We are looking for special education teachers, AEA & university personnel who would like to present at the upcoming DCDT Conference in Cedar Rapids in October, 2018.
You are invited to submit a proposal to present at DCDT’s 2018 International Conference, “River of Dreams” in Cedar Rapids, Iowa!
- Deadline for Submission: April 23, 2018 at 11:00 pm
- Decision Date: June 30, 2018
- Link for Submission: https://tinyurl.com/2018DCDTProposal
You will need to create a log-in. If you submitted a proposal last year, you will need to create a new log-in. Once the proposal is submitted, you will receive a confirmation email and a link to review your proposal for any changes before it is reviewed.
Let’s show them all the great ways we are doing transition in Iowa!
Special Education Summer Symposium
Register at: https://spedsymposium2018.eventbrite.com
Featured Plenary Speakers (scheduled)
Strand Topics and Highlights
Family Engagement – “The Power of Relationships”
Presentations will focus on research of, strategies for, and personal experiences with family-school relationships. Content includes relationship-based approaches to family engagement, “The Dance of Partnership” by Janice Fialka, and the global journey of Chris Ulmer, a former special education teacher who travels the world interviewing people who are neuro-diverse in an effort to demonstrate the benefits of inclusion.
Secondary Transition – “Making Connections to Employment”
Presentations will focus on the continuum of services and partnerships to enhance student preparation for post secondary employment. Content includes From High School to College: Steps to Success for Students with Disabilities featuring author Elizabeth C. Hamblet, recent legal cases presented by ISU’s Dr. Angela Prince, collaborating with partners enriches opportunities for students, WIOA opens doors, and strategies for the classroom.
Significant Disabilities – “Ensuring Conditions for High Quality Specially Designed Language and Literacy Instruction”
Presentations will focus on the use of research evidenced-based language and literacy instruction aligned to the Iowa Core Essential Elements. Content includes implementation of Core Vocabulary featuring Dr. Karen Erickson, whose research is focused on communication, literacy, and academic instruction and assessment for students with significant disabilities. Grant participants of the Significant Disabilities strand will also share their experiences and the system structures they have built to support implementation of Iowa’s Specially Designed Instruction Framework.
Leadership – “Strengthening Teams and Elevating Performance Through Intentional Leadership”
Sessions in this strand will be geared toward teacher-leaders and administrators. Dan Rockwell, also known as the Leadership Freak will facilitate an interactive session focused on maximizing the return on your energy as a leader. He will share fresh ideas and strategies around accountability, feedback and positive culture. A few other highlights in the Leadership strand will include a 2 part “Hot Topics” legal panel featuring Thomas Mayes and Miriam Van Heukelem, a Parent/School panel talking about Chapter 103b,a Coaching Workshop and a session on “Graduation Guidance” to support IEP teams in preparing students for post-school success.
K-12 Literacy – “High-Leverage Instructional Practices”
Sessions will focus on high-leverage instructional practices that fuel effective and efficient classroom interaction and student outcomes for persistently struggling readers. Dr. Denise DeCoste will facilitate a panel discussion on how to use the Protocol for Accommodations in Reading (PAR/uPAR) and provide both basic and advanced sessions on The DeCoste Writing Protocol. Other featured sessions include those by Linda Farrell (author and teacher, Readsters) and Wendy Robinson (Heartland Director of Instructional Services, SLP, dyslexia expert).
The Early Childhood strand will include national experts Dr. Rosemarie Allen, Dr. Kristie Pretti-Frontczak, Larry Edelman, Mollie Romano, and Kat Cripe. Topics will include using technology in Early Intervention, Preschool Suspension and Expulsion, Torsh Talent, Family Guided Routines Based Intervention, and assessment in early childhood. Additionally, come learn from Iowa teachers about their experiences implementing the LEAP preschool model for children with ASD as well as hearing from participants in our work on high-quality Specially Designed Instruction through implementation of the DEC Recommended Practices.
The Behavior strand will address interventions when students exhibit problematic behaviors that interfere with their learning and/or social relationships. Several sessions will include interventions for students diagnosed with mental illness (e.g., Anxiety, Depression) who display problematic behaviors by accounting for the function of behavior and providing skill development based in various therapies (i.e., Dialectical Behavior Therapy, Cognitive Behavior Therapy, Mindfulness practices, and Acceptance and Commitment Therapy). Michigan’s Peer to Peer program will be introduced in sessions as a method to improve outcomes for students with autism spectrum disorder (ASD), students who are at-risk, and students having academic and behavior concerns. Although the Peer to Peer program was designed for students with ASD to improve their engagement in the school community and to teach social and problem solving skills, outcomes were identified for students who served as the LINKS for the student with ASD to the school community. Specifically, decreased behavioral referrals, improved grades, and improved attendance were seen by students who were identified as at-risk and having academic and behavioral concerns.
The price is right… there is NO REGISTRATION FEE to attend, but you must fill out the registration form above to reserve your spot! Hope to see you there!
As you know, helping our children/students to continually improve their self-advocacy skills is vitally important. If you are looking for a simple tool to help, please go to An Educational Journey from Self-Discovery to Advocacy. This handbook was revised by the Connecticut Parent Advocacy Center, Inc. (CPAC) in partnership with the Connecticut State Department of Education, Bureau of Special Education, and Transition Consulting, LLC. Funding was provided by the Connecticut Bureau of Rehabilitation Services.
- Chapter 1 – Disability Awareness
- Chapter 2 – Learning to Self-Advocate
- Chapter 3 – Transition: Career Planning and Community Connections
- Chapter 4- Participating in Planning and Placement Team (PPT) Meetings
- Chapter 5- Resources
Chapter 2 – Learning to Self-Advocate has some very user friendly ideas that can be easily used in the classroom. Know that you can use any or all of these pages as a stand-alone item or done as the entire chapter.
Please remember to continually encourage your students to learn to speak up for themselves, as this will be a skill that will help them be as successful as they can be throughout their lives.
Below is a link to an article from the New York Times by Cammie McGovern from Aug. 31st. It is an EXCELLENT example of the perspective we need to keep as we are working with students with various disabilities. It is the perfect reminder that transition planning truly needs to be student-focused!
Read the entire article HERE
Have a great year, and remember, our whole purpose is to help students become as independent and successful as possible by the time they graduate! So, may we truly listen to them and follow their lead, focused on potential possibilities!
Below is an article from the University of Iowa Center for Disabilities and Development spring newsletter. It has some great information on waiver services in Iowa, as well as, some helpful links. Just wanted to share this. Also, if you want to receive this newsletter via email, send your name and email address to: CenterLines@uiowa.edu
The following excerpt, The Role of the Paraeducator – Job Coach is taken from the School-Based Job Coach Training Manual, which was created by the Nebraska Department of Education – Job Coach Technical Assistance Guide.
It is a basic overview of several components, including: the role of the paraeducator, the code of ethics, the role of the Job Coach, Job Coach Responsibilities, What is Task Analysis, and What is Job Training.
As schools work to increase the vocational skills of their students, especially in the junior/senior years of high school, it is more important to make sure our paraeducators have a strong understanding of the differences between being a classroom paraprofessional and that of a job coach, if they are serving dual roles.
It is critical that the job coach/paraprofessional understand how to do a task analysis of the job(s) that the student is assigned to do, and then to monitor the student’s progress at increasing their time on those tasks. The job coach paraprofessional also needs to do a weekly evaluation of the student’s improvement of skills. Most importantly, the job coach must fade the support that they have been providing as the student masters the job skills to ensure that they become as independent as possible at the job site.
There are a wide variety of evaluation forms that can be used, and may need to be developed in relationship to the specific job. Some examples include:
This information can also be found under the RESOURCES tab: Job Coach Resources
As more information is released, we will keep you updated!