist with the Minnesota Department of Education

Please feel free to drop in and join us.

• Autism Spectrum Disorder Community of Practice MeetingFacilitated by Tami Childs, from Metro ECSU, Statewide Autism Spectrum Disorder Specialist

• Physical/Health Disability Community of Practice MeetingFacilitated by Deb Williamson, Statewide Specialist for the areas of PI, OHD, and TBI

Please feel free to drop in and join us.

• Teachers of Blind Visually Impaired Community of Practice MeetingFacilitated by Kristin Oien, Statewide Specialist for the areas of TBVI

Please feel free to drop in and join us.

• AT TeamsFacilitated by Kursten Dubbels MDE AT Specialist

This meeting is for participating team memebers of the Minnesota AT Teams Project.

Don’t forget to sign up if you want to show off a bit of technology at our “TECH SMACKDOWN” on Monday after the regularly scheduled sessions. You get 2-3 minutes for a quick demo.Monday 4:45-5:45 p.m.

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Monday Schedule

NotesB1. Make-N-Take: Teach Grammar the Montessori Way! Why Montessori Grammar Symbols are Great for Learners with Special NeedsBecca Jackson

The highly visual and tactile nature of the Montessori grammar symbols make them an ideal support for learners with special needs. The session will begin with an overview of the symbols and a brief demonstration of the materials. Several ‘make and take’ options will be made available, and as participants make their own materials to use in their classroom the presenter will share examples of ways in which the symbols can be incorporated into their teaching. Handouts will include information about how to make/where to purchase additional materials, activity examples and suggestions, and resources for more information about the Montessori grammar symbols. $15 Materials Fee. Limited to 30 participants.

B2. iPad Accessibility and AT Apps for Reading, Writing & Organization for Middle & High School StudentsRebecca Tetlie & Lois Beck

Participants will understand the following: 1. Built-in accessibility features of the iPad for student use; 2. Features of Voice Dream Reader app and which students would benefit from using it; 3. Features of CoWriter app and which students would benefit from using it. With this knowledge, participants will learn how to directly support students in their mainstream classes using their iPad. Part of the session will also focus on highlighting the learner profile of a student who would benefit from the supports in these tools. Lessons learned from a district-wide 1:1 iPad implementation will also be shared. Limited to 50 participants.

B3. Putting PODD into Practice: Sharing, Q&AKelly Fonner, Loralee Bailey & Linda Potts

This session gives you the chance to hear stories from PODD users in the classroom and life of students, teachers, therapists and parents. Throughout the session there will be PODD implementation tips and tricks. This is a time for you also to share your experience and come and ask your questions of implementing the PODD augmentative communication system. Repeat of session D4.

B4. Tools for Designing Accessible Online ContentMonica Thompson & Megan Peterson

Gain knowledge of Learning Management Systems (LMS) and online resources to make online content more accessible. Attendees will explore features in Google Classroom, Moodle and Schoology along with online resources to create and deliver content to all students.

B5. Leadership – Assumed or AssignedJoan Breslin Larson

Every educational initiative requires specific “drivers” to succeed, including organizational capacity, competency of team members and engaged leadership. In some initiatives, that leadership is assigned to a specific individual, in other times, leadership emerges from participants in the change initiative. In this session, participants will learn some of the strategies to identify the role of leadership, how to support assigned leadership and considerations for assumed leadership. Specific tools for leadership in assistive technology will be shared, as will strategies to determine readiness for implementing change and the critical role of leadership in that change.

April 25, 2016

Breakout Block B – 10:30-11:40 a.m.

7:30 a.m. Registration Open

7:30-8:40 a.m. Breakfast

8:40-10 a.m. Welcome and Keynote

Continuing Education Units (CEUs) will be available at the end of your last session on Tuesday.

B6. Helping Learners to Manage Themselves – Success in Life through Self-ManagementMichele Glynn & Kathy Healy

Learn the evidence based practice of Self-Management! These strategies and skills can be targeted to help individuals be more successful and independent socially, behaviorally, and/or adaptively. Self-management interventions are designed to help individuals increase desired behaviors and/or decrease problem behaviors. This will provide you with hands on, easy to use, strategies that help individuals with social challenges understand the rules and expectations of given situations, and to regulate their behaviors accordingly. You will learn how to teach students to: differentiate between appropriate and inappropriate behaviors, monitor and record their own behaviors, and reinforce themselves for their successes. This session is appropriate for people who teach any grade, age or ability.

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Monday Schedule April 25, 2016

B7. Assistive Technology Assessment: The Tried and True and the Brand NewDr. Penny Reed

This session will explain the assistive technology assessment process developed by the Wisconsin Assistive Technology Initiative (WATI) and look at how and where it has been used in the last 20 years. It will also explain a new resource to help general and special educators gain necessary knowledge to participate in providing assistive technology assessments for their students. Participants will learn the key components of effective assistive technology assessment. Participants will know how to access free online training to increase their assistive technology assessment knowledge and skills.

Lunch/Exhibit Interaction – 11:40 a.m. to 1 p.m.

Breakout Block C – 1-2:30 p.m.

C2. PBIS: Together for ALL in Non-traditional Settings

Eric Ringgenberg, Julie Kent & Garrett PetrieThe Positive Behavioral Interventions & Supports (PBIS)

framework is designed to improve academic and social behavior for ALL students. PBIS is an OSEP established implementation framework that helps us select, implement and monitor the progress of a continuum of evidence-based practices to improve academic and behavior outcomes for every student. PBIS connects positive school and classroom-wide culture to the needs of individual students. Our session will help you get started developing universal practices that support ALL students, especially those with the most individualized needs.

C3. ACCESS Team Approach (Augmentative Communication Coaching to Enhance Student Success)Mary Baumann-Spooner, Lisa Rist & Aimee Baumann

This session will expand participant’s knowledge on the unique needs of students with complex communication needs. The ACCESS Team is a model of service in the St. Cloud School District which teams SLP, OT, PT and other district specialists with school teams to help coach them to meet the needs of students using augmentative/alternative communication systems. Participants will learn: 1)What the difference is between using a coaching versus collaboration strategy when working with school teams that service students with complex communication needs; 2)How this model of service provides opportunities for the student to use their communication system throughout their day; 3)Ideas and examples from an SLP, OT and DCD teacher on how they implement various communication systems from low tech to high tech 4)Staff survey results on this new model of service for Year 1.

B9. Using Video Conferencing to Support Communication, Collaboration & Cooperation

Gayl BowserAs video conferencing options like Skype, Facetime and

Google Hangouts become more and more prevalent and easy to use, educators are finding many new ways to use them for remote teamwork, technical assistance, professional development, communication, collaboration and cooperation with other agencies. Participants will gain overview knowledge of remote support services, research about what makes remote services effective and learn about many examples of how educators can use video conferencing to enhance their work with other educators. We’ll end with a brainstorming and idea sharing activity, so come prepared to be creative!

B8. Participation for All – Practical strategies for students with multiple disabilities to participate in school and non-school environments

Kevin Anderson & Ashley TorkildsonIn this session, participants will learn practical strategies for

students with multiple disabilities to participate in least restrictive school and non-school environments and activities. Strategies will include individualized adaptations, sensory and motor techniques, and assistive technology. This presentation will focus on the Principles of Partial Participation, with application to purposeful activity for students of all ages. A lively demonstration of the principles will conclude the session, showing how students with multiple disabilities can enjoy meaningful participation in partnership with peers.

C1. Make-N-Take: Communicating with Core Words Make and Take

Beth Johnson & Kelly CarlsonParticipants will learn the rationale for using core words in

augmentative communication. The core words focused on will be high frequency words used to produce many functional requests, statements, and questions when communicating across settings (e.g., educational, community, home, work, etc.). Using core word boards will increase consistency and generalization of communication skills to improve learning, achievement, and communication. Participants will also make several low tech core word materials for use with students as well as three language kits containing motivating activities and core word boards to use in the classroom and speech settings to practice use of augmentative communication. $30 Materials Fee. Limited to 30 participants.

CANCELED

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Break – 2:30-3 p.m.

Monday Schedule April 27, 2016

C5. AIM, AEM, ALM- Whatever You Call It, the Focus is on AccessibleDiana Foster Carl, Joy Smiley Zabala & Joan Breslin Larson

Participants will learn about new initiatives from the Accessible Educational Materials Center at CAST and about Minnesota’s participation as one of seven stakeholder states. Participants will learn about five priority areas for the AEM Center, how stakeholder states are collaborating to improve services in their states in those priority areas, with resulting national impact. Participants will learn about Minnesota and national initiatives in AEM.

This presentation, by MDE and AEM Center at CAST staff will focus on what we have identified as barriers to provision of AEM in MN, strategies to address barriers, and will help focus on future planning to increase access to educational materials and technology for Minnesotans.

C4. Merging High School Accommodation with College RequirementsDr. Jon Kragness & Kursten Dubbels

Transitioning from high school to college for students with a disability or entering college as an adult with a disability can be a tricky path if unprepared. As students transition into higher education they also transition into a very different service delivery model and are protected under different laws. This session will include information related to students with disabilities preparing to transition from high school and what the effects are for students considering college. With that, the focus of this session will provide an overview of appropriate documentation in higher education, examples of services available, and limitations of accommodations in college while supporting student’s access to higher education as a means to allow them to succeed. Repeated in F6.

Breakout Block D – 3-4:30 p.m.

D1. Make-N-Take: S.T.A.T.I.O.N.S. Students Training Actively Through Integrated Opportunities Never StationaryLisa Jeffrey Brown & Jen Maixner

Participants will gain knowledge of integrating academics with motor activities. Participants will learn how STATIONS follow UDL (Universal Design for Learning) Principles. They will see how reteaching various concepts that are taught in the classroom can be mastered by various learners in the different ways the content is represented; how the students can express their knowledge in different ways and will be engaged throughout each STATION. Participants will leave with templates of activities, manipulatives to carry out different stations and ideas on how to grade activities depending on the students participating. $25 materials fee. Limited to 30 participants.

D2. AEM (Accessible Educational Materials); one District’s Story of ImplementationDeb Jokela, Jan Perske & Pam Moening

St. Cloud Area School District is in year three of AEM implementation of our four-year plan. We would like to share how we are increasing access to core instructional content for students identified as having a reading or writing need on their IEPs. Included will be information regarding due process, essential frameworks at the district and building levels, resources and personnel involved, and obstacles that have been encountered. Participants will gain knowledge of the process and procedures, tools used for progress monitoring, and strategies essential to the provision of AEM and AT implementation.

C7. Chrome Tools to Support ALL LearnersMike Marotta

Chrome is the latest trend in Assistive Technology – see what all the excitement is about! This session will explore apps and extensions that extend the functionality of the Chrome browser and could be beneficial to ALL learners. By leveraging the power of this common browser, we can make significant customization to meet the needs of struggling students. Areas covered will include: reading, writing, brainstorming, and organization.

C8. Travel Better Together using Human Guide (HG)Kristin Oien & Barb Lhotka

Gain knowledge of Human Guide (HG) Travel Techniques. Provide a safe and effective way to assist students who have visual and or multiple needs to travel as independently as possible. Come watch, learn, and experience how to safely navigate with another individual through narrow passageways, doors, stairs and seating. Be ready to move with a peer under blindfold throughout this active learning session!

C6. The Efficiency Toolkit for ItinerantsAmanda Peters & Mary Peterson Callister

Are you an itinerant with a large caseload serving multiple buildings? Would you like to reduce the busy work to give you more time to focus on collaborating for student success? If so then this is the session for you. Learn how you can save hours a week in travel time and paperwork shuffling all while collecting better data on students. Leave this session armed with knowledge of how to effectively utilize an online toolkit that includes online calendars to push student information to you as you’re seeing a student, Google Forms to collect student data, online lesson design/modification and distribution through Boardmaker Online, and video training for staff. Limited to 25 participants.

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Monday Schedule April 27, 2016

D3. Captioned Videos for Content Presentation, Student Engagement, and Student Expression in All Classrooms

Patricia Bahr & John AchrazoglouUpon completing this workshop, participants will be able to:

1. Describe how videos can be incorporated into the universally designed classroom. 2. State three populations that can benefit from accessible videos. 3. Explain three parts of the production process for producing captioning. 4. Compare free video production tools for production of accessible videos.

Universally designed instruction may include the use of accessible videos for content presentation, student engagement, and student expression. At the University of Iowa, we are exploring various methods to produce accessible videos in order to incorporate captioning into our universally designed course materials, and to teach pre-service teachers about tools that they can use in their classrooms. This presentation will provide an overview of universal design for learning as it relates to videos and review the processes we use to produce accessible videos in the university setting.

D4. Putting PODD into Practice: Sharing, Q&AKelly Fonner, Loralee Bailey & Linda Potts

This session gives you the chance to hear stories from PODD users in the classroom and life of students, teachers, therapists and parents. Throughout the session there will be PODD implementation tips and tricks. This is a time for you also to share your experience and come and ask your questions of implementing the PODD augmentative communication system. Repeat of session B3.

D5. Teaching ALL Students to Read and Write: Assessment and Strategies for the Emergent Literacy Learner

Barb WollakDuring this session participants will learn about the Bridge

and ERSI assessments for the emergent literacy learner as well as four questions to ask to determine if a student is emergent or conventional. Participants will learn strategies to support the needs of emergent literacy learners that include interaction with books, concept of word, alphabetic knowledge, and writing that includes finding the “right” pencil. Strategies to help determine what to teach when there are both emergent and conventional readers in the same class will be discussed.

D7. I Can Be the Boss of Me (Self-Management as an Evidence Based Practice)Mindy Schroeder, Caitlin Keller & Ashley Rohwer

Self-Management is an evidence based practice for students with autism. Participants will learn more about what it is, why it is beneficial, and how to begin. Two middle school teachers will share their experiences with real life implementation.

D8. Make-N-Take Instant Ideas: Volume 10 “Fun on the Farm”Rachel A. Hemke

Participants will learn different ways to incorporate a variety of assistive technology (i.e. voice output devices, visuals, story pull-offs) and other teaching tools throughout your day to make adaptations for all learners. Activities include an interactive book, interactive white board activities, and activities geared for small groups and turn taking with peers. Return to your place of work with plenty of resources and make and takes to engage all. $35 materials fee. Limited to 35 participants.

D6. Moving from Expert to Building Capacity - An AT Consideration ModelChristian Wernau, Lori Warner, Monica Capra & Jennie Polson

This session will focus on the Region 10 AT Community of Practice journey from Expert Model to Building Capacity Model using Denise DeCoste. Participants will: Gain knowledge in the process used by the Region 10 AT Community of Practice to further their professional development and implement this change in practice. Be given the opportunity to develop a request for support form that will assist the team in the consideration process. Learn how we will be using the data from the request for support form to provide data to districts and provide future targeted support. Limited to 25 participants.

D9. Shared Reading/Guided Reading: Emergent and Conventional Literacy InterventionCathy Pinkosky

Does the student: Know most of the letters most of the time? Engage actively during shared reading? Have a means of communication and interaction? Understand that writing involves letters and words? We often hear of the Four Blocks model for conventional literacy intervention – Guided Reading, Self-Selected Reading, Writing, and Working with Words; If however, if the answer to any of the above questions is “No”, there is an alternate model for emergent literacy intervention – Shared Reading, Predictable Chart Writing, Alphabet & Phonological Awareness, Independent Writing, and Independent Reading. During this session, we will focus on Shared Reading for our emergent learners and Guided Reading for our conventional learners. Limited to 30 participants.

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NotesContinuing Education Units (CEUs) will be available at the end of your last session.

E1. Make-N-Take: Fun, Foldable®, Formative AssessmentCathy Pinkosky

Formative assessment is an evidence-based instructional decision making approach that leads to greater student achievement. Foldables® provide a unique formative assessment strategy that may be used with learners from elementary to adult in a variety of settings. This session will begin with a brief overview of formative assessment. Then you will be guided through the process of creating your own evidence-based Foldable® formative assessment tools. You will learn cutting, folding, and gluing techniques to create an “envelope graphic organizer” for formative assessment that can be put to use with your learners the very next day. $30 materials fee. Limited to 20 participants. Repeated during F1.

E2. Power Up Executive FunctioningBerni Ester

Organization is difficult enough without adding organization of organizational tools to the mix! Learn about AT tools and apps that support students with executive functioning difficulties. Use a categorized matrix of 150 web supports and iOS, Android and Chrome apps to build a UDL toolkit of coordinated technology resources/apps to support students grades K-12. Participants will: 1) Learn about and receive a categorized matrix of web resources/apps that support memory, organization, flexibility, planning, time management, initiative, focus and emotional control; 2) Build UDL toolkits with families of and cross-platform technology resources/apps for school-supported or BYOD (bring your own device).

Tuesday Schedule April 26, 2016

E3. Authors in the Making II : Purposeful WritersAngie Kuehl & Lori Mjones

How do you motivate and engage young writers? In this session we will provide you with a tool kit of practical solutions for helping young writers on their journey to becoming authors. Information about the Writer’s Workshop model, motivating students, iPad apps, and data collection will be presented. This is a continuation of our research on writing in the primary grades, and will recap the Authors in the Making presentation from 2015 Charting the C’s Conference.

E4. Game On! Let’s Play the UDL Way!MariBeth Plankers

Game on! Gain experience with differentiating motivating classroom games for all learners. Explore no-tech to high-tech game options across the age range from Kindergarten to secondary. Participants may observe or take part in game activities for a hands on experience. This is an opportunity to become an “expert learner” while having fun! Repeated during F4.

Breakout Block E – 8-9:30 a.m.

E5. Organization and Productivity SkillsJoe Schulte

Do your students have a strategy for organization and productivity? Are you leveraging the 21st century tools that surround them? This session will provide an overview of a series of short lessons that have students identifying their current organizational strategies, video tutorials and practice application of apps ranging from Stickies to Reminder, to shared calendars through google chrome, as well as weekly progress reports through google forms. Accounts are shared with case managers and parents to allow consistent communication and to promote organizational habit-forming amongst the students.

E6. A Student’s Guide To Evaluating His/Her Assistive Technology SkillsJanet Peters & Adrienne Kleinman

This session will be hands-on demonstration and discussion of Assistive Technology skills students in the transition process should strive toward as they work on transition and employment goals. The session will specifically look at a matrix of AT skills, a tool offered in the Punch-In online moderated course. Punch-In is a self-directed employment resource for young adults to learn valuable “soft skills” necessary for successful employment in a support environment with peers around the country. Punch-In includes modules on the Americans with Disabilities Act (ADA) and Assistive Technology. Limited to 25 participants.

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Breakout Block F – 10-11:30 a.m.

Tuesday Schedule April 26, 2016

Break – 9:30-10 a.m.

E8. Peer Mediated Instruction and Intervention (PMII)

Gena Pavek & Tami ChildsParticipants will learn the what, why and how steps to

understanding and implementing the evidence based practice of Peer Mediated Instruction and Intervention (PMII). They will learn what it is, who it is intended to help and the steps needed to carry it out. They will learn about sites to access information on PMII (e.g. www.metroecsemoodle.org). Handouts will be available for participants, such as checklists, data sheets, visuals, parental permission slips needed to start and carryout PMII. Information will be presented for all ages, however the focus will be on preschool and elementary ages.

F2. “Education + Rehabilitation = Success after high school”Sheila Koenig & Alyssa Klein

“Teamwork is the ability to work together toward a common vision.” -Andrew Carnegie. We all share the common vision of student success as they embrace life after high school. With student success at the center, we can create a strong team to help students build the skills they need for a bright future. In this session learn about the resources offered by Vocational Rehabilitation and State Services for the Blind, and participate in brainstorming new avenues to partnership.

F5. Continuing Our Work on the Alternate Assessment: Selecting and Refining Learning Targets for Students with Significant Cognitive Disabilities

Donna Tabat, Gail Gagnon & Garrett PetrieDuring last year’s session, we started the discussion about our

shared goals for the revised alternate assessment. Participants worked in small groups to develop instructional activities that supported students’ proficiency on Minnesota’s reading, mathematics and science standards. This year, we will ask participants to provide feedback on the draft Test Specifications for the new alternate assessment. Specifically, we would like participants’ feedback on how well prioritized skills are articulated (i.e., become incrementally more complex) from elementary through high school. We will ask these questions about the prioritized standards and benchmarks for the alternate assessment: 1. Are they important learning priorities? 2. Are they written at appropriate levels of complexity for students with significant cognitive disabilities? 3. Are they clearly aligned with the grade level standards? 4. Do the standards and benchmarks in the lower grades clearly support the development of more complex skills in the upper grades? 5. Can the skills be assessed at three levels of difficulty?

F3. A Collaborative Model: Using an Interdisciplinary Approach and Evidence-Based Practices to Increase Student EngagementChelsey Branham & Suzie Feiertag

Participants will gain knowledge about the collaborative process being implemented in our building and how we have addressed various behavioral, academic, functional and social/emotional issues with an interdisciplinary approach. Several evidence-based strategies will be outlined with specific case studies and an emphasis will be placed on technology and visual supports. Leave with several tools and strategies you can implement in your classroom immediately!

E7. Accessible Content Management: Systematically Find, Deliver, & Use Alternative Materials, Tools, TechnologyDonna McNear, Kelly Fonner & Scott Marfilius

As the variety of educational materials traditionally used in education shifts to digital online content, multimedia, and teachers are creators of content, providing appropriate access and interaction to education curriculum for all students continues to challenge teachers. This session explores managing access and participation to educational content for students who use alternative approaches for learning. Participants will learn to plan comprehensively for students requiring alternative access to learning activities and will take away tools to help sort through access and deliver educational content to students. Access will be considered for students requiring alternative formats such as audio, braille, and adapted content.

F1. Make-N-Take: Fun, Foldable®, Formative AssessmentCathy Pinkosky

Formative assessment is an evidence-based instructional decision making approach that leads to greater student achievement. Foldables® provide a unique formative assessment strategy that may be used with learners from elementary to adult in a variety of settings. This session will begin with a brief overview of formative assessment. Then you will be guided through the process of creating your own evidence-based Foldable® formative assessment tools. You will learn cutting, folding, and gluing techniques to create an “envelope graphic organizer” for formative assessment that can be put to use with your learners the very next day. $30 materials fee. Limited to 20 participants. Repeat of E1.

F4. Game On! Let’s Play the UDL Way!MariBeth Plankers

Game on! Gain experience with differentiating motivating classroom games for all learners. Explore no-tech to high-tech game options across the age range from Kindergarten to secondary. Participants may observe or take part in game activities for a hands on experience. This is an opportunity to become an “expert learner” while having fun! Repeat of E4.

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Tuesday Schedule April 26, 2016

Breakout Block G – 11:45 a.m. to 1:15 p.m.

Break – 11:30-11:45 a.m.

G1. Make-N-Take Self-Regulation through the 5 Point Scale and CASELAllana Walsh & Jessica Metke

Social emotional behavioral learning is a process that students learn skills and attitudes necessary to understand and manage emotions, develop relationships with others and carry out responsible decisions. The 5 Point Scale is a visual representation that provides behavioral support for social behaviors, emotions, and abstract ideas. Through this training learners will gain a brief overview of the CASEL model for social emotional behavioral learning and The 5 Point Scale. Learners will then create visual supports tailored for individual student needs from students with social emotional needs to significant sensory needs. Through Universal Design for Learning, materials will be accessible for ALL learners. Maximum 30 participants. Fee: $30

G4. Captioning for All - Why Captioning Benefits All StudentsJay Fehrman & Cheryl McMahan

Captioning is not just for Deaf/HH individuals. Research shows captioning benefits all learners by improving comprehension and retention of media content. As education moves to anytime, anywhere learning students will need to have access to information wherever they are, but may be in environments where access to the audio is limited. Captioning allows content to be accessible anywhere. Participants will learn about the benefits of using captioned videos with students and will learn how easy it is to caption videos used in instruction. We will also explore the variety of Speech-to-Text systems available for individuals in the classroom or workplace. This session will introduce participants to captioning software, DIY captioning. (Do it Yourself) and Speech-to-Text systems.

G3. Interagency Coordinated PracticesSue Benolken, Barb Lundeen, Bekah Kaufenberg-Satre & Alyssa Klein

Interagency coordination is a powerful strategy to use to ensure better outcomes for students (improved graduation rates, less drop out, improved post school outcomes...) This workshop will help participants learn the meaning of person centered practices, facilitated interagency coordinated practices and it’s use in the IEP process. Participants will also take away common sense practices and tools to use to begin to coordinate interagency services for students.

G2. Therapeutic insight to incorporating the power of literacy theme books to help children achieve academic success

Tami Hellewell & Carrie KestelootParticipants will be able to apply a multi-sensory approach

while incorporating literacy theme books to help children gain skills in the areas of visual motor, visual perception, gross motor, fine motor, and body awareness. More specifically, these skills will include handwriting, eye-hand coordination, sequential memory, balance, auditory memory, and laterality skills.

F8. Make-N-Take: All About Me – Unique as Can BeMindy Pazen, Catie Butcher & Lea Yager

The goal of this Make-it Take-it is to demonstrate and provide participants with activities that promote young children’s self-esteem and self-identity. Participants will leave with ideas on how to engage students at all ability levels as well how to incorporate good teaching techniques that meet their individual needs while supporting all areas of development. The target audience of this session is B-5 early childhood educators. $25 materials fee. Limited to 30 participants

F7. 18-21 Transition Program: A View through Students EyesJamie Patrick, Kim Hovey & Rachal Becker

Participants will gain knowledge on the inner workings of an 18-21 transition program. Students and staff will present how the program at Zumbro Education District South Campus has grown in the last seven years. You will take away countless ideas to implement and share with in your district. Students will demonstrate how they are meeting competencies in the three main areas of transition. You will have a deeper understanding of the value and pride students have from their hard work and personal growth through transition supports.

F6. Merging High School Accommodation with College RequirementsDr. Jon Kragness & Kursten Dubbels

Transitioning from high school to college for students with a disability or entering college as an adult with a disability can be a tricky path if unprepared. As students transition into higher education they also transition into a very different service delivery model and are protected under different laws. This session will include information related to students with disabilities preparing to transition from high school and what the effects are for students considering college. With that, the focus of this session will provide an overview of appropriate documentation in higher education, examples of services available, and limitations of accommodations in college while supporting student’s access to higher education as a means to allow them to succeed. Repeat of C4.

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Tuesday Schedule April 26, 2016

G8. Differentiating Core Curricula and Addressing Academic Standards for Students With More Significant Disabilities

Shannon Jax & Kristi EbertThis session will provide information on how our team utilizes

the general education reading curriculum so that students have access to the content and standards through differentiated instruction to meet them at their level. Each student’s task is individualized during this lesson and all students gain self-confidence throughout the process. Several students have significant speech impairments, non-verbal and echolalia but we have developed a program so each student has a voice in the lesson and is able to contribute in a group setting. Data demonstrating the remarkable growth each student has made using this unique reading and oral language technique will be shared. Additionally, district-developed pacing guides will be shared to assist educators in designing differentiated academic instruction for their students.

Closing Program and Meal – 1:15-2:30 p.m.

G7. A Helping Hand for Special Educators: How Mentorship Can Boost Your CareerBecca Jackson

Are you new to your licensure area and could use some support? Are you an experienced teacher with wisdom to share? Come and learn more about participating in the Minnesota Mentoring Program (MMP)! A panel of Mentors and Protégés will share their experiences of participating in the MMP. The evidence base for the benefits of mentoring will be discussed. Session discussions will focus on the ways in which both Mentors and Protégés can benefit from participating in the MMP. The session will include time for Q&A with panel members. Participants should expect to learn more about the benefits of mentorship, as well as the details of how to participate in the 2016-2017 MMP.

G6. Holistic Programming for Students with ASD: Putting It All TogetherBlake Plankers

Participants will learn to synthesize the sheer abundance of strategies and instructional resources into the creation of programs which educate students with ASD holistically. They will learn to apply strategies which support self-regulation, executive functioning, social skills, functional/transition skills, self-determination, and self-advocacy. There is no “one-size-fits-all” approach so participants will learn to employ creative problem solving to implement specific adaptations, modifications, and even designing alternative programs by employing the principles of Universal Design for Learning. Learn to unlock the massive potential of students with ASD and facilitate the development of expert learners to benefit the 21st century!

G5. Reading and Writing for All Students: The Four Blocks Model of Literacy InstructionJeff Booker & Kayna Plaisted

Educators will gain an overview of the Four Blocks Model for Literacy Instruction, a balanced literacy framework that operates under two important assumptions: all students do not learn in the same way and all children can learn to read and write. An overview of each block will be presented, along with sample activities that can be used in your classroom. The Four Blocks model can be used with students at any grade and reading level and with both verbal students and those that use AAC.

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Adrienne KleinmanAdrienne Kleinman is a recent graduate

of the University of Minnesota-Twin Cities and works on Punch-in.org. She coordinates events for Punch-In and writes a blog on her experience as a young adult with a disability in search of employment. Her degree is in Studies in Cinema & Media Cultures. Painting, writing, singing, acting, and drawing are a few of her favorite past times.

Aimee BaumannAimee Baumann has been an

occupational therapist for three years and a valuable resource in the St. Cloud School District. She works diligently with the entire ACCESS Team to assure student needs are met through the use of various switch placements and mounts.

Allana WalshAllana Walsh is a Special Education

District Program Facilitator in Minneapolis Public Schools. In collaboration with colleagues, she has developed several in-service workshops that support staff to respond to each learner’s unique needs by removing barriers to full social and academic acceptance. She passionate about inclusive practices for all students

Alyssa KleinAlyssa Klein has worked for Vocational

Rehabilitation Services for over 19 years. She began her tenure as a career guidance counselor for youth and adults with disabilities and currently serves as the statewide transition specialist. Her primary interest is to see that all youth have the information, opportunities and supports needed to explore, prepare for and be successful in careers.

Amanda PetersAmanda Peters is currently a Physical

Health Disabilities teacher for ISD 917, serving school districts within Dakota County. She spent several years developing, delivering, and coordinating professional development through Atomic Learning on topics related to assistive and instructional technology.

Angie KuehlAngie Kuehl is a first grade teacher

at the Glyndon-Felton Elementary School. She has a Master of Education in Differentiated Instruction. Her passion is incorporating technology and hands on learning for all students in the general education classroom. Angie has a passion for developing writing skills in her young students.

Ashley RohwerAshley Rohwer is a licensed DCD, ASD,

EBD, and SLD teacher at Triton Middle School. She currently works with DCD and ASD students.

Ashley TorkildsonAshley Torkildson, a graduate in OTA

from The North Dakota State College of Science, is a Certified Occupational Therapy Assistant with the Moorhead School District. She has been practicing in the OT field for 3 1/2 years. Her specialty areas have included physical and cognitive impairments, along with sensory interventions to serve ASD and behavioral populations.

Barb LhotkaBarb Lhotka is currently involved in

teacher preparation in the areas of TBVI and O&M. She has been a TBVI for 40 years and a COMS for 35 years working with students with visual impairments and with multiple impairments throughout Minnesota.

Barb Lundeen Barb Lundeen MS, PHN has spent

over 30 years working as a public health nurse in Minnesota. The majority of the years she has been a public health nurse consultant with Children and Youth with Special Health Needs at the Minnesota Department of Health (MDH). Her interest and specialty is working with youth of transition age.

Barb WollakBarb Wollak has over 30 years

experience as an SLP in the public schools. Currently, she teaches “Effective Literacy Instruction for Students with Moderate to Severe Disabilities” at the University of St. Thomas. Barb also coordinates the Literacy Session at Camp Friendship that is under the direction of Drs. David Koppenhaver and Karen Erickson.

Becca JacksonBecca Jackson is the Special Education

Workforce Specialist at the Minnesota Department of Education. She started her career as a special education classroom teacher and is a certified Montessorian. Her research interests include the benefits of the Montessori Method for students with special needs.

Bekah Kaufenberg-SatreBekah Kaufenberg-Satre is the Youth in

Transition Specialist with the Minnesota Department of Human Services, Disability Services Division. With a background in policy and advocacy, Ms. Kaufenberg-Satre’s work focuses on increasing interagency coordination at the state and local level, increasing competitive employment for people with disabilities and successful transitions to adulthood for Minnesota’s youth with disabilities.

Presenters

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Berni EsterBerni Ester is an assistive technology/

augmentative communication specialist with the Forest Lake Schools. With 40 years of experience in special education, she has been an assistive technology specialist for 25 years. She has a MS degree in Speech Pathology and Audiology and Master’s Level Certificate in Assistive Technology.

Beth JohnsonBeth Johnson has been a Speech

Language Pathologist in the Osseo School District for 22 years; the last three years have been as an AAC Consultant working with elementary schools. She is currently participating in Year 2 of the Minnesota Department of Education AT Teams Project with the Osseo team.

Blake PlankersBlake Plankers has worked with

individuals with ASD in several capacities over the past 10 years. He is currently serving as autism consultant for the Moorhead school district. He designed a program called Strategies for Interpersonal and Academic Success which seeks to holistically meet the needs of secondary students on the spectrum. Prior to that, his experiences have included working as a paraprofessional, camp counselor, swimming instructor, job coach, and funky drummer. He currently holds a master’s degree in special education and strives to maintain a learner’s mind in all endeavors.

Catie ButcherCatie Butcher has been an ECSE teacher

in the Anoka Hennepin School District for the past seven years. Previously, she taught ECSE in Kansas for eight years as well as worked with Early Head Start. Catie also has served as the director and coach for the Special Olympics program in Ames, IA.

Caitlin KellerCaitlin Keller is a licensed ASD and SLD

special education teacher in the Triton School District. She works with students with ASD, EBD, SLD, and OHD.

Carrie KestelootCarrie Kesteloot is a Certified

Occupational Therapy Assistant who has worked with children for over 15 years for the Southwest/West Central Service Cooperative. The service cooperative provides specialized services to 17 school districts in the Southwestern Minnesota area. Carrie is passionate about providing accommodations to children from birth to 21 years of age to help with their classroom independence.

Cathy PinkoskyCathy Pinkosky is a Reading Specialist at

South Education Center. In addition to her role as a Reading Specialist, she has been a Teacher of the Deaf/Hard of Hearing with District 287 since 2001, serving students in itinerant, home-bound, resource room, and site-based settings.

Chelsey BranhamChelsey Branham is a DCD/ASD teacher

in Mounds View Schools. Chelsey holds a Bachelor’s Degree in Special Education and a Master’s Degree in Educational Leadership. She has experience teaching in federal settings 1-4 and has also worked in residential facilities and group homes.

Christian WernauChristian Wernau is the Region 10 Low

Incidence Facilitator. He has collaborated with the Region 10 AT Community of Practice to provide the professional development, tools, and resources to assist the team in moving forward in the process of our goal to move to a Building Capacity Model.

Cheryl McMahanCheryl McMahan works as an Assistive

Technology Specialist for the Forest Lake Area Schools in Forest Lake, MN. Cheryl has a master’s degree in Curriculum and Instructional Technology from the University of St. Thomas. She holds a teaching license in the area of Deaf and Hard of Hearing (D/HH) and Elementary Education. She has spent time teaching D/HH students as well as general education.

Deb JokelaDeb Jokela has over 21 years of

experience in education. She has worked the majority of her career in special education with a passion for literacy and accessibility for students who struggle with reading and writing. Currently, she coordinates the AEM project for the St. Cloud Area School District while acting as Special Education Supervisor at two elementary sites.

Diana Foster CarlDiana Foster Carl, M.A., L.S.S.P., is a

Licensed Specialist in School Psychology in Texas with more than 30 years’ experience in various capacities in public education. Currently, Diana contracts with CAST as the Special Projects Coordinator for the National Center on Accessible Instructional Materials. Diana is a former Director of Special Education Services at Region 4 Education Service Center in Houston, Texas and was lead facilitator of the Texas Assistive Technology Network for 12 years. Diana’s daughter has cerebral palsy and uses a power wheelchair for mobility.

Donna McNearDonna McNear, M.A., COMS, is an

independent educational consultant specializing in services and supports to children with visual impairments. She provides on-going technical assistance and training to educational agencies, organizations, and families nationally and internationally. In 2008, she received the Outstanding Leadership Award from the Council for Exceptional Children.

Donna TabatDonna Tabat is an Alternate Assessment

Specialist in the Statewide Testing Division and has worked on development activities for mathematics and science alternate assessments since 2006. She also serves as a resource for accommodation and accessibility issues for students with disabilities. Before coming to MDE, Donna was a special education teacher in Texas and taught students with Developmental Cognitive Disabilities, Specific Learning Disabilities, and Emotional-Behavioral Disorders.

Presenters

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Eric RinggenbergEric Ringgenberg is a graduate of the

University of Minnesota- Twin Cities with a Bachelor of Science in Child Psychology. Currently he is finishing his Master’s Degree at the University of St. Thomas in Special Education- Autism Spectrum Disorders. He works as a case manager and PBIS Coordinator at Lionsgate Academy, a public charter school specializing in educating students with Autism Spectrum Disorders.

Gail GagnonGail Gagnon is an Alternate Assessment

Specialist in the Statewide Testing Division of the Minnesota Department of Education and has worked on development activities for reading alternate assessments since 2011. Her professional experience includes 13 years working in elementary education and six years teaching K-8 special education. Gail holds a bachelor’s degree in elementary education and a master’s degree in special education: learning disabilities.

Garrett PetrieGarrett Petrie taught and supported

students with developmental disabilities in their classrooms as a special education teacher and PBIS coach in Minneapolis before becoming an Education Specialist at the Minnesota Department of Education for students with Developmental Cognitive Disabilities, with a focus on alternate assessment, standards-based instruction, PBIS and Active Implementation.

Gayl Bowser Gayl Bowser, M.S, currently works

as an independent consultant and is an adjunct faculty member for the Wyoming Institute for Disabilities (WIND) at the University of Wyoming. Her work focuses on the creation of service systems that encourage the integration of technology into educational programs for students with disabilities.

Gena PavekGena Pavek has worked as a Speech and

Language Pathologist for the Minneapolis Public Schools for the last 16 years. My focus has been primarily on working with students with Autism, with specific focus on increasing social language skills. Prior to Minneapolis I worked in a public school in Florida for five years. I am originally from Canada. I currently work at Lake Nokomis Community School-Wenonah campus with students in Kindergarten up to second grade. Over the last nine years I have developed a structured social language group called “Lunch Bunch”. I am always looking for new evidence based practices to enhance and expand my program to allow the greatest amount of inclusion.

Jamie PatrickJamie Patrick is a Special Education

Supervisor for Zumbro Education District. Transition 2 Success was started seven years ago when Jamie and one para greeted five students. Today the program serves as many as 20 students a year. Jamie is an active member in MN CEC, currently as the President Elect.

Jan PerskeJan Perske has been teaching in the

field of special education for 35 years, including seven years in Germany. She has taught students with cognitive disabilities, learning disabilities and autism spectrum disorders. She received her Master’s Degree in Education in 1995 from St. Mary’s University. I have been a part of District 742’s AEM initiative for the past two years.

Janet PetersJanet Peters has 20 years of experience

and knowledge in the area of technology for people with disabilities. She has worked extensively with transition teams and higher education institutions to improve service delivery of assistive technology. She is the creator and developer of Punch-In, a self-directed employment resource for young adults with disabilities. Janet also co-directs, with the Southwest ADA Center, the Quality Indicators for Assistive Technology in Post Secondary (QIAT-PS) project which provides tools and training for students and campuses to improve assistive technology service delivery.

Jay FehrmanJay Fehrman has been a Principal/

Manager of Deaf/Hard of Hearing and Blind/Visually Impaired Services at Northeast Metro 916 for the past seven years. Prior to becoming and administrator, Jay has worked as an itinerant DHH teacher in the Rochester, MN area for four years and as a centerbased Teacher for Deaf/Hard of Hearing at Coon Rapids High School for 10 years. He is passionate about ensuring that all students with low incidence disabilities have access to high quality education.

Jeff BookerJeff Booker is a Curricular Support

Teacher with Northeast Metro 916, working with K-8 students. He attended Literacy Camp with Drs. David Koppenhaver and Karen Erickson for two years, where he was exposed to the Four Blocks Model. He grew up in Massachusetts and has lived in Minnesota for the last six years.

Jen MaixnerJen Maixner has been teaching in East

Grand Forks since 2000. I received my B.S. in Elementary Education from Dickinson State University and later received my Master’s Degree from St. Thomas University in Curriculum and Instruction. I love first grade!! I feel privileged to be part of many childrens’ learning successes. I love watching children become independent readers, writers and problem solvers. I believe it takes a team to help children succeed. With that being said, I encourage and foster communication between home and school. I’ve been blessed with some pretty amazing families and kiddos here in East Grand Forks. In addition to teaching, I enjoy spending time with my husband, Pat, and two children. We are fortunate to have a very large extended family in which we enjoy making memories together going to the lake, watching sporting events and just being together. My Dad gave me a love for good dirt track racing as well. You can contact me at jmaixner@egf.k12.mn.us.

Jennie PolsonJennie Polson is the physical and

health disabilities consultant and assistive technology coordinator for Rochester Public Schools.

Presenters

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PresentersJessica Metke

Jessica Metke is a Special Education District Program Facilitator in Minneapolis Public Schools. She has developed, in collaboration with colleagues, several in-service workshops for teachers to ensure access to Free Appropriate Public Education for ALL. Jessica is passionate about successful transition into adulthood for students with disabilities.

Joan Breslin LarsonJoan Breslin Larson, M.Ed. Joan is the

supervisor for low incidence disabilities at the Minnesota Department of Education. She has worked in AT for over 20 years as an independent consultant, in a school setting and at the state education agency. She lives in Minnesota, and is the parent of three adult children, one of whom had an IEP.

Joe SchulteJoe Schulte is in his second year as an

Instructional Technology Specialist at Sartell High School. Sartell went 1-1 with full access Macbook airs two years ago, and at that time Schulte transferred position from 13 years of classroom experiences as a Technology Education teacher into a new position for the district. He works directly with SPED teachers in the high school setting.

John AchrazoglouJohn Achrazoglou is the Chief

Information and Technology Officer in the College of Education at the University of Iowa. John has worked at the University of Iowa for over 30 years, teaching about technology and accessibility to College of Education, university, state, and national audiences. John is currently the primary instructor for ePortfolio Production, Technology in the Classroom, and Tools and Utilities for Online Teaching.

Jon KragnessDr. Jon Kragness brings 20 years of

experience working in higher education and is currently the Director of Disability Services for Minnesota State Community and Technical College (M State). Working with students with disabilities that are entering college has provided a strong understanding of what works and what doesn’t amid a changing landscape. With a commitment to service, Dr. Kragness also serves and has served on a number of local, regional, and state organizations that serve persons with disabilities in positions ranging from the Board of Directors, committees, and advisory groups including 10 years of past service to The Minnesota Assistive Technology Advisory Council (2 years as Chair). He has also published and presented research on education for students with disabilities, most recently in Oklahoma City 2015 at the AAACE conference.

Joy Smiley ZabalaJoy Smiley Zabala, Ed.D., ATP, is a

general and special educator who has worked with students, families, education agencies, and others across the USA and abroad for more than 25 years to expand the use of assistive technology to increase the communication, participation and productivity of people with disabilities. She is the developer of the SETT Framework (http://www.joyzabala.com/). Joy is the Director of Technical Assistance for CAST and the National Center on Accessible Instructional Materials (http://aim.cast.org).

Julie KentJulie Kent is a graduate of the University

of Minnesota-Twin Cities with a Masters of Education and Social Studies license. In addition, she received her special education licenses in Emotional or Behavioral Disorders and Specific Learning Disabilities from Concordia University, St. Paul. Currently, Julie is working on her educational leadership license at Minnesota State University, Mankato. Julie is currently working at West Education Center as a special education teacher and PBIS coach. This past year, Julie expanded her PBIS coaching role and is working at Epsilon, which is housed at Hennepin County Home School. Both schools are a part of Intermediate School District 287 which specializes working with exceptional students.

Kathy HealyKathy Healy is a District Program

Facilitator in Special Education from Minneapolis Public Schools, where she has worked for 17 years. She has presented and coached teachers and para-professionals on the use of Evidenced Based Practices to improve student outcomes. Kathy also teaches and coordinates the Developmental Adapted Physical Education program at the University of Minnesota.

Kayna PlaistedKayna Plaisted is an Instructional Coach

at Northeast Metro 916 servicing students in elementary and middle school. After attending three different week long literacy camps, hosted by Drs. Karen Erickson and David Koppenhaver, she feels with the right strategies in place, any student can become a literate individual.

Kelly CarlsonKelly Carlson has been a Speech

Language Pathologist in the Osseo School District for six years; the last three years have been as an AAC Consultant working with secondary schools. She is currently participating in Year 2 of the Minnesota Department of Education AT Teams Project with the Osseo team.

Kelly FonnerKelly Fonner is a self-employed

consultant in assistive and educational technology. She is a Special Educator and has a Masters in Educational Technology with emphasis in Rehabilitation/Special Education. Since 1986 she has presented to schools, universities & families in 48 states & internationally on augmentative communication, computer access & electronic literacy. She is a PODD certified presenter.

Kevin AndersonKevin Anderson, PhD, OTR is an

occupational therapist and special education teacher who has worked in the education field for over 25 years. Dr. Anderson provides direct OT services as well as consultation in the areas of assistive technology and physical impairments. As an adjunct professor of special education specializing in multiple and physical disabilities, he has taught coursework and conducted research in the areas of participation and physical disabilities.

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PresentersKim Hovey

Kim Hovey is a licensed DCD and EBD teacher. Having worked in the Transition 2 Success program for 6 years, she is currently the lead teacher in the program. She is extremely creative and dedicated to student success post graduation.

Kristin Oien Kristin Oien is the Minnesota

Department of Education State Specialist for the Blind and Visually Impaired. She is responsible for providing support, training and technical assistance to teachers of the blind / visually impaired (TBVI), certified orientation and mobility specialists (COMS), and other stakeholders providing service to students with disabilities and their families.

Kristine DooleyKristine Dooley has been an

Occupational Therapist in the Osseo School District for 15 years; the last 7 years have been as the Assistive Technology Consultant for the district. She is currently participating in Year 2 of the Minnesota Department of Education AT Teams Project with the Osseo team.

Kursten DubbelsKursten Dubbels is the assistive

technology(AT)and Universal Design for Learning (UDL) Specialist at the Minnesota Department of Education (MDE) Special Education Division. In addition she coordinates staff development activities to build local capacity of educators to implement multiple initiatives to strengthen efforts toward a more inclusive educational experience through the AT Teams, UDL Cadre and Mentor projects for the Department.

Lea YagerLea Yager is an ECSE teacher in the

Anoka Hennepin School District. She currently serves the role of Developmental Delay Consultant for students in the Kindergarten and 1st grade settings as well as providing service to students in the Kindergarten Preschool Readiness Program. Previous to her consulting positions, Lea was a 3-5 centerbase teacher and provided AT support for the ECSE program.

Linda PottsLinda Potts has worked as an OT and

AT Specialist with Inver Grove Heights Schools for over 20 years, and holds RESNA Assistive Technology Practitioner Certification. She has a Master’s in Educational Technology with an emphasis on Assistive Technology. Linda has conducted a variety of workshops in Minnesota and served on national RESNA committees.

Lisa Jeffrey BrownLisa Jeffrey Brown has been working

in the public schools for the Area Special Education Cooperative for more than 15 years. She has a Bachelor of Science in Occupational Therapy and a Masters in Industrial Technology with an emphasis in Assistive Technology. Lisa works with students birth to 21 providing consultation to families, students, teachers, paraprofessionals, and administration. Providing adaptations and accommodations that relate directly to the individual’s routine to allow them maximal independence and academic success is her goal. Lisa has been participating in the State’s UDL Project both as a participant and now as a mentor.

Lisa RistLisa Rist has been a DCD teacher for the

moderate to severe population for many years. She focuses on providing explicit instruction that ties to the curriculum while implementing the student’s communication systems. Always energetic, she is an integral member of the ACCESS Team model.

Lois BeckLois Beck is a member of the SPPS

Assistive Technology Team and is a licensed occupational therapist. She is also the lead resource for SPPS PT, OT, PI, Music, DAPE educators and is the TBI Resource for St. Paul Public Schools. She provides AT support for students with writing, organization and self-regulation needs.

Loralee BaileyLoralee Bailey is a Teacher for the

Blind/VI and an Assistive Technology professional for the Rosemount/ Apple Valley/ Eagan School District 196, teaching students with vision loss for 32 years, and currently as a teacher on special assignment with a specific focus on assistive technology for the past 10 years.

Lori MjonesLori Mjones is a kindergarten teacher

at Glyndon-Felton Elementary where she inspires her students to do their best every day. She practices hands on learning with her students to help them achieve their personal best. Lori is a veteran teacher with 34 years of experience. She still loves her job and watching her students grow and develop into young authors.

Lori WarnerLori Warner is an Occupational

Therapist/Assistive Technology Consultant Serving Faribault and Northfield School Districts.

MariBeth PlankersMariBeth Plankers is a Clinical

Supervisor and Adjunct Professor at Minnesota State University Moorhead in Moorhead, Minnesota. She is the Faciltator of the Regional Assistive Technology Center at the University, which is a lending library of Universal Design for Learning and Assistive Technology tools. MariBeth practices and teaches Speech-Language Pathology in the areas of autism spectrum disorders, augmentative alternative communication, assistive technology and telepractice at Minnesota State University Moorhead.

Mary Baumann-SpoonerMary Baumann-Spooner has been a

speech/language pathologist since 1996 working mostly with students that have moderate to severe communication impairments. She was the Assistive Technology Facilitator for the Elk River School District for several years before switching to the St. Cloud School District to work strictly with students using AAC systems. She has served on the Region 5 & 7 Assistive Technology Committee and MDE AT Leadership Team. Currently her focus is on helping students, school staff and families in ISD742 implement communication systems.

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PresentersMary (Peterson) Callister

Mary (Peterson) Callister has been a presenter at Charting the C’s for 20 years. She has presented at Charting the C’s and ATIA in the past. Her role in the school districts have been as an Assistive Technology Specialist, Teacher for the Physically Impaired, and DCD teacher. She currently works for ISD 917 as a DCD teacher at Henry Sibley HS in Mendota Heights and is a member of the ISD 917 AT Committee.

Megan PetersonMegan Peterson is the Technology

Integration Coordinator at Lakes Country Service Cooperative in Fergus Falls.

Michele GlynnMichele Glynn, M.A. is a special

education teacher for students with ASD in the Minneapolis Public Schools. She has worked for over 25 years as a special education teacher for children with developmental disabilities including Autism Spectrum Disorder. She has presented nationally and has consistently received excellent feedback for her practical and inspirational ideas in the area of educating students with autism!

Mindy PazenMindy Pazen is a speech clinician

and technology specialist for the ECSE program with the Anoka Hennepin School District. Currently she provides speech services for students in the Early Intervention B-3 program and provides Assistive Technology support for students and staff for the entire ECSE program.

Mindy SchroederMindy Schroeder is a School

Psychologist and Autism Resource Specialist for the Zumbro Education District. She works supporting teams within seven member districts to help students learn and function.

Monica CapraMonica Capra is a Physical/Health

Disabilities Teacher & AT Consultant.

Monica ThompsonMonica Thompson is a Technology

Integration Specialist at Lakes Country Service Cooperative in Fergus Falls.

Pam MoeningPam Moening has a Master’s and Post-

Professional Doctorate of Occupational Therapy with an emphasis in pediatrics and a capstone project focusing on Universal Design for Learning. She has been involved with assistive technology for over 10 years and has a passion for making school curriculum accessible for all students. She is currently working with the AEM team to continue the process of integrating equipment/ software for students who struggle with reading and writing. She is a member of Regions 5/7 Assistive Technology Committee and the Minnesota Assistive Technology Leadership Team.

Patricia BahrPatricia Bahr, MSE, RET, has worked at

The University of Iowa since November 2014. Before coming to the U of Iowa, she worked at Gillette Children’s Specialty Healthcare for 24 years. Patti’s experience includes work with augmentative/alternative communication, computer access, and technology for learning. Currently she teaches pre-service teachers, in service teachers, and school personnel about technology for use in the classroom. Her engineering degrees are from the University of Iowa. Patti is treasurer of the Rehabilitation Engineering and Assistive Technology Society of North America (RESNA).

Penny ReedDr. Penny Reed has been a teacher,

consultant and administrator in the field of special education. She regularly provides consultation and training on a variety of topics related to assistive technology with a special focus on helping school districts improve their delivery of AT services. She is the author of numerous publications about AT services.

Rachal BeckerRachal Becker has been with the

transition program since it started in 2009. For six years she worked as a para professional, moving into a teaching roll this year. Rachal is an integral part of the program, as she knows how to creatively program for a variety of student needs.

Rachel A. HemkeRachel A. Hemke, MS, CCC-SLP

~ Rachel has been working a Speech-Language Pathologist and Augmentative and Alternative Communication Specialist in the Robbinsdale School district for the past 12 years. She has experience working with a variety of students extending from birth through the secondary level and especially enjoys working in the center-based classrooms. Some of the favorite parts of her job are being able to use her creativity to engage all learners, building relationships with the families and students, and working and learning from a great group of professionals.

Rebecca TetlieRebecca Tetlie is a member of the

SPPS Assistive Technology Team and is a licensed speech pathologist. She provides AT support for students in communication and literacy needs.

Scott MarfiliusScott Marfilius is a consultant in assistive

and educational technology. He works with individuals with disabilities implementing assistive technology at various levels. His teaching certifications are in Early Childhood Handicap, Cognitive Disabilities, Emotional Disabilities, and Learning Disabilities. His MA.Ed is in Curriculum and Instruction.

Sheila Koenig Sheila Koenig is the state-wide

Transition Coordinator at State Services for the Blind (SSB). Prior to her role at SSB, she taught 9th grade English in Edina for 15 years. As Transition Coordinator, she develops and implements programs that help students develop independent living and college/job readiness skills. She believes that having high expectations is the cornerstone of success.

Sue BenolkenSue Benolken has provided leadership

to local communities as they work on developing successful implementation of the Coordinated Interagency System, ages birth to 21. She has over 30 years experience working for children with disabilities and their families. She has worked in the area of education and social services and interagency work at both regional and state levels. She is a system change agent skilled in the areas of policy analysis, state and community planning, negotiation, and communication.

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Suzie FeiertagSuzie Feiertag, MS CCC SLP

has 12 years of experience in the educational setting. She is a proponent of interdisciplinary implementation of communication services to promote generalization across environments. Suzie has experience with students of all ages and various disabilities and also has clinical experience in a hospital setting.

Tami HellewellTami Hellewell is an Occupational

Therapist who has worked with children for over 12 years area for the Southwest/West Central Service Cooperative. The service cooperative provides specialized services to 17 school district in the Southwestern Minnesota area. Tami is passionate about bringing fun and utilizing a multi-sensory approach into her therapy to help children be more successful with their daily academics.

Teresa Glass Teresa Glass is an occupational therapist

with St. Paul Public Schools primarily serving in middle and high schools. She is also a member of the district assistive technology team.

Presenters

Your lodging form for this event is located online at: www.lcsc.org, then [Programs & Services], then [Charting the Cs Information Center]. You will need to print and mail or fax the lodging form to the Arrowwood Resort and Conference Center to complete your lodging arrangements. No phone reservations accepted.Arrowwood’s contact information: Phone: (320) 762-1124 • Fax: (320) 762-0133 • Email: resort@arrowwoodresort.com

Click here for interactive driving directions to the Arrowwood Resort & Conference Center (powered by Google).

From Minneapolis/St. Paul Area (Click here for driving directions powered by Google): I-494 West to I-94 West. Follow I-94 to the Alexandria exit #103. Take a right onto hwy 29 North. Follow 29 North through downtown Alexandria. Turn left onto county road 82. Follow for .7 of a mile. Turn right at the stoplights onto county road 22 (between Magellan gas tanks). Stay on 22 for 2.3 miles. Turn right onto county road 104. Arrowwood Lane is .4 of a mile. Alternate Directions from Minneapolis Area: (This is a faster route to the Resort, as it avoids the town of Alexandria). I-494 West to I-94 West. Follow I-94 to Exit #100, 2 miles past Alexandria Exit. Proceed on County Road 45, straight ahead at exit. Follow 45 approximately 3 miles to 82. Right on 82 approximately .5 miles to 22. Note: 22 is marked by an oil tank farm and stoplights; 22 runs through the rows of tanks. Left on 22. Follow 22 to Arrowwood Drive. Right on Arrowwood Drive. From Fargo/Moorhead (Click here for driving directions powered by Google): Take exit #100 off I-94. Take a left onto hwy 27 follow to the junction of county road 45. Take a left onto county road 45 following it to county road 82. Take a right onto county road 82. Take a left at the stoplights onto county road 22 (between the Magellan tanks). Follow 22 for 2.3 miles. Turn right onto county road 104. Arrowwood Lane is .4 mile.

Conference Lodging / Location / Directions

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