Breakout sessions

Wednesday, November 7, 2018
3:45 pm - 5:00 pm

ED Made EZ,
Isaac Tarbell, Supervisor, Psychological Services, Pittsburgh Public Schools 
Overview of assessment for intervention relevant to Emotional Disturbance. Evidence-based practices for assessment and intervention. Applications of Section 504 / Chapter 15 and access to school-based behavioral health and IDEA / Chapter 14 focusing on need for specially designed instruction. 
Using Google Tools to Promote Conceptual Understanding in the Elementary Mathematics Classroom, Dr. Josh Hoyt, Program Administrator, Berks County IUHow to integrate Google Drawing, Google Docs, and Google Sheets in the elementary classroom in order to promote a culture of conceptual understanding and collaborative problem solving.
Changing Definition of Giftedness, Tanya Morret, Training and Consultation Coordinator, Lincoln IU 12Despite the fact that Chapter 16's multiple criteria has not changed since 2000, much of what we know about giftedness has continued to evolve. Join me to review a brief session on the history of how giftedness is defined in the research (including IQ), as well as a thorough discussion of the multiple criteria that are considered when determining eligibility.
With Love: Promote a Stronger School Climate with Infusions of Genuine Empathy
Carissa Noel (Assistant Program Administrator, Office of Professional Development & Curriculum at Berks County IU) and Karen Madeira (Licensed Professional Counselor)
In our school missions, we proclaim to support inclusivity and acceptance for all, but does staff and student behavior reflect this promise? Bob Marley was on to something when he suggested that with “one love and one heart,” we could “get together and feel alright.” In this session, we will dig into what can happen when a school culture makes empathy a priority. We will also explore questions around how to shift staff and student mindsets about compassion, understanding, and unity. Participants will walk away with low-effort, high-impact ideas and strategies that will make a tremendous difference in the feeling and vision of their schools and organizations.
Motivating And Managing Hard To Reach, Uninterested And Disruptive Students,
Brian Mendler, Author & Educator
From the co-author of Discipline with Dignity 4th Edition and That One Kid, Brian Mendler shows educators how to inspire motivation for learning and behaving among difficult to reach students. Problems with motivation are usually seen among students who misbehave. We will explore the specifics that lead students to become unmotivated and most importantly, effective methods that help them make better choices. Receive dozens of high impact instructional strategies to help motivate at risk youth. We will explore the reasons why kids misbehave and share effective and appropriate consequences. Learn to defuse any student, at any time, in any situation. You will leave this session with not only the strategies, but also the belief that you can and will be successful with any student in your class! 
Building Capacity In The Districts We Serve,
Carolyn Wilson-Reilly, MS DCIU School Counselor
This workshop will be a presentation of the various support services our department offers to the districts we serve. Under the Supervision of Tracey Wise, our department has grown considerably. We not only provide School Counseling and Psychological Services through Act 89 and Title I, we also provide support and collaboration in many ways. The DCIU acts as liaison between all districts with our PLC (Professional Learning Communities) for School Psychologists, Counselors, and Social Workers. We also support a County Wide Crisis and Response Team. Our department collaborates with experts in many varied fields related to our disciplines and creates professional development opportunities as a result.

Thursday, November 8, 2018

10:30 am - 11:45 am

Using PVAAS to Enhance Gifted Education,
Charles Trovato, Program Administrator, Berks County IU
Have you ever looked your PVAAS launchpad and wondered: how can I ever grow my highest achieving students? Are you looking for other ways to inform your instruction and support of the highest-level learners in your classroom who may or may not have a legal GIEP? Join us for this informative session on how to enhance gifted education with PVAAS!! In this session, participants will engage with various reports found within PVAAS to help make instructional decisions to best support their highest achieving students, including those with GIEPs, they are rostering. Participants will also engage in discussion around how to be support the general education teacher with this data. The following topics will be addressed throughout this session: Why Do I Use PVAAS? / Benefits to Students with Higher Achievement, Growth and High Achieving Learners, PVAAS Projection Reports and for Planning for Gifted Services, Overview of New Reports (CSS and GSG), Scenario Questions / Action Planning / Next Steps
Positive Supports and Effective Programming for Emotional Support Students,
Kelly McElrath, Heather Karmazin, and Shannon Kroemmelbein, Bucks County IU 22
The workshop will illustrate the evolution of a positive behavior supports program in a center-based program for students with emotional supports. The workshop will highlight program characteristics to include academic, mental health / social-emotional, and behavioral support strategies effective in teaching alternative repertoires and in reducing reliance on restraint, staff absences, and staff and student injuries.

What should I see in the K-6 Math Classroom?
Dr. Josh Hoyt, Program Administrator, Berks County IU
This workshop will consist of conceptual mathematics topics for administrators and instructional coaches in order to provide support and instructional feedback to elementary teachers. Vocabulary, Algorithms, Use of Manipulatives, Teaching Strategies, and Problem Solving will be modeled and discussed.
Trauma Informed Schools,
Nicole Baker LPC,BCBA, IU-20 Resolve Behavioral Health and Kory Kutzler Supervisor of Special Education, Colonial IU 20
FACT: One out of every four children attending school has been exposed to a traumatic event that can affect learning and/or behavior. —NCTSN Child Trauma Toolkit for Educators. Becoming a trauma-informed school requires a tiered approach established through relationships with clear behavior expectations for everyone, transparent communication, and sensitivity to the feelings and emotions of others. During the presentation you will learn about Adverse Childhood Experiences, the three tiered approach to trauma sensitive schools and how relationships are the key to resilient school communities when faced with traumatic experiences.
Mindfulness: Theory and Application, R
Ron Prator, Ph.D., LPC, BCBA
Mindfulness is a practice rooted in tradition and supported by modern science. Mindfulness can assist a person in interpreting the world more clearly, regulating our emotional responses, deepening connections and relationships, and in promoting focus and creativity. All of these benefits are important for educators who want to remain vital and healthy. Additionally, these benefits are important to students as part of their social-emotional learning. This workshop will discuss some of the history of mindful practices, discuss the neuroscience supporting this practice, discuss ways to develop a personal practice, and identify available resources.
Using Classroom Diagnostic Tools (CDTs) To Grow All Students,
Dan Richards, Director, Office of Professional Development and Curriculum, Berks County IU; Dr. Carrie Soliday, Professional Development Specialist, Lincoln IU; and Brian Stamford, Curriculum & Instruction Coordinator, Allegheny IU
Multiple measures of data, including the Classroom Diagnostic Tool, can illuminate student strengths and areas of need in core content areas. In this session, the CDT Core Team will model the process and lead group discussions for using the CDT to identify key data and trends to drive individual, small group, and whole class instruction. Based on the data, differentiated instruction can be planned for all students and specifically meet the needs of IEP and GIEP students.

Thursday, November 8
2:00 pm - 3:15 pm

LEADing and SOARing at Tier 1: Implementation of School-Wide Positive Behavior Interventions and Supports at the Intermediate Unit 1 Campus Schools,
Dr. Kristin Szewczyk, Principal/Supervisor of Special Education, IU1 Campus at Waynesburg; and Mr. Sean Van Eman, Principal, IU1 Campus at Colonial
The workshop will review the success of the implementation of Tier 1 School-Wide Positive Behavior Interventions and Supports (SWPBIS) at the Intermediate Unit 1 Campus Schools at Colonial and Waynesburg. The goal of SWPBIS is to expand the capacity of the teachers and staff to reduce the challenging behaviors of our students, as evidenced by a decline in incident reports, suspensions, citations, and referrals to law enforcement. The workshop will review the implementation process, pre- and post-SWIS data, student and staff incentives, and other positive behavior interventions.
STEM Education: Differentiating for High-Ability Learners,
Charles Trovato, Program Administrator, Berks County IU
Equity in STEM education is at the forefront of district conversations and Pennsylvania's ESSA plan. Through equitable access to quality STEM education, educators are called to continue differentiating for the population of students they serve. Our gifted, talented, and high-ability learners are no exception. During this session, participants will be given tools to effectively implement quality curricula related to STEM while providing enrichment opportunities through the curriculum for these learners. Participants will also learn about designing and implementing quality programming for these students within any district's STEM initiative and engage in discussions of best practices for delivering STEM education.
Remote Consultation in ABA Preschool Classrooms: Effectiveness and Perceptions,
Elizabeth Willis, Speech and Language Therapist, Chester County Intermediate Unit and Courtney Devlin, Speech and Language Therapist, Chester County Intermediate Unit
This workshop will discuss the results of a pilot program that provided remote consultation on Applied Behavior Analytic Strategies to preschool Autism Support classrooms within the Chester County Intermediate Unit. The discussion will begin with a description of the evolution from face-to-face consultation to a hybrid approach involving remote consultation. The focus of the presentation will be to share the outcomes of this pilot program, specifically the effectiveness and perceptions of remote consultation provided by 3 part-time internal coaches to 10 speech and language therapists. Implications for future applications of remote consultation and remote service delivery will be discussed.
Enhancing SWPBIS Program through Trauma Sensitive Approaches, Community Partnerships and Mindfulness Practices,
Dr. Molly M Flood, Supervisor of Special Education, Carbon Lehigh IU 21 & Dr. Lisa Schumacher, Assistant Director of Special Programs & Services, Carbon Lehigh IU 21
Mindfulness and trauma-sensitive approaches delivered through an Interconnected Systems Framework in collaboration with community partners, to decrease disparity, office discipline referrals, bullying, and violent behavior for high-risk students.
A Walk in Their Shoes: A Deeper Understanding of Homeless and Foster Care Youth,
Kristen Hoffa, Regional Coordinator Pennsylvania's Education for Children and Youth Experiencing Homelessness Pennsylvania's Educational Stability for Foster Care Youth, Berks County IU
Students experiencing homelessness and students in foster care face significant barriers to their education. Faced with the same challenging circumstances, what path would you choose? Through an interactive simulation, participants in this session will gain a deeper understanding of the challenges faced by students experiencing homelessness and students in foster care. Participants will review current academic statistics and examine strategies that schools can use to provide effective support.
Assessment and Intervention of School Avoidant Behavior, Dustin Polis Ph. D. BCBA-D, Supervisor Advanced Clinical Services CCIUSchool avoidant behavior impacts the student, family, and school across multiple areas including social and academic. The purpose of this workshop is to review the assessment and intervention process designed by the CCIU. The components of the assessment include a psychological assessment and functional behavioral assessment. The group will discuss common strategies placed within the treatment plan for the family, student, and school. The workshop will review how mental health needs are supported with a mental health specialist who works with the student in the home each morning to assist with implementation of the plan and getting the student to school. Finally the presentation will cover the lessons learned in providing this level of assessment and intervention for school avoidant behavior.

Thursday, November 8
3:45 pm - 5:00 pm

Operationalizing Enrichment and Acceleration,
Tanya Morret,
Training and Consultation Coordinator, Lincoln IU 12
Just what do we mean by enrichment and/or acceleration. Should we be able to distinguish between the two, or are they really one in the same. How are they examples of specially designed instruction - or not? Participants will work with scenarios to determine if the instruction provided meets the definition of specially designed instruction, as well as have a change to ask questions and view curricular materials that will help districts continue to make those decisions.
Developing a Protocol for Resolving School-Based Conflicts Us and Them: Conflict or Collaboration,
Steve Simms, Ph.D, Philadelphia Child and Family Therapy Training Center, Sarah McKinnon, Ed.D., BCBA, CIU 20 Coordinator of Autistic Support Ron Prator, Ph.D, LPC, BCBA, CIU 20 Clinical Supervisor Resolve Services, Ken Smith, LPC, BCBA, CIU 20 Clinical Supervisor BHRS/ABA Services
Educators working with children demonstrating persistent challenging behaviors along with families experiencing significant life stressors often results in conflict and costly impasses. This workshop will help school-based teams develop a protocol for navigating these standoffs. The protocol begins with LEAP: Listen-Empathize-Agree- Partner. This empirically supported technique along with strategies related to family systems theory and reframing, helps build common ground when people are at odds. By sidestepping repeated exchanges of blame and defensiveness, LEAP and reframing inspires caregivers to open the door for collaborative partnerships. Case examples and role plays will illustrate this approach, audience participation is utilized during the role play process. Dr. Simms, a trainer in Family Systems Theory, assists the role playing team, made up of education professionals, in their navigation of this complex topic.
Engaging Families in Rural Communities,
Hope Warner, Supervisor of Special Education, Kelly Opatt, Kirsten Wolfe, and Nicole DeArmitt, Riverview Intermediate Unit 6
Forty years of research indicates that family engagement is a vital component of educational success. However, maximizing family involvement can present unique challenges, particularly within a rural community. This presentation will explore the unique strengths and needs of a rural educational community and highlight ways that IU6 has encouraged family involvement by increasing communication, developing home-to-school projects, and engaging families in academic activities with their children (PK-12.
Mental Health Assessment and Intervention: A Collaborative Approach,
Susan Lombardi MSS, LSW Supervisor of Clinical Treatment and School Based Mental Health Mental Health Therapist, CCIU
Our presentation will offer participants an overview of the Risk/Threat assessment process used within our IU. The collaborative approach starts at assessment but continues through the intervention and support phases to provide the student and family with the necessary services to successfully participate in an educational environment. The participants will gain an understanding of the processes used in different learning environments to ensure the safety of the students, which includes the assessment tools, the involvement of key personnel and engagement of the parent and community supports. The message that "no one stands alone" in the process will be clearly illustrated in the presentation.
Utilizing Systems and Shared Leadership to Support Students Effectively,
Kristin Gallahan (Principal CCIU), Erik Roussel (Behavior Analyst, CCIU) and Alex Bove (Teacher on Assignment, CCIU)
This session will focus on how a School for Secondary aged students with significant emotional and behavioral needs from both local school districts and residential treatment facilities supports students through a tiered approach to professional development, a system for data analysis and an approach to incorporating shared leadership. Presenters will share strategies for creating staff leadership opportunities to support effective implementation of best practices as well as describe additional support systems designed to enhance communication and increase student success.
Supporting the Transition From Mental Health Treatment Programs to School,
Colleen Katzenmoyer, Supervisor of Special Education, CCIU 24
Attendees will first learn about the responsibilities of host districts and resident districts related to Sections 1306 and 1308 of PA School Code. The remainder of the presentation will focus on how schools can prepare for and support the transition of students from mental health treatment to lesser restrictive environments, including traditional school settings. Attendees will gain practical tools to stay engaged and informed while students are in treatment. Attendees will also learn key components of a transition plan for a student returning to school and how school teams can support this transition.

Note: sessions subject to change