Conference Program/Sessions

View the TED 2021 Conference Program below. You can search by Title, Speakers, Presentation Type and Topic.

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Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	Learn to use Social Media to your Professional Advantage Learn to use social media to your professional advantage from presenters and TED influencers Corey and Tiffany Peltier. Corey and Tiffany will share strategies and answer participant questions about creating a professional social media presence, networking, sharing work effectively on social media platforms, and more. Speaker(s): Stephanie Morano, University of Virginia Corey Peltier, University of Oklahoma Tiffany Peltier Symposium/Special Presentation/Spotlight Session/Special Event request Location: Elm Fork II	Location: Elm Fork II	2021110414:0014:50 001	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 12:30 PM - 1:30 PM CST	Kaleidoscope Presentation Check-In and Welcome and Panel Location: Trinity Central	Location: Trinity Central	2021110412:3013:30 000	THU, NOV 4
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Accepting Educational Responsibility: Preparing Administrators to Lead Inclusive Schools This presentation will share in-depth coverage of an essential topic in special education. This session will provide participants with the results of a recent study that investigated school leader's knowledge of serving students with disabilities in inclusive schools. The presentation will also provide a summary of leaders' perceptions of the role of leadership programs in preparing school leaders to support students with disabilities who receive special education services in inclusive settings. There is overwhelming support in the literature for the need for educational leaders to be prepared to educate students with disabilities in inclusive settings (Bateman & Bateman, 2014; Billingsley et al., 2014; McLeskey et al., 2014; One System, 2015). These authors indicated that educational leaders, with the exception of those in programs specific to the preparation of special education administrators, receive little or no preparation in university programs about students with disabilities, special education and special education law (CEC, 2015; Billingsley & McLeskey et al., 2014). Several examples from the literature that provide evidenced based practices (EBPs) for preparing principals and other educational leaders are offered here as models for transforming university educational leader preparation programs designed to promote the preparation of 21st century leaders for inclusive school communities. It is essential that leadership preparation faculty review Educational Leadership preparation programs and seriously consider changes necessary for preparing 21st century educational leaders for inclusive school communities. The following are recommendations for transforming educational leadership preparation programs for creating inclusive school programs. o Institutions of higher education schools of education collaborate with state departments of education administrator license commissions to develop standards that explicitly state knowledge and skills that principals and other educational leaders must know in topics regarding students with specific disabilities as a result of completing a license program. o Department of education faculty in educational leadership programs review their curricula to determine whether or not principal candidates and other educational leader candidates are being adequately prepared to lead in inclusive school settings: o Evaluate course syllabi using innovation configuration (Billingsley, McLeskey & Crockett, 2014); o Collect data from alumni of educational leadership programs to get information about preparation and get suggestions for improvement. o Collect data from key stakeholders in the field (e.g., school district personnel who hire educational leadership program alumni) as principals, assistant principals. o Based on these data, make needed changes to the curricula to strengthen educational leadership programs in order to prepare principals and other educational leaders who lead inclusive and high achieving schools (e.g., add a course that explicitly teaches about students with disabilities). These transformed university preparation programs will prepare educational leaders who lead inclusive school communities in closing the gaps for students with disabilities because 100% of the students spend 80% or more of their day in general education classrooms. The effects for students with disabilities are that they experience equity, social justice and their civil rights for education in inclusive school communities where all benefit. Speaker(s): Todd Sundeen, University of Northern Colorado Single Paper Session Research and Inquiry Location: Trinity Central	Location: Trinity Central	2021110509:0009:50 001	FRI, NOV 5	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	An All-Inclusive Multimedia Observation, Reflection, Coaching, and PD Platform: Meet COACHED The purpose of this session is to introduce COACHED (https://coachedweb.azurewebsites.net) which is a free, multimedia platform for use in observing, coaching, and providing PD to teachers (Authors, 2021). COACHED contains the Classroom Teaching (CT) Scan observation instrument and associated data outputs (Author, 2017), a data dashboard for observers and teachers to easily access data, a coaching/feedback form that automatically populates based on CT Scan data and pre-written feedback sentences (which are editable), a reflection template, and a library of Content Acquisition Podcasts with Modeling Videos (CAP-TVs) to provide on-demand PD. An observer can create a free account, and then enroll teachers or teacher candidates they are responsible for. A teacher can also self-observe. The feedback template that automatically populates using pre-written feedback statements is a major innovation, as it saves the observer substantial time, but also provides a model for what effective feedback can look like, and offers those doing self-observations a way to receive feedback without needing a supervisor's time. The pre-written feedback can then be augmented and edited by the expert reviewer to help ensure the teacher receives directions for making needed improvements and reinforcement for aspects that looked good. COACHED is customizable, so a teacher of any title/content/grade level can be observed. New categories, practices, feedback statements, and reflection matrices can all be added so teachers of students from any background can be observed and supported. It is also a free tool that runs on any internet-connected device to further support implementation and not be restricted to well-resourced schools. The components of COACHED were developed with various IES and OSEP grants over the past 10 years. In 2020, COACHED was used as part of a Stepping-Up Technology grant with middle school inclusive science teachers. The teachers (n=9) were observed and coached monthly on their implementation of vocabulary practices. Each teacher made statistically significant gains in terms of the quality of implementation of evidence-based vocabulary practices. Their social validity data favored use of COACHED as an easy way to receive unbiased feedback and ideas for improvement that only focused on practice, and not extraneous aspects of teaching. COVID protocols/situation prevented collection of student data. However, in past studies, students with disabilities made significant gains relative to peers in BAU conditions when taught by teachers coached and provided PD using this multimedia approach (Authors, 2018; 2020). During this session we will discuss the iterative development of COACHED, and present data that guided our decision making to this point. This includes data from five published studies, to date. Speaker(s): Michael Kennedy, University of Virginia Single Paper Session Technology Location: Trinity Central	Location: Trinity Central	2021110310:0010:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	Beyond Social Skills: Using Peers To Deliver Evidence-Based Mathematical Instruction for Students with Extensive Support Needs The current study is likely the first of its kind demonstrating how to successfully use peer tutors to deliver evidence-based teaching methods (i.e., task analytic instruction, total task presentation, least intrusive prompting system, peer-mediated instruction, and MSBI) to teach mathematical problem solving to students with ESN. Currently, the use of MSBI for students with ASD and/or ESN to learn mathematical word problem solving is just emerging (Root et al., 2015; Saunders, 2014; Spooner, Saunders, et al., 2015). There currently are no studies that have investigated the use of peer-delivered MSBI to teach mathematical problem solving to students with ESN. For this reason, this investigation provides the first study to examine the use of peer-mediated instruction to teach mathematical problem solving to students with ESN. The purpose of this study was to examine the effects of using peer-mediated instruction to teach mathematical word problem solving to students with ESN, and if students are able to generalize the mathematical problem-solving skills to an unfamiliar peer to support the limited research on inclusionary practices for students with ESN. Further, this study evaluated the perceptions and attitudes that students with and without disabilities have of one another both before and after this study. This study was significant in that it served to demonstrate that students with ESN have the capacity to learn mathematics with peer supports when given the opportunity. Results demonstrated a functional relation with a strong effect size. Multiple implications for practitioners, researchers, and students have emerged and will be discussed. Speaker(s): Luann Ley Davis, University of Memphis Single Paper Session Research and Inquiry Location: Trinity Central	Location: Trinity Central	2021110311:0011:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	Building Bionic Powers in Explicit Lesson Plans: How to Give, Exhibit, & Teach Feedback This session will provide special education preparation teacher preparation instructors with the why and how we teach feedback in the lesson planning process and examine the knowledge and instructional skills we want teacher candidates to display when giving feedback to students. Special education teacher preparation faculty have a host of research on explicit lesson planning that can build “bionic” teacher candidates. Archer and Hughes (2011) acknowledge that explicit instruction is a “direct approach that includes both instructional design and delivery procedures” (p. 1). Explicit instruction has 16 elements that provide opportunities for instructors to apply strategies for teaching feedback in the instructional design process. Byrnes (1996) contends that true learning happens when a student is able to transfer what has been learned in one context to new contexts. Bransford et al. (2000) expands on this idea of transfer, noting that teacher candidates need feedback to understand the degree to which they know when, where, and how to transfer the knowledge they are learning. Each time a teacher candidate writes an explicit lesson plan, it provides instructors opportunities to give, exhibit, and teach feedback that scaffolds higher levels of skills in writing explicit lesson plans. In order to have special education teacher candidates who can develop their knowledge of what is good feedback and use feedback in their instruction, it must be explicitly taught, consistently modeled, and routinely reinforced. At each phase of the instructional process—(1) planning the focus, (2) embedding strategies, (3) assessment, (4) planning the classroom environment, (5) instructional procedures, (6) consideration of behavioral needs, and (7) planning materials—provide opportunities for instructors to teach feedback and to give, exhibit, and teach what feedback looks like and sounds like when delivering instruction, why feedback is a crucial element in the instructional process, and how to use feedback to increase student outcomes. Adult learners (teacher candidates) need opportunities to understand and restructure their thinking or beliefs related to their performance, knowledge, or skills (Knowles, 1998). The aim of this presentation is to invite participants to consider when to give, exhibit, and teach feedback during this instructional process and will describe the research on how timely, specific, purposeful, and constructive feedback is an important component of the instructional process.Teacher candidate sample lesson plans will be provided and participants will analyze in the instructional process to consider the (1) timing of feedback that is appropriate to the teacher candidates’ need to know, (2) the specificity of feedback to give uses language that clearly states the learning goal and describes where the teacher candidate must go to achieve the goal of the assignment, (3) explore in the instructional process when purposeful feedback that is broken into achievable chunks that lead students toward the goal for the assignment and, (4) constructive feedback that constructs new meaning, information on their progress in explicit lesson planning, and areas to consider to improve by the teacher candidate. Speaker(s): Susanne James, Southern Illinois University Edwardsville Heather Smith, Trinity University Martha D. Elford, University Of Kansas Single Paper Session Preparation, Certification, Induction Location: Trinity Central	Location: Trinity Central	2021110416:0016:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	Creating A Classroom/Community Consortium Creating A Classroom/Community Consortium is a presentation that could be adapted to any of the following presentation formats offered by TED: Single Paper Session, Conversation Session, or Interactive Poster Session. The following description outlines the format employed by the presenters for a single paper session. A key point of this ,or any other session type, is the presenters‘ determination to encourage and generate participant engagement. I. Introduction: What and Why Classroom/Community Consortiums A. Presentation/Lecture Defining Consortium & introducing the concept of grass roots teacher created consortiums as opposed to some more traditional and systems-based approaches to educational consortiums. Focusing on the role special educators can have as change agents starting with their individual instructional situations and then expanding their role. B. Participant Active Engagement – small group work creating acoustic poem where letters of consortium represent words describing some characteristic feature involved in creating and maintaining a consortium C. Conclusion of the Introduction – highlighting repeated words in groups’ acoustic poems II. Steps in Crating a Classroom/Community Consortium A: Presentation, Discussion of the Essential Steps in Generating a Classroom/Community Consortium – These steps are a compilation of business and educational literature generated by presenters Step 1: Establish a Clear and Concise Vision That is, educators should develop a vision statement for their classroom. Developing a vision statement is not an easy task, but its importance cannot be under estimated (Goodstein, Nolan & Pfeiffer, 1992). A vision statement may be idealistic in some regards, but creating a statement that is tied to a foundation of solid educational practices will ensure a supported base for classroom consortium activities and a basis for rationalizations needed to explain these activities. Example of a vision statement from a larger and more formally established consortium Examples of a vision statement https://www.communityclassroom.org/about Step 2: Plan, Plan, and Plan Before even beginning to strike out and start establishing working consortiums there is a great deal of planning that must be undertaken generating a collection of concrete documents. Presentation and discussion of the 10 essential planning documents for establishing a classroom consortium Step 3: Create Consummate Communications In this step you will spend time to creating models of communications (i.e., form letters designed for specific purposes such as soliciting participants, expressing thanks, etc.; templates for newsletters, press releases, etc; design schemata for web sites and social media sites; recognition documents such as certificates and awards). Time must be taken to create the artifacts that will be used to establish relationships. Step 4: Record, Record, Record Throughout the creation and implementation of a Classroom/Communication Consortium educators should create and keep detailed records. B. Small group work activities to reinforce all 4 steps and processes for each III Conclusion: Considerations As a group participants will have a chance to identify specific considerations as well as cautions. There will be a predetermined list that will be uncovered when participants generate pre-established considerations/cautions as well as a place to add participants suggestions that were not on the predetermined list. Speaker(s): Cathy Galyon, East Tennessee State Unniversity Lora Lee Smith Canter, East Carolina University Kim Floyd, West Virginia University Single Paper Session Partnerships Location: Trinity Central	Location: Trinity Central	2021110414:0014:50 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Evolving Perceptions, Beliefs, and Attitudes of Prospective Special Education Teachers: A Longitudinal Study During this session, we shall present themes that highlight how pre-service teachers’ intentions about joining the special education field and working in urban schools changed between wave 1 (before student-teaching) and wave 2 (after student-teaching) of the study. In seeking to uncover more deeply why those intentions might have changed, we shall also present underlying themes of how student-teaching training in a dual-certification program influenced their perceptions, beliefs, and attitudes and how those in turn might have led to changes in their intentions. Borg (2001) defines belief as “the proposition which may be consciously or unconsciously held…[serving] as a guide to thought and behavior” (p.186). Attitudes constitute both an internal, cognitive component (an individual’s position or stance about an issue) and an external action component (how they behave as a result of that stance) (Pickens, 2005). Perceptions are the process by which a teacher views or interprets their environment and these are heavily influenced by the attitudes and beliefs that an individual holds about their environment (Pickens, 2005). We shall, therefore, present how those three processes functioned to influence pre-service teachers’ intentions in tandem with one another. Aim of session: 1)Contribute to the field’s understanding of why pre-service teachers’ intentions to enter the Special Education might change after experiencing the field throughout a dual-certification student-teaching training experience. 2)Offer recommendations on how to best protect and support prospective special education teachers against counter-productive beliefs and attitudes which could drive them to potentially leave the field during their first few years of teaching. 3)Offer recommendations on how to further support and promote pre-service teachers’ intentions and commitment to work in urban school settings. Single Paper Session Preparation, Certification, Induction Location: Trinity Central	Location: Trinity Central	2021110315:0015:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Improving Pre-Service Teacher Use of Feedback in the TLE TeachLivE Virtual Classroom This session will share the results of an experimental study regarding the use of the TLE TeachLivE™ simulated classroom, combined with performance feedback, on evidence-based management skills, specifically the use of behavior-specific feedback of pre-service teachers in an undergraduate preparation program. Additionally, social validity data will be shared reflecting the degree to which pre-service teachers find the TLE TeachLivE™ simulated classroom and performance feedback intervention relevant and valuable in their preparation. A pretest-posttest experimental control-group design study was used to evaluate the effects of a detailed performance feedback and goal setting meeting (Independent Variable) on pre-service teachers’ frequency, ratio, and quality of behavior-specific feedback to students in a simulated classroom environment using TLE TeachLivE™ (Dependent Variables). Due to restrictions and considerations related to the COVID-19 pandemic, the study was conducted in a 100% virtual setting, including initial pre-service teacher training modules, videos of pre-service teachers’ TLE TeachLivE™ sessions, electronic sharing of data and survey completion, and virtual meetings with intervention participants. As part of the program sequence, pre-service teachers complete a series of field placements providing the opportunity to engage in observation, instructional planning and delivery, and collaboration with a cooperating teacher in a K-12 setting. The second in the series of field placements includes a seminar where students discuss their experiences in the field, with particular attention to strategies for classroom management. Considering evidence indicating the practices teachers use to get them through their first year of teaching are those they typically continue to use throughout their careers, the goal is to build teacher capacity for using evidence-based practices as early as possible, increasing the likelihood these practices will be embraced and used regularly (Scheeler, Budin, & Markelz, 2016). Results of the study indicate significant improvement in the rate and quality of feedback for both the control and treatment group from TLE TeachLivE™ session 1 to session 2. Participants in the treatment group exhibited higher gains in positive feedback and specific feedback as compared to the control group. Overall, treatment group participants held a positive view of the performance feedback and goal setting intervention, however, participants were mixed in their view of TLE TeachLivE™ virtual classroom to support their instructional and management skills. Recommendations for research and practice will be shared. Speaker(s): Deanna Maynard, University of Wisconsin - La Crosse Single Paper Session Preparation, Certification, Induction Location: Trinity Central	Location: Trinity Central	2021110314:0014:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 11:00 AM - 11:50 AM CST	Making assessment meaningful: Learning the skill and maintaining them To assess students with disabilities effectively and efficiently teacher must be taught how to conduct comprehensive assessment, and how to use the information to link the students’ performance to daily instruction. Although teacher preparation programs have the obligation to prepare future educators with such skills, many teachers fail to grasp the importance and connections between the assessment process and instruction. This is particularly challenging when using the data to individualized programs and instruction (Etscheidt, 2003; Westling et al., 2021). Because assessments provide useful information on the student’s strengths and areas of needs, it is essential for teachers to use such information to develop meaningful IEPs (Bateman & Herr, 2006; Pierangelo & Giuliani, 2006; Siegel & Allinder, 2005). Unfortunately, many teachers, both at the pre- and in-service level, struggle to gain competency levels to identify accurate tools, deliver assessments, interpret results and write comprehensive and objective assessment reports. As a result, in this session strategies used across two training areas, high and low incidence disabilities special education, will be share, and continuous challenges will be discussed, and similarities across training programs will be outlined. Single Paper Session Preparation, Certification, Induction Location: Trinity Central	Location: Trinity Central	2021110511:0011:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 8:00 AM - 8:50 AM CST	Parent Perceptions of Satisfaction, Trust, and Power in the IEP Process Considering the complex nature of the traditional IEP meeting, it is unsurprising that some parents report satisfaction and appropriate involvement while others report dissatisfaction and inappropriate involvement. Parents' relative satisfaction is also tied to their perceptions of trust and power between IEP team members. Parent perceptions of the IEP process can have significant impact on their ability to collaborate with the rest of the IEP team and ultimately impact student services and outcomes. This presentation will review findings from a mixed methods study and provide educators with actionable methods to increase parent involvement and collaboration opportunities. Study findings: Quantitative analysis results show parent level of education and their student’s grade range are not outstanding factors in perceptions of satisfaction, trust, or power in the IEP process. A significant difference between groups was observed in research question three: parents of students of students with disabilities classified under IDD perceived greater imbalances of power in the IEP team than parents of students with disabilities classified as disabilities other than IDD. Of the 929 respondents included in this study, 97% (n = 901) indicated they always attend the IEP meeting. When asked about their experiences with bullying, 42% (n = 395) indicated being bullied by members of the IEP team during the IEP meeting; 54% (n = 504) indicated they felt coerced into making decisions; and 37% (n = 347) felt shamed into agreeing with decisions. While the results do not point to an overwhelming majority, they do highlight a grave problem: parents are neither overly happy nor overly unhappy with the IEP process. Parents who are unhappy with the IEP process may come to associate the IEP process, team, and meeting with bullying, coercion, and shame. Qualitative analysis of interviews with 16 parents of students with a diverse range of disabilities and ages resulted in the identification of 529 unique ideas, 48 axial codes, and six themes. We organized our themes into three categories—(a) values for professionals, (b) values for meetings, and (c) values for documents and services. After discussing the importance of family-school collaboration and its impact on the IEP and transition planning process. The presenters will share study findings as well as actionable methods to help improve relationships with parents and support collaborative IEP and transition planning. Speaker(s): Kristopher Yeager, University of Texas At El Paso Malarie Deardorff, University of Oklahoma Single Paper Session Partnerships Location: Trinity Central	Location: Trinity Central	2021110308:0008:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Raising Special Educators' Voices: Centering the Impacts, Effects, and Lessons of the Pandemic for Special Education Teacher Preparation The pandemic and its interlocking crises of physical and mental health and inequity and racial justice created an urgent need for US teachers and teacher preparation programs to adapt, shift and change to address the shifting landscape of teacher preparation and schooling and learning. This shift will require teacher educators to embrace non-traditional, innovative, and progressive approaches to maintain the integrity of special education teacher preparation while addressing the challenges and changes brought about by the pandemic. This session offers data from a national study focused on special eduction teachers’ pandemic experiences as a lever for change in special education teacher education. These data offer insight into the need for teacher educators to embrace non-traditional and innovative special education teacher candidate preparation. The study utilized an explanatory sequential mixed methods design (Creswell, 2014) to examine teachers’ training, preparedness, knowledge and resources for remote, online, and hybrid models, and access, equity, or inclusivity challenges/issues that arose and how these affected their practice. A researcher-created survey was used to gauge training, preparedness, and resources, and interviews helped to explain respondents’ resulting teaching transactions more deeply and offer rich information that was not otherwise mined from survey responses alone. Interviews extended and helped to explain and unpack aspects of the data that could not be analyzed based on the quantitative data alone, and offer insights into participants' deeper thinking and experiences. Data and findings from this study provide timely and valuable new knowledge about the capacity of educators to adequately educate students during the pandemic and beyond. This knowledge will benefit teachers, school leaders, policymakers, and teacher educators about the needs of teachers to effectively teach and simultaneously address issues of access, equity, and inclusivity. These data raise special educators' voices and will offer insight into teacher educators' need to embrace non-traditional and innovative candidate preparation. Examining teachers’ pandemic teaching experiences has important implications for teacher educators’ current and future work and for policy. Teacher educators may use this data to teach, model, and implement technology practices during preparation programs to better prepare special education teacher candidates for changing instructional arrangements. These data also offer insight about educators who identify their schools and districts as resourced vs. educators who identify their districts as under-resourced. Identification of differences has implications for policy to create equitable schooling conditions for all students, including policy that supports increasing resources to address schools’ and districts’ uneven access. The data from this national study can help to inform teacher educators’ identification of the need for particular skills and competencies in special educators and support the revision, development or expansion of teacher education curricula. In addition, understanding special education teachers’ technology confidence and needs can assist teacher educators in better understanding how to teach, model, and implement these practices during preparation programs. Speaker(s): Elizabeth Stringer Keefe, Stonehill College Rebekah Louis, Stonehill College Patricia Mason, South Shore Educational Collaborative Lisa D'Souza, Assumption University Single Paper Session Preparation, Certification, Induction Location: Trinity Central	Location: Trinity Central	2021110313:0013:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 8:00 AM - 8:50 AM CST	Student Teachers’ Experiences with Progress Monitoring Systems Through the acquisition and implementation of a progress monitoring system, teachers will have data to improve not only monitor student progress but also to evaluate their instructional practices. In addition, teachers will become reflective of their instructional practices that are not effective with students (e.g., students with special needs, students from ethnic diverse backgrounds, students with low economic status, and/or students who are English language learners). The outcomes of a teacher practicing self-monitoring can result in increased student learning. The significance of this study shows that using a self-monitoring system, teachers were able to learn baseline and summative data to support their teaching effectiveness. So, simply using interventions because of convenience or likability did not guarantee effectiveness. However, using the self-monitoring system to systematically design a project cycle to measure intervention effectiveness, proved to have positive trends towards effectiveness. In addition, a power tool of the self-monitoring system included a student's perception survey. The outcomes of this survey coincided with the finding of the pre and post intervention instruments, which suggest high teacher effectiveness. Here, the teachers were able to examine their instruction and how students perceived its useful versus those that they cared a bit less about. So, the significance of the self-monitoring system illustrated a method that teachers could use to develop their individual practice and become strategically and highly effective in their teaching. Single Paper Session Preparation, Certification, Induction Location: Trinity Central	Location: Trinity Central	2021110408:0008:50 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Teaching Individuals with Intellectual Disabilities about Public Safety: A First Responder's Role? This session will provide the results of a quantitative study. Given that professional characteristics likely have an impact on first responders’ perceptions, such an investigation allowed for better understanding of best practice methods needed to prepare first responders to adequately deliver appropriate public safety instruction to individuals with ID. This study utilized The Public Safety for Individuals with Intellectual Disabilities - Questionnaire (PSIID-Q) assessment, which examined 318 first responders’ perceptions of public safety instruction for individuals with ID in a 2-week period. The participants were police officers, firefighters, emergency management technicians, school counselors, special education teachers, and social workers. An ANOVA on total scores was utilized to compare three groups and their subscale scores, while linear regressions were utilized to determine predictive relationships. The independent variable for Research Question One was identified as a group of first responders based on professional characteristics (job title [frontline first responders, in-school first responders, first responders in social work]). The independent variable for Research Question Two was identified as ADA awareness, the predictive factor. Dependent variables, in Research Question One, were represented utilizing one composite total scale score (Perception) and four subscale measures: (a) ADA Awareness score, (b) Confidence score, (c) Attitude score, and (d) Strategy score on the PSIID-Q survey. Respondents were considered to have a high perceived interest in the use of public safety instruction for individuals with ID if they reported high scores. Subscale variables were categorized as low as (score 1 – 2) and as high as (score 3 – 4). The dependent variables in Research Question Two were confidence, attitude, and strategy. Predictive relationships were considered to have a high correlation if awareness of ADA highly predicted confidence, attitude, and strategy. PSIID-Q responses from frontline first responders, in-school first responders, and first responders in social work were compared based on the research questions. I used statistical software, Statistics Package for the Social Science (SPSS) version 25, to analyze the data collected. I calculated descriptive statistics (i.e., frequencies, percentages) to examine participants’ demographics, and professional characteristics. The ANOVA procedure showed statistically significant differences in groups of first responders’ objective ratings of ADA awareness, confidence, and strategy, but not attitude. Linear regression results revealed that first responders’ ADA awareness predicted first responders’ confidence, attitude, and strategy. In-school first responders had higher ADA awareness, which may be due to them having more opportunities to work with individuals (students) with ID. A possible reason for in-school first responders and first responders in social work having higher mean scores in strategy than frontline first responders is because they have greater access to and engage more with individuals with ID. First responders who possess higher ADA awareness have higher confidence, attitude, and strategy use in working with people with ID. Speaker(s): Calisha Chatter-Fitzhugh, Ph.D., Texas Woman's University Minkowan Goo Single Paper Session Research and Inquiry Location: Trinity Central	Location: Trinity Central	2021110415:0015:50 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	Using Micro-teaching to Transform Teacher Preparation This session will share a model developed by special education faculty members in an urban midwestern university that emphasizes practice-based teacher education. We will share how one practice-based learning opportunity, microteaching, is introduced and occurs across courses. The goal was to systematically increase the complexity of the evidence based and high leverage practices pre-service teachers are able to implement, and the complexity of the learning situation in which they are able to implement them. This process, known as interleaving, is a critical component of professional development. Initially, pre-service rehearsed very specific strategies such as behavior specific praise or using a single visual support, and then apply the individual strategies with one learner. Eventually, they were able to systematically apply several strategies with groups of learners while differentiating instruction to meet students’ needs. The interleaving process is especially important for supporting scholars’ in moving from novice to advanced beginners individually while also developing their ability to collaboratively implement evidence based and high leverage practices in inclusive settings. The faculty team has nested microteaching, the heart of the Learning Cycle process, within each semester. Microteaching is a system of controlled rehearsal that makes it possible to focus on specific teaching behaviors, and to practice teaching under controlled conditions.?Microteaching has an effect size of .88 (Hattie, 2009). Pre-service teachers developped competence in one skill before proceeding to another. Overtime, they integrated strategies into increasingly complex lessons. Each learning cycle included a four-phase microteaching process. The phases include a) planning, b) implement and record, c) self-reflection, and d) collaborative analysis, with coaching embedded throughout.? Phase 1, Planning: The program wide planning format that has been closely aligned with the EdTPA and includes lesson goals and objectives, assessment measures, and description of the lesson so that a “substitute” could follow the instruction. Phase 2, Implement and Record: Pre-service teachers implement the lesson, with one-person teaching, another acting as the students, and still another video recording. Each implementation lasts between about 12 and 20 minutes. Phase 3, Self-Reflection: The pre-service teacher who taught the lesson independently reflects on the implementation, which results in a written document, referred to as the reflective commentary. The reflective commentary is a minute-by-minute narrative of what was happening, and in a separate column, written description of their metacognition in which they link their practice to principles of learning and theory. Phase 4, Collaborative Analysis: in which the pre-service teacher and partner meet with a faculty member or field supervisor and completes a Collaborative Assessment Log (CAL): The scholar who taught the lesson leads a discussion following a series of prompts, while a peer records meeting notes.?Faculty members and the other scholars in the PLC act as coaches to the scholar who taught the lesson. Speaker(s): Kathryn Doyle, University of Cincinnati Stephen Kroeger, University of Cincinnati Christina Carnahan, University of Cincinnati Single Paper Session Preparation, Certification, Induction Location: Trinity Central	Location: Trinity Central	2021110508:0008:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 11:50 AM CST	Who, What, When, Why, How? Understanding and Using the 2020 CEC Initial Practice-Based Preparation Standards for Program Development Speaker(s): Virginia McLaughlin, College of William & Mary Dee Berlinghoff, Mount Saint Mary College Symposium/Special Presentation/Spotlight Session/Special Event request Location: Trinity Central	Location: Trinity Central	2021110410:0011:50 001	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 11:00 AM - 11:50 AM CST	A University–Lab School Writing Partnership Project: Benefits of Curriculum-Based Measures and Intervention for Students With Learning Differences The university-lab school partnership described in this presentation will focus on an existing data-informed instruction model for writing to afford the application of the six principles for building writing skills: 1) provision of explicit writing instruction, 2) designing instruction to support students’ individual needs, 3) early intervention, 4) holding high expectations that students will develop as writers, 5) identifying barriers to writing and addressing them, and 6) employing technology in support of writing (Graham, Harris, and Larsen, 2001). This data-informed approach employs curriculum-based measures for writing to inform students’ instructional needs, identify potential barriers, and assist in coordinating the provision of explicit writing instruction and intervention. The partnership approach was co-led by school staff and university faculty with ongoing efforts supported by graduate students in special education. This presentation will provide teacher educations with information regarding (a) Curriculum-based Measurement in Writing, (b) Writing Instruction, (c) Information about the University’s Lab School for students with Learning Disabilities, (d) Phase I: Baseline Data Collection and Shared Writing Curriculum Planning, (e) Phase II: Intervention Selection and Progress Monitoring, and (f) Phase III: Maintaining & Moving Forward. Moreover, of particular interest to teacher educators will be shared experiences and lessons learned across multiple stakeholder groups including classroom teachers, school administrators, university faculty and graduate students. Speaker(s): Michael Faggella-Luby, Texas Christian University Endia Lindo, Texas Christian University Jo Beth Jimerson, TCU Kimberly Payne, TCU-Lab Schools Multiple Panel Session Partnerships Location: Bur Oak	Location: Bur Oak	2021110411:0011:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Active Learning and Social-Emotional Learning in an Inclusive Setting Interactive Poster Session Facilitators present a problem, provide the parameters that will serve as a guide, and allow learners to work together to solve the problem in the most logical way using prior knowledge and research skills. Learner-centered teaching is an approach that places the learner at the center of the learning Our goal is to provide high-quality, engaging learning experiences for all learners. We plan to facilitate courses in three forms of interaction for learners in the online environment: • Student-content interaction, where instructors provide active learning experiences for students (meaningful learning activity plus reflection) • Student-student interaction, where instructors structure the learning community and make it clear to students how they should interact with others in the class • Student-instructor interaction, where instructors create a framework for how they will interact with students during the learning experience Speaker(s): Dr. Danielle Williams, Grambling State University Kathryn Newman, Grambling State University Elaine Foster Interactive Poster Session Technology Location: Bur Oak	Location: Bur Oak	2021110509:0009:50 001	FRI, NOV 5	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 12:00 PM - 12:50 PM CST	Data Based Instruction: Extensions in Middle School Math and Early Writing Students with disabilities or those who have difficulty learning mathematical or writing concepts can be found in almost every classroom (Knight et al., 2008). Both special education and general education teachers are expected to provide an optimal mathematical instructional experience to all students. Research clearly indicates that all prospective instructors need to help students develop a deep and meaningful understanding of the subject matter to ensure their meaningful progress (Rittle-Johnson et al., 2015). One important evidence based model for designing individualized instructional support is grounded in the principles of Data Based Individualization (DBI). DBI integrates instructional design principles and assessments to create individualized, responsive intervention for students with persistent learning needs. DBI serves as the overarching approach for addressing individual student needs by providing the context and rationale for the integration of formative assessment data with teachers' decisions about the selection and use of evidence-based instructional practices. In many classrooms, assessment and instruction are not meaningfully integrated (Fuchs et al., 2010). The projects presented here are systems of instructional practices for supporting students with disabilities through theoretical and practical frameworks focused on the process of data-based individualization, the principles of explicit and systematic instruction, and the key components of writing and algebra-readiness (Powell et al., 2020). The long-term goals of these projects are to contribute empirical evidence on the effectiveness of a system of instructional practices for supporting the writing and algebra-readiness of students with specific learning disabilities. In this system, three theoretical and practical frameworks intersect:(1) the process of DBI, (2) the principles of explicit and systematic instruction, and (3) key components of writing and algebra readiness. Individually, each framework has a strong evidentiary basis for improving outcomes for students with disabilities. The teacher plays a critical role in developing a student’s fundamental understanding of writing and mathematics in that he/she is responsible for providing a rich and robust educational experience in the classroom (Stronge et al., 2011) It is therefore a cause for concern to learn that many teachers feel unprepared to teach writing and mathematics, particularly to students with a disability (Ernst & Rogers, 2009). This suggests more resources and pre-service instruction for novice teachers is needed. This presentation aims to provide findings, the modifications that can be made for asynchronous learners, and provide an expansive variety of resources that can be taken and applied by higher education instructors or novice teachers themselves. Speaker(s): Erica Lembke, University of Missouri Elizabeth Thomas, University of Missouri Single Paper Session Research and Inquiry Location: Bur Oak	Location: Bur Oak	2021110412:0012:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	Digital Tools + Effective Teacher Preparation = Excellent Teachers! This interactive session will feature a collaborative discussion on what is possible when we seek to integrate educational technology solutions into teacher preparation. Participants will be engaged to think about their current efforts, extend these efforts to current research, and then combine the two as we together examine the various digital solutions that can further foster effective and efficient teacher development and preparation through the use of innovative digital solutions. Presenters will highlight technologies that are widely available that also offer the most “bnag for the buck” so to speak in respect to the most outcomes for the effort. Realizing technology integration takes time and planning, a portion of this presentation will also utilize the UDL Framework as a means to further plan and design for the integaryinpf effective digital solutions to further prepare future and current teachers to meet the needs of all learners in the K-12 setting. The focus will not be on technology for technology’s sake but instead, ways that these tools can enhance preparation efforts, further engage pre- and in-servcie teachers in reflection, application, and assessment of their instructional efforts. Likewise, this session will foster the understanding of how these same technologies can often be used in the K-12 classroom teacher to meet the varied needs of all students, particularly those with disabilities. Thus, our examples will seek to offer solutions for teacher preparation as well as application to students with disabilities. Speaker(s): Sean Smith, University of Kansas Multiple Panel Session Technology Location: Bur Oak	Location: Bur Oak	2021110413:0013:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 10:00 AM - 10:50 AM CST	Disrupting the cycle: Collaborative efforts for systemic change This presentation will include an overview of the Dynamic Early Literacy Framework (DELF)as a tool for collaborative engagement of University and Elementary School Partners to work in concert for improved outcomes for both elementary literacy outcomes as well as pre-service teachers. The purpose of the DELF is to serve as a discussion tool to enable successful collaboration, cooperation, discussion of literacy drivers, documenting progress as well as the identification of change priorities. This process follows a model of continuous improvement with cycles of collecting data, engaging in a dialogic evaluative process, and making sense of the information to create or refine goals for literacy change (Schildkamp, 2019). A detailed description of the seven drivers (School Leadership & Culture; Comprehensive Literacy Assessment; Evidenced Based Core/Intervention Curricula; Evidenced-Based Instructional Practices; Supervision & Evaluation; Coaching & Professional Development; Family & Community Engagement) will be discussed. A practical discussion of the use of this tool and its implementation will be reviewed along with vignettes of obstacles and assets of a current collaboration. Speaker(s): Jaclyn Galbally, Saint Joseph's University Single Paper Session Preparation, Certification, Induction Location: Bur Oak	Location: Bur Oak	2021110510:0010:50 001	FRI, NOV 5	A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Effects of a Reading Fluency Intervention Delivered by Preservice Teachers in an Online Setting The purpose of this presentation is to present results of a single-case alternating design experiment and foster discussion among participants about the implications of these results for future online field experiences. Participants: Tutors: Tutors were five preservice teachers in the third year of their undergraduate program. Participants were enrolled in a large, Hispanic serving research university in the South and were pursuing certification in early childhood-6th grade general education and early childhood-12th grade special education. Students: Students were recruited via social media to participate in an online reading program. Ten students are included in this analysis. To be included, students had to be in 1st-6th grade and complete at least 5 online tutoring sessions. Most students were excluded because they completed fewer than 5 sessions. A small number of students were not included because they were in kindergarten. Setting: Tutors and participants met via Zoom from their respective homes. Dependent Variables: Correct words per minute: Tutors counted the total number of words read in the first minute of each passage reading and subtracted the number of reading errors to calculate the correct words per minute. Word reading errors: Tutors counted the number of reading errors in the first minute of each reading. Reading errors were classified as deletions, substitutions, or omissions during oral reading. Independent Variable: The independent variable was the RAAC reading intervention. Steps of the intervention included: 1. Introduce model and begin reading passage to student 2. Prompt student to read passage 3. Read comprehension prompts to student. 4. Prompt student to reread the passage a minimum of 2 times and maximum of 4 times (based on reading fluency decision rules). 5. Corrects errors after each rereading. 6. Praise student using intervention feedback sheet 7. Prompt student to adapt and answer comprehension questions. Intervention sessions were recorded to ensure implementation fidelity. Training: Tutors were trained in how to model, provide feedback, and collect data as part of the standard curriculum for the course they were enrolled in. Before the intervention began, one class period was dedicated to reviewing the intervention’s procedures and practicing the intervention on fellow classmates. The course instructor provided feedback on their implementation of the intervention during this class period and answered any questions tutors had throughout the semester. All sessions were recorded via Zoom. A procedural fidelity checklist was used to examine tutors’ adherence to intervention procedures. Experimental Design This study used a single case alternating treatment experimental design. The alternating treatment design compared the effects of the intervention with a no treatment condition. Results Visual analysis of time series graphs indicated a functional relationship between the intervention and both dependent measures. Students immediately increased the number of words read correctly and decreased the number of word reading errors contingent on receiving the intervention. Both dependent variables moved in the opposite direction in sessions that did not include the repeated reading intervention. Speaker(s): John Romig, University of Texas at Arlington Single Paper Session Research and Inquiry Location: Bur Oak	Location: Bur Oak	2021110313:0013:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	Evaluating an Intervention Package for Training PreService Teachers to Model During Mathematics Instruction The study (in progress) is using a multiple-baseline-across-participants single case research design to test for the effect of intervention on model quality for four pre-service special education teachers. The independent variable is an intervention package comprising a mathematics content knowledge training module, a training module focused on effective modeling in mathematics instruction using content acquisition podcasts with embedded modeling videos (CAP-TVs; see Kennedy et al., 2016), and coaching using the COACHED system (see Kunemund et al., 2021). The dependent variable is teacher model quality, scored as the percent of modeling behaviors (out of 7 total) implemented at mastery. Rubrics are being used to assess the quality of modeling behaviors. The study has been designed to meet WWC requirements for design quality. Research questions include: (a) Is there a functional relation between participation in intervention and quality of explicit math instructional models for special education preservice teachers?; (b) How many coaching sessions does it take for participants to reach modeling mastery?; and (c) Do preservice teachers perceive the intervention to be effective and/or enjoyable? At the time of writing, the study had received IRB approval and authors are working towards completing modeling CAP-TVs. We plan to collect data in July and August 2021 and to complete data analysis by September 2021. Speaker(s): Stephanie Morano, University of Virginia Susan Aigotti, University of Virginia Single Paper Session Research and Inquiry Location: Bur Oak	Location: Bur Oak	2021110508:0008:50 001	FRI, NOV 5	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 8:00 AM - 8:50 AM CST	Focused book study in student teacher seminar to enhance active engagement strategies in pre-service teachers Research supports that professional book clubs can be an essential place for educators to consider and critically reflect upon current practice. Therefore, it is beneficial to mirror this practice with pre-service teachers. This research study explored the use of a professional book club to enhance active engagement strategies during the student teaching semester. In addition to exploring a variety of active engagement strategies, critical reflection was a critical component of this book study. Within the context of a professional book club as part of a student teacher seminar is the act of reflection. Teacher education programs go to great lengths in teaching pre-student teachers how to self-reflect and use the reflections to refine and change practice. Reflection can be defined as an “ongoing recursive process that practitioners engage in as they deeply analyze the connections between aspects of professional practice” (Allen, Brodeur, Israelson, Kerr, Ortmann, & Peterson 2018, p.83). Furthermore, critical reflection is a “meaning-making process” that helps educators to set goals and use what they have learned in the past to inform future action and teaching (Rodgers, 2002). Through participation in this book study, pre-service teachers were given numerous opportunities to reflect on current practices, discuss their experiences, and determine new techniques to implement into lessons. Furthermore, through readings, discussions, and modeling the techniques, pre-service teachers were able to increase their familiarity with a variety of active learning techniques and incorporate these into lesson plans. Lastly, the use of reflection to guide teaching played a critical role in this book study. Survey data revealed a significant increase in students’ confidence, knowledge of skills and use of reflection as a result of participating. Students reported an increase in the use of reflection to change instructional practices to engage all learners. These results highlight the benefit of using a focused book study during student teaching seminars. This session will outline several practical strategies for introducing the book study and engaging participants through authentic experiences and reflection. Speaker(s): Lindsay Koch, Lebanon Valley College Single Paper Session Research and Inquiry Location: Bur Oak	Location: Bur Oak	2021110408:0008:50 001	THU, NOV 4	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Preservice Teachers' Inclusive Teaching Self-Efficacy-Forming Experiences I intend that the findings from this study be used to encourage teacher educators to undertake the necessary steps to enhance the preparation of teacher candidates who are competent and confident in their abilities to execute inclusive teaching pedagogy. Considering the findings of this study, this presentation will include a discussion of the following implications: Implication 1: Incorporate self-efficacy-building activities in the preparation of inclusive teachers. In this study, teacher candidates’ self-efficacy beliefs were higher for successfully executing general teaching practices and lower for successfully completing tasks that were specific to inclusive teaching. Considering the growing research documenting the influential nature of self-efficacy beliefs, teacher educators should attempt to foster the development of teacher candidates who are competent and confident in their ability to execute the practices associated with inclusive teaching. Therefore, teacher preparation should include a variety of self-efficacy-building activities such as supplementing lectures with demonstrations, video case studies, role-playing, field experiences, and simulations. Strategically planned and structured, these self-efficacy-building activities can be designed to provide teacher candidates with opportunities to develop competence and confidence. Results from this study will be shared to begin an open discussion around how we, as teacher educators, can address teaching self-efficacy within our teacher preparation programs and how we might improve and expand these practices. Implication 2: Improving clinical experiences. Because efforts to prepare inclusive teachers are recent, there is the unfortunate possibility that teacher candidates may graduate without being exposed to the practices of teaching students with exceptionalities in general education classrooms as part of their clinical experiences. This lack of exposure may influence the development of their self-efficacy beliefs. With this possibility in mind, I would like to have an open discussion about how teacher preparation programs are currently and could potentially (1) deepen the field’s understanding of the nature of teacher candidates’ attributions for the inclusion of exceptional students; (2) identify the types of inclusive teaching self-efficacy-forming opportunities that teacher candidates experience during their teacher education program, and (3) examine teacher candidates’ beliefs regarding the influence that these self-efficacy-forming experiences had on the development of their attributions of inclusion. Implication 3: Comprehensive faculty development. Structuring these types of experiences requires teacher educators to identify and explain what inclusive teaching is and to identify the types of experiences that assist in the development of teacher candidates’ attributions for inclusion and teaching self-efficacy. Because it is conceivable that many teacher educators may not have in-depth knowledge of inclusive teaching and the construct of self-efficacy, we can discuss the need for comprehensive faculty development that might include (a) assisting teacher education faculty in recognizing that inclusive teaching pedagogy is a topic that should be included throughout the teacher preparation curriculum, (b) devise ways to infuse the teacher education curriculum with the scholarship of inclusive teaching pedagogy and teaching self-efficacy, and (c) identify the types of activities and experiences that assist in the development of preservice teachers’ attributions for inclusion. Speaker(s): Linnie Greenlees, Texas Tech University Single Paper Session Preparation, Certification, Induction Location: Bur Oak	Location: Bur Oak	2021110415:0015:50 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	Teaching About Special Education Law This presentation will provide teacher educators with tools, tips, resources, sample syllabi, and textbook suggestions for teaching non-lawyers about special education law. We will also suggest (a) the major cases that students should read, (b) the order in which laws, litigation, and finding tool should be presented, and (c) examples of assignments that will help students to understand the importance of the law and appreciate the stories behind how these changes have happened. The presenters have worked as teachers in public schools and higher education. Additionally, they have extensive experience with special education litigation and have written extensively on the topic. Speaker(s): Mitchell Yell, University of South Carolina David Bateman, Shippensburg University Multiple Panel Session Policies and Practices Location: Bur Oak	Location: Bur Oak	2021110410:0010:50 001	THU, NOV 4	A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	Transforming Teacher Candidate Supervision and Teaching Performance Evaluation with Video-Enhanced Reflection and Feedback Over the past year, we replaced face-to-face supervision of teacher candidates in schools with conducted some preliminary exploratory research investigating the impact of the use of video-enhanced reflection and feedback on (a) supervisors' evaluations of teaching performance and (b) teacher candidate reflections/evidencing of their teaching proficiency. Our previous procedures for supervision involved live observations of pre-service teachers followed by immediate debriefs based on observational notes made by the supervisor. Pre-service teachers were asked to share their impressions about how the lesson went, but aside from one practice video lesson for edTPA, they did not regularly record and observe their own teaching. New procedures varied slightly from supervisor to supervisor, but generally, rather than conducting live observations, pre-service recorded their lessons in whichever format their school used (e.g., online, face-to-face, hybrid) and uploaded them to the Vosaic platform for them to share with their supervisor. First, pre-service teachers were asked to tag and annotate their video using a form that aligns with the Danielson framework to show evidence of both strengths and areas for improvement within the domains. The supervisor used the “play all” feature to review the pre-service teacher’s video reel with comments, and those video clips were used to facilitate debriefs with students. Supervisors were asked to refer back to those video clips as performance evidence on a debrief form that is aligned to teaching performance evaluation documents. For this initial exploratory case study, we aimed to better understand how video-enhanced feedback and reflection impacted the supervision process. We conducted interviews of clinical supervisors, examined a sampling of videos tagged by teacher candidates, and reviewed evaluations of teaching performance for over 450 pre-service teachers who were in at least one of three clinical semesters across our three special education teacher preparation programs (Learning Behavior Specialist, Deaf/Hard of Hearing, Low Vision/Blindness) during the Fall 2020-Spring 2021 semesters. In the analysis, we used the evaluation documents and video work samples as supporting evidence of the reports of the supervisors. We looked for themes in benefits and barriers reported based on factors such as individualized procedures, experience/comfort with the technologies used, and experience supervising pre-service teachers in general. In this session, we will review our e-supervision procedures, showcasing the technology platform used for annotation and video debrief. We also will describe the methods of our exploratory study and our findings that may be applicable to other teacher preparation programs who seek to improve, enhance, or expand pre-service teacher supervision to include more video-enhanced feedback and reflection. Speaker(s): Tara Kaczorowski, Illinois State University Susan Hildebrandt, Illinois State University Sara Porter, Illinois State University Single Paper Session Technology Location: Bur Oak	Location: Bur Oak	2021110414:0014:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Using Case studies and Interdisciplinary Experiences to Prepare Practitioners Serving Young Children with Complex Needs The purpose of this OSEP-funded personnel preparation project is to provide interdisciplinary training to graduate-level EI/ECSE and SLPs to support young children with complex needs and their families. While the funded candidates (EI/ECSE and SLP) were in the same department, their programs were separate with no to little overlap. Through the grant we developed joint activities to enhance the existing programs. Scholars participated in a brief intervention practicum that was supported by faculty and professional mentors. The practicum was structured to be flexible and accommodate different schedules, allowing for collaboration among scholars, SLP and EI/ECSE faculty and mentors, and families. Project options were available to scholars, and supported a problem-based learning process. Options included working with a young child with Rett syndrome and her caregivers in her home environment to enhance play skills, working to develop and implement AAC within an elementary school classroom, and developing and implementing activities for a community play group for infants and toddlers with disabilities and their families. Presenters will discuss the structure of the practicum course, and how potential barriers were addressed. In order to provide interprofessional experiences including OT’s and PTs a special intensive summer institute was developed and implemented. Scholars participated in an intensive Summer Institute, which took place over the course of 2 days. The Summer Institute involved interdisciplinary faculty (SLP, ECSE, OT, PT) and also included OT and PT scholars from regional colleges and universities. Involvement of OT and PT scholars expanded the outreach of the project, and provided rich collaborative and teaming opportunities. The Summer Institute used case-based learning to engage students in content and problem-solving related to serving infants and toddlers with high intensity needs, including working with medically fragile infants, feeding, mobility, assistive technology, and collaborating with families. Presenters will discuss faculty and scholar reflections, including what went well and lessons learned. Speaker(s): Cynthia Vail, University of Georgia Sarah Wiegand, University of Georgia Single Paper Session Preparation, Certification, Induction Location: Bur Oak	Location: Bur Oak	2021110314:0014:50 001	WED, NOV 3	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	SSEPC Shares Speaker(s): June Robinson, Robinson Educational Consultants Symposium/Special Presentation/Spotlight Session/Special Event request Location: Bur Oak	Location: Bur Oak	2021110310:0010:50 001	WED, NOV 3	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Introducing the Journal of Special Education Preparation: Who, What, and Why Come learn about JOSEP! Speaker(s): Andrew Markelz, Ball State University Meeting Time for Caucus, SIG or Committee Location: Poast Oak	Location: Poast Oak	2021110313:0013:50 000	WED, NOV 3	C8A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 9:00 AM - 9:50 AM CST	Keynote : Advancing Educational Equity: Moving from Words to Actions by Leveraging Family and Community Strengths This presentation will focus on: (1) creating systems to develop education professionals’ capacity to engage in equity-sustaining efforts that support vulnerable children and families; (2) methods to identify and harness family- and community-based strengths to undo systemic inequities; and (3) indications and processes involved in the cultural adaptation of evidence-based practices to improve academic and behavioral outcomes for diverse populations of students. Speaker(s): Charles Martinez Location: Grand Ballroom	Location: Grand Ballroom	2021110309:0009:50 000	WED, NOV 3
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 4:00 PM - 4:50 PM CST	Washington Update Briefing Please join Dr. Jane West and Dr. Kaitlyn Brennan for a Washington Update Briefing on Wednesday November 3^rd at 4pm. West and Brennan will cover the Biden-Harris Administration’s education agenda and provide a critical update on education funding for FY22 and beyond. You will not want to miss this session as Congress is currently hard at work to keep four major pieces of legislation moving down the track. Come for an inside perspective and to learn more about how you can ensure your voice is heard. Speaker(s): Kaitlyn Brennan Location: Grand Ballroom	Location: Grand Ballroom	2021110316:0016:50 000	WED, NOV 3
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Dean Martinez Faculty Discussion Informal session after the keynote with faculty who would like to talk more with Dean Martinez. Speaker(s): Charles Martinez Location: Grand Ballroom	Location: Grand Ballroom	2021110310:0010:50 000	WED, NOV 3
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 9:00 AM - 9:50 AM CST	Keynote Panel: Steering into the future: Directions for Teacher Preparation Practice and Research Over the past two decades, teacher education has faced several significant challenges that require faculty to consider carefully their approaches to recruiting and educating special education teachers, particularly those who are diverse. Further, they must do this work when public faith in their ability to effectively educate teachers is questionable. On this expert panel, recognized scholars in special education discuss how teacher education might respond in ways that lead to a more diverse, effective teacher workforce for students with disabilities, and establish a warrant for our approaches to educating and supporting teachers. Speaker(s): Mary Brownell, University Of Florida Dept Of Sp Ed Mildred Boveda, Arizona State University Joy Broughton, St. Mary's College of California Patricia McHatton Location: Grand Ballroom	Location: Grand Ballroom	2021110409:0009:50 000	THU, NOV 4
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Building an Effective Educator Strand: Assessing HLPs in Action and Using Feedback to Improve Implementation In this fifth and final session of the Strand on Building Effective Educators, the presentation team highlights options professionals can use to monitor and measure implementation of HLPs. Because many of the HLPs are quite broad and cover a lot of terrain, no one measure can adequately be used for everything. Therefore, we highlight a range of measures that can be turned into professional development options to help support outcomes for teachers, and down the road, students with disabilities. We highlight a range of measures, including those used for evaluation of teacher quality (e.g., RESET, POISE), but also for collecting formative teacher data (Classroom Teaching Scan). Speaker(s): Michael Kennedy, University of Virginia Lynn Holdheide, American Institutes for Research Mary Brownell, University Of Florida Dept Of Sp Ed Single Paper Session Preparation, Certification, Induction Location: Grand Ballroom	Location: Grand Ballroom	2021110415:0015:50 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	Collaborative Inclusive Programs: Administrative Influences There are many factors that influence the implementation of a collaborative program. Administrative support is a vital component of implementing collaboration programs (Vangrieken et at 2015). Therefore, support from administrators to arrange collaboration time, provide space and resources, promote in-service for staff development and empower teachers to make decisions are essential for the collaboration program to be successful (Hargreaves,2019) According to Cobrun and Turner (2011) the principal has to be an instructional leader with the power to implement school-wide programs. The definition of instructional leader “views the principals as facilitators, guiding and encouraging an educational environment in which administrators and teachers work collaboratively to diagnose and solve the problems facing the schools” (Nettles & Herrington, 2007, p 725). A part of this leadership includes recognizing the teachers need for professional development and appropriate training to implement the collaborative programs (Leatherman, Bangel, Cox, Merrill & Newsome, 2012). The teachers, and administrators at multiple levels, need to be empowered to participate in professional development in order to understand the needed responsibilities of all involved in the successful collaborative program. (Waldron & McLeskey, 2010). Research question: What are the factors of successful inclusion and collaboration programs in elementary schools? Research design and analysis Collaboration meeting observations and interviews with principals of two different elementary schools; special education and general education teachers at each school; literacy coach at one school; and director of special education at one school. Drawing on Patton’s (2002) theme development, the interviews and observation notes were analyzed for insights into their understanding and perceptions of inclusion and collaboration and the factors that affected the success of the collaboration programs. Results/findings: There is an overarching theme and two sub-themes as related to implications to practice. The overarching theme of a principal holds power of implementation of collaboration programs; other themes 1) individual teachers benefits of collaboration and coordinated/dedicated schedules; 2) professional development and resources to support collaboration. Narrative comments from the participants will be highlighted to enhance the ideas behind the collaboration and how the principals are key elements of success. Speaker(s): Jane Leatherman, Indiana-PurdueUniversity Multiple Panel Session Partnerships Location: Grand Ballroom	Location: Grand Ballroom	2021110416:0016:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Developing Preservice Teachers’ Expertise in Evaluating and Adapting Mathematics Lesson Plans As faculty in special education teacher preparation programs, it is our responsibility to develop our students’ expertise in using evidence-based practices, so they can provide effective instruction and help students with disabilities experience academic and social success. CEC’s initial preparation standards (CEC, 2021) and mathematics instruction guidance documents (e.g., Gersten et al., 2009; NMAP, 2008) identify explicit instruction as a crucial practice in mathematics instruction for students with (and without) disabilities, so teaching our PSTs to implement explicit mathematics instruction in our methods courses is an important course outcome. Special education PSTs must learn to write explicit lesson plans, but because many students with disabilities receive their mathematics instruction in general education classrooms that make use of non-explicit curricula (Sayeski & Paulsen, 2010), trainees must also learn to adapt non-explicit math curriculum to make it more explicit and more effective for students with disabilities. The activity and assignments we will teach participants to implement during this session are useful instructional tools that can help prepare special educators with the knowledge and skills to help students with disabilities succeed in math. The proposed presentation will provide: (a) an overview of the evidence in support of explicit mathematics instruction; (b) a description of key principles and elements of explicit mathematics instruction; and (c) detailed information about how to implement a set of activities and assignments designed to support preservice special educators in developing expertise in evaluating and adapting mathematics lesson plans to make them more explicit and more effective for students with disabilities. Session leaders will walk participants through the activities and assignments and provide practice using a checklist to evaluate the explictness of mathematics lessons and planning adaptations and revisions to mathematics lesson plans to make them more explicit. Participants will leave the session with the knowledge and materials necessary to implement the activities and assignments in their own methods courses or professional development sessions. The activity and assignments participants will learn to implement meet key elements of at least two of the Council for Exceptional Children’s (CEC’s) Initial Preparation Standards related to Curricular Content Knowledge Standard #3 and Instructional Planning and Strategies Standard #5 (CEC, 2021). Speaker(s): Stephanie Morano, University of Virginia Paul Riccomini, The Pennsylvania State University Multiple Panel Session Preparation, Certification, Induction Location: Grand Ballroom	Location: Grand Ballroom	2021110314:0014:50 001	WED, NOV 3	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	Equity-Centered Inquiry in Teacher Education: Using Teacher Study Groups to Support Development of a Critically Inclusive Practice In this presentation we will share the results of a design experiment (N = 54), in which we developed and refined a semester-long, inquiry-based course for special education licensure candidates at a large, urban, public university. Through iterative rounds of design experimentation—during which we elicited and applied participant and facilitator feedback, fieldnotes, and classroom observation data—we developed a structured course curriculum grounded in professional inquiry. We collected data over four semesters (i.e., four iterations of implementation) in six fieldwork support courses. Results presented will include the content (i.e., the scope and sequence) and structure of the semester-long student-teaching support course, grounded in our reimagined conceptualization of equity-centered, inclusive practices. Additionally, we will share findings from the data gathered across the four semesters of implementation, which we used to construct and refine the course. This includes quantitative and qualitative data from the following sources: (a) teachers’ knowledge, measured with the Teacher Knowledge of High-Leverage Practices (Firestone et al., 2021); (b) teachers’ practice, measured with the Classroom Assessment Scoring System (Pianta et al., 2008); (c) artifacts from participants’ teaching related to implementation discussed in weekly course sessions (e.g., a picture of student work); (d) fieldnotes from course sessions; and (e) participant answers on an end-of-course survey (Gersten et al., 2010). Finally, we will also discuss the equity-centered lens in which we grounded this research. The Teacher Study Groups for Critical Inclusion (TSGCI) course structure supported novice special educators in developing a critically inclusive practice: one that acknowledges and sustains students’ intersecting layers of diversity—including neuro-variability, linguistic variability, racial/cultural diversity, and learning differences. The TSGCI content and structure reconceptualizes inclusion as meaningful and cognitively rigorous instruction for all students. This builds on theory regarding a need for expanding the concept of inclusion to acknowledge and dismantle the intersecting forms of exclusion, oppression, and erasure that impact marginalized students (Annamma & Handy, 2020). The TSGCI content and structure is equity-centered in that it “value[s] ethnic, racial, and language differences simultaneously and intentionally” (Waitoller & King Thorius, 2016, p. 367) and is committed to disrupting systems that have historically pathologized students’ abilities. This framework engages with Critical Disability Theory (i.e., Annamma et al., 2013), which emphasizes the interdependence of racism and ableism in maintaining notions of normalcy and exclusion in schools. The TSGCI coursework supported novice special educators in interrogating notions of typical and atypical and in acknowledging the ways that whiteness, smartness, and goodness have been leveraged as forms of oppression (Broderick & Leonardo, 2016; Leonardo & Broderick, 2011). Our data indicated that participation in the TSGCIs prompted candidates to acknowledge and rectify restrictive notions of inclusion, such as defining inclusion as allowing students with disabilities a physical seat in a general education classroom (Baglieri et al., 2011). The framework “cross-pollinates” (Waitoller & King Thorious, 2016) culturally sustaining pedagogy (Paris, 2012), Universal Design for Learning (Rose & Meyer, 2006), complex instruction (Cohen, 1991; Lambert & Tan, 2017), and deeper learning (Noguera et al., 2015; Vaughan et al., 2015). Speaker(s): Allison Firestone, San Francisco State University Chapter Rebecca Cruz, Johns Hopkins University Single Paper Session Research and Inquiry Location: Grand Ballroom	Location: Grand Ballroom	2021110410:0010:50 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 11:00 AM - 12:50 PM CST	TED/HECSE Panel on Diversity, Equity and Inclusion: A Call to Action The TED/HECSE panel will feature diverse voices from our field to discuss critical issues related to diversity, equity, and inclusion. Specifically, panelists will field questions about how to recruit, prepare and retain a more diverse teacher workforce as well as how to recruit and retain doctoral students and new faculty to increase the diversity of those who will be preparing our teachers of tomorrow. The panel will be moderated by Jane West. Panelists include Patty Alvarez McHatton, Mildred Boveda, Karen Fisher, Brian Leffler and Erica McCray. Speaker(s): Cynthia Vail, University of Georgia Erica McCray, University Of Florida Mildred Boveda, Arizona State University Karin Fisher, Georgia Southern University Patricia McHatton Brian Leffler, University of Georgia Multiple Panel Session Diversity Location: Grand Ballroom	Location: Grand Ballroom	2021110411:0012:50 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Tuesday, Nov 02, 2021	Tuesday, Nov 02, 2021 4:30 PM - 5:45 PM CST	Opening Session Join us as we give an overview of what to expect this week. Hear a state of the union given by CEC Executive Director Chad Rummel CEC Associate Executive Director for Professional Affairs Laurie VanderPloeg along with Dee Berlinghoff and Ginny MvLaughling will be announcing its new “Purple Book” which is titled Practice-Based Standards for the Preparation of Special Educators, a revised and updated version of What Every Special Educator Must Know (commonly known as the RedBook). This revision will include the newly revised 2020 Initial Practice-Based Professional Preparation Standards for Special Educators and the brand new Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (EI/ECSE). The shift in the color of the book reflects a refined focus on providing support to educator preparation programs. Additionally, CECs Director of Professional Standards Brad Duncan will speak on CEC launching an Accreditation Process for special educator programs and sharing updates regarding the ongoing development. A brief overview of the planned process will be shared along with the release of policy and process documents for public feedback and comments. This is one session you don't want to miss Speaker(s): Laurie VanderPloeg, CEC Dee Berlinghoff, Mount Saint Mary College Virginia McLaughlin, College of William & Mary Brad Duncan, CEC Ruby Owiny, Trinity International University Chad Rummel, Council of Exceptional Children Location: Grand Ballroom	Location: Grand Ballroom	2021110216:3017:45 000	TUE, NOV 2
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	Building an Effective Educator Strand: Georgia’s Approach to Embedding HLPs in Practice Based Opportunities Across Teacher Education and Induction. Speaker(s): Margaret Kamman, University of Florida Melissa Driver, Kennesaw State University Katherine Zimmer, Kennesaw State University Zelphine Smith-Dixon, Georgia Department of Education Symposium/Special Presentation/Spotlight Session/Special Event request Location: Grand Ballroom	Location: Grand Ballroom	2021110413:0013:50 001	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	Building an Effective Educator Strand: Putting HLPs into Action with Effective Practice-Based Learning Opportunities CEEDAR Center staff have collaborated with teacher educators from several states to develop Professional Learning Opportunities (PLOs) to support teachers and candidates in learning to use high leverage practices (HLPs). This session describes research support for PLOs, the features of effective PLOs, an in-depth example of one PLO, and universally available resources for other faculty and professional development providers interested in integrating more effective practice opportunities into their teacher education efforts. Speaker(s): Mary Brownell, University Of Florida Dept Of Sp Ed Elizabeth Hoffman, Rio Salado College DaShaunda Patterson, Georgia State University James McLeskey, Sch of Spec Ed Sch Psych & Early Childhood Studies Symposium/Special Presentation/Spotlight Session/Special Event request Location: Grand Ballroom	Location: Grand Ballroom	2021110414:0014:50 001	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	Building an Effective Educator Strand: Using HLPs to form a cohesive approach to developing teachers Speaker(s): Virginia McLaughlin, College of William & Mary Melinda Leko, University of Wisconsin Kyena Cornelius, Minnesota State Univ Mankato Dee Berlinghoff, Mount Saint Mary College Jacqueline Rodriguez, American Association of Colleges for Teacher Education Symposium/Special Presentation/Spotlight Session/Special Event request Location: Grand Ballroom	Location: Grand Ballroom	2021110311:0011:50 001	WED, NOV 3	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Building an Effective Educator Strand: Using the HLP-informed CEC standards to inform teacher education program reform Speaker(s): Kathleen Puckett, Arizona State University Laura Atkinson, Arizona State University/ Mary Lou Fulton Teachers College Laura Corr, Arizona State University/ Mary Lou Fulton Teachers College Amy Papacek, Arizona State University Symposium/Special Presentation/Spotlight Session/Special Event request Location: Grand Ballroom	Location: Grand Ballroom	2021110313:0013:50 001	WED, NOV 3	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Kaleidoscope Poster Session Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 000	THU, NOV 4
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Program and Reality Coherence in Special Educator Roles Interactive Poster Session The following three research questions will be addressed in this presentation: (1) What are the roles and responsibilities of special educators in a suburban school division? (2) What are the course requirements and learner outcomes of a traditional teacher preparation undergraduate special education teacher preparation program? and (3) How do the roles and responsibilities of special educators in a suburban school division match the requirements and learner outcomes of a traditional teacher preparation undergraduate special education teacher preparation program? To address these research questions, three phases of research were conducted within this study. Phase one analyzed job descriptions of six surrounding county’s through concept mapping. Concept maps were created for each county and then aggregated to determine categories, dimensions, and properties of roles and responsibilities of special educators. The following categories were determined through this process: collaboration, instruction, environment, IEP case management, and personal characteristics. A code book was created from this concept mapping process. Phase two utilized the code book to analyze the traditional teacher path learner outcomes for both general and adaptive curriculum special educator licensures to determine how well the undergraduate curriculum matched job descriptions. During phase three, interviews with both undergraduate faculty and school administrators were conducted. Interviews were recorded, transcribed, and coded with the code book. Findings indicated the following: (1) each county prioritized different roles and responsibilities for special educators and no county identified all five categories of roles and responsibilities identified through the aggregated concept map, (2) the general education curriculum licensure program reinforced educational theories and evaluating student needs and abilities consistently, while other roles and responsibilities were taught in isolation within a single class or not addressed at all, (3) the adaptive curriculum prioritized instructional learning experiences, learning assessments, and instructional knowledge, while other roles and responsibilities were taught in isolation within a single class or not addressed at all, and (4) the following dimensions were not addressed within the traditional teacher preparation program: : (a) participating in triennial reviews, (b) conducting child studies, (c) collaborating with parents to provide feedback to reinforce student goals, (d) collaborating about student expectations with parents, (e) reporting student progress to parents, (f) sharing relevant resources and literature with parents, (g) including parents in the IEP process, (h) including parents in the construction of IEP goals, (i) reporting incidents to parents, (j) enhancing classroom aesthetics, (k) facilitating and monitoring field trips, (l) appealing teacher evaluations, (m) individualism, and (n) moral character. While administrators emphasized the need for “reflective teachers”, additional addressed in both the undergraduate curriculum for both general and adaptive licensures, reflection was not addressed within any job description. As some faculty indicated that the curriculum does not “prepare teachers to teach” as “learner objectives do not encompass all that is necessary”, it is imperative that traditional teacher preparation programs reevaluate how they are meeting the needs within schools. Speaker(s): Nora McKenney, George Mason University Interactive Poster Session Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110310:0010:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Implementing Data-Based Individualization (DBI) for Improving Instruction in Middle School Mathematics Speaker(s): Rachel Juergensen, University of Missouri Columbia Stephanie Hopkins, University of Missouri Interactive Poster Session Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110310:0010:50 000	WED, NOV 3	8929F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	A comparison of Native American preschoolers with disabilities engagement using general picture books, culturally relevant books, and squishy books Discovering the types of books that promote engagement for NA preschoolers with disabilities can assist educators in planning future shared reading activities with their NA preschoolers with disabilities. Currently, no research exists on the use of squishy books. In addition, little research exists on the use of culturally relevant books with NA preschool students with disabilities. Finding books that facilitate engagement can benefit students with disabilities and their educators. The National Early Literacy Panel declared that more research on early childhood literacy needs to include English language learners and children with disabilities (National Early Literacy Panel, 2008). Speaker(s): Candi Running Bear, Northern Arizona University Accountability Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 7D29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6A5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	A Review of Pre-Service Special Education Teacher Preparation on Conducting Functional Behavioral Assessments To better equip policy makers, faculty members, and educators to prepare future generations of practitioners to work with students with disabilities exhibiting challenging behaviors, the author will present findings from a literature review exploring the current preparation of special education teachers on conducting functional behavioral assessments (FBA). In the 1997 revision of the Individuals with Disabilities Education Act (IDEA), new discipline policy outlined the requirement to conduct an FBA and develop a behavioral intervention plan (BIP) for students with disabilities as a means to reduce exclusionary discipline procedures such as suspension (Moreno et al., 2017). Even when not legally required to conduct an FBA and implement a BIP, researchers have continually concluded that behavior interventions that match the student’s function of behavior are most likely to result in significant changes in behavior (Borgmeier et al., 2015, Péturdsdöttir, 2017; Scott & Cooper, 2017) and are an effective means of mitigating exclusionary discipline (Edwards & Xin, 2017). A lack of assessment or an improper assessment, on the other hand, will likely lead to ineffective and inappropriate interventions (Weber et al., 2005). Thus, an FBA is required to determine the function(s) of targeted challenging behaviors which will ultimately inform function-based interventions. While only mandated in the context of suspension and after a manifestation determination review, FBAs and BIPs have become widely accepted in the field as evidence-based assessments and interventions to prevent and manage challenging behavior (Hirsch et al., 2017; Newcomer & Lewis, 2004; Scott & Cooper, 2017). The goal of the literature review was to answer the following questions: (a) Is there evidence in the literature that practicing special education teachers are prepared to conduct Functional Behavioral Assessments (FBA)? and (b) What training do pre-service special education teachers receive around conducting FBAs? The search yielded ten studies consisting of document analyses, interviews, surveys, and assessments. These encompassed multiple aspects of FBAs conducted by practicing and pre-service special education teachers which enabled a larger picture of not only pre-service program content but its impact (or lack thereof) on practicing teachers in the field. In this session, the author will share synthesized findings on the quality of the FBAs being currently conducted, on the special education teacher’s involvement in the FBA process and reported professional development needs, and studies examining coursework and experiences provided to pre-service special education teachers. Based on the reviewed studies, FBAs are not being conducted accurately or utilized properly, largely in part because of the lack of training provided in special education teacher preparatory programs. This confirms the findings and hypotheses of other intervention studies, seeking to increase the quality of FBA training at the pre-service level (Borgmeier et al., 2015; Fallon et al., 2011; Gettinger et al., 2008; Yell & Katsiyannis, 2000). While dismal, these findings are helpful for the field as they expose a clear gap between best-practice and reality when it comes to conducting FBAs for students with disabilities. Speaker(s): Rebecca Folkerts, University of Illinois, Urbana-Champaign Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	A Systematic Literature Review of Beginning Special Education Teachers’ Perceptions of Induction: 2005-2021 Specific research questions addressed in this review were: What research designs and methods have researchers used to investigate effective components of induction programs? What components of induction programs have been identified as beneficial from the perspective of early career special educators? What is the role of social climate and collaborative context in teacher induction? This session will engage interest in issues related to teacher induction and invite inquiry and conversation around early career special education induction experience. Attendees will gain insights to the current literature base and explore rationale for potential future research. The review will be presented in poster and oral presentation format. Content will include the stated problem, methods, results and discussion. Implications and recommendations will also be included. Regarding Methods, I will present the following: To identify relevant literature for review, I searched Academic Search Complete and ERIC databases. Search terms included [Teacher Induction AND Special Education], [Induction AND Administration], and [Perspectives on Teacher Induction]. This search results in an initial 36 studies. Studies that did not include data on teacher perspectives were excluded. Studies that focused solely on administrators’ or mentors’ perspectives were also excluded. Retained studies were (a) empirical; qualitative, quantitative or mixed methods research designs, (b) reports of general and special education beginning teachers’ (those who taught 3 years or less) perspectives, (c) published after 2005, and (d) written in English. The remaining 13 studies were published in a peer reviewed journal or were a dissertation. For studies that included administrator, mentor, and others’ perspectives, only the teachers’ perspectives will be reported. Regarding Results, I will present the following: Of the 13 studies included, six were qualitative, five were quantitative and two were mixed methods. (Studies included in the review are marked with an * in the Reference list). The qualitative studies collected data on teacher perceptions through individual or focus group interviews. The quantitative studies collected data through surveys. The mixed-method studies collected both focus group interviews and surveys. A table including research designs and results will be presented. In general, results from the studies indicated that all 13 studies reported positive perceptions of the induction experience, with emphasis on opportunities to collaborate with and observe tenured teachers, and when relationships with building administrators were perceived as positive. Where negative perceptions were reported, a lack of meaningful relationships with building administrators was identified. The lack of opportunity to plan collaboratively was also identified as a negative. Next, I conducted a comparative analysis using information from the IRIS Module: Teacher Induction: Providing Comprehensive Training for New Special Educators. In a second table, the 13 studies were compared on the following components of a comprehensive induction program: (a) good job match, (b) relevant work orientation, (c) supportive school community, (d) deliberate role design, (e) ongoing professional development. Each component will be described and the comparison between studies will be shared with the audience. Studies with the most positive reports of the induction experience will be compared to the components included in the specific program described. Speaker(s): Heather Rogers-Rodrigues, University of Hawaii at Manoa Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	A Systematic Literature Review of Strategies to Develop Expressive Communication for Students with Dual Sensory Loss Students with deaf-blindness are unable to access their environment due to their sensory loss. The lack of access impairs their ability to develop symbolic levels of communication that can even be understood by individuals who are not familiar with the students. Educators working with students with deaf-blindness require a specific skill set taking into account the impact of the dual sensory loss. Since deaf-blindness is a low-incidence disability, there is a limited amount of research compared to other high-incidence disabilities, such as autism or learning disabilities. This systematic literature review aimed to identify strategies that can support communication development with students with deaf-blindness. A search of two databases resulted in 18 peer-reviewed articles with a variety of interventions that can be categorized into three groups: support from trained adults, access to direct learning opportunities and access to an appropriate communication system. Implications for practitioners and future research directions are discussed. Speaker(s): Ira Padhye, Virginia Deaf-Blind Project/Virginia Commonwealth University Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Access to the General Education Curriculum for Students with Significant Cognitive Disabilities This poster session will review the work I have complete thus far on my dissertation titled Access to the General Education Curriculum for Students with Significant Cognitive Disabilities. This presentation will include a review of the problem and purpose of the study including my research question and sub questions. A large portion of the presentation will include a review of the literature focusing specifically on alternate academic standards, how access to the general education curriculum is currently defined and practices that promote access to the general education curriculum for students with significant cognitive disabilities. Indiana developed Content Connectors as their alternate academic standards to meet the federal mandate that all students must have access to the general education curriculum to the maximum extent appropriate. The Content Connectors support access to the general education curriculum for students with significant cognitive disabilities because they are tied directly to the Indiana Academic Standards. Based upon a review of the research, three main areas emerged in defining access to the general education: 1) the type of curriculum being used; 2) the setting for providing access, and 3) the role of the educator. The practices supporting access to the general education curriculum include co-teaching, peer supports, Universal Design for Learning, assistive technology, and accommodations/modifications for students with significant cognitive disabilities. The aim of this session is to describe my dissertation topic. I would like to know what types of standards other states use and how the standards support access to the general education curriculum for students with significant cognitive disabilities. I would also like to get feedback from participants on their definition of access and what practices they find successful in providing students with significant cognitive disabilities access to the general education curriculum. Speaker(s): Robin Thoma, Indiana State University Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Advancing Equity and Advocacy: Developing Teacher Social Justice Dispositions Through Teacher Preparation Educators as leaders, advocates, and activists are essential to ensuring students from marginalized groups, including disability, receive equitable education and opportunity (Bourn, 2019). Professional standards and statements from organizations like the Council for Exceptional Children (CEC, 2020), the National Educators Association (NEA, 1975), and the American Association for Colleges of Teacher Education (AACTE, 2021) illustrate teaching as a space for social justice. A noticeable increase in the expressed need for social justice-oriented education and teacher preparation (Boylan & Woolsey, 2015; Goodwin & Chen, 2016; Roegman et al., 2020) has emerged over the past decade and the current socio-political climate underscores the need for the development of social justice dispositions in pre-service teachers. Pre-service teachers who serve students with disabilities in any capacity must be prepared through course content, activities, experiences, and expectations which reinforce social justice perspectives and equitable and inclusive practices. Teacher preparation programs which prioritize a social justice focus ensure teachers are willing and equipped to provide individualized learning opportunities and supports that acknowledge and affirm the multiple identities of students and families (Furman, 2012; Howard & Milner, 2021; Roegman et al., 2018). This poster session will report the results of a systematic literature review targeting the themes, concepts, and practices essential to developing social justice perspectives within pre-service teachers through teacher preparation programs. Research literature from 2010-2021 related to identifying social justice content and practice for teacher preparation will be reviewed and analyzed for emerging themes. Details regarding the review criteria and analytical process will be included. Participants who engage with the poster and author will have the opportunity to discuss integral components of preparing pre-service teachers with social justice perspectives, critical course work and activities to develop this disposition, and how what is learned from this literature review can be leveraged to advance efforts towards this goal within contextualized preparation programs. Speaker(s): Lindsey Pike, University of Central Florida Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Affinity Groups and Retaining Teachers of Color There is a critical need for teachers of color in U.S. K-12 schools. Teachers of color bring many benefits to the school systems, especially for students of color (Bristol & Martin-Fernandez, 2019). Also, retaining pre-service and in-service teachers of color may allow schools to become more equitable places (La Salle et al., 2020). Unfortunately, teachers of color face unique challenges that white teachers do not. By having specific interventions to address these challenges, we are not only working to retain teachers of color, we are acknowledging that there are systematic inequalities in our schools and that they need to be addressed. Affinity groups (a place where people who share common characteristics come together to support each other and work towards a common goal) are one such strategy. In her participatory action research study, Mosely (2018), reported that her in-service teacher participants said they were more likely to stay in their schools after participating in an affinity group. Bristol (2020) used a phenomenological research design with 20 black male pre-service teachers, and they reported that working in affinity groups allowed them to learn classroom practices faster and feel more supported in their roles. At our urban mid-Atlantic University teacher education program, affinity groups were created this year and data was collected each month using a survey that was created based on the group's self-created mission statement and goals. Early research supports positive effects of these groups. We will share the preliminary data that we have collected on our groups, including disaggregated data that focuses specifically on special education teachers of color. In this session, we will review three essential components of affinity groups as identified from a review of the literature: social-emotional health, professional development, and advocacy. Understanding these components will allow participants to create their own affinity groups. Understanding the components of an affinity group will allow educational leaders to implement their own affinity spaces. In the discussion of the first year of affinity groups implemented at one University, we will discuss both lessons learned, and provide recommendations for developing affinity groups. Speaker(s): Meagan Dayton, Virginia Commonwealth University Diversity Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Aligning HLP, professional development and self-efficacy: An approach to reduce teacher attrition This presentation will share preliminary research that aims to design an assessment tool for novice (0-3 years’ experience) SET self-efficacy in implementing the High Leverage Practices (HLP) in their classroom. Guiding novice teachers to become advanced beginners is one way to support both student learning and teacher retention. Brownell and colleagues outlined a framework for developing advanced beginners that includes feedback and analyzing one’s own performance as two of the four featured practices (Brownell et al., 2019). Feedback on implementation of HLPs can be provided in a structured observation. In addition, evaluating your own practice is known to impact performance. Teacher’s self-beliefs about their teaching impact their instructional decisions and teaching environment. Developing a tool to measure novice teacher’s self-efficacy in HLP implementation will support meaningful feedback that can be tailored to areas of greatest need. By aligning SET self-efficacy and observational assessment of performance, individualized professional development can be provided. One element of quality professional development is the identification of areas of need that are consistent with the teacher’s belief of their need (Jimenez & Barron, 2019). The research shared in this presentation used a constant comparison method to develop 27 questions for pre-service teachers related to implementation of HLP. These questions were evaluated by experts (university faculty in education and measurement) and current special education teachers. The pilot testing was then conducted with four students in special education who were completing their senior practicum. The students completed the self-efficacy questionnaire electronically using a four point Likert scale of strongly disagree, disagree, agree and strongly agree. Next, the primary investigator completed observational assessments and rated the demonstrated evidence of implementation of the HLP on an aligned rubric. The observational assessment questions were directly aligned to the pre-service teacher questionnaire. Next, the researcher met with the pre-service teacher to discuss items with non-adjacent scores and conduct a qualitative, semi-structured interview that included social validity questions. Preliminary findings indicate that pre-service teachers score what they think they can do, not necessarily what they do. This difference in beliefs and behaviors should be explored further. In addition, the pilot data showed a need for more access to observations, lesson plans and interviews. All pre-service teachers that participated reported they enjoyed the process and would be willing to complete the process in an employment setting. Improving teacher practice is an iterative process that requires collaboration between many stakeholders. K -12 school-university partnerships can improve outcomes for all students (Maheady et al., 2019). Using information from the pilot study, a partnership with the local school district was formed. Professional development in HLP will be provided to novice special education teachers, reflective teaching and a tiered model of support will be implemented. Data will be collected on novice SET beliefs about their implementation of HLP (self-efficacy) and evidence of their teaching behaviors that implement HLP. This presentation will share a current update of the school partnership, the influences of the pilot process on the current study and the next steps for this line of research. Speaker(s): Mary Mcconomy, Florida State University Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	An International Exploration of Teachers’ Self-efficacy in Inclusive Education: A Literature Review The aim of this session is to share current literature on teachers' self-efficacy for inclusion education from an international viewpoint. I will be sharing the findings on (a) What factors are mediators of teachers’ self-efficacy in inclusion? (b) What is the relationship between teacher preparation and teachers’ self-efficacy in inclusion?, and (c) What is the impact of higher teachers’ self-efficacy in inclusive education in the classroom? Then, I will discuss the implications and the impact of teacher preparation on teachers' self-efficacy for inclusion and the influence it has on students' performance in school. Speaker(s): Erika Moore, UCF Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	An Iterative Design Approach to Content Acquisition Podcasts in Special Education Teacher Preparation Teacher preparation programs have limited time to equip preservice educators with the requisite skills to deliver reading instruction to students with disabilities. For maximum efficacy, teacher educators need targeted interventions based on proven theories of learning to create the most significant impact on the knowledge and skills of preservice educators within the existing time constraints. Technological interventions, such as Content Acquisition Podcasts (CAPs), offer a means of content delivery that is based on a solid theoretical framework and address some of the persistent problems in teacher education. CAPs are enhanced podcasts developed in alignment with Mayer’s Cognitive Theory of Multimedia Learning (2009) to deliver content in teacher education (Kennedy et al., 2011). Key elements of CAPs include focused content; combining visuals, text, and narration; and limited length (Kennedy et al., 2011). Nine studies have been conducted on the impact of Content Acquisition Podcasts (CAPs) on preservice special education teachers’ knowledge and skills for reading instruction (Alves et al., 2018; Carlisle et al., 2016; Driver et al., 2014; Ely et al., 2014a; Ely et al., 2014b; Kennedy et al., 2012; Kennedy et al., 2013; Kennedy et al., 2014; Peeples et al., 2019). Part of the efficacy of CAPs as an instructional modality is rooted in the use of rigorous evaluation through Clark’s (2009) instructional practice framework (Kennedy et al., 2014). This framework aligns with an iterative design approach and emphasizes the learners’ experiences in refining instructional tools (Clark, 2009; Kennedy et al., 2014). This study addresses the first two steps in the Clark’s (2009) framework: (1) identifying a challenge in instructional practice and a proposed solution; and (2) a pilot study to develop and refine the instructional practice (Kennedy et al., 2014). This iterative design based study seeks to improve CAPs as a form of teacher education pedagogy by answering the following research questions: (1) How do preservice special education teachers experience a CAP on the science of reading instruction?, (2) What feedback do preservice teachers provide after viewing a CAP on the science of reading instruction?, and (3) How is feedback from preservice teachers incorporated into the refinement of a CAP on the science of reading? Using an iterative design approach, this study includes two phases. In the first phase, an initial CAP on the science of reading will be developed and viewed by preservice special education teachers at a large, midwestern flagship university. Data on their perceptions and experiences will be collected through semi-structured interviews (Clark, 2009). The qualitative data will be coded inductively and used to inform revisions of the CAP. In the second phase, the revised CAP on the science of reading will be viewed by preservice special education teachers. Data will be collected through semi-structured interviews. The goal of this poster session is to present the preliminary findings of this pilot study. Results of this study will contribute to the growing research base on CAPs and provide valuable insight for the field of teacher education on high-quality design of multimedia instructional tools. Speaker(s): Lauren Zepp, University of Wisconsin Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Antecedent Strategies to Reduce the Likelihood of the Occurrence of Problem Behavior in the Early Childhood Classroom The session will begin with the presenter discussing the findings of the literature review. They will encourage participants to discuss the fact that only research measuring behavior that was already occurring was found, asking questions such as: Are the findings what you expected; why or why not? Do you think it could be feasible to conduct research on antecedent strategies using a group design? What would the control and test conditions look like? Would it be socially valid as teachers are likely to use at least some of these strategies (e.g., providing a rationale) sometimes in the control group? How would teachers’ strategy use and student behavior be monitored? The presenter will further discussion by likening not knowing if strategies reduce the likelihood of behavior that has not had the opportunity to occur to Schrodinger’s cat and encourage participants to consider if it is always necessary to ensure practices are evidence-based for a particular situation or not and why they hold that opinion. The aim of the session is inform participants of the literature review findings and encourage them to consider and discuss the practicalities and ethics of linking research to practice. Speaker(s): Katherine Jordan, University of Kentucky Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Caregiver and Educator Collaboration: A COVID-19 Literature Examination The purpose of this presentation is to summarize and describe the ways researchers have so far addressed the increased need for an expanded approach to increasing collaboration for caregivers and educators in the academic lives of students with ESN. We examine specifically research conducted during the 2019-2021 COVID-19 pandemic that explored research questions relating to the collaboration of caregivers and educators of students with ESN. Although this body of research is limited, we also assess methodological rigor of those studies that assessed the effects of specific interventions, using CEC standards for evidence-based practice. We discuss findings, and more importantly describe new areas that researchers must continue to explore regarding the expanded role of collaboration between caregivers and educators because of the shift to NTI. Speaker(s): Brandy Brewer, University of Louisville Partnerships Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Collaboration to Maximize Student Engagement in Co-Taught Classrooms by Increasing Opportunities to Respond a Speaker(s): Janet Nutt, University of Kentucky Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Culturally and Linguistically Diverse Exceptional Students Need Trauma Informed Practices During COVID-19 and Other Drastic Events The following is a qualitative research study that served as a foundation for this case study. Trauma informed practices include; consider each student's individual characteristics; recognize signs of trauma; preview curriculum materials for potential content that may cause distress; conduct student check-ins to gauge students well-being; preview assignments to ensure that policies and procedures are considering the needs of the traumatized student; being mindful of the instructors behaviors that could trigger students negative behavior; recognizing a student's aggression, disrespect, or anger and address the individual student's needs to minimize further trauma for students in the classroom (Carello & Butler, 2015). Research questions: 1. Which teaching models have SPED teachers taught in during the pandemic? 2. How prepared are SPED teachers in the implementation of trauma informed practices for CLDE students during COVID-19? 3. What specific TIP are SPED teachers implementing in their classroom? 4. How often are TIP being implemented in SPED teachers’ classrooms? The SPED teachers selected for this case study were K-12th grade SPED teachers in two different school districts located in the southwestern region of the United States. Participants were 2 male and 1 female SPED with various years of experience and were of various ages, races, socioeconomic, and gender backgrounds who were interviewed individually using Zoom. Participants were provided with copies of transcripts and my data analysis for member checking. I analyzed participants individual responses by focusing on the research questions to identify reoccurring themes within the participants responses. I also developed a coding system for sorting and categorizing the participants results (Hays, 2014). Results indicate that rural SPED teachers have taught using several different learning models during the COVID-19 pandemic. Participants in the study feel either fully prepared, somewhat prepared, or unprepared for the implementation of TIP for CLDE students during the COVID-19. Their responses directly correlated to the amount of training or professional development that they had received from their school districts. There were a wide range of TIP that were being implemented in the SPED teachers’ classrooms for those participants that indicated that they felt prepared or somewhat prepared. TIP was implemented either often or multiple times per week in some participants classrooms. According to the data that was collected in this case study most SPED teachers seem to be implementing TIP, while some participants did receive training or professional development, they are also implementing the practices at different rates using multiple TIP for CLDE students in the classroom. The implication of this research is that trauma informed practices can be implemented for CLDE students in SPED classrooms. It is also recommended that all teachers need the support of some in-service and teaching models when there is a sudden and drastic switch in teaching modalities and perhaps continual short teacher trainings on using TIP could benefit teachers and students. CLDE students' could also benefit from receiving TIP since SPED teachers could better meet CLDE students emotional needs using TIP, which could result in a decrease in behavioral referrals and increase in instructional time. Speaker(s): Christina Gabaldon, Northern Arizona University Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Development of Mathematics and Self-Determination Skills for Young Adults with Extensive Support Needs This poster session will present the research results of a previously conducted study in [blinded city] targeting mathematical problem solving for young adults with extensive support needs (i.e., autism spectrum disorder, intellectual disability, developmental disabilities, or multiple disabilities; ESN) using modified schema based instruction (MSBI). The target population were students form a Transition Program in [blinded city] Results of the multiple probe across participants design indicate a functional relation between MSBI and steps of problem solving completed independently correct. This study, along with several other, support the use of MSBI as an evidence based practice for students with ESN. This study combined instruction on academics and self-determination skills (i.e., self-monitoring) to support mathematical problem solving of multiplication word problems. To build self-determination skills, participants set daily goals and self-monitored the completion of problem-solving steps using a task analysis. They then self-graphed their steps completed independently correct. This poster will highlight this novel component of MSBI and how it impacted social validity within the study. Specifically, participants disclosed that self-monitoring (i.e., goal setting and self-graphing) was their favorite component of the MSBI package; related to the classroom teachers within the study, they stared that they observed an improvement in their students mathematics skills, noticed an improvement of self-confidence in the participants, found the intervention to be feasible, and implement the self-monitoring system within their classroom to support student job skills development. This session will discuss how the study addressed limitations in prior research (i.e., fading of generalization supports, new context, new content, etc.) Generalization is especially important, given that the goal of mathematical problem-solving interventions is to increase independence and opportunities in real-life settings, which are times that individuals with ESN likely will not have access to all of the visual supports and scaffolds provided during instruction (e.g., schemas and task analysis). This session will highlight the real-world component of generalization within the study, scaling ingredients from a recipe without instructional supports (i.e., task analysis or graphic organizer). Prior studies tackling this issue have had limited success in generalization when visual supports are faded (Browder et al., 2018; Root & Browder, 2019). This study has a goal and aim to show practitioners and researchers that only focusing on functional academics is a thing of the past. This poster board session will provide attendees with a look into the future of an evidence based practice to support mathematical problem in students with ESN that is feasible, enjoyable, and influences results. It will also show attendees that MSBI is a package that could have long-lasting implications for the lives of students with ESN. Specific to this study, all participants improved in their mathematics and self-determination skills over the duration of the study. Speaker(s): Deidre Gilley, Florida State University Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6A5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Differential Effects of Criteria for Increasing Delay Intervals in Progressive Time Delay This study used a single case adapted alternating treatments design to compare the differential effects of different variations of criteria used to determine when to increase to the next delay interval in the progressive time delay (PTD) instructional procedure when teaching expressive word identification to elementary-aged children with moderate/severe disabilities (e.g., Autism, Down syndrome, intellectual disability), language impairments, and reading deficits. The study compared the efficiency of response-independent criteria (RIC; i.e., increasing the delay interval after a set number of sessions) and response-dependent criteria (RDC; i.e., increasing the delay interval after participants achieve a certain accuracy criterion) to determine whether one variation (a) required fewer sessions to reach mastery, (b) produced fewer student errors, (c) facilitated better skill maintenance, and/or (d) required less instructional time. In the experimental design, each variation of the PTD procedure was applied to its respective set of assigned stimuli in alternating sessions until the stimuli in each set meet a predetermined criterion level. Throughout this comparison condition, an additional set of stimuli (i.e., a control set) was intermittently measured in order to detect any maturation or history threats. In this design, experimental control is demonstrated when, after controlling for threats to internal validity, patterns of responding are differentiated (i.e., there is evidence of differences in the rate of learning as indicated by slope depicting rapidity of learning, number of sessions to criterion, total duration to criterion, percentage of errors, etc.) between the variations of the intervention procedures without any maturation or history threats revealed in the control set. During data collection, the participants’ school was closed for the remainder of the year due to a viral pandemic prior to the completion of the comparison condition. Therefore, conclusions about results should be considered in light of this limitation. Results obtained indicated that both variations were effective in increasing all participants’ percentage of correct responses when identifying sight words. Results pertaining to the differentiation in the acquisition rates of both variations were mixed but indicated some superiority with the RDC variation. Results pertaining to which variation was more efficient in increasing independent performance with fewer errors were mixed and indicated that either (a) there was not a noteworthy difference in error rates between both variations or (b) the RDC variation resulted in lower error rates. Neither variation was considerably more efficient in terms of the instructional time required to implement the procedures. Overall, RDC data (a) had acquisition rates with either a slightly greater rate of increase, less variability, or equal results to that of RIC data for the majority of participants, (b) either resulted in lower error rates than that of RIC data or resulted in relatively similar error rates as the RIC variation, and (c) required approximately the same amount of instructional time to implement as the RIC variation. Thus, it can be concluded that for these participants, providing instruction with the RDC variation of the PTD procedure is likely to be either equally efficient or more efficient than providing instruction with the RIC variation. Speaker(s): Kaitlin O'Neill, University of Kentucky Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6A5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Disrupting Inequitable Education Using an Ethics of Care Framework The session will provide an overview of two different ethics of care frameworks drawn from feminist and disability studies perspectives and applied to the context of inclusive education. Current conceptions and assumptions related to care in special education will be examined prior to applying ethics of care as a framework to disrupt inequitable systems, structures, and practices resulting in further exclusion for students with disabilities. An emphasis will be placed on care relations to consider how reciprocity and interdependence promote inclusive practice through an authentic person-centered approach and view of access as an ongoing and dynamic process. The traditional roles and responsibilities of special educators as diagnosticians and remediators are based on the medical model of disability. Ethics of care perspectives challenge this model as a fundamental principle necessary for addressing inclusion for students with disabilities. After the ethics of care framework is presented, participants will engage in discussions about future strategies and action plans to address the moral responsibility for educators to commit to inclusion as a philosophy, collective effort, and an ongoing human rights issue. Speaker(s): Radeen Yang, University of Wisconsin-Madison Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Effective, Collaborative, Person-Centered Transition Services for Students with Disabilities: A Planning Tool Literature supports the need for effective transition services and the importance of person-centered planning and interagency collaboration. Carter et al. (2020) and Carlson et al. (2020) identified work-based learning and readiness as an area that secondary educators identified as an area for improvement when working with individual with disabilities in the pre-employment transition stages. Researchers in Carter et al. (2020) surveyed secondary educators who identified several areas related to transition that they felt underqualified to address. In addition, Balcazar et al. (2012) sought to improve the transition outcomes of minorities with disabilities through provision of interventions focused on providing training and supports in youth empowerment (person-centered) and personal investment in goals. Several studies have addressed teaching self-advocacy and self-determination as important components of transition services (Carlson et al, 2020; Frentzel et al, 2020). Ensuring transition plans are designed with the individual students in mind and the tools and resources they will need to be successful are important components in the transition planning process. During this session, issues and evidence surrounding person-centered collaborative transition planning among stakeholders will be addressed as well as how this information was used to create a teacher planning tool utilizing evidence-based practices and specific transition needs; allowing the design and implementation of individualized plans to assist in developing person-centered transition plans, as well as to collect and organize interagency collaborative resources and information. This session will provide direct guidance on utilizing and implementing the planning tool and will provide an (adaptable) copy of the transition planning tool. This information and planning tool will be beneficial to practitioners as well as higher education institutions and faculty in providing effective transition services and resources for students with disabilities (including autism, developmental disabilities, and intellectual disabilities). Speaker(s): Kristie Covington, University of Louisville Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Effects and Implications of Two Multimedia Programs for Improving Exceptional Learner and English Learner Word Knowledge The purpose of this presentation is to introduce evidence from an empirical study that provides practitioners insight into effective components of instructional technology as a practical supplement to current literacy practices in public school settings. Multimedia tools that apply evidence-based vocabulary instruction can result in positive outcomes for SWD’s and EL’s (Fehr et al., 2012; Kuder, 2017). However, literature examining the efficacy of technology devices on vocabulary outcomes is scarce (Jamshidifarsani et al., 2019). In this session, authors present a comparative investigation of technology-based vocabulary programs for upper-elementary students with distinct learning needs in an inclusive classroom setting. Presenters aim to report specifically on the vocabulary performance of SWD and EL student groups from the overall study above. A research question of focus was: (1) to what extent do CAP-S, Infercabulary, and BAU approaches to vocabulary instruction affect performance among 5th grade SWD’s and EL’s in inclusion settings? Researchers compared two multimedia treatment conditions to a business-as-usual approach (BAU) to vocabulary instruction. Each condition featured 100 vocabulary terms to be taught. One treatment [(Content Acquisition Podcasts for Students (CAP-S)] integrated teacher-delivered explicit vocabulary instruction with instructional slides grounded in multimedia principles (Mayer, 2020). A second treatment (Infercabulary) was a commercially-developed software that used visuals and captions within a game-based context to enhance student practice opportunities while making inferences around word meanings. Method & Procedures: Of the 656 student participants described above, 74 students qualified for special education services through an Individualized Education Program (IEP) and 64 were identified as English learners (EL’s). Researchers administered the following vocabulary measures to compare student groups at both pretest and posttest time points: multiple choice (MC), synonym identification (CORE assessment), sentence identification (SI), and picture identification (PI). In the CAP-S condition, students received teacher-directed instruction on vocabulary terms in the form of experimenter-designed multimedia slides. In the Infercabulary condition, students independently learned meanings of focus words within a game-like format. For the BAU condition, teachers were asked to teach terms to students using methods they deemed appropriate. Results: Statistical analyses were conducted using one-way ANOVAs to examine group differences among treatment conditions across a three-part measure of word knowledge. Results from the study indicated that students with disabilities and English learners receiving the Infercabulary (p<.01) or CAP-S (p<.01) interventions significantly outperformed their counterparts in the business-as-usual condition on multiple measures of word knowledge. Moreover, there were no statistically significant differences found between Infercabulary and CAP-S for either student demographic. Further details and implications from these findings will be discussed. Discussion: Evidence from this study provides notable insights for practitioners that serve SWDs, and EL student populations. Findings reveal that, while CAP-S and Infercabulary programs differed in instructional approach and delivery format, both treatments similarly incorporated evidence-based vocabulary practices with visual and audio features to achieve desirable gains in vocabulary performance for SWD’s and EL’s populations. These results show support for various ways that multimedia tools can be used to enhance best practice literacy instruction for SWD’s and EL student groups. Speaker(s): Sean McDonald, University of Virginia School of Education and Human Development Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 685ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Emergency Financial Assistance for Pre-service and In-service Educators of Color This poster session will lead conversations around the current literature on the need to support minoritized special education teachers financially, review preliminary data from a pilot financial assistance program for teachers of color by subgroup, and discuss implications for practice and future research. A pilot financial assistance program was developed, which provided emergency funding on a requested basis. Financial support was available to any current School of Education pre-service or in-service educator. Funds could be used to cover expenses such as tuition, professional development, books, or general unexpected living expenses. After receiving financial support, individuals complete a feedback survey about their experience. Quantitative and qualitative data were collected using survey responses collected through a feedback form during the Fall 2020 semester. The survey included Likert-type rating items and open-ended responses. A total of 32 preservice or in-service educators of color completed the survey. The preliminary data presented can be used to understand the components of financial support programs that are essential to supporting the needs of special education teachers of color. Recommendations formed from the initial findings can be used to improve practice when designing comprehensive systems at the university preparation program and district levels to recruit and retain a more diverse teacher workforce. Retention of a more diverse teacher workforce that is more representative of the U.S. population is beneficial to all students, but is particularly important to improving educational outcomes for K-12 students of color (Egalite et al., 2015; Glock et al., 2014). The absence of teachers of color can result in lowered teacher expectations (Gershenson et al., 2016; Jones-Good & Grant, 2016), cultural dissonance (Jones-Good & Grant, 2016), less fair assessments (Ouzad, 2014), and inaccurate school placement decisions (Glock et al., 2014). Supporting diverse teachers' persistence in classrooms provides the opportunity for all students to see themselves represented in a professional space, be inspired to pursue higher education, and have access to someone who shares similar cultural experiences or linguistic backgrounds (Madkins, 2011). Speaker(s): Imani Evans, Virginia Commonwealth University Diversity Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Empowerment Scholarship Account vs. Public School: Parents' Perspective This session will examine the data gained through interviews with families who have left public school to receive the Arizona Empowerment Scholarship Account (ESA). The themes of relationship with teachers and administration, communication between home and school about appropriate specialized services, motivation for seeking outside services, and ideas for change with be discussed. The focus will be on the ideas for change. Specifically surrounding how public schools can implement these ideas in reality. The goal of this session would be for both the presenter and the participants to take away ideas for change that can be immediately implemented in their public school settings back in their home states. Speaker(s): CJ Olszewski, Northern Arizona University Partnerships Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Evaluating an instrument to measure teachers’ knowledge in reading instruction: An item response theory analysis The 2019 National Assessment of Educational Progress reported that 40% of 4th grade students who were not identified as having disabilities performed at or above basic on the NAEP reading assessment whereas only 12% of students with disabilities met the same criteria. To mitigate this performance gap, many researchers suggested that teaching syllables and morphemes is a promising intervention to improve reading achievement for students with disabilities and/or culturally and linguistically diverse backgrounds (Kearns & Whaley, 2019; Kieffer & Lesaux, 2012). Thus, we developed a Project Coordinate professional development (PD) package (Benedict et al., 2020) designed to improve 4th grade general education teachers (GETs) and special education teachers (SETs)’ knowledge and collaborative instruction for effective literacy intervention. To evaluate the impact of PD, we also developed a knowledge instrument to measure teachers’ knowledge in reading instruction. The knowledge instrument consists of five domains: (a) explicit instruction, (b) MTSS, (c) decoding, (d) morphology, and (e) vocabulary comprehension. This presentation will address these research questions: 1. Can the researcher-developed knowledge survey reliably and accurately measure teacher knowledge in reading instruction? 2. Can the researcher-developed knowledge survey capture the strong and weak areas of teacher knowledge in reading instruction? IRT Model Fit I conducted an IRT analysis with preliminary data across groups (i.e., control and treatment groups) and across data points (i.e., pre- and post-intervention). Model comparisons between Rasch, 1PL, 2PL, 3PL models showed that the 2PL model has a better fit (log likelihood: -1321.16, AIC: 2770.32, BIC: 2925.89). In addition, all of the 32 questions fit the 2PL model. Reliability of the knowledge survey In terms of the internal consistency, the measure of the knowledge instrument showed a Cronbach's alpha of .610 and a 2PL-IRT reliability of .756. The standard error curve indicated that the knowledge instrument can provide the most reliable and precise information for teachers with a 0.93 SD of theta estimate below the mean (0) of theta estimates. This analysis suggests that the knowledge survey will be useful to distinguish between teachers who do not have much knowledge for content compared to other teachers. Item Difficulty & Discrimination To account for 99.9% of teachers' knowledge level, the difficulty indices should be located between -3 SD and 3 SD (Embretson & Reise, 2000). According the criteria, item 2, 7, 9, 10, 13, 15, 22, 24, 27, 30, and 31 are potentially too easy. Except item 9 and 10, the nine items with less than -3 SD of b-parameter had correct answer rates of 80% or more. No items showed above 3 SD of b-parameter. Also, Baker (2001) defined that an a-parameter = 0.01 to <0.35 is considered very low, an a-parameter = 0.35 to < 0.65 is considered low, an a-parameter 0.65 to < 1.35 is considered moderate, and an a-parameter that is greater than 1.35 is considered high. According to this benchmark, more than half of the items (18 out of 32 items) are poorly discriminating teachers. Speaker(s): Hyojong Sohn, University of Florida Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 685ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Evaluating Emotional Intelligence Through the RULER Approach: A Critical Analysis Emotional intelligence has become an essential foundational skill of school readiness. Past literature explains how emotional intelligence has evolved throughout the years and continues to build awareness on understanding the emotional issues that can occur in academic settings and how teachers can be motivated to assist students struggling with their social and emotional competence (Zeidner et al., 2002). Since then, CASEL has partnered with other organizations to design a framework to assist students with developing social and emotional competence in the following areas: self-awareness, self-management, social awareness, relationship management, and responsible decision-making (CASEL, 2021). Research has shown that SEL benefits students’ academic achievement (Bavarian et al., 2013); youth development (Kramer et al., 2020); social and emotional competence (Brackett et al., 2012); and mental health (Dowling et al., 2019). Over 2,000 schools worldwide have found RULER to be beneficial for students in Pre-K and beyond (Brackett et al., 2019). The program was designed with the understanding that schools have to care and teach with the whole child in mind (Noddings, 2005; Rivers et al., 2013). Outcomes from this program have demonstrated an increases student’s academic success, student attentiveness, teacher attrition, teacher sensitivity, and mental health well-being while lessening problem behaviors (Brackett et al., 2012; Castillo et al., 2013; Castillo-Gualda et al., 2017; Cipriano et al., 2019; Hagelskamp et al., 2013; Herrenkohl et al., 2016; Reyes et al., 2012; Rivers et al., 2013; van der Merwe, 2010). As of today, RULER continues to promote school readiness through emotional intelligence across evaluation and innovation within university-school partnerships (Yale Center for Emotional Intelligence, 2021). The theory of EI has allowed schools to reform their culture and policies to make better places for students and teachers to learn (Jones & Hutchins, 2004). The development of emotional intelligence in schools has served multiple purposes and promises to predict educational and life outcomes (Lipnevich et al., 2016; Vesely et al., 2013). Using the RULER approach has generated successful results in schools to promote social and emotional competence, but underlying critical issues remain in the following areas: (1) academic achievement (Brackett et al., 2012; Cipriano et al., 2019; Hagelskamp et al., 2013; Rivers et al., 2013), (2) teacher efficacy (Castillo et al., 2013; Castillo-Gualda et al., 2017), (3) supportive learning environment (Hagelskamp et al., 2013; Rivers et al., 2013; van der Merwe, 2010), (4) social and emotional competence (Brackett et al., 2012; van der Merwe, 2010), and (5) cultural competence (Castillo et al., 2013; Castillo-Gualda et al., 2017; van der Merwe, 2010). Although specific critical issues were recently examined by the Yale Center of Emotional Intelligence (Brackett et al., 2019), there are still opportunities for improvement as SEL remains essential to developing students EI skills (Brackett et al., 2019). Speaker(s): Fanica Young, University of Central Florida Accountability Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	7D29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Everyday Agency for Critical Inclusion: Stories of Chinese Language Immersion Program Teachers The purpose of the study is to explore (1) teachers’ sensemaking and practice of their everyday agency for critical inclusive education, and (2) their perceived impacts of personal and contextual factors on agency for negotiating a system to better serve students with both language learning and special education needs. I will take a sociocultural approach to agency as a multidimensional, relational, and situational construct. Informed by Priestley et al.’s (2016) ecological framework and Pantic’s (2015) model for the study of teacher agency relating to the ways in which teachers perceive and enact agency upon their identity, competence, philosophy autonomy, reflexivity in response to their everyday teaching context. The proposed study is being conducted at a Chinese language immersion school, a lesser-researched bilingual context, over a four-month period. Four teachers, three general educators, and one special educator, at the school agreed to participate in the study. Guided by Priestley et al.’s (2016) ecological approach to teacher agency, in which teacher agency is mediated by the personal and contextual factors, this study is using different tools to examine different aspects and dimensions of teacher agency: (1) questionnaires for perceived agency relating to purpose, competence, autonomy, and reflexivity, (2) extensive narrative interviews for personal and professional life history, current teaching context, and reflections on the meaning of their experience and agency, (3) observations for practiced agency and (4) document analysis for the meso- and macro-level policy provisions. Narratives from other school staff will be collected via daily chats to gain a more comprehensive understanding of the school community. A preliminary examination of the data collected reveals three emerging themes. First, many studies on teacher agency highlight the importance of relational agency that emerges from purposeful collaboration with other professionals and from the active seeking of support from administrators (Pantic, 2015). The collected data yield a congruent finding that the major impact on one’s perceived and enacted agency is embedded in the supportive networks within the school community, including collaborations between general educators and special educators, the relationships between students and teachers, and the supportive ties between teachers and school leaders. Second, strict language separation policy, shortage of bilingual staff and teachers, and a lack of rigor Chinese language learning curriculum are the common contextual constraints leading to unequal access to and participation in Chinese language learning for students receiving special education services. With limited support from colleagues or administrators, Chinese language teachers may adjust their professional identity and act according to the problematic norms shared among all school staff. Lastly, taking leadership roles related to inclusive education is implied as a major manifestation of teacher agency. It can also enable further agentic actions leading to wider systematic changes. By becoming leaders who value inclusion as well as have the power to influence change, special educators can exercise higher levels of agentic actions to mediate, restructure, and reform practices and policies that perpetuate exclusion and discrimination. Speaker(s): Lingyu Li, University of Wisconsin-Madison Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Evolving Perceptions, Beliefs, and Attitudes of Prospective Special Education Teachers: A Longitudinal Study During this session, we shall present themes that highlight how pre-service teachers’ intentions about joining the special education field and working in urban schools changed between wave 1 (before student-teaching) and wave 2 (after student-teaching) of the study. In seeking to uncover more deeply why those intentions might have changed, we shall also present underlying themes of how student-teaching training in a dual-certification program influenced their perceptions, beliefs, and attitudes and how those in turn might have led to changes in their intentions. Borg (2001) defines belief as “the proposition which may be consciously or unconsciously held…[serving] as a guide to thought and behavior” (p.186). Attitudes constitute both an internal, cognitive component (an individual’s position or stance about an issue) and an external action component (how they behave as a result of that stance) (Pickens, 2005). Perceptions are the process by which a teacher views or interprets their environment and these are heavily influenced by the attitudes and beliefs that an individual holds about their environment (Pickens, 2005). We shall, therefore, present how those three processes functioned to influence pre-service teachers’ intentions in tandem with one another. Aims of session: 1)Contribute to the field’s understanding of why pre-service teachers’ intentions to enter the Special Education might change after experiencing the field throughout a dual-certification student-teaching training experience. 2)Offer recommendations on how to best protect and support prospective special education teachers against counter-productive beliefs and attitudes which could drive them to potentially leave the field during their first few years of teaching. 3)Offer recommendations on how to further support and promote pre-service teachers’ intentions and commitment to work in urban school settings. Speaker(s): Haya Abdellatif, University of Pittsburgh Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	First Year Alternative Route Teachers and Teacher Efficacy: A Case Study The data collected in this survey can help schools and districts when working with first year ARL special education teachers. Schools and districts can assign mentors to support first year ARL special education teachers in dealing with different factors that may impact their overall teacher efficacy. With improved efficacy, first year ARL special education teachers will improve in their teaching ability and support all students in their classroom. They will also have a better relationship with their parents by improving their communication with the parents of students in their classroom. Finally, the data presented in this case study will improve mentoring programs for schools when working with any first year teacher. The evidence of effectiveness from practice will be the real life experience of the teachers in this case study. Participants in this case study used evidence to make data-based decisions on their own effectiveness as first year teachers. They also discussed their lessons and how they used research based practices when working with students in special education. After hearing this presentation, participants will understand the importance of parent communication and support when working with students in a distance-based model. Participants will also understand the importance of creating mentor programs when working with first year special education teachers. Finally, participants will understand the importance of building teacher efficacy when working with first year special education teachers. Speaker(s): William Terrill, Northern Arizona University Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	For Whom is Special Education Appropriate?: A DisCrit Discourse Policy Analysis Findings from a study that utilized critical policy discourse analytic methods to identify the ways in which ambiguous language used in IDEA (2004) perpetuates differential reinforcement and implementation of substandard special education programs for low-income students of color with dis/abilities will be summarized in this presentation. In addition to the policy discourse analysis, and with the intent of privileging voices of those who are constituents of the United States public education system, a brief survey was also administered via social media outlets asking individuals to respond to two primary open-ended items, including: (1) How would you describe an “appropriate” education?; and (2) What would you consider to be “meaningful” progress in school? Findings from survey respondents who comprised both youth and adults will also be shared with session attendants. Furthermore, the specific language used in IDEA (2004) regarding the preparation of teachers who serve students with dis/abilities from marginalized backgrounds and the implications of such for teacher preparation programs will be discussed in greater depth. Finally, to promote active participation of session attendants, we hope to engage in a rich discussion around ideas for remedying the issues summarized, including proposed solutions from presenters and sessions attendants. Speaker(s): Lindsay Carlisle, University of Virginia Policies and Practices Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	High School Stakeholders’ Attitudes Toward Inclusion for Students with Disabilities: A Systematic Review For this poster session, the findings of a systematic literature review conducted to understand the existing literature on stakeholders’ attitudes about inclusion of students with disabilities at the high school level in the United States will be presented. A total of 21 articles were identified as meeting all inclusionary criteria. Teachers, students, student services and support staff, and parents/caregivers were all questioned on their attitudes about inclusion of students with disabilities at the high school level. Of the 21 studies, 15 questioned teachers about their attitudes on inclusion of students with disabilities making them the most studied stakeholder. Although an overwhelmingly majority of teachers and staff proclaimed that they had positive feelings toward inclusion, they did cite a variety of barriers and conflicting ideas about its feasibility. The most quoted was a lack of training which led to feelings of low self-efficacy towards their ability to implement inclusion effectively and efficiently. This lack of confidence by teachers to be able to implement inclusion within their pedagogical practice despite positive attitudes towards the concept is supported by the Theory of Planned Behavior (Ajzen, 1991). This poster will provide an overall presentation of the findings of the systematic literature review. These findings will then be explained through the Theory of Planned Behavior (Ajzen, 1991). This lens will provide a better understanding of why inclusion is not the norm for most students with disabilities despite identifying overall positive attitudes towards inclusion. Recommendations and implementations for professional development offerings will be identified. Speaker(s): Sarah Bubash, University Of Wisconsin-Madison Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Impact of COVID-19 for Life skills teachers Before the pandemic, there was no research on remote instruction for students with significant support needs. Therefore, teachers were scrambling to prepare effective remote instruction for students that need extensive support and much prompting. This study aims at describing life skills teacher’s experiences, through interviews, to assess their perspective on how COVID-19 has impacted their classroom and provide recommendations for special education teachers seeking additional support during distance learning. The first question examined what platform was used during the pandemic. All interviewees reported that between March through May of 2020, students participated in remote instruction. Three out of the four interviewees sent paper packets home and the other interviewee had a mix of online learning and paper packets. This school year 2020-2021, all interviewees reported that most students attended in person. Based on observations, it seemed when caregivers had the choice of online learning versus paper packets, paper packets were preferred. On the other hand, when caregivers had the choice of remote instruction versus in-person, most caregivers preferred an in-person platform. The second question addressed whether any evidence-based strategies were used for remote instruction. Three out of four interviewees mentioned the use of Unique Learning System. The third question required more probing to explain how caregivers were supported through remote instruction. All interviewees mentioned some sort of caregiver support. The fourth question asked if there was additional support provided for children with limited communication or children that had more significant needs. One teacher mentioned visual supports and another teacher mentioned access to a text to speech device. The fifth question looked at how students continued building on their adaptive skills. Two teachers mentioned students received online resources from the speech and language pathologist. In addition, two teachers sent activities home to continue building on their adaptive skills. The sixth question related to data collection and any observations the teachers have observed through data collection. All teachers were able to collect data, however, all teachers were unsure about the accuracy of data collected through caregivers. All teachers reported concerns about how much of the work was being completed independently by the student. The seventh question assessed their progress on IEP goals. During remote instruction, most students maintained their progress and a few students regressed. However, two teachers stated that in-person students made improvements on their IEP goals. Looking at the data collection and IEP progress, it can be implied that instruction was more effective during in-person, since data was inconsistent, and teachers observed regression or maintenance of skills during remote instruction. The eighth question asked interviewees to identify any benefits during the pandemic. Answers varied but a common theme seemed to be parent-teacher relationships. The last and question asked interviewees to identify any challenges during the pandemic. Interviewees seemed to discuss the challenges more in-depth. Though answers varied, the common theme seemed to be that the challenges revolved around student support at home. Speaker(s): Adriana Frates, Northern Arizona University Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Investigating the Impact of Pre-Service Teachers’ Attitudes Toward Inclusion and Metacognitive Processes When Identifying Classroom Accommodations in a Virtual Teaching Environment This poster session aims to aid the education field in understanding pre-service teachers’ attitudes toward inclusion and understanding of metacognitive processes by proposing a research study that will be used to study the identified and justified classroom accommodations in a virtual inclusive classroom prior to participants entering an internship experience. Students will be providing a baseline of what they know prior to their specific course addressing students with disabilities. Multi-modal data will be utilized to provide a snapshot of what students know and determine key areas of strength and areas for improvement for future success as classroom teachers. Speaker(s): Lynn Scott, University of Central Florida Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Pandemic Pivot!: Preparing Preservice Teachers for Collaboration Using UDL and Mixed-Reality Simulations In this session, we describe a virtual experience and share results of a pilot study designed to help develop collaboration knowledge and skills of 14 SpEd preservice teachers enrolled in the course, Science and Social Studies for Struggling Learners. Typically, the preservice teachers in this course complete a multi-part experience, The Collaboration Project, that requires collaboration with a GenEd teacher throughout the semester in a classroom setting. This year, due to the uncertainty of whether the preservice teachers would have access to a classroom setting, we decided to have them experience the project using a mixed-reality simulation. The simulation provided the preservice teachers the opportunity to practice, receive feedback, and experience collaboration with a GenEd teacher. Given the change in experience and the extremely positive feedback provided in past courses regarding the experience with the project, we asked the following research questions: (1) What are preservice teachers’ perspectives on participation in mixed-reality simulations to practice collaboration skills? and (2) How does participation in the project influence preservice teachers' a) perceptions of inclusion, b) understanding of roles and relationships in collaboration, and c) perception of collaboration skills. This pilot study utilized a pre/post collaboration survey (Driver et al., 2018) to measure preservice teachers’ beliefs about collaboration. Additionally, preservice teachers participated in focus groups immediately following the simulation and individual reflections one week after the simulation. This session will present details about the project, and preliminary findings from the pilot study examining preservice teachers’ beliefs about collaboration and their perspectives on using mixed-reality simulation to practice collaboration skills. Information shared is useful to researchers and practitioners as the project can be implemented in SpEd preservice teacher courses to support them in the critical role of collaboration with GenEd teachers. Speaker(s): Rachel Juergensen, University of Missouri Columbia Technology Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Pre-service Educators’ Perceptions of Culturally Responsive Teaching: a Qualitative Study This poster session will feature information on the methods, data, and implications of a qualitative case study conducted at a Midwestern University on preservice educators’ experiences with CRT. Through interviews and artifact analysis, the researcher will determine how preservice teachers understand CRT and how their understanding of CRT affects their praxis during their student teaching experience. Additionally, the researcher will gain insight about participants’ degree of preparedness for implementing CRT upon graduating. Results from the study will benefit teacher educators, researchers, university program directors, and preservice teachers by providing data that may guide decisions about how to more effectively prepare educators to be culturally responsive. Speaker(s): Malinda Forsberg, University of Wisconsin - Madison, WI Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Recruiting and Retaining Teachers of Color through Same-Race Mentoring The purpose of this session is to share outcomes of a same-race mentoring program for novice and pre-service teachers of color in an urban school district. This program is intended for all types of teachers, but serves a large number of pre-service special educators. Students of color are more likely to succeed when they have teachers who share their backgrounds. Positive outcomes of access to same-race teachers for students of color include higher expectations (Gershenson et al., 2016), fewer instances of exclusionary discipline (Lindsay & Hart, 2017), and improved student achievement (Dee, 2004). However, there is a shortage of teachers of color, especially in special education (Bettini et al., 2018), and same-race mentoring may play a role in recruiting and retaining more teachers of color (Scott, 2019). In a review of the literature, Ingersoll and Strong (2011) found that mentoring can improve new teachers’ classroom practices and their students’ achievement and is an effective method for improving retention for new teachers. These themes continue to persist in the current literature on mentoring programs. Quality mentoring affects retention and commitment positively for new teachers (DeAngelis et al., 2013) and alleviates some of the stressors that accompany beginning a career in teaching (Renbarger & Davis, 2019). New teachers who participate in mentoring develop stronger classroom skills (Stanulus et al., 2012), and mentors also benefit from the opportunity to reflect on their own teaching (Mathur et al., 2012). Participation in mentoring can also positively affect student achievement (Ehri & Flugman, 2018). Initial research has demonstrated that matching mentors to mentees by race and ethnicity can help to meet the unique needs of teachers of color (Lopez-Estrada & Koyama, 2009), especially for special educators (Scott, 2019; Scott & Alexander, 2019). During this session, I will describe the design and outcomes of a same-race mentoring program for teachers of color at a university center in an urban setting. Mentoring was provided to teacher residents through mentoring teams and to instructional assistants (IA) earning their license through a program with a single mentor. In the mentoring teams program, mentors were matched with one or two mentees. Mentors and mentee teams identified a problem of practice, such as engagement in virtual learning, building relationships, and work-life balance. Teams then met weekly to set goals related to their problem of practice and discuss successes and challenges. In the IA program, a single mentor oversaw 17 mentees and met with them individually to discuss problems of practice and set goals. Between the two programs, mentors and mentees identified 33 problems of practice in the Fall 2020 semester. Of those 33 problems of practice, participants reported progress for 17. Participants in the mentoring program provided positive initial feedback. Both mentors and mentees indicated they experienced growth and enjoyed the program. Participants of this session will develop new insights about the effectiveness and importance of same-race mentoring for new teachers of color and receive recommendations about developing and implementing similar programs in their school divisions or universities. Speaker(s): Rachel Bowman, Virginia Commonwealth University Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Scientific Inquiry for Mild to Moderate Intellectual Disabilities: A Literature Review A poster presentation will review the process and findings of the literature review. The aim of this literature review presentation is to communicate the effects and themes of science inquiry instruction for students with mild to moderate intellectual disabilities. Additionally, limitations, future research, and implications for practice will be explored. Speaker(s): Shalece Kohnke, University of Central Florida Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Seeing Stars: Increasing Reading Fluency for Middle School Students with EBD This session will present a single case design research study that seeks to answer the question: Is there a functional relation between direct instruction in phonemic awareness using the Lindamood Bell Seeing Stars curriculum and improved words read correctly per minute for middle school students with emotional behavior disabilities? The Seeing Stars curriculum offers an important opportunity to employ direct instruction in the classroom for struggling readers. Although direct instruction is an evidence-based practice for reading instruction, no single case studies exist using Lindamood Bell’s Seeing Stars curriculum. A group study by Torgesen et al. (2001) aimed to determine what conditions need to be present to remediate reading deficits for students with learning disabilities. Torgesen et al. (2001) note that very limited progress is typically made by students with learning disabilities in the resource classroom, where many students with EBD also receive their reading instruction. The authors call for additional instruction that accelerates the growth of reading achievement so students can reach average-level skills within a feasible amount of time and also asserts that different intensive instructional interventions, primarily explicit instruction in phonemic awareness and phonemic decoding, can produce similar results. Sadoski and Wilson (2006) considered the scaling up and use of Lindamood Bell reading curricula including LiPS, Seeing Stars, and Visualizing and Verbalizing in a school district with below-average reading scores on state-mandated tests. After beginning instruction using Lindamood Bell curricula, Sadoski and Wilson (2006) found that students in grades 3-5 outperformed comparable student groups in other schools on the state test for reading comprehension, regardless of designation as a Title 1 school. Only one additional study exists on the Lindamood Bell Seeing Stars curriculum for phonemic awareness. Christodoulou et al. (2017) conducted a study to determine the impact of using Seeing Stars reading curriculum but did not utilize a rigorous design and lacked a control group. The lack of research on this specific direct instruction reading curriculum led to this research study targeting middle school students with reading deficits receiving reading instruction in inclusive settings. This presentation will share preliminary results of a single case research study on the use of Seeing Stars reading curriculum with middle school students with overlapping behavior and academic needs. Speaker(s): Abbigail Long, University of Louisville Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6A5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Special and General Education Teachers’ Perceptions of Barriers to Data-Based Decision-Making for Students with Reading Disabilities Federal special education law requires that a student’s progress toward annual goals be monitored and reported at regular intervals. Additionally, the supreme court’s ruling in Endrew F. vs Douglas County School District (2017) specified that the IEP must be designed to produce progress appropriate given a student’s circumstances. Taken together, these documents create a clear legal mandate for ongoing data collection and for adjusting instruction in response to that data. Beyond the legal requirements for data use, a longstanding and growing body of research supports DBI driven by a progress monitoring system such as curriculum-based measurement (CBM) (Filderman et al., 2018; Jung et al., 2018; Fuchs et al., 2021). A number of factors have been associated with significant increases in student achievement in response to teachers’ use of data. These include applying data-utilization rules (Espin et al., 2021; Fuchs & Fuchs, 1986; Jimenez et al., 2012; Sandall et al., 2004) and graphing student data (Fuchs & Fuchs, 1986) as well as consistency and frequency of data collection. To engage in effective data practices, teachers must have the will, skills, and tools necessary for efficient data use. Generally, teachers express a belief in the importance of data-based decision-making and a desire to engage in effective practices (Cooke et al., 1991; Sandall et al., 2004; Wesson et al., 1984), but they are likely to experience barriers in the process. Espin et al. (2021) identified three potential barriers to teachers’ responsiveness to data: ability to read and interpret graphs, knowledge and ability to make instructional adjustments, and lack of appropriate instruction in DBDM. In the proposed session, we present findings from a qualitative investigation of upper elementary teachers’ descriptions of their own data use to inform reading instruction, including barriers experienced in collecting, interpreting, and using individual student data to make instructional decisions. We conducted focus groups with 10 upper elementary grade teachers of students with RD (5 special education and 5 general education teachers). Focus group sessions were transcribed verbatim and analyzed through an iterative process of generating codes and searching for themes. Teacher reflections on their own data use to improve instruction for upper elementary students with RD highlight barriers related to time, training, and trust. These findings have implications for teacher preparation and training in DBDM, as well as supports to foster teachers’ expertise in DBDM to improve outcomes for students with RD. Speaker(s): Erica Fry, University of Texas at Austin Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Special Education Pre-Service Open Digital Badge (ODB) Programs to Build Teacher Leaders Participants will learn how to create & implement open digital badge (ODB) programs in pre-service teacher special education pre-service or internship programs in the higher education setting including the current research behind digital badge programs to increase motivation, leadership, & community-based learning opportunities. The session will include the study of a piloted OBD program at a higher education pre-service teacher internship program & how the program uses it to increase new special education teacher proficiency in specific areas related to teacher success. A few of the badges that will be showcased include requirements for special education teacher candidates to (a) participate in school and community volunteer programs, (b) create a professional poster session, (c) earn a specialized technology ODB (such as Nearpod, Google, Flipgrip) and (d) increase family engagement. All available ODB options will align with one eight key activities of teacher leaders: schoolwide coordination efforts, curriculum decision-making, presentation of professional development (PD), school-wide improvement efforts, family and community involvement, educator preparation programs, action research, and social justice efforts (Nguyen et al., 2019; York-Barr & Duke, 2004) which show that teacher leaders extend their work beyond instruction for positive change within their school and community (Barth, 2011; Katzenmeyer & Moller, 2011). The session will include the rubric created for determining the completion of requirements for each badge, data collection methods, and survey results of the special education teacher candidates as it relates to their motivation to go above and beyond the requirements during their 1-year internship. The process of creating the program was created using the "O.U.T.L.A.S.T" acronym which stands for: Outline current pre-service teacher requirements; Uncover opportunities for learning extensions in the field (internship); Transition to a digital portfolio system with printable integration; Locate preferred digital badge system to create OBDs; Articulate rubric requirements to teacher candidates; Stay on top of data collection; Touch base with candidates throughout the internship through surveys, class/student recognition, guest lectures, and general course correspondence. Speaker(s): Krystle Merry, University of Arkansas - Fayetteville, AR Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Speducators Teaching Math - How it Makes Them Think, Feel, and Take Action This poster presentation can support educators who are interested in the feelings and thoughts that special education mathematics teachers have when planning and delivering mathematics lessons. By understanding these feelings and thoughts we can gain insight into their experiences and begin to consider the connections to their mathematics identity, preservice training, and in-service experiences. A qualitative analysis of the data will be presented using teacher quotations to illustrate these connections. In addition, this poster can support instructors of preservice programs and special education administrators to better understand the common actions cited by special education teacher participants related to addressing their strengths and needs in mathematics planning and instruction. Special education teachers must regularly work to stay current on mathematical skills and practices in order to be able to provide the instruction for students to meet those demands. This task can be stressful and overwhelming for teachers, especially as they try to meet the needs of their most at risk learners. This is of particular importance to consider for special education teachers whose teacher preparation programs require little to no explicit training in mathematics content instruction. The results of this study provide insight into these teachers experiences and provide possible directions for how to support special education teachers enhance their instruction of mathematics. There is a significant lack of research existing on the knowledge necessary for special educators to be effective mathematics instructors (Foegen & Dougherty, 2017). Yet in the research that is available, findings indicate little about special educators' experiences or knowledge and instead focus on the practices related to mathematics instruction. The purpose of this study was to analyze the relationships between special educator’s experiences (thoughts, feelings, and actions) and their various types of knowledge (subject matter knowledge, pedagogical content knowledge, and psychological knowledge) associated with teaching mathematics. Special educators were interviewed and asked to share their experience with planning and delivering mathematics instruction to students with disabilities. Qualitative analysis procedures were used and themes emerged indicating that special educators utilize the same mathematical knowledge sets that general educators do, but also possess other areas of knowledge that seem to be domain specific. In addition, special educators act in a variety of ways to build and supplement their own knowledge and skills in situations where they identify that they are lacking. Speaker(s): Courtney Barcus, University of Illinois at Chicago Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Steering the Way to Achievement: Inspiring the Future of Special Education Teachers Across the United States This presentation will provide information in the form of an interactive digital map on teacher preparation programs across the United States to increase the efficiency of recruitment and collaboration for higher education faculty, state education agencies and school districts, and prospective educators nationwide. Pertinent information such as location (zip code), service delivery (online/traditional/mixed-mode), and degree type (Certification, Bachelors, Masters, and Doctorates) are easily accessible to help individuals collaborate in the field of special education. Additionally, policymakers use tools and make decisions that affect students with disabilities in rural and urban settings (Rude & Miller, 2018). Additionally, researchers state that a diverse workforce would benefit students who the education system has disadvantaged due to their race and culture (Drake et al., 2021). The utilization of this online map with readily available demographics would increase organization and help to streamline the process of preparing individuals in the Special Education field. The importance of teacher preparation in special education is not new. The Office of Special Education Programs (OSEP) funded 5.1 million into the Teacher Quality Partnership Grant program to address the needs of effective special education teachers (OSEP, 2020). The Higher Education Opportunity Act (2008) requires that states and institutions report on teacher preparation. The Council for Accreditation of Educator Preparation (CAEP) drives procedures, and the National Council on Teacher Quality (NCTQ) reports on the state of personnel preparation. However, a cohesive tool for higher education faculty, states, and educators to identify such programs does not yet exist. Speaker(s): Michelle Patterson, University of Central Florida Tahnee Wilder Policies and Practices Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Surviving the 1st year: Prepared Teachers & Prepared Tool-Kits help make it happen! During this session, presenters will discuss the results of a focus group during which, first year alternative certification teachers portray their experiences regarding their first-year teaching, areas of concern, and tools they wish they had prior to or during their first year. The presenters will address how this information can be utilized to design a toolkit to assist first year teachers. This information and toolkit will be beneficial to practitioners as well as administrators in helping first year teachers have access to resources that will better prepare them for the classroom, hopefully increasing teacher retention in special education. This session will also be useful to members of higher education facilities and those that prepare future educators. AC programs seek to diversify the teaching profession as well as decrease teacher shortages in specific content areas or settings (Kee, 2012). AC programs have also helped to increase diversity among teacher candidates and ultimately teachers as well as access in rural communities (Brennan & Bliss, 1998; Lohmann et al., 2019; Feistritzer, 2005). AC programs employ teachers in both rural and urban settings. By improving the support AC teachers receive we will be directly impacting the educational outcome of students with disabilities. This study will provide support to teachers (as well as the students and families) from many different backgrounds and diverse groups. AC programs for teachers were developed to address the teaching shortage in the United States. Research has shown that teachers who do not feel fully prepared to meet the needs of teaching students with disabilities tend to leave the field. Sutcher et al. (2016) suggests that high teacher attrition rates could be linked to low-quality teacher preparation and that teachers that receive evidence based pedagogical training tend to stay in the field longer than those teachers that do not. The need for new resources and support for AC teachers is necessary to provide new teachers with not only the knowledge of evidence-based practices and high- leverage practices but also the tools necessary to implement the knowledge. By doing so, this toolkit will hopefully aid in the reduction of high teacher attrition in the special education field. Speaker(s): Lorita Rowlett, University of Louisville - Louisville, KY Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	The Application of Reading Interventions for Students with Autism Spectrum Disorder: A Systematic Review and Suggestions for Educators A conducted systematic review examined reading interventions for children with autism from kindergarten to 12 from 2010 to 2021. Additionally, since these students eventually progress in their education, there is an interest in older students with autism. Finally, there are suggestions for teachers and other educational personnel stated in the current literature effectively implemented in the classroom. This review required four inclusion criteria, a) students had to be in grades pre-kindergarten to 12, b) students had to have an autism spectrum disorder regardless of the prevalence of comorbidity, c) the article must include a form of reading intervention that targets at least one of the following areas: i) reading comprehension, ii) reading fluency, iii) verbal language skills as an outcome, iv) the methodologies had to be random control trials, quasi-experimental, or single-subject designs, v) published studies were from 2010 to 2021, and vi) studies had to be in English. The definition of reading comprehension is the ability to make sense of written text regardless of the complexity of the material. Put it another way; this ability can range from words to paragraphs. Three sets of entered keywords included a) autism or asd or autism spectrum disorder or asperger's or asperger's syndrome or autistic disorder or aspergers, b) reading interventions or strategies or best practices, and c) elementary school or primary school or grade school elementary school or primary school or grade school or k-5 or junior high or middle school or grade 6 or grade 7 or grade 8 into six databases: PsycArticles, PsycInfo, Education Source, ERIC, MEDLINE, and Psychology and Behavioral Sciences Collection. The initial search yielded 415 articles, and seven were selected based on inclusion criteria. Conducted forward and backward searches led to four additional reports and a total of 14 pieces. This information will be presented in a PowerPoint and the aim of the session is to explain the processes of conducting this review. Alongside that, as stated in the abstract and problem sections, suggestions are provided on how to integrate psychometrics and standardized assessments in the decision process of determining appropriate interventions are also stated. Speaker(s): Mark Tapia, University of Texas Austin Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	The Impact of a Teacher Residency Program on Special Education Teacher Retention This presentation highlights the need for more research on attrition and retention outcomes of special education teachers who complete a residency program. Our study showed that residents did not feel adequately prepared for the classroom without the yearlong program. Researchers, practitioners, and current policymakers need to be aware of this to gain a better understanding of why special education teachers may choose to stay or leave the field. This content will be useful for other educators, including school principals and human resources authorities who supervise and hire teacher educators. The presentation aims to share the voices of special education residents from a residency program and the reasons why they stay or leave. Speaker(s): Christine Powell, Virginia Commonwealth University Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	The Potential of and Barriers to the Utilization of the Role of the Literacy Coach as Continuing Education for Teachers This session will provide a summary and analysis of the current research surrounding the role of the literacy coach (LC) and point to the importance of this school-based role to mitigate the alarming discrepancy between what teachers should know to teach reading effectively and what they actually do know when they enter the classroom. Chalfant et al. (2011) and Deussen et al. (2007) have both highlighted that research on what makes the role of the literacy coach effective has yet to keep up with the growing desire to use this role and the increase of funds thrown at this position, specifically at the federal level. This literature review will aim to answer the following questions: (1) What is the role of the literacy coach? (2) What makes a literacy coach most effective? (3) How should literacy coaches be prepared?, and (4) What are barriers that are preventing literacy coaches from effectively facilitating improved reading instruction and intervention. Additionally, this presentation aims to illuminate any holes in the literature that need to be filled by future research. According to Walpole and Blamey (2008), the literature and research surrounding the role of the literacy coach supports the conclusion that there is not currently a solidified definition of an effective literacy coach and that currently effectiveness is dependent on isolated situations. The International Literacy Association (ILA) has attempted to standardize this role with a set of standards in 2017. The standards highlight that literacy coaches must have strong foundational knowledge in literacy, a grasp on curriculum, instruction, assessment and evaluation in reading, understand how diversity and equity are indistinguishable from reading instruction, how learners and literacy climate affect learning, how technology can be used, to be a literacy leader in the school through on-going professional development, and have a practicum experience to gain this level of expertise. It is first concerning how much literacy coaches are expected to be able to do in schools. Second is is even more concerning that these are the expectations provided universities and elementary school districts and there is still confusion over the role of these literacy professionals and a lack of standardized training for individuals hired as a literacy coach (Wepner& Quatroche, 2011). There is so much room for farther research to better understand what the most important role for these educators should be. What roles they are working in now has been well defined thanks to multiple, large-scale surveys (Bean et al., 2015; Hathaway et al., 2015). Now researchers need to follow up this research to identify if there are literacy coaches able to encompass all that the standards and literature is expecting of this role, and if so, how can training programs be developed to ensure more educators are able to become an effective literacy coach. Speaker(s): Talia Campese Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	The Relationship Between Stress, Coaching and Educator Success The standards movement, with its focus on measurable student outcomes and accountability, has resulted in societal demands and changes to the nature of education (Busch et al., 2005). As a result, retaining a stable teaching force is critical to quality student learning (Pugach et al., 2009). According to the National Center for Education Statistics (NCES), of the beginning teachers in 2007–08, seventeen percent were not teaching in 2011–12 (Gray & Taie, 2015). Nationally, U.S. teacher attrition rates historically have ranged from 5.1% in 1992 to 8.4% in 2008, a difference of 3.3 percentage points (Sutcher et al., 2016). In a workforce of 3.8 million, this seemingly small amount adds about 125,000 to the annual demand for teachers (Carvere-Thomas & Darling-Hammond, 2019). Our findings will contribute to our understanding of coaching and the needed support of educators in their knowledge, beliefs, and affective response while participating in coaching. The invaluable companionship provided through the coaching process can provide supports to decrease teacher attrition rates and increase student outcomes. Additionally, our project will improve educators’ future pedagogical methods resulting in climates conducive to collaboration and inclusive practice. Henceforth, further supporting educators in service and support of the implementation of the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.). Speaker(s): Kiera Anderson, UCF Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	The Relationships Between Families of Refugee Students with Disabilities and their Teachers: Challenges and Strategies to Overcome This presentation provides a current literature review about the relationships between families of refugee students with disabilities and their special education teachers and will be presented in a poster-session format. It will provide a practical, practitioner-oriented approach for special educators in addressing challenges they may face when teaching students with disabilities who are also refugees. The strategies provided will be evidence-based and will be able to be used immediately and effectively for special education teachers who are practicing in the field. Current research demonstrates a gap in the literature surrounding refugee family and special educator relationships. In an era where cultural diversity has become a forefront issue in education systems, the education of refugee students falls directly at the top of ensuring equity for all students regardless of race, culture, language, or background. For special education teachers, this subject is timely and relevant as the U.S. continuously brings more refugee children to resettle in the country, including children with disabilities. Many challenges exist in the relationships between refugee families with students who have disabilities and their child’s respective special educators. These include differences in cultural perspectives between families and special educators, communication challenges between both groups, and difficulties in evaluating students for special education services (Cummings & Hardin, 2017; Francis et al., 2017; Hurley et al., 2014; Tadesse, 2014). To address some of these challenges, there are many strategies that can be utilized by special educators, including inspiring teachers to be researchers, nurturing respect and trust among families and teachers, and encouraging effective approaches for communication among both groups (Francis et al., 2017; Hurley et al., 2017; Tadesse, 2014). Speaker(s): Roba Hrisseh, George Mason University Diversity Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Universal Design for Transition The session will explain the Universal Design for learning and its connection to the Universal Design of Transition. The three principles that guide UDL include multiple means of representation, multiple means of expression, and multiple means of engagement including a discussion of the Universal Design for Transition and details the characteristics of the framework. Presenters will present a current research study on adequately preparing special education teachers to support students’ academic and transition needs with a disability through an online module. The Universal Design for Transition is designed for the middle and high school years. It can assist special education teachers in enhancing self-determination skills, developing individual education plans to student goals and interests, plan multiple assessments to measure student growth as they explore career possibilities, and support the essential components of adult life. Speaker(s): Regina P. Howard Frazier, Virginia Commonwealth University Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Use your Time Wisely: Group Behavior Skills Training via Telehealth for Alternate Certificate Teacher Preparation Alternative certificate (AC) programs have been developed across higher education to attract and train potential teacher candidates in order to address the teacher shortage in the United States (Chamberlin-Kim et al., 2019). One empirically supported training method used in higher education is Behavior Skills Training (BST). Kirkpatrick et al. (2019) conducted a systematic review focusing on BST to teach evidence-based practices (EBP) to service or preservice teachers and identified 12 studies that support the use. However, the authors concluded there is still a growing need to evaluate BST against the quality indicators of this design based on What Works Clearinghouse (WWC) standards. The study being presented aims to evaluate BST against quality indicators, and expand the literature to include the use of BST in a virtual, group setting. Higher education is increasingly shifting to online formats in order to accommodate geographical distance limitations and time-constraints of adult learners. Gaps in literature support the need to examine the effectiveness of BST when implemented in different modes. In addition, due to time constraints of providing 1:1 training in a university setting, evaluating the use of BST in a group setting is necessary. This poster session will present the results of a single case research study evaluating the effectiveness of behavior skills training (BST) delivered in a telehealth setting to teach a group of alternate certificate (AC) special education teachers to implement the evidence-based practice of constant time delay (CTD). This study will directly address programming for alternative certificate teachers working with students who have moderate to severe intellectual disabilities (MSD) and include how educators can more efficiently provide training on evidence-based practices in MSD. In addition to presenting the current study, the session will provide step-by-step guides and training resources for practitioners or higher education faculty on BST and CTD. Participants will leave with the knowledge to conduct group training through BST, which can be utilized for paraeducator training, parent training, and more. Speaker(s): Mary Elliott, University of Louisville Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6A5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Using Guided Notes in Higher Education The purpose of this session is to discuss the use of guided notes within higher education settings. Research has show that guided notes prove helpful in K-12 education and especially for students with learning disabilities. While the current study did not show guided notes as a more effective tool, the use of guided notes was preferred by students and may have contributed to increased course organization. The current study was done with high performing graduate students which may have contributed to null results, however, guided notes may prove valuable in higher education for students with disabilities. This session will discuss ways in which guided notes can be used as leverage to increase online instructional engagement, support student needs, and promote organized coursework. Speaker(s): Anna Myers, University of Virginia Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 685ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Using High Leverage Practices to Engage Families through Technology This poster presentation will provide practitioners with information and tools for utilizing high-leverage practices in the classroom to support families as partners in their child’s education. Topics covered will include: a) organizing and facilitating effective meetings with professionals and families, b) collaborating with families to support student learning and secure needed services, c) holding regular check-ins with families, d) using technology to hold virtual meetings and share regular communications with families regarding their child’s school work and activities with tips and clear expectations for families, e) understanding barriers experienced by families and how to overcome them, f) virtual IEP meeting tip sheets, g) using graphs and visuals to share data on student progress, h) providing links to translation services for families to ensure they can access all communications, and I) using surveys to gather information about the strengths and culture within the family. The poster will also address the use of numerous (at least five) apps or other technologies that can be utilized to communicate more effectively with families, such as: Guardian Google Class, ChoiceWorks Calendar, and MyHomework. Speaker(s): Nancy Young, University of Arkansas Partnerships Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Using Social Media to Build Relationships This session will prepare pre-service teachers to handle social media in their classroom and also reflect on their own current social media practices. The session will begin by reviewing current news containing teachers and social media. These will reflect the most current up-to-date of the conference. Discussion will be used to gage the level of comfort participates have using social media. Additionally, I will use a pre-assessment strategy to gather information about the types of social media participants use. This will help shape the remaining interactive presentation. Attentional will be given to policies and procedures about keeping students safe when using social media. This includes how to use social media as a pre-service teacher. Then, tips and strategies will be given about developing social media to appeal to communities and parents. Again, this will be done through discussion and collaboration. As an additional note, I will be conducting social media research with a group of pre-service teachers beginning in the fall. I will be studying their social media platforms, how they interact, and use the platforms. My research questions include how pre-service teachers use social media to collaborate, how pre-service teacher use social media, and how preservice perceive their use of social media changes over time. This will be a year long study. Speaker(s): Stefanie McKoy, University of Arkansas Partnerships Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Video Modeling and Performance Feedback in Higher Education: A Literature Review The goal of this literature review is to describe the current trends in research regarding video performance feedback to identify ways in which it can be utilized to support university students in the online learning environment. Previous research has identified student engagement as a contributing factor to academic success online and that one way to encourage student engagement is through video exemplars, feedback videos, and video modeling (Ghilay & Ghilay, 2013; Glenn, 2018; Hemmeter et al., 2011; Lewis & Ewing 2016; Northey et al., 2015; Thomas et al., 2017; Xie & Huang, 2014). Identifying the current themes and gaps in the literature has the potential to identify future research opportunities. Speaker(s): Kate Snider, University of Louisville College of Education & Human Development Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Why Bother Staying? A Systematic Review of Early Career Special Educator Retention Factors This session will provide an overview of identified literature focused on the retention of early career special educators. The purpose of this systematic literature review is to examine the influences on early career special educators’ decisions to remain in the field by answering the following question: What factors contribute to retention of early career special education teachers? The focus on retention was intentional to expand the narrative beyond special educator attrition. Peer-reviewed empirical studies published in academic journals focused on special educators in the United States working within the first five years of their career were included for review. Inclusion criteria also required explicit expression of retention and attrition factors and responses from special educators. Intervention studies were excluded. Eight studies published between 2001 and January 2019 from four databases, plus ancestral searches, met the inclusion criteria for this systematic literature review. Studies utilized quantitative, qualitative, and mixed methods approaches, and were grouped based on participants’ years of experience (i.e., first-year, three or fewer, and five or fewer). Relationships and support, teacher training, and positive school climate emerged as factors supporting early career special educator retention. Despite a direct focus on retention, attrition is also explored. The session will expand upon the results of this systematic literature review to more closely examine retention factors and provide a possible rationale for the continued attention on attrition. A call for future research focusing on enacted, rather than intended, retention of early career special educators will be included in this session. The session format will include a brief overview of the literature review and findings, followed by discussion questions posed for consideration by session participants (i.e., the session audience). Discussion questions will include: How do the retention factors identified in the literature review compare to your own observations when you have worked with early career special educators? How can teacher educators use this information on retention to improve our own practice? In addition to the points that I have raised, how might a focus on retention be better for our field than simply focusing on attrition? Speaker(s): Elizabeth Sikora, University of Wisconsin Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Words Matter: A Mixed Methods Study of the Language of Equity, Diversity, and Inclusion in Schools of Education Future teachers need opportunities for constructing frames of references around the concepts and practices of valuing and defining diversity, and teaching for equity and inclusion through deliberate professional and personal critical reflection and discourse. Bogotch (2002) notes that social justice is different from good teaching and moral leadership. So too, equity and inclusion are both concrete practices and a way of knowing and belief systems about how to honor the humanity of all of our learners. Universities and teacher preparation programs must take direct action and do more than “talk the talk.” They must also “walk the walk” of inclusive, equitable, and socially just learning for all students through the opportunities they offer future educators to experience transformational learning. Future educators need hands-on, evidence-based strategies and opportunities to apply them as well as theoretical understandings for how to respond to the diverse needs of their learners. Communities, teachers, researchers, and students rely on TPPs to produce educators that prepare the next generation of learners and develop future citizens with the skills needed for the workforce. Cavanna et al. (2021) discuss the importance of a clear vision with both structural and conceptual coherence aligned to that purpose, integrated within and across the teaching and learning experiences in a TPPs. Program coherence allows TPPs to determine not only the “what” but the “how” they are teaching which can, in turn, allow them to measure if future educators are in fact learning the skills and dispositions they say they are teaching. Without rich knowledge of and deep understanding of the issues surrounding diversity, equity, and inclusion TPPs and COEs will not be able to develop successful programmatic approaches. Words matter. Results from this study demonstrated while there were similarities in diversity and equity related language across COE statements and coursework titles and descriptions, use of the term “inclusion” was extremely limited. There were also discernible differences between the transformative language of COE statements and titles and course descriptions. Harry & Klingner (2007) wrote that language in and of itself is not the problem; the belief system that the language represents is. Transformative learning experiences (Mezirow, 1997) are the result of challenging a learners “frame of reference.” Socially just schools are built by teachers who understand and commit to culturally responsive pedagogy and practice that challenges social and educational inequities (Annamma & Winn, 2019). COE’s and TPPs must have coherent visions and language that emphasize and act on the need for transformational change in our educational system. This session will present findings from this small mixed methods study aimed at providing a current view of coherence across sampled university mission and/or vision statements and required course titles and descriptions related to equity, inclusion, and diversity. Participants in the session will have an opportunity to review the method and results of this study and consider the implications for their respective programs. Speaker(s): Reagan Mergen, George Mason University Activism Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 7E29F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Working Toward “Achievement”: Key Considerations for Providing Access to Equitable Opportunities to Students with Disability Labels This study explored the factors key personnel consider when planning, scheduling, and implementing individualized supports for students with disability labels. Additionally, this study worked to identify the supports available to help staff to better support students with disability labels with achievement as well as the supports that are made accessible to students with disability labels. Finally, this study analyzed the process school personnel use to continually evaluate the successes and barriers of the current system. I identified high schools that have demonstrated achievement for students with disability labels using snowball sampling and typical sampling. Snowball sampling was implemented to identify high schools that had high levels of student achievement defined as students participating in leadership opportunities, community work experiences, internships, social activism, and other forms of community engagement. I contacted local organizations asking them if they were able to identify any high schools that exhibit a strong commitment to providing community involvement for students. This sampling was used to identify forms of achievement that may not show up on a standardized assessment. Typical sampling was implemented to identify high schools that exhibited high levels of academic achievement. Typical sampling was implemented to identify high schools that had been able to close the academic achievement gap between students with and without disabilities on the state report card. After high schools were identified for this study, I reached out to the school principals to perform snowball sampling in order to identify the personnel at each school who worked closely with assessing the individualized supports for students with disability labels. Once the participants were identified for this study, I conducted a series of three to five observations of the planning meetings that assess the supports in place for students with disability labels. In addition to observing the planning meetings, I conducted semi-structured interviews of each participant in this study. I interviewed each participant individually before I began the process of conducting my observations of the planning meetings. Once my observations were concluded, I conducted a second interview individually of each participant to ask clarifying questions based on what I observed or did not observe during my observations. Speaker(s): Kyle Resch, University of Wisconsin-Milwaukee Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 11:00 AM - 11:50 AM CST	(Re)producing Special Education In this session, I provide recommendations for pre-service teacher preparation based on the findings from a study that used critical discourse analysis to analyze 31 photographs found in the first chapter of four introductory special education textbooks. Overall, findings suggest that the photographs and their accompanying captions deliver ideas to their viewers about the value of disability, issues about access, and the identity of special education as a field. Since students remember the photographs in their textbooks (Goldstein, et al., 1983), and photographs add to the structured Discourse on how preservice teachers understand the world and how to interact with it (Rose, 2016), examination and understanding of the visual messages delivered to pre-service teachers is vital. The findings of this study revealed that textbooks consistently deliver messages directing readers to omit the disabled identities of students with disabilities in favor of oppressive white ableist ideology through ideas that favor ignoring or “not seeing” disability, rather than noticing and valuing the unique needs and differences. The photographs and captions also situated disability prejudice as an event of the past, inferring that in the present individuals with disabilities no longer face discrimination. Finally, the photographs also showed classrooms with only one teacher present in the room despite special education teachers interacting and collaborating with a host of other professionals (i.e. speech language pathologists, occupational therapists, general education teachers) throughout the day (Solis, et al., 2012). The narrative that teachers independently meet all the needs of their students omits the necessity of teacher collaboration. These photographic presentations of disability and education paint a picture of a field that is comfortable with continuing its current structure. These messages are troubling since they ignore the disability community and their fight for recognition of disability as a positive identity, omit current issues of inequality, falsely claim that the current special education system is without need of restructuring, and present an outdated understanding of effective teaching practices. In this presentation, a detailed description of the findings, with multiple examples, will be presented. Through these explanations, teacher educators will have an introductory understanding of how to recognize these messages within the visuals they use within their own teaching practices. Suggestions and resources for how to address problematic visuals within the classroom will be provided, along with where to find positive, equitable, and realistic visual representations. Speaker(s): Sarah Bubash, University Of Wisconsin-Madison Single Paper Session Preparation, Certification, Induction Location: Post Oak	Location: Post Oak	2021110511:0011:50 001	FRI, NOV 5	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	Assistive Technology (AT) Alternative Special Education Teacher Cohort This session will delve into the overview of the project and research supporting assistive technology integration in special education teacher preparation programs. Resources and materials will be shared and reviewed related to the areas of AT and multimodal literacy developed in the AT special education teacher cohort. Additionally, qualitative and quantitative research findings will be shared out related to participant growth, knowledge, and skills related to AT and multimodal literacy. This project proposes to positively impact working with graduate students from underserved rural communities with the majority of our alternative teacher candidates teaching in rural school districts. Additionally, this project will promote evidence-based literacy instruction practices and HLPs by focusing on assistive technology in our special education teacher preparation program. Questions we hope to answer in this project, (1) what are the best ways to promote special education program implementation of researched assistive technology literacy supports; and (2) will authentic use of technology tools support future special education teachers in promoting appropriate accommodations for their K-12 students? Puentedura (2012) proposed an approach to teacher technology implementation from basic inclusion of technology to the transformative level, the Substitution, Augmentation, Modification, and Redefinition (SAMR) model. The model has also been used for teacher learning communities to categorize the incremental changes teachers move through as they become transformative technology users (Hogan, 2010). Jonassen, Howland, Marra, and Crismond (2008) suggested the model integrates the five “principles of meaningful learning with technology: (1) active (2) constructive (3) intentional (4) authentic (5) cooperative” (p. 82). Session outline: I. Overview & rationale of AT Cohort with university special education teacher preparation program II. AT Cohort professional development materials and resources related to AT using iOS (iPad), Multimodal Literacy, and technology integrations in K-12 special education programs III. Technology integrations in teacher candidate learning using etextbooks and multimodal literacy supports IV. Next steps in project and research implications for teacher preparation programs Speaker(s): Tara Mason, Western Colorado University Single Paper Session Technology Location: Post Oak	Location: Post Oak	2021110416:0016:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	Community Partnership Providing Transition Services for At-Risk Students with Disabilities The goal of this project is to prepare secondary teachers and school leaders to identify and support at-risk students with mild disabilities, such as dyslexia or high-functioning autism, through transition services. These students may not qualify for special education services, but struggle to complete high school/post-school goals and would benefit from transition services. Significant numbers of students may be impacted. This project intends to reach 225 unduplicated students with transition services. In the participating school district, 86% of students are economically disadvantaged. Project services include: • Identify a lead transition faculty member in each high school (veteran teacher with strong skills for mentoring and training others and experience working across the school with students and teachers). The lead transition teacher will be trained to lead transition services with at-risk students with disabilities and in training colleagues in the school. • Provide training and follow-up support to lead faculty and other school-based faculty for planning and implementing transition plans. Training will include 3-5 hours of face-to-face training to identify at-risk students with disabilities, determine transition resources and individual needs, and understand how to develop transition plans. Trainings will be recorded and archived for future professional development opportunities. In addition to monthly meetings with transition teams, follow-up will include UTA faculty-developed instructional digital modules, which will made available online for ongoing transition support. Training topics include 1) implementing best practices in transition planning, 2) transition assessment, 3) transition and cultural diversity, 4) self-determination, 5) achieving post-school outcomes, 6) strategies for school completion for students with disabilities, and 7) working with families. These transition modules are developed in collaboration with preservice teachers at the university. • Host a series of professional development workshops open to all faculty and staff. • Co-host monthly transition meetings with school-based transition teams. • Organize two district-wide transition fairs for students and families. • Provide digital and printed resource materials Data collection for this project is ongoing. Data collection will include graduation rates for participating schools, parent and student, parent, and teacher satisfaction surveys. The emphasis of this presentation will be on the digital modules created to train and support teachers and on the collaboration with preservice teachers in their creation. Speaker(s): Teresa Doughty, University of Texas at Arlington John Romig, University of Texas at Arlington Ambra Green, University of Texas at Arlington Bree Ann Jimenez, University of Texas at Arlington Single Paper Session Partnerships Location: Post Oak	Location: Post Oak	2021110508:0008:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Differentiated Instruction and Choice Activities through Creativity, Critical Thinking, Communication, Collaboration The session will be interactive and include discussion presenting strategies, tips, and classroom management ideas. Focus will be placed on differentiated instruction and choice activities through creativity, critical thinking, communication, and collaboration in the classroom and online. The session will review the purpose and research of differentiated instruction as well as provide additional resources for continued professional development. The majority of time spent will be placed on collaborative activities with participants engaged in differentiated activities to discuss the application of choice and differentiation in their own classrooms. This way, participants leave with ready to implement activities for their own classrooms. Speaker(s): Stefanie McKoy, University of Arkansas Krystle Merry, University of Arkansas - Fayetteville, AR Multiple Panel Session Technology Location: Post Oak	Location: Post Oak	2021110509:0009:50 001	FRI, NOV 5	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Getting to Know CIDDL: Technology Trends, Needs, and Resources for Preparing Special Educators. As identified in the literature there is a strong need to increase the effective use of educational technology in special education and teacher education. This session will start by highlighting how a newly funded center has been designed to support the field of special education teacher education and related service personnel preparation in the adoption and use of educational technology. The session facilitators will then interactively take session participants through the findings of the center’s 2021 needs assessment. This national needs assessment provides a detailed understanding of some of the needs and trends related to technology use and personnel development. For instance, results revealed that a majority of higher education faculty in special education were interested in learning more about the technology used by special education professionals (63%), how technology is used to support students (57%), and Universal Design for Learning (61%). The session will present more comprehensive methods, including our national sampling, and results. The participants will learn how the findings of the needs assessment are being utilized to inform support, services, and research the center is doing to increase faculty capacity to use educational technology. When learning about current trends and needs, facilitators will provide the participants with opportunities to clarify and ask questions about specific findings of the needs assessment. Upon sharing the findings of the 2021 needs assessment, the session facilitators will demonstrate how the center has developed materials and/or undertaken work to support the field’s needs. Session participants will then learn where they can access free resources and participate in center activities. Throughout the interactive session, participants will be provided an opportunity to ask questions, provide feedback, and engage with center resources/activities. This session will align its design to Universal Design for Learning (UDL) and support multiple means of content representation, engagement, as well as provide various means for participants to take action and/or express their understanding. Speaker(s): James Basham, University Of Kansas Department of Special Education Eleazar Vasquez, University of Central Florida Kathleen Zimmerman, University of Kansas Sean Smith, University of Kansas Matthew Marino, University of Central Florida Ling Zhang, University of Kansas Multiple Panel Session Technology Location: Post Oak	Location: Post Oak	2021110310:0010:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	Growing Your Own; Special Education Teacher Agency in a Residency Model Literature. Our study identifies how a teacher residency model advanced SET agency for inclusive practices for students with disabilities through modeling, practicing and enacting advocacy in field experiences. Borrowed from medical training, teacher residency programs feature a year-long mentorship in which a preservice SET trains in the same educational setting with a mentor for the entirety of the school year (Wasburn-Moses, 2017). This experience at one school site for an entire year affords preservice SETs an opportunity to observe a mentor navigating collaborative dilemmas and relational conflict naturally occuring in the field, and then, in turn, practice and enact collaborative work under the guidance of their mentor (Theisen-Homer, 2021). Statement of the Problem. Much scholarship discusses how collaborative relationships support the inclusion of students with disabilities, however, little is known about how special education teacher residency programs and how the year-long field experiences unique to the residency model might shape a preservice teacher’s attitudes and behaviors towards inclusion and advocacy. Methods. Our proposed paper session will share our qualitative evidence of early career SET’s perspectives and experiences advocating for students with disabilities in their residency training and in their first teaching years. Qualitative evidence includes responses to open-ended interview questions and focus group questions. Consistent with our phenomenological qualitative approach, our presentation will share stories and quotes from respondents, to enable session attendees to gain a nuanced understanding of how advocacy and agency were modeled by mentors and cultivated by the fieldwork placements (Moustakas, 1994). Relevance. We will demonstrate the broader relevance of our findings through asking attendees to apply our conception of SET teacher agency to current and future teacher preparation contexts. Building on the conference theme of Steering into the Future, we will pose questions to attendees about how teacher educators can a) build SET agency through leveraging the mentor or master teacher relationships and b) learning about student and family contexts in coursework and applying their knowledge of students to advance practices on behalf of students. Our research supports the conference topic Preparation, Certification and Induction because we believe that our conceptualization of agency illuminates how teacher residency programs can seize upon opportunities to advance inclusion of students with disabilities through the extensive fieldwork. For example, our resident alumni believed that the year-long residency field work deepened their understanding of a student’s family context, which, in turn, helped them advocate for the student’s needs to their school colleagues during the individualized education plan meeting.Our findings appeal to a variety of interest groups; we anticipate teacher educators across general education and special education will benefit from our findings. Speaker(s): Ilene IVINS, Alder GSE Troya L Ellis, Alder Graduate School of Education Multiple Panel Session Preparation, Certification, Induction Location: Post Oak	Location: Post Oak	2021110410:0010:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	Lessons Learned from Writing a Special Education Research Methods Text This interactive session will share how we developed an inclusive special education research methods textbook. Authors will share the process used to develop the conceptual framework, craft a proposal, select a publisher, and navigate the peer review process. Strategies we used for writing, collaborating, and developing text content will be shared and discussed along with the development of instructor resources and materials. Templates and resources will be provided. Participants will be encouraged to share questions and contribute to the interactive presentation. Speaker(s): Brittany Hott, University of Oklahoma Corey Peltier, University of Oklahoma Kathleen Randolph, University of Colorado Colorado Springs Sarah Heiniger, University of Oklahoma Multiple Panel Session Research and Inquiry Location: Post Oak	Location: Post Oak	2021110413:0013:50 001	THU, NOV 4	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Modeling the use of High Leverage Practices in a Virtual Environment Teacher preparation programs (TPPs) have begun incorporating the use of high leverage practices (HLPs) into their curriculum. With the advent of virtual instruction, PSTs need an opportunity to learn about how to use HLPs in this setting as well as a traditional classroom. This session will present a strategy for modeling and practicing the HLPs in the Instructional domain with PSTs during their teacher preparation coursework. First, we will review the HLPs from the instructional domain and we will then demonstrate ways to model and practice with these skills. We will provide examples of effective use of HLPs in the virtual setting by giving participants access to lesson plans and anecdotal evidence. We will go through a sample lesson and discuss how the different instructional HLPs can be incorporated. Participants will be given access to case studies that detail effective use of HLPs in classrooms through the lens of PSTs. We will also provide participants with a sample lesson to model HLPs within their own instruction. The discussion will include how to utilize HLPs in instruction, assignments, and activities to build capacity in PSTs. The session will include a discussion of relevant technology tools to support the use of HLPs as well as instructional design principles relevant to a virtual classroom. The intent of this session is to share materials that can be used to incorporate HLPs from the Instructional domain into a virtual classroom, to demonstrate how to teach and model these skills, and to discuss possible assignments and activities that will provide authentic practice opportunities. Virtual instruction is likely to remain a vehicle for delivering instruction to certain students or in certain contexts, so it is critical for teacher preparation programs to provide PSTs the strategies to deliver engaging and research-based instruction in virtual environments. Speaker(s): Kat Alves, Longwood University Brandy Brewer, University of Louisville Single Paper Session Preparation, Certification, Induction Location: Post Oak	Location: Post Oak	2021110314:0014:50 001	WED, NOV 3	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Neurodiversity in the Classroom: Teaching Implications of a Neurological Perspective The field of neurology is rapidly growing- what is known about the brain has significantly expanded over the past few years, and its findings have significant implications for how teachers interact with children. When information enters the brain, it begins at the cerebellum which determines how well the physical body is doing- the cerebellum determines pain and balance and motor movement. It also provides access and information to the amygdala, which is responsible for anxiety and emotional regulation. The amygdala and the hippocampus, deep in the center of the brain as part of the larger limbic system, regulate emotions and behaviors. It is this relationship that teachers must understand when managing behaviors. It is no accident that Maslow’s hierarchy, and Kaufman’s “transcendent ship” (2020) of learning follow this neurological wiring. However, understanding that children are wired in this way is only one aspect of instruction and behavior management. Teachers must understand the order in which emotional regulation occurs. First, people must feel safe physically, and then emotionally. Once they feel safe, they can regulate their emotional and attentional connections. Then, once those aspects are satisfied, they can then regulate their frontal lobes to make choices and good decisions. Children with disabilities such as autism, anxiety, and ADHD are diverse in their neurological wiring, leading to the concept of “neurodiversity” and different ways of responding to them. This session will provide a neurologically-based model of behavior and classroom techniques that helps teachers prioritize how they are with children “instead of focusing on what they do to children” (Delahooke, 2019, p. 21) through a “top down/ bottom up” approach. By modeling and preparing teachers to work with diverse populations, they learn how to determine what the behavior is communicating rather than focusing on its function. Then, by presenting opportunities for children to play, teachers provide opportunities to engage other parts of the brain and soothe the over-stimulation of the limbic system. Finally, by engaging the frontal lobe, children become active problem solvers. You must first regulate, then relate, then educate (Delahooke, 2019). Speaker(s): Claire Hughes, College Of Coastal Georgia Single Paper Session Preparation, Certification, Induction Location: Post Oak	Location: Post Oak	2021110315:0015:50 001	WED, NOV 3	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	Responding to School Closures Through Diverse Virtual Field Experiences for Rural Special Education Teacher Candidates Rural schools exist everywhere border to border (Tieken & Montgomery, 2021), and one out of four students in the U.S. attend a rural school (Bellwether Education Partners, 2021). Rural education is unique from urban education, and SETCs need to leave EPPs prepared to teach students in a multitude of settings. Access to local schools for SETC training is limited for many EPP located in remote/rural areas, yet is crucial for SETC preparation. Limited access does not allow for SETC to be trained to understand, practice in, and meet the needs of all learners in a variety of rural, suburban, and urban settings. SETCs leaving EPPs situated in rural areas often wish to teach in suburban or urban settings, underscoring the importance of diverse teaching/learning experiences embedded within rural EPPs. Instructors in EPPs are looking for ways to provide diverse field experiences to their SETCs. Through a variety of rural, suburban, and urban partnerships, NWMSU has been able to provide authentic, teaching and learning opportunities through virtual field experiences to SETCs currently enrolled in the EPP. What started out as a response to a global pandemic has continued to diversify into rural, suburban, urban, and virtual teaching FEs for students allowing for comprehensive and diverse training, and a better understanding of meeting the needs of all learners in a multitude of settings (including virtual and hybrid teaching) for SETCs at NWMSU, and attendees will leave with relevant, authentic opportunities to create FEs within their EPPs. Speaker(s): Tamara Lynn, NWMSU Sara Taylor, Northwest Missouri State University Shantel Farnan, Northwest Missouri State University Multiple Panel Session Preparation, Certification, Induction Location: Post Oak	Location: Post Oak	2021110414:0014:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	Stepping-Up Transition: A framework to instruct Educators in Creating Compliant and Quality Transition Plans This session aims to raise awareness of the integral part transition plays in IDEA (2004), illuminate gaps in preservice and inservice teacher training in transition, explain the Stepping-Up Transition Framework, and share data from recent studies involving the Stepping-Up Transition Framework (Deardorff et al., 2020; 2021). The overall goal of the presentation is to illuminate gaps in educator pedological knowledge in creating compliant and quality transition plans while providing guidance on how to create quality, compliant transition plans for transition-age youth with disabilities. This presentation will provide the results from a recent study examining the effectiveness of professional development on transition planning knowledge and skills which used convenience sampling to conduct an intervention/comparison group training with pre/post design to explore the effects of the professional development trainings (Deardorff et al., 2020). Results reveal the Stepping-Up intervention significantly increased scores on the assessment compared to the comparison group. Recently collected data will be analyzed to show the effectiveness of the Stepping-Up Transition Framework in two other settings including graduate level coursework and an intensive coaching-model for in-service professional development. In addition, this presentation explain and show examples of the Stepping-Up Transition Framework and how to use the framework. Speaker(s): Malarie Deardorff, University of Oklahoma Multiple Panel Session Preparation, Certification, Induction Location: Post Oak	Location: Post Oak	2021110311:0011:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 11:00 AM - 11:50 AM CST	Teacher Special Education Pre-Service Teacher to Accurately Assess Decoding Skills This session will give an in-depth look at placing word level and phonological processing assessments within reading instruction related coursework for preservice special education teachers. The aim of the session is to communicate the need for preservice special education teachers to understand and use assessment tools to determine student needs. The assessment tools in this session are freely available, time efficient, and informative for word level reading strengths and weaknesses. The assessment triad, the PAST, the IDI, and DIBELS, look specifically at word level reading skills and subskills that may impact reading. The suite of assessments is not a full reading battery nor it is meant to be. I aim to focus on word level skills and subskills because these foundational skills may underlie larger reading difficulties. When applying the Simple View of Reading (Gough and Tunmer, 1986) we see that decoding skills are as important as language comprehension. The equation (Decoding x Language Comprehension = Reading) tells us that when decoding is weak, reading will be week no matter the strength or weakness found in language comprehension. Research has shown the role of phonological processing as a subskill for decoding (Wagner, 1988). Furthermore, we know that RAN is a determinant for reading fluency. Using assessment data from the PAST, the IDI, and DIBELS 8th Ed., pre-service teachers can learn to administer these assessments while developing their knowledge in reading development as a process of component skills that must be assessed and monitored as reading instruction progresses. Pre-service teachers must be skilled in finding a student’s current strengths and weaknesses in a precise and efficient manner. The triad of assessments reviewed in this session allow for assessors to begin to understand where a student may be experiencing difficulties at the word level (e.g. decoding) and whether phonological processing and/or RAN may be a culprit in these difficulties. Specifically, the PAST addresses phonological processing skills. The IDI attends to specific syllable types and helps isolate syllable patterns. DIBELS 8th Ed. addresses fluency. While fluency drills like those on the DIBELS 8th Ed. are not a direct RAN measure, the data can give an indication that RAN may be compromised and further direct testing is needed. The PAST and IDI are not norm referenced which allows an assessor to informally evaluate skills. If extreme difficulty is found on any assessment, the assessor is then armed with baseline data to begin intervention and to alert an educational team to further, more formal testing. However, if a child is already identified with a learning disability, these assessments simply give the assessor precise data from which to build curricular programming. Therefore, these assessments are beneficial for both students with and those at risk for learning disabilities. Speaker(s): Anna Myers, University of Virginia Multiple Panel Session Preparation, Certification, Induction Location: Post Oak	Location: Post Oak	2021110411:0011:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	A Model for Success: Details of a Modified Yearlong Student Teaching Experience Clinical experiences are a crucial part of effective teacher preparation programs, and provide opportunities for teacher candidates to apply and practice their pedagogical knowledge and skills. Purposeful matching of mentor teachers with teacher candidates, along with sufficient time for orientation and observation, increase the likelihood of a successful pairing and clinical experience. This session describes in detail a model of student teaching that directly connects to coursework and previous fieldwork experience. This model was developed and implemented at a small, liberal arts college offering certification in PreK-12 general and special education, with a focus on dual-certification in inclusive classrooms. Regardless of certification, all teacher candidates receive a minimum of nine credit hours of special education preparation, with many candidates choosing to seek to dual certification in general and special education. Throughout their academic career, students in the program work closely with multiple advisors, dedicated professors, and PK-12 partner schools to build a foundation of skills necessary for successful teaching. By the time they reach pre-student teaching semester, students have amassed a minimum of 150 fieldwork hours in PK-12 inclusive classrooms, working with a variety of age and grade levels, content areas (as appropriate), and students with special needs, allowing them to connect theory to practice. As they near completion of the program, the same mentor teacher is utilized in the pre-student teaching semester and the student teaching semester. As part of the pre-student teaching semester, pre-service candidates work closely with their carefully-matched mentor teacher, becoming familiar with the school culture, curriculum, and students. This model, applicable to a variety of educator preparation programs, provides all teacher candidates the opportunity to complete a modified year-long student teaching experience. Learning opportunities with the mentor teacher, as well as the university-based supervisor, help better prepare the teacher candidate for a successful student teaching experience. Particular emphasis is placed on preparing teacher candidates to work with a diverse group of students, specifically students with a variety of abilities and needs in inclusive classrooms. Student teachers receive support and guidance during the yearlong placement as they apply the knowledge and skills acquired in the college classroom in instruction, assessment, and behavior management. If pursuing dual certification, students complete a split placement in a general and special education setting. All candidates pursuing general education certification are placed in an inclusive classroom setting. The aim of this session is to describe in detail a successful model of prioritizing purposeful matching of teacher candidates with mentor teachers, providing ample time for teacher candidates to observe and orient themselves to their student teaching placement, arming the student teacher and mentor teacher with university-provided support and guidance, and emphasizing dual certification in inclusive classrooms. This includes the importance and specific strategies for cultivating and building meaningful and mutually beneficial relationships with local school district in the community. Evidence of effectiveness will be included, such as certification exam passing rates, and quantitative and qualitative data supporting successful program completion and securing employment in the field. Speaker(s): Courtney Dexter, Dallas Independent School District Amy Rogers, Lycoming College Conversation Session Research and Inquiry Location: Rio Grande	Location: Rio Grande	2021110509:0009:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	A Systematic Review of Functional Communication Training Using Assistive Technology or Augmentative and Alternative Communication Interactive Poster Session During this interactive poster presentation, conference attendees will have the opportunity to review the content on a Morrison-style academic poster and presented by an assistant professor and recent graduate of a 100% distance/online master’s program in special education who worked together on successful completion of the graduate student’s capstone project. The master’s student currently teaches in a special public school for students with severe disabilities, and the focus on a systematic literature review was considered an ideal option, given the limitations of conducting experimental research during Covid-19. One emphasis of our presentation of information focuses on using guidelines and training that our state provides for promoting accessible materials. The Morrison-style poster contains a “main finding” that appears as the center feature of the poster—this is meant to facilitate richer in-person or virtual discussion and dialogue regarding the main findings and future directions of the research that has combined functional communication training (FCT) and assistive technology or augmentative and alternative communication (AT/AAC) to improve communication and behavior for individuals with severe disabilities. We will provide a simple graphic of the findings of our literature review. Some extended details about the systematic literature review will appear in a column on one side of the poster, and a QR code will provide attendees an opportunity to capture a link to further, more detailed information about the background, methods, results, and discussion of the systematic literature review. Another emphasis of our presentation is to connect teacher preparation faculty and educators in the field with resources that may help them gain resources to solve problems with communication and behavior issues for students with severe disabilities. Some of our main questions to attendees will relate to (a) feasibility and ethical considerations of conducting a functional analysis in school settings with professional guidance and (b) observations of updated technology in AT/AAC, given the lack of recent research found in our systematic literature review. We also hope to discuss the combination of FCT and AT/AAC in terms of person-centered transition planning that considers elements of self-determinism for individuals with severe disabilities. Speaker(s): Kristin Panos, Wichita State University Jessica Colwell Interactive Poster Session Research and Inquiry Location: Rio Grande	Location: Rio Grande	2021110315:0015:50 001	WED, NOV 3	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Accessible implementation of Classroom Behavior Supports: A Collaborative Approach Conversation Session Table 3 Teachers’ reported knowledge of classroom behavior strategies correlates with their reported use of the strategies. It is necessary to provide further training to support educators in preventing and managing students’ challenging behaviors. While these challenging behaviors are a reported leading cause of teacher stress and burnout, the field of Applied Behavior Analysis yields strategies proven to be effective at both reducing classroom challenging behaviors and increasing expected behaviors. In this collaborative conversation, presenters will utilize their joint expertise to bridge the gap between the research of behavior science and the accessible application of these skills by educators. As recent research suggests that behavior jargon is a leading factor contributing to multidisciplinary collaboration to support students’ behavioral needs, this discussion will offer specific evidence-based strategies in an approachable way. Presenters will share results of their social validity survey in which 90% of over 500 respondents reported that they would be more likely to use behavior strategies in the classroom if they were easier to understand and 70% reported feeling overwhelmed by the use of behavior jargon. These results guide the aim of the collaborative conversation: to combine the expertise of the fields of special education and behavior analysis to disseminate approachable and accessible strategies for implementation. Presenters will facilitate an educational discussion surrounding specific strategies for preventing challenging behaviors (i.e. Priming, Providing Choices, and Visual Schedules), strategies that respond to and redirect challenging behaviors (i.e. Extinction and Differential Reinforcement of Alternative Behaviors), and strategies that may be used within inclusive classrooms for increasing expected behaviors (i.e. Shaping and Prompting). Presenters will use approachable language when explaining the strategies accompanied by real-life examples of their application in classroom settings. Participants will have opportunities to discuss means of individualizing the strategies for their specific classroom needs. As an example, the strategy of priming can be effectively combined with a visual schedule using picture icons for an elementary classroom, however this same combination of strategies could be adjusted to better suit a highschool classroom by providing daily or weekly class objectives. In both scenarios, students are provided with clear expectations and predictable schedules which are proven to lead to decreases in challenging behaviors. Throughout the discussion, participants will be encouraged to take note of specific strategies and how they could apply the skill in their classroom, increasing their comfort level and preparedness in preventing and managing challenging behaviors. Speaker(s): Chelsea Pierce, University of Central Florida Morgan van Diepen, ABA Visualized Conversation Session Research and Inquiry Location: Rio Grande	Location: Rio Grande	2021110314:0014:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Accomplishing More Together: Improving Teacher Efficacy Through Effective Collaboration With Paraprofessionals Interactive Poster Session This session will be an interactive poster presentation. Participants will learn how effective collaboration and communication between teachers-general education, special education, and paraeducators are essential to ensure that students with disabilities receive quality services and progress in the general education classroom. In addition, they will gain valuable knowledge about the types of research-based inclusive practices to ensure that all services to students with disabilities are effective and least restrictive in the classroom environment. Speaker(s): Valerie Zelenka, Fort Hays State University Interactive Poster Session Partnerships Location: Rio Grande	Location: Rio Grande	2021110314:0014:50 001	WED, NOV 3	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Assessing Educators’ Perceived Importance of High-leverage Practices to Incorporate in Education Preparation Programs Interactive Poster Session This session will describe one university's process in assessing educators' perceived importance of high-leverage practices (HLPs) to incorporate in education preparation programs. This process includes using a q-methodology to converge participants' survey responses through a q-sort in an attempt to identify the most critical high-leverage practices for preservice teachers to know in both general education and special education. Descriptive statistics were used to compare selection of groups. An e-mail was sent to subjects identified as stakeholders in the university’s educator preparation programs. The e-mail requested their participation in the study and provided a link to the survey. Participants identified as stakeholders included faculty/staff currently teaching and/or supervising in the college of education; university students currently seeking initial certification in teaching grades k-12 and/or special education; school district personnel that have had interactions with students either as mentors or employers; and education cooperative personnel that have established partnerships with the college of education. The survey was delivered through the qualtrics platform. If participant agreed to participate, they were first asked to identify themselves as either 1) Higher Education faculty/staff; 2) Higher education student; 3) School District Personnel; 4) Educational Cooperative Personnel; or 5) Other. From these responses, additional demographic information was asked of them such as: program area, area of expertise, and years in current role. Answers to these questions determined what High-leverage Practices (HLPs) they were given to rank. Participants that identified an association with initial certification (e.g., preservice teachers) will be asked to rank their perceived importance of either the general education or special education HLPs for future educators. For each set of HLPs, the participant was asked to sort the items given (19 items for general education; 22 items for special education) in the appropriate boxes. For initial certification (e.g., preservice teachers), participants were given a brief definition of HLPs and asked the following: The (name of university) is looking to incorporate these practices into our education preparation programs. Although all are important, we are seeking your input on the practices we should initially target. Please sort the following items in the appropriate boxes: "most critical for future educators to know/learn", "least critical for future educators to know/learn", and "Neutral". The q-sort allowed the university to identify the 6 general education and 5 special education high-leverage practices deemed to be the most critical to initially target. Speaker(s): Jeremy Whitney, University of Louisville Interactive Poster Session Accountability Location: Rio Grande	Location: Rio Grande	2021110310:0010:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 7D29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Challenges and opportunities for special education teachers of children with disabilities in a virtual learning environment Interactive Poster Session The COVID-19 Pandemic resulted in immediate school closures followed by the decision to provide virtual instruction for all students with disabilities. School districts must continue providing appropriate educational services through virtual learning environments utilizing modifications and accommodations in Students’ IEPs. Special education teachers experienced many challenges to provide adequate educational opportunities and remain compliant to students’ IEPs. As the Pandemic has continued, research has increased that explores aspects of teaching students with disabilities online and during COVID-19. Research addressing online teaching instruction of students with disabilities provided the foundation for what elements to focus on when teaching students with disabilities virtual during the Pandemic. In fact, findings indicated that there were many benefits to teaching online. In their systematic reviews, Vasquez and Serianni (2012) and Vasquez and Straub (2012) had trouble identifying a substantial number of studies that indicated specific benefits of strategies for online K-12 instruction for students with disabilities. It must also be noted that much of this existing research was conducted prior to the COVID-19 Pandemic. Hodges and colleagues delineated two distinct differences between prior studies that justify a further investigation of strategies specifically used during the Pandemic: 1) the abrupt change to the mode of delivery and 2) the involuntary choice to participate in virtual learning for all parties involved. Published, peer-reviewed research on providing students with disabilities instruction in an online environment is sparse (Greer et al., 2015). It makes it difficult to even know what effective teaching pedagogy looks like for virtual settings. The researchers interviewed twenty special education teachers who delivered virtual learning environment during the COVID-19 Pandemic. The purpose of this study is to explore the types of teaching strategies that the participants used in a virtual learning environment and challenges that they faced. The participants reported an average of 5.6 years of teaching experience in public school classrooms. Nine participants taught students with mild to moderate disabilities, and eleven participants taught students with moderate to severe disabilities or autism spectrum disorder. The interview questions were developed to explore four related topics: vocabulary and language development, engagement/social interaction, IEP/curriculum, and progress monitoring. The special education teachers reported increased direct and systematic vocabulary instruction in the virtual environment, and they implemented evidence-based practices used in traditional classroom settings. The current study also confirmed that caregivers play a critical role to provide a successful virtual learning environment, even more than in a traditional learning environment. Local districts and educators should develop plans to increase parents’ meaningful engagement and present flexible and creative ways to communicate with them (Stenhoff et al., 2020). Another critical element of instruction is motivating and increasing students’ engagement. Special education teachers in this study used multiple methods to enhance student-to-student and student-to-teacher interaction through available technology (Tremmel & Brunow, 2020). Overall, this study illustrated special education teachers’ challenges and lessons from virtual experiences in this unprecedented historical and ongoing event. The lessons from this study can be used to design a virtual learning environment for children with disabilities. Speaker(s): Yeunjoo Lee, California State University, Bakersfield Interactive Poster Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110310:0010:50 001	WED, NOV 3	A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Classroom and Behavior Management Training: A Review of the Literature Interactive Poster Session The purposes of this systematic literature review were to (a) determine what preservice and inservice training elementary general education teachers receive related to classroom and behavior management, (b) what preservice and inservice teachers’ perceptions were related to these trainings, and (c) to determine the quality of the included studies. The session will focus on providing an introduction to the literature review, discussing the methods for conducting the systematic literature review, reviewing the findings, and then discussing the findings. During the introduction, participants will be provided with an overview of the problem. Elementary education teachers report students’ challenging behavior as one of the reasons for teacher stress, migration, and attrition (Carver-Thomas & Darling-Hammond, 2019; Djonko-Moore, 2016; Harris et al., 2019; Herman et al., 2018). However, research has shown that teachers are underprepared to manage classrooms during their preparatory education (Flower et al., 2017; Freeman et al., 2014). This points to the need for additional training for preservice and inservice teachers in the areas of classroom and behavior management so they are able to manage the behavior students engage in and reduce their stress levels. Then participants will be provided with an overview of the methods for conducting the literature review. The systematic review followed the procedures outlined by PRISMA (Liberati et al., 2009). A total of 21 articles were included in the review. Findings will be discussed in terms of the types of trainings received by preservice teachers and inservice teachers, the teachers’ perceptions of the trainings, and then the quality of the included studies. Researchers found that preservice teachers reported the highest sense of self-efficacy after participating in stand-alone classroom management courses, though only 60% of preservice teachers reported participating in these courses (Christofferson & Sullivan, 2015). Similarly, there was little training focused on behavioral concepts, strategies, programs, and assessment that could support students who engage in challenging behavior (Begeny & Martens, 2006). Inservice teachers reported slightly more training, with 65% having received classroom management training (Cooper et al., 2018) and several studies focusing on the use of specific strategies such as behavior-specific praise or positive versus negative feedback (e.g., Gage et al., 2018; Zakszeski et al., 2020). There were also five included studies that focused on the behavior management training for inservice teachers (e.g., Renshaw et al., 2008; Stoiber & Gettinger, 2011). Preservice and inservice teachers reported feeling the trainings were highly effective, though they reported targeted trainings were more effective than staff-wide trainings (Thompson et al., 2012; Zakszeski et al., 2020). They also felt there was a need for more training to focus on consequences and reinforcement (Bethune, 2017). Finally, participants will have an opportunity to discuss the findings relevant to the literature review, including the implications of these findings. Implications include the need for more training in the areas of classroom and behavior management for preservice teachers, so they can be better prepared for their future profession. Additionally, inservice teacher training could focus on the maintenance of skills taught during such trainings. Speaker(s): Stacy McGuire, University of Illinois-Urbana-Champaign Rebecca Folkerts, University of Illinois, Urbana-Champaign Interactive Poster Session Research and Inquiry Location: Rio Grande	Location: Rio Grande	2021110313:0013:50 001	WED, NOV 3	A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Developing Resiliency in Children Experiencing Trauma Conversation Session Table 4 The purpose of this presentation is to provide theoretical understanding of the impact of psychological trauma at the individual and societal level. Participants will become familiar with the impact and nature of a wide variety of traumas including: childhood abuse, violent crimes in adulthood, domestic violence, traumatic deaths, natural disasters, and war. Participants will engage in group discussions about the psychological factors, interpersonal difficulties, and neurophysiological alterations associated with trauma.We will share case accounts of traumatized individuals to lead discussion on appropriate placement decisions, eligibility and mental health supports needed for the student to be successful. Finally, we will explore issues related to resiliency and prevention of violence. This course will focus on trauma-informed and evidence-based practices with children and families and designed to help classroom teachers, school counselors and other educational and community personnel gain strategies to reach and teach students who have been affected by stress, trauma and/or violence. Students will learn the signs and symptoms of stress and trauma. Participants will explore how stress, violence and trauma affect a student’s learning, cognitive brain development and social-emotional development. The short- and long-term consequences of being exposed to stress, trauma or violence, as well as the social and family causes, will be reviewed. Participants will be introduced to evidence-informed interventions aimed at improving social-emotional well-being for children and youth who have experienced trauma and adversity. Participants will: Identify key aspects of ACEs and impact on student learning and development identify strategies and supports for students having experienced trauma describe their role as a mandated reporter Create a toolkit of strategies to support children in their classrooms Learn advocacy skills for placement, eligibility and need for mental health services Identify Self Care Skills to support their own well being when dealing with students suffering from trauma Speaker(s): Cathy Galyon, East Tennessee State Unniversity Lora Lee, East Carolina University Kim Floyd, West Virginia University Conversation Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110314:0014:50 001	WED, NOV 3	A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Electronic check-in/check-out as an intervention for at-risk teacher candidates Conversation Session Table 10 Check-in check-out (CICO) is a behavior intervention typically implemented for students requiring individualized supports in a multi-tiered system of support in the PK-12 setting. This pilot study investigated the effect of the CICO intervention on four individuals with exceptionalities in a postsecondary teacher education program. This single case multiple baseline study included four participants from underrepresented backgrounds who are seeking teacher certification at a public university in the mid-Atlantic region. Behaviors tracked included class attendance, assignment completion, and academic outcomes. Student success in an educator preparation program (EPP) is typically defined in relation to variables such as retention and graduation within a pre-defined time period. Some pre-service teachers need additional supports to gain the skills needed to enter the teaching profession. CICO systems are one intervention that student teaching supervisors or faculty can use to support students. The goals of this presentation are to highlight how the CICO intervention was applied to four diverse teacher education candidates to monitor their progress in the program and to build teach candidate autonomy. A description of the CICO intervention as adapted for teacher candidates will be shared. Participants in this study were from diverse background including those with disabilities and students from diverse backgrounds. CICO is an empirically supported culturally responsive intervention. The effectiveness of CICO has been the subject of 5 reviews to date (Hawken, Bundock, O'Keefe, & Barrett, 2014; Klingbeil, Dart, & Schramm, 2018; Maggin, Zurheide, Pickett, & Baillie, 2015; Mitchell, Adamson, & McKenna, 2017; Wolfe et al., 2016). A metanalysis of these reviews indicated that the CICO procedure has statistically significant effects on academic engagement (Drevon, Hixson, Wyse & Rigney, 2019). Speaker(s): Janet Josephson, Millersville University Conversation Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110315:0015:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Evaluating an Asynchronous Online Jigsaw Discussion for Teaching the SPED HLPs Interactive Poster Session The proposed poster will include three sections: (a) a review of the relevant literature regarding the use of the jigsaw discussion format, (b) a description of how one special education teacher educator used the jigsaw discussion format to have students teach one another about the 21 special education high leverage practices (SPED HLPs) in an asynchronous online course, and (c) the results of a study examining student perceptions, engagement, and learning in the asynchronous jigsaw discussion. Session participants will engage in 1:1 conversations with the presenters regarding the use of a jigsaw discussion format for online courses and the presenters will answer individual questions about their research. In addition, the presenters will discuss with each session participant how they might use the jigsaw format to support learning in their own special education teacher preparation courses. Speaker(s): Marla Lohmann, Colorado Christian University Kathleen Boothe, Southeastern Oklahoma State University Interactive Poster Session Technology Location: Rio Grande	Location: Rio Grande	2021110313:0013:50 001	WED, NOV 3	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Evidence Based Practices in Early Childhood Special Education Teacher Preparation Interactive Poster Session The use of evidence-based practices has been stressed in early childhood (i.e., DEC Recommended Practices) and special education (i.e., IDEIA, 2013). While pre-service teachers are being encouraged to utilize the research of evidence-based practices in their placements, there remains a gap between research and practice. Integrating eCoaching in student teaching allowed opportunities for student teachers to exercise the use of evidence-based practices that they learned about in their preparation program and more specifically in their student teaching seminar course. A case study approach was used (Opie, 2005) to look at two single events of eCoaching in a student teaching placement, direct observations with interrater reliability and debriefing interviews via email were reviewed. This study is designed to answer the following questions: (a) What is the effect of using?eCoaching?on the rate of an early childhood special education student teacher’s use of an evidence-based practice(s)? (b) What is the effect of using?eCoaching?on the rate of a special education student teacher’s use of an evidence-based practice(s)? (c) What is the effect of using?eCoaching?on fidelity of an early childhood special education student teacher’s implementation of an evidence-based practice(s)? (d) What is the effect of using?eCoaching?on fidelity of an early childhood special education student teacher’s implementation of an evidence-based practice(s)?? This research was conduct in a rural area with students participating in a reverse inclusion early childhood education program. Students in the classes where the eCoaching occurred were between 3 or 4 years old, approximately half of the students receive special education services. Additionally, the classes were comprised of a more diverse student population (e.g., African American, Hispanic), where Caucasian students were the minority. The student teachers were both Caucasian females at a rural university in the southwest region of Virginia. Through reviewing the case study of two student teacher’s experience with eCoaching in their student teaching placement, participants of this session will be presented with how eCoaching was implemented in early childhood special education student teaching and the impact it had on the rate and fidelity implementation of evidence-based practices in student teaching. Discussion will be around a couple topics; the feasibility of eCoaching in student teaching in early childhood education, a model for eCoaching in early childhood, methods of measuring student progress, the impact of eCoaching on the implementation of evidence-based practices and the student teacher's perception of the eCoaching. Participants of this session will take away an eCoaching structure that was used in this research with the reflective thoughts on implementation and the feedback from the other participants of the session. Additionally, information around the receptiveness of the eCoaching as provided through reviewing reflective writing from the research participants will be presented. The implications for future research and practice will be used to discuss how eCoaching could be used across early childhood education (pre-service to practicing teachers) and across teacher preparation programs (e.g., special education k-12, elementary education) in general. Speaker(s): Whitney Idol, Radford University Karen Douglas, Radford University Interactive Poster Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110509:0009:50 001	FRI, NOV 5	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Expanding Preservice Teachers’ Conceptions about Disability Through Young Adult Literature Conversation Session Table 3 Addressing ableism as a system of oppression in schools requires a multi-pronged approach that includes more adequately preparing teachers to understand disability (Bialka et al., 2018; Broderick & Lalvani, 2017; Hehir, 2002). One method of expanding preservice teachers’ conceptions about disability is through integrating young adult (YA) literature into teacher preparation coursework. Using YA novels that have been examined through a disability studies framework can provide preservice teachers with opportunities to learn about disability and develop more favorable attitudes toward inclusion. Such an approach also allows teacher educators to model Universal Design for Learning (CAST, 2018) and historically responsive literacy practices by using layered texts and multiple means of engagement. Finally, incorporating YA literature into teacher preparation coursework equips future teachers with the pedagogical content knowledge necessary to design instruction using diverse texts. There is an urgent need for teacher education to add disability justice to equity visions and social justice frameworks so that practitioners in the field are more adequately prepared to meaningfully include students with disabilities. Several studies demonstrated the positive impact of incorporating literature on disability within teacher preparation (Donne, 2016; Marable et al., 2010; Marlowe & Maycock, 2001). The results of these studies showed that preservice teachers developed more complex understandings of individuals with disabilities through engaging with stories about characters with disabilities. In this conversation session, participants will learn about the extant literature on using YA literature within teacher preparation and engage in a robust conversation on how to incorporate YA literature into teacher education. Copies of select YA books featuring characters with disabilities will be shared, along with a full book list. Participants will evaluate these YA texts using a set of criteria developed with a disability studies framework. The evaluation criteria have been adapted from previous recommendations to focus on intersectional identities and amplifying the voices of people with disabilities (Blaska, 2004; Hazlett et al., 2011). Participants will share ideas for incorporating such texts into their own instructional practice. Additionally, participants will receive three sample lesson plans for use in an introductory special education course. The lesson plans are based on the equity framework for educators developed by Gholdy Muhammad (2020) and use a historically responsive appraoch to literacy with layered texts to supplement traditional textbook content on disabilities.. Each lesson plan is aligned with the Council for Exceptional Children’s (2020) Initial Practice-Based Professional Preparation Standards and the High Leverage Practices in Special Education (McLeskey et al., 2017). The aim of this session is to begin conversations with teacher educators about addressing ableism by incorporating YA literature into teacher education courses. Participants will understand the research base behind using literature in teacher preparation, review and evaluate YA texts using a disability studies framework, and receive tools for use in teacher education courses. Speaker(s): Lauren Zepp, University of Wisconsin Conversation Session Diversity Location: Rio Grande	Location: Rio Grande	2021110310:0010:50 001	WED, NOV 3	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Getting to the root of behavioral reactions in the student teaching classroom Interactive Poster Session The purpose of this presentation is to identify under what conditions a behavior is most likely to occur (antecedents) and what happens in the environment as a result of the behavior and maintains that behavior (consequence). Responding to student behavior is an amalgamation of techniques that have the same purpose: the identification of the variables that control a behavior, the context in which the behavior of interest is most likely to occur, and the use of this knowledge to design individualized interventions. In this presentation we will be address indirect functional behavioral assessment, direct descriptive functional behavioral assessment, and functional behavioral analysis. We will identify the unique relationships between behavioral reactions and include contextual variables that trigger and reinforce behaviors at home, school and the community. At this time over 80 functional analysis studies have been successfully completed in the school environment to show evidence of success to bridge research to practice. Speaker(s): Lina Gilic, SUNY College At Old Westbury kerry weir Interactive Poster Session Policies and Practices Location: Rio Grande	Location: Rio Grande	2021110509:0009:50 001	FRI, NOV 5	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Learning Together: Incorporating Professional Expertise in Teacher Educational Programing Interactive Poster Session Using the newly adopted California state standards in support of students with mild to moderate (high incidence) and moderate to severe (low incidence) disabilities, we, (the program faculty at California State University, Fresno) composited a list of 13 teacher education categories of special education standards (i.e., standards pertaining to special education law and policy, standards pertaining to the development of student IEPs, and standards pertaining to adult transitional planning). We then surveyed recent graduates of the special education program and current student teacher candidates (N=126) asking for their input on the areas of the 13 categories that they felt our pre-service special education program should incorporate on a greater focus based on their experiences as current special education teachers and student teacher candidates in the field. Based on these findings we, a) created a series of workshops to provide to current pre-service teachers enrolled in the program, and b) reviewed the course syllabi of our current special education program in order to incorporate the survey response feedback into current courses and in the rewriting of our special education program thereby improving the needs of our pre-service student teacher candidates. The purpose of this presentation is to share the findings of our study and to provide a step-by-step guide in the creation and incorporation of a feedback cycle focused on strengthening our pre-service teacher education program. Speaker(s): Michael Mahoney, California State University, Fresno Interactive Poster Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110315:0015:50 001	WED, NOV 3	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Lessons Learned from Soliciting Field-Based Stakeholder Input Interactive Poster Session The poster presentation will briefly describe The Program (Re)Design Model for Learner-Centered Curriculum (PRD), a systematic approach to curriculum development used by our team to evaluate and redesign our undergraduate special education program (Fowler et al., 2015). One of the PRD process steps is to collect and analyze stakeholder data to help inform the redesign process. We sent surveys to mentor teachers, school district administrators, and field supervisors asking participants to rate the importance of skills, knowledge, and professional dispositions and how component the students from our program are in each area. were also presented that helped with curricular decision-making. During this session, we will present survey data and share insights collected from EPPs surveys. Additionally, we will discuss how we used data to inform programmatic changes. The session’s goals are to describe the process used to redesign an undergraduate special education program using data collected by field-based stakeholders. We will present strategies for other EPP programs on soliciting similar stakeholder input, and how to incorporate programs. Speaker(s): Melissa Fogarty, Texas A&M University Mary Rose Sallese, Texas A&M University Erinn Whiteside, Texas A&M University Meaghan Devlin, Texas A&M Interactive Poster Session Accountability Location: Rio Grande	Location: Rio Grande	2021110313:0013:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 7D29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Let Them Discuss: A Model for Supporting Meaningful Conversations about Written Text Conversation Session Table 5 Because pre-service and in-service special educators often struggle to develop higher-order thinking for struggling readers, we designed a discussion model that incorporated evidence-based practices to introduce as part of an adolescent literacy course. Thus, the purpose of this preliminary research on the discussion model is to examine the experiences during their clinical. In addition, this initial study provided feedback to revise the model. Our research questions were: What are the experiences of preservice and in-service special education teachers with creating and implementing lessons using the discussion model to support students with disabilities engage in discussion and enhance reading comprehension? What are the perceptions of preservice and in-service special education teachers of struggling students' engagement in meaningful text-based discussion and development of comprehension after implementing their developed lesson plans? This phenomenological study sought to uncover the experiences and perceptions of preservice and in-service teachers who developed and taught a set of lessons designed to enhance comprehension and discussion skills to students with disabilities. Because this discussion model was created with individual evidence-based practices and then packaged and suggested by the researchers, this study was designed to get feedback and experiences from the educators as they developed their understanding and comfortability of teaching students who were struggling with reading, as well as receive feedback on the model (Creswell, 2002). Participants in the study included students in a special education preparation program that enrolled in an adolescent literacy course for students with special needs. As part of the course, all students developed a set of lesson plans based on their selected complex text after getting to know the curriculum and students' interests while completing their clinical. The students participating in the course completed the project throughout the semester, including choosing a content area topic, developing a pre-assessment and a post-assessment, selecting a student-centered text, and implementing five lesson plans aligned with the discussion model. After implementing the lesson, the students reflected on the instruction. The students also wrote a final reflection on the entire process. Thus, the data collection sources for this study included: five lesson plans and reflections and a final reflection. To examine the lesson plans and reflections and determine how the experiences and perceptions of preservice and in-service teachers developed an understanding of teaching reading comprehension, we utilized qualitative content analysis (Mayring, 2014). The methodology of qualitative content analysis allowed the data to be analyzed step-by-step. First, it began by developing a category system directly on the data sources employing a theory-guided procedure (Kohlbacher, 2006). Then, we used an inductive analysis as we reviewed all the data collected and developed common categories across the data source. Preliminary findings showed that intentionally teaching the series of lessons in the model, it was evident through the teachers’ lesson plans and reflections, that they gained knowledge on and felt this structure; (a) provided supportive scaffolding to enhance levels of comprehension, (b) increased level of meaningful questions, and (c) brought attention to the development of vocabulary by encouraging the use of words throughout lessons. Speaker(s): Gina Braun, Rockford University Marie Tejero Hughes, University of Illinois at Chicago Conversation Session Research and Inquiry Location: Rio Grande	Location: Rio Grande	2021110313:0013:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Meeting the Challenge of Teaching Students How To Develop a Science Argument or Explanation: Strategies From the Literature Conversation Session Table 4 A systematic literature review was conducted in order to answer the questions: What interventions are being used to support students with disabilities in explaining their thinking and developing arguments with evidence in science? In what ways are these interventions effective for students with disabilities? A literature search was conducted across ERIC, Academic Search Complete, Education Search Complete, and PsycINFO for empirical studies investigating the effectiveness of interventions focused in part on enhancing explanation and argumentation skills of students with disabilities. In all, 1,319 articles were returned and screened using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Page et al., 2021) process, which resulted in 7 meeting inclusion criteria. An additional 17 articles were gained through searching article citations, reviewing other literature reviews, and conducting a Google Search. Included studies were coded for research design, participant age, country, intervention, dependent variables, and study outcomes. Findings suggest that strategies such as explicit instruction, technology-based interventions, supported inquiry, and visuals are effective in supporting argumentation and explanation for students with disabilities. In this session, the results of this systematic literature review will be presented. This will be followed by a discussion of the implications of these findings. Ways to embed these strategies in the science classroom will be shared and resources will be provided. The aim of this presentation is to support pre- and in-service teachers in using strategies and practices supported by the literature in helping develop the scientific argumentation and explanation abilities of students with disabilities. Speaker(s): Victoria VanUitert, University of Virginia Conversation Session Research and Inquiry Location: Rio Grande	Location: Rio Grande	2021110313:0013:50 001	WED, NOV 3	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Modeling Conspicuous Collaboration in Higher Education for Preservice Teacher Candidates Interactive Poster Session Rationale and Benefits of Collaboration in Higher Education Inclusive educational practices in American schools created a climate where collaboration is an essential practice for the education of students with exceptionalities. Effective collaboration between special and general education professionals has moved to the forefront of crucial skills for special educators (Carter et al., 2009). To prepare future teachers to meet the needs of a diverse student population, collaboration is imperative. Unfortunately, many teacher preparation programs include limited explicit training on collaboration; resulting in minimal opportunities for joint, collective practice (Friend & Cook, 2013). Modeling collaboration, a key element in conspicuous collaboration, is an important component of the process (Nevin et al., 2009). Experiencing conspicuous collaboration modeled by instructors and peers enables both general and special education preservice teachers to recognize the symbiotic relationship that exists throughout the education enterprise. As educators connect with other professionals outside their respective disciplines, core concepts and values of true collaboration and diversity are realized. The benefits of organizational collaboration include improved efficiency, effectiveness, increased instructor confidence, acquisition of new teaching methods, and enhanced student learning (Burns & Mintzberg, 2019). Further, when higher education faculty members model methods of collaboration, they allow preservice teachers to benefit from the experiences and expertise of both instructors. Barriers to Collaboration in Higher Education Part of the lack of preservice teacher training in collaboration is due to the segregation of general and special education preservice teacher candidates in the higher education setting (Bennett & Fisch, 2013). Challenges for collaborative teaching in higher education include transportation, access to technology, financial compensation, appropriate roles of support personnel, and university policies (Jorgenson et al., 2011). Lack of team teaching in higher education may also be due to traditions, insufficient time, dearth of creativity, and perception that teaching should be an isolated activity (Lester & Evans, 2009). Modeling Conspicuous Collaboration in Higher Education Due to the need for conspicuous collaboration to occur in higher education, the presenters collaborated with courses at both the graduate and undergraduate levels. Each faculty member incorporated collaborative concepts and practices, selecting activities and assignments that highlighted collaborative practices. Overt efforts were utilized to implement and assess the use of conspicuous collaboration intended to help students serendipitously value, identify, and understand the collaborative processes. To ensure conspicuous collaboration was implemented with fidelity, the faculty members co-planned the collaborative projects, co-taught certain aspects, co-evaluated the resulting student products, and co-reflected on the instructional process to determine if the collaboration and course goals were met. In addition, all collaborative projects included student assessments and means for soliciting student feedback on the collaborative process (i.e., exit tickets, open-ended assessment questions, class discussions). Program descriptions of the conspicuous collaboration strategies that were utilized in the teacher preparation program will be shared. Speaker(s): Karen Voytecki, East Carolina University Patricia Anderson, East Carolina University Interactive Poster Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110310:0010:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Pandemic Pivot!: Preparing Preservice Teachers for Collaboration Using UDL and Mixed-Reality Simulations Interactive Poster Session In this session, we describe a virtual experience and share results of a pilot study designed to help develop collaboration knowledge and skills of 14 SpEd preservice teachers enrolled in the course, Science and Social Studies for Struggling Learners. Typically, the preservice teachers in this course complete a multi-part experience, The Collaboration Project, that requires collaboration with a GenEd teacher throughout the semester in a classroom setting. This year, due to the uncertainty of whether the preservice teachers would have access to a classroom setting, we decided to have them experience the project using a mixed-reality simulation. The simulation provided the preservice teachers the opportunity to practice, receive feedback, and experience collaboration with a GenEd teacher. Given the change in experience and the extremely positive feedback provided in past courses regarding the experience with the project, we asked the following research questions: (1) What are preservice teachers’ perspectives on participation in mixed-reality simulations to practice collaboration skills? and (2) How does participation in the project influence preservice teachers’ a) perceptions of inclusion, b) understanding of roles and relationships in collaboration, and c) perception of collaboration skills. This pilot study utilized a pre/post collaboration survey (Driver et al., 2018) to measure preservice teachers’ beliefs about collaboration. Additionally, preservice teachers participated in focus groups immediately following the simulation and individual reflections one week after the simulation. This session will present details about the project, and preliminary findings from the pilot study examining preservice teachers’ beliefs about collaboration and their perspectives on using mixed-reality simulation to practice collaboration skills. Information shared is useful to researchers and practitioners as the project can be implemented in SpEd preservice teacher courses to support them in the critical role of collaboration with GenEd teachers. Speaker(s): Rachel Juergensen, University of Missouri Columbia Delinda van Garderen, University of Missouri, Department of Special Education Interactive Poster Session Technology Location: Rio Grande	Location: Rio Grande	2021110313:0013:50 001	WED, NOV 3	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Preservice Special Educators’ Development of Self-efficacy: The Role of Student Teaching Conversation Session Table 4 This session will focus on discussion of the findings and implications of a qualitative interview study about the self-efficacy development of preservice special educators completing student teaching. Understanding how the sources of self-efficacy exist for student teachers enables preparation programs to intentionally support future educators in developing a positive, sustainable self-efficacy, thereby increasing their likelihood to persist against challenges and engage in instructional practices contributing to positive student outcomes. This study sought to answer the question: How are the four sources of self-efficacy present in preservice special educators’ understanding of their student teaching experience(s)? The session will begin with an overview of the methods to contextualize findings. Utilizing participant quotes, major findings will be shared, and questions regarding the implications used to facilitate a conversation. Audience members will be encouraged to ask questions and share their responses to the findings. A summary of study methods, findings, and implications follow. Through purposive sampling, students from one Midwestern state university enrolled in special education student teaching were recruited, with five participants selected from a larger sample. Each participant completed one semi-structured interview, answering questions about field placement responsibilities, coursework, knowledge and beliefs about special education, and confidence from student teaching. A combination of deductive (e.g., sources of self-efficacy) and inductive (e.g., participants’ individual experiences) coding was used to analyze interview transcripts. Thematic analysis fostered comparison of the sources of self-efficacy, teacher responsibilities, and field placements and preparation program support across participants, enabling insight into the preservice special educators’ student teaching experiences. Self-efficacy, the four sources, and a delineation between the field placement and university were findings. Participants exhibited positive self-efficacy, and overall, perceived student teaching as beneficial. This mastery experience allowed participants to complete responsibilities of special educators. Participants spoke of vicarious experience, including coursework, observations, and a sharing of knowledge. Cooperating teachers were the main source of verbal persuasion, with other field placement and preparation program supports. Participants demonstrated positive and negative emotions regarding special education, behavior management, placement logistics, teacher responsibilities, and programmatic experiences. The reality of classroom was significant for participants, with participants describing their preparation program as “ideal” when compared with the reality of schools. Findings from this study confirm the importance of field experiences for preservice special educators and extends current literature by drawing connections to the development of self-efficacy. The majority of student teachers perceived their preparation as ideal, similar to the “reality shock” described by Colson et al. (2017). According to self-efficacy theory, cognitive processing determines how self-efficacy is developed (Bandura, 1997), and is therefore crucial to preservice special educators’ understanding of their experiences, including idealism and realism. Heeding this point raises questions to be considered during this session, including: (1) how is/is not self-efficacy considered when preservice teachers are prepared for the dynamic role of a special educator? (2) how are preservice special educators being supported with sense making of implementing the ideal situation within constraints of a real environment?; and (3) how might this shape views of theory and research in schools? Speaker(s): Elizabeth Sikora, University of Wisconsin Conversation Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110310:0010:50 001	WED, NOV 3	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Preservice Teachers’ Experiences in creating Low- Tech Assistive Technology Conversation Session Table 9 Project based learning approach has proven to be an innovative approach to learning that equips teacher candidates with critical skills to be successful in inclusive classrooms. (Alexander et.al., 2014). Student drove their own learning through inquiry, as well as collaboratively to research and create projects that reflect their knowledge. From gleaning new, viable assistive technology skills, to becoming proficient advocates and advanced problem solvers, students benefit from this approach to instruction. The purpose of this session is to examine the impact of a project-based learning experience on student participants, to gain in-depth perspectives about how they felt this experience prepared them for their student teaching as well as how it influenced their perception of PBL. By using authentic work environments and presentation of this session, the AT project experience fostered a learning environment that extended and deepened AT content learning while providing opportunity and access to content, settings, and materials that most elementary and middle level students otherwise would not have access to. Speaker(s): Deborah Tamakloe Conversation Session Policies and Practices Location: Rio Grande	Location: Rio Grande	2021110315:0015:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Professional Development for Educators Supporting Students with Autism: AAC, Academics, and Beyond Conversation Session Table 10 The need for professional development on using AAC for educators working with students with autism will be briefly shared. Presenters will then describe three workshops presented to early intervention providers on supporting young students with autism (ages 0-5) who could benefit from access to and use of AAC systems. The first workshop served as an introduction to AAC, with a focus on providing definitions and examples (unaided vs. aided, low-tech vs high-tech, etc.) as well as debunking common myths (such as the idea that AAC means giving up on speech). The second workshop presented an overview of the research on AAC interventions for children with autism, a demonstration of aided language modeling, and a discussion of how AAC use may be supported within a verbal behavior framework common in local preschool autism classrooms. The final workshop provided information on teaching academic skills to their students, including how to adapt literacy and other instruction for students using AAC systems. In each workshop, a parent partner shared stories and examples of her journey with her child, who had started using an AAC system when he was 7 and now had much more effective communication skills and a much larger vocabulary. As her child had received early intervention services starting at the age of 2, she was able to connect her story to what she wished had learned from providers early on. Survey and other data indicating that the providers found the sessions useful and that they planned to use this information in their work going forward will also be shared. For example, a provider in charge of other professionals providing early intervention evaluations indicated that they would plan to always evaluate for AAC needs when performing an evaluation for services. Lastly, the presenters will share future plans for professional development in this area. Such plans include continuing to work with parent partners, providing hands-on workshops with actual AAC systems (the current workshops were held online because of pandemic restrictions), expanding to professionals working in K-12, and providing coaching to interested early intervention providers and K-12 educators. Participants will be able to discuss ideas for providing similar professional development opportunities. Speaker(s): Susannah Boyle, Millersville University Deborah Tamakloe Conversation Session Policies and Practices Location: Rio Grande	Location: Rio Grande	2021110313:0013:50 001	WED, NOV 3	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Reading Instruction for Students with IDD: What Can We Learn from Teachers’ Knowledge and Beliefs? Interactive Poster Session In this session, we present findings from our survey of teachers’ knowledge and perceptions related to reading instruction for students with IDD. We adapted Bos and colleagues’ (2001) Knowledge Assessment for Preservice and Inservice Educators: Structure and Language questionnaire (Bos et al., 2001) to include additional items specific to IDD (e.g., behavior supports). Teachers also responded to questions on their views on explicit and implicit code instruction and their views on the appropriateness of academic goals for students with IDD using a version of the Teacher Perceptions of Early Reading and Spelling (DeFord, 1985; adapted by Bos et al., 2001). We administered this adapted measure to 50 elementary teachers of students with IDD working in self-contained classrooms. Data analysis is ongoing and will be completed prior to the presentation. We will report descriptive findings from these measures and their relation to teachers’ education and experience, demographics, and other relevant variables. We hypothesize that teachers will report varying knowledge and perceptions related to reading instruction for students with IDD, and we hypothesize that knowledge and perceptions may vary by years teaching experience. We will discuss implications for research and practice. This session is intended to communicate our study findings and initiate dialogue and discussion on methodological issues related to measuring teachers’ knowledge and perceptions. Speaker(s): Esther Lindstrom, Lehigh University Interactive Poster Session Research and Inquiry Location: Rio Grande	Location: Rio Grande	2021110314:0014:50 001	WED, NOV 3	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Recruitment and Retention Strategies for Novice Special Educators Interactive Poster Session This session will contribute to attendees and those interested in enhancing the number of special educators in the field by providing tips and strategies to attract and support novice special educators. It provides teacher educators with strategies they share with their teacher candidates to help candidates identify positions that would be a good "fit" and in which they are likely to remain for longer stretches of time. We will specifically address the dearth of special educators from underrepresented groups and the particular challenges with attracting these individuals to the field and the importance of supporting these individuals when they do decide to enter the field. Speaker(s): Andrea Capizzi, Vanderbilt Univ/Dept Of Spec Educ Alexandra Da Fonte, Vanderbilt University Dept Of Special Education Interactive Poster Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110509:0009:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Redesigning a preparation program to produce Intensive Interventionist as Leaders Interactive Poster Session Every Student Succeeds Act (2015) along with the Individuals with Disabilities Education Act (2004) encourage states, districts, and schools select evidence-based interventions to improve these outcomes. While the national debate on how best to recruit, prepare, develop, and retain teachers who can effectively deliver the practices necessary for improved student outcomes, particularly those with severe and persistent academic or behavioral challenges continues. In 2019, the National Assessment of Education Progress reported 65 percent of fourth and eighth graders with disabilities lacked basic reading skills. Likewise, students with disabilities who lacked basic mathematics skills were high for fourth and eighth graders, 59 and 66 percent, respectively. Students identified as having and emotional or behavior disorder have low graduation rates, 40 percent compared to the national average of 76 percent. Redesigning teacher preparation programs is critical to addressing the challenge of improving outcomes for students needing the most intensive interventions. Teachers need to be trained on how to identify quality evidence-based academic and behavioral intensive intervention platforms and how to implement with fidelity their selected platforms. Teachers require support in using and understanding appropriate assessments plus ongoing job-embedded coaching and modeling of good instruction. Research has shown that teacher preparation programs that focus on evidence-based platforms (e.g., interventions, programs, practices, strategies, etc.) guided by Data-based Individualization (DBI) and data-driven decision-making within the Multi-Tiered System of Support (MTSS) will arm practitioners with the knowledge and skills needed to make the greatest impact on improving outcomes for students with disabilities. This data-driven problem-solving process is critical to making instructional decisions and adjustments needed for continual improvement. The MTSS is a system of academic and behavioral supports designed to improved outcomes for students, including those needing intensive interventions. Within MTSS, DBI approach is to regularly collect data to evaluate students’ response to intervention and make decisions about intensifying instruction. Critical to implementing the most intensive interventions is the use of DBI (Lemons, Kearns, and Davidson, 2014).The outcomes of decisions and interventions implemented depend on the validity of the inferences drawn from the data. Even though DBI plays a critical role, data literacy tends to be low among school practitioners (Filderman & Toste, 2017); (Means, Padilla, & Gallagher, 2010); however, supporting teachers understanding of data can increase their data literacy (Pagan, Magner, & Thibedeau (2019), thereby improving effectiveness of the intensive intervention and student outcomes. Highly trained practitioners as school level leaders can be powerful resources to ensure that even students with severe and persistent academic or behavioral challenges can score higher on proficiency tests; graduate from high school; and leave the K-12 education system ready for their future education, training, and careers. The aim of this presentation is to discuss how redesigning the teacher preparation program contributes to further the understanding on how preparing practitioners to be leaders can impact improved outcomes for students with the most severe and persistent academic and behavioral needs. Speaker(s): Denise Callwood-Brathwaite, Florida Memorial University - Miami Gardens, FL Tamar Riley, Florida Memorial University Annamaria Jerome-Raja Interactive Poster Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110310:0010:50 001	WED, NOV 3	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Reflecting on Reflection: Scaffolding Practices Across Programs Conversation Session Table 8 This session will provide special education preparation teacher educators an opportunity to explore and discuss a continuum of reflective practices. Reflective practice is central to the work of becoming and growing as a special educator. Initiatives change and programmatic inquiry and alignment with relevant standards should inform cross-program emphasis on reflection (Etscheidt, Curran, & Sawyer, 2012). Program context matters and this conversation session will highlight how current higher education initiatives and special educator preparation standards can intersect to support inquiry into how, and how well, we are preparing special educators for the lifelong, continued learning the profession calls for. The continuum provided in this conversation session will explore evidence and innovation around the use of feedback, technology, and experiential learning. Speaker(s): Heather Smith, Trinity University Susanne James, Southern Illinois University Edwardsville Martha D. Elford, University Of Kansas Conversation Session Policies and Practices Location: Rio Grande	Location: Rio Grande	2021110315:0015:50 001	WED, NOV 3	A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Reviewing the Literature on Attrition and Retention Patterns Among Special Education Teachers of Color Interactive Poster Session This presentation highlights the lack of attention given in current research on the issue of race in the retention and attrition of special education teachers. The proposed presentation will inform researchers, practitioners, and current policymakers of the need for more research into the reasons SEToC stay or leave the profession. We repeat the call Billingsley and Bettini (2019) issued for more empirical studies on SEToC and the need for the disaggregation of data by race or ethnicity in SET studies. Specifically, researchers studying working conditions (e.g., administrator support, school culture) as a factor in SET attrition and retention might consider how race has a role in how SEToC view administrator support and school culture. Similarly, as the SET research indicates a link between teacher burnout and SET attrition and retention (e.g., Hagaman & Casey, 2018; Kaff, 2004), we ask the question: Are rates of burnout among SEToC related to racialized experiences in schools rather than other issues (e.g., competing responsibilities, teacher preparation experiences)? By conducting high-quality research that underscores race and racialized experiences as factors in the retention and attrition of SETs, scholars and practitioners can begin to gain insight into these issues and coordinate effective ways to recruit and retain SEToC. Speaker(s): Christine Powell, Virginia Commonwealth University LaRon Scott, Home Interactive Poster Session Diversity Location: Rio Grande	Location: Rio Grande	2021110314:0014:50 001	WED, NOV 3	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Round ‘Em Up: Group Collaboration and Team-Based Professional Partnerships in Special Education Conversation Session Table 8 The first aim of the session is to provide participants with access to relevant research literature that addresses multiple aspects of collaboration and team relationships in context to the provision of special education and related services. The second aim is to provide the opportunity for the application of the learned information. Embedded in the PowerPoint presentation are several collaborative/team activities, including a pre and post-presentation group activity (the same content) is used to measure what participants initially think, as a group, about topics linked to collaboration/team relationships and if this changes when asked the same questions after the presentation. Each topic presented and discussed during the conversation session is taken directly from the current research literature to ensure that correct and appropriate information is provided to the participants. The initial topic of discussion will be focused on defining collaboration and how it is utilized in (a) team-based partnerships, (b) reaching common goals for students with disabilities, (c) improving learning and learning outcomes, (d) interactive and inclusive practices. Additionally, information regarding collaborative parity, values of shared decision-making, trust, and respect will be presented. During the session, the characteristics of emergent and experienced collaborators will be presented contextually and compared and contrasted based on defining factors. The barriers to effective collaboration (advice, false reassurances, wandering interactions, interruptions, judgment, one-way communication, fatigue, and “hot” words and phrases) will be described in-depth, specifically, in how and why each is viewed as barriers and the impact on making clear decision making for students with disabilities. The literature regarding the roles and responsibilities of collaborators in context to team relationships will be discussed, specifically as they relate to each member’s unique perspectives, the notion of sharing equality, and the development of intervention strategies for students with disabilities that address the subsequent problem. Furthermore, explanations about one-sided collaboration and the potential for redundancy, miscommunication, and misinformation will be addressed. Lastly, the components of three research-based collaborative models (project-based learning approach to collaboration, case-based instructions, and communities of practice) are outlined and information as to what and how these connect to effective team relationships and collaboration will be explored. Speaker(s): Wendi Dunham, Marshall University Debra Lockwood, Marshall University College of Education and Professional Development Conversation Session Partnerships Location: Rio Grande	Location: Rio Grande	2021110313:0013:50 001	WED, NOV 3	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Single Case Research Design: Guidelines and Training Advancements Conversation Session Table 8 During this conversation, we will describe the Single Case Reporting Guideline in BEhavioral Interventions (SCRIBE) and its value to the use of SCRD in the field of special education research. The Single Case Reporting Guideline in BEhavioral Interventions (SCRIBE) is a checklist of 26 items that should be addressed in a SCRD manuscript. This guideline is the gold standard for single case literature. We will present the findings from our current work, screening published SCRD articles within the Rural Special Education Quarterly (RSEQ), and the implications for using SCRIBE for future screening projects. Our current work seeks to answer the question: how well authors are abiding by SCRIBE standards in currently published work over the past decade in RSEQ. Audience participation will be a key part of this conversation. Presenters will invite discussion on the lack of opportunities graduate students currently have to actively engage with and in single case research while obtaining their degree. The audience will also be asked to brainstorm methods to include SCRD in graduate training programs across the country. Speaker(s): Fanee Webster, University of Oklahoma Caroline Fitchett, University of Louisville Sarah Heiniger, University of Oklahoma Conversation Session Research and Inquiry Location: Rio Grande	Location: Rio Grande	2021110310:0010:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Special Education Journals: Who is Publishing and Who is Reviewing? Conversation Session Table 5 Practitioners attending this presentation will gain a deeper understanding of who is publishing and editing work in special education journals, equipping them with the knowledge to thoughtfully evaluate research and understand potential implication bias in the evidence base and implications for their districts and students. Practitioners will be able to advocate for a wider demographic to review research and make thoughtful instructional decisions based on published research. This presentation will allow authors, reviewers, editors, and consumers to examine current data trends and use those data to make informed decisions about authorship, membership on editorial boards, and representation of diverse voices in research. The following research questions will guide our presentation: 1) What are the demographics of authors and editorial review board members in special education journals? 2) Is there a difference in the demographics of the field of special education (researchers, teachers, and students) compared to the demographics of published authors and review board members? 3) Are there significant differences in the identified demographics when considering geographic location? The presenters will first discuss attendees’ baseline knowledge on the topic by asking if attendees have any familiarity on the topic or predictions about the data before it’s presented. Next, presenters will discuss findings on demographic information of authors and members of review boards of special education journals. Presenters will highlight significant findings from the analysis and invite conversation around findings with attendees. Next, presenters will discuss the demographics of the field of special education as a whole (researchers, teachers, and students) as it relates the demographics of published authors and members of special education review boards. Specifically, the discussion will be centered around the degree to which these two populations reflect (or match) each other based on demographics. Finally, differences in demographic information by geographic location will be highlighted. Presenters will invite and encourage discussion throughout the entire presentation, however, conversation around demographics by geographic location would lend itself well to attendees from around the country. The presentation will conclude with takeaways relevant to practitioners, teacher educators, researchers, and other attendees, and finally a short questions and answer session. It is important to note the presentation will consist of only an analysis of Teacher Education and Special Education (TESE) data. This smaller scale analysis will serve as a basis for future, large-scale analysis of multiple special education journals. Speaker(s): Caroline Fitchett, University of Louisville Ginevra Courtade, University of Louisville Brittany Hott, University of Oklahoma Conversation Session Diversity Location: Rio Grande	Location: Rio Grande	2021110314:0014:50 001	WED, NOV 3	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Special Education Teacher Recruitment Initiatives and COVID 19 Impacts Conversation Session Table 2 This conversation session will share the multi-pronged approach to special education recruitment at one institution, including initiatives instituted pre-, during, and post-pandemic. A focus on diversity and equity, and for program sustainability and future teacher retention will be discussed. An interactive dialogue about participant’s local issues, commonalities across programs, successes and challenges is planned. Given historic special education teacher shortages, initiatives at the national, state, and local levels matter. Activists in teacher preparation track federal and state policy, and data to understand the current problem and drive change. A multi-pronged approach is critical to success in reducing the teacher education shortage at the local level. The U.S. Department of Education Office of Special Education Programs initiative, Attract, Prepare, Retain, assembled significant research to support understanding of special education teacher shortages. To understand declining interest, research reports issues such as a lack of public respect for teaching as a profession, low pay, and poor workplace conditions. Initiatives to increase interest include routes to alternative certification, funding and loan forgiveness, and grow your own programs. This session will focus on the recommendations for attracting the best new candidates. For summary documents, see https://osepideasthatwork.org/attract-prepare-retain-effective-personnel-all#:~:text=OSEP 2020 National Summit on Attract, Prepare, Retain&text=Improving how we attract, prepare,by prioritized and collaborative efforts. However, just as our students experience challenges in transferring knowledge from our programs to their early practice, we struggle to implement research recommendations in our own recruitment efforts and in our efforts to feed the need for well-prepared special educators that sustain in our local schools that need them the most. Differences in state and local policy make it challenging to broadly apply research and successful cases as well. Toward that end, session leaders will share their multi-pronged approach, with practical information that can support others in determining fit and for implementation. Current initiatives include participation in the American Association of Colleges of Teacher Education Networked Improvement Community, Reducing the Special Education Teacher Education Shortage. an Office of Special Education Programs Personnel Preparation award aimed at interdisciplinary training of special educators and school psychologists. While we have been unsuccessful in state Grow Your Own competitions, we have partnered with private funders in reform efforts that include the establishment of a residency program and a paraprofessional pipeline. We have an initiative to recruit Veterans as special educators. While Troops to Teachers has long existed, there is not specialized recruitment into special education as a field. We have beginning partnerships with local community colleges and high school technical, career, and education programs. We are recruiting undergraduates into advanced preparation. We are interested in connecting with our alumni through opportunities for continuing education credits and master’s opportunities. We will share our pre-, during, and post-COVID data to help others understand our context, and perhaps, to have ways to explore their own data. Conversations about ways to recruit future special education teachers can help every institution to improve capacity to attract diverse candidates who will advance our field and provide equitable service for all. Speaker(s): Cathy Thomas, Texas State University Glenna Billingsley, Texas State University Conversation Session Activism Location: Rio Grande	Location: Rio Grande	2021110313:0013:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 7E29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Special Education Teacher Training During a Global Pandemic: Experiences from Student Teachers Interactive Poster Session This poster presentation will describe a qualitative research study that examined the experiences of special education teacher candidates who completed their student teaching during the COVID-19 pandemic. Particular emphasis on the strategies and technologies that have successfully supported students, teachers, and families during the pandemic will be highlighted. Speaker(s): Adam Moore, Roger Williams University Rachel McCormack, Roger Williams University Interactive Poster Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110315:0015:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Special Educators High Leverage Practices: Using a High-Leverage Rubric Conversation Session Table 7 This presentation offers a set of practices that will positively affect all children. HLPs are integral to the support of student learning for all. Participants attending this training will walk away with a clear plan on how to integrate HLPs into their current practice in the classroom as well as a research-based rubric that can be used to effectively evaluate teacher performance. All information shared during the presentation can be immediately implemented into current practice by both teachers and administrators. High Leverage Practices (HLPs) were developed by a research team made up of members from the Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center (McLeskey et al, 2017; Sayeski, 2018). The 22 HLPs are focused around four areas of practice: Collaboration, Assessment, Social/Emotional/Behavioral, and Instruction. The purpose of the HLPs are to support teachers as they learn new evidenced based practices in their classroom for diverse learners (McKlesky, 2017; Sayeski,2018). In today’s diverse educational environment, effective instruction by teachers require them to develop “highly responsive, explicit, systematic instructional and behavioral interventions that support the success” (McKlesky et al, 2018) of their students. Speaker(s): Dennis Cavitt, Midwestern State University Conversation Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110315:0015:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Steering into the future: Continued co-teaching to ensure positive outcomes Interactive Poster Session Nationally, 64% of students served under the Individuals with Disabilities Education Act (IDEA), Part B, spend 80% or more of their time inside general classes. In our state, that number increases to 84% of students who spend 80% or more of their day in these inclusive classrooms. (OSERS, 2020). The continued growth in inclusive practices requires that co-teachers deliver students special education services in their classrooms. We have worked to co-teach with fidelity and to increase use of our High Yield approaches to include intentional and well-planned Specially Designed Instruction (SDI). To do this, we designed high-quality professional development for; (a) co-planning, (b) co-teaching, (c) mapping schedules, (d) purposefully embedding specialized instruction. Because students with disabilities require access to SDI (Archer & Hughes, 2011), we supported co-teachers to plan instruction that provided students with strategies appropriate to meet their individual learning goals. Through this MTSS we designed action plans with the needs of individual school systems and their stakeholders in mind. Modeling of co-teaching approaches with identification of specific SDI practices allowed teachers to connect with their own classroom practice. The creation of demonstration sites within each in-service region throughout the state allowed for collaboration of content area teachers from schools with similar demographic enrollments to collaborate and form communities of practice. The project outlined this through three goals: (1) to develop a professional development system based on implementation science; (2) to offer ongoing support to teachers for effective co-teaching instructional practices; and (3) to provide information and resources to districts, and stakeholders that promote positive post-school outcomes. For general and special educators, coaching during co-planning assisted in understanding the application and relevance of co-teaching skills in practice. Feedback through coaching via electronic and face-to-face interactions provided job embedded professional development for co-teachers in diverse demographic settings, so that approaches were implemented with fidelity, instruction was differentiated, SDI was strategic, and positive classroom environments were provided to support increased student outcomes. We will report performance measure data which indicates student growth when students were engaged in co-taught classrooms. Social validity: We report data from a variety of stakeholder surveys. Speaker(s): Donna Ploessl, University of Montevallo Interactive Poster Session Partnerships Location: Rio Grande	Location: Rio Grande	2021110315:0015:50 001	WED, NOV 3	A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Steering preservice teachers towards success: Uncovering the hidden curriculum of higher education Conversation Session Table 3 In this conversation session, participants will reflect on how aspects of an institution of higher education’s hidden curriculum could be hindering their preservice teachers’ growth, and discuss examples and brainstorm ways to make the hidden curriculum explicit. Areas for consideration will include campus routines, practices, and rituals, how students learn to structure time and space, our relationships with our students, our openness and availability as resources and how that is communicated to students (Semper & Blasco, 2018). Speaker(s): Elizabeth Potts, Missouri Western State University Jane Bogan, Wilmington College Conversation Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110313:0013:50 001	WED, NOV 3	A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Steering Teacher Education into the Future: Meeting the Needs of Culturally/Linguistically Diverse Students with Disabilities in Border Area Schools Conversation Session Table 7 Faculty Need to Conduct Research and Prepare Teachers for Culturally and Linguistically Diverse (CLDE) Students A critical shortage of special education university faculty exists to meet the demands of preparing special education teachers, implementing research for improved practice, and developing 21st century policymakers and administrators (deBettencourt, 2014). Demand for faculty in special education is greater than the supply of doctoral level persons available, and 25% of university faculty position vacancies in special education go unfilled (Montrosse & Young, 2012). Teacher Preparation Need to Produce More Special Education Teachers Knowledgeable about Improving Educational Outcomes for Culturally Linguistically Diverse Students University special education programs must prepare special educators to differentiate cultural and linguistic differences from disabilities (Harry & Klingner, 2014; Hoover, 2012; Kalyanpur & Harry, 2012). In this regard, there is a critical need for preparing more teachers who can provide improved services for culturally and linguistically diverse students with disabilities (Harry & Ocasio-Stoutenburg, 2020; Hoover, et al., 2018; Orosco & O’Connor, 2014) Aim of Session This session provides examples of how a rurally based university is ”Steering into the Future” by fulfilling the promise of IDEA and meeting the challenge of improving the issue of teacher and faculty shortages while still providing high quality programs. The infusion of web-based and video conferencing technologies have increased the university's capacity to reach distance populations in border area communities which include many Latino and Native American students who want to pursue teacher education and doctoral programs. Three program solutions are described to prepare educators to meet challenges of educating border area schools’ culturally linguistically diverse students with disabilities. Outcomes are development of culturally responsive special educators and faculty prepared through rural on-site and distance education bachelors, masters, and doctoral programs with a cultural and linguistic diversity focus in teaching, research, and service. CLDE Teacher Preparation Program Descriptions CREATE is a dual-major (Sp Ed, Elem Ed, ESL endorsement) undergraduate program on the border of Mexico. The key components are: ? Diverse Students – Primarily Latino ? Paraprofessionals to certified teachers ? Cohort Model ? Seamless Curriculum – 1 course at a time ASSET situated on the border of the U.S. and Mexico prepares Masters Degree special educators and general educators with a STEM/ESL focus to work in areas with a high percentage of culturally and linguistically diverse student populations. Both ASSET and CREATE participants develop lessons that not only teach a specific concept but also address the cultural and linguistic diversity of the local student population and focus on accommodations for any individual with special needs. Speaker(s): Develyn Biagas, Northern Arizona University Patricia Peterson, Northern Arizona University CJ Olszewski, Northern Arizona University Christina Gabaldon, Northern Arizona University Conversation Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110314:0014:50 001	WED, NOV 3	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Successful Practices for post-secondary teachers in a post-pandemic world- Fostering an awareness of accessible higher education supports for students with IDD Conference Session Table 6 Students with disabilities experience various difficulties and obstacles to fully achieve positive life outcomes. This presentation offers a synopsis of the effective models of inclusion through successful supports emerged and learning during the pandemic and applied at Bridgewater State University, which focuses on integrating college students with IDD into all aspects of university life. These include a college inclusion model using mentoring during the day and in the residence halls in the evenings where students with IDD are fully assimilated into all aspects of the college experience. The support provided by university students without disabilities can be instrumental in providing the guidance and tools to help students with IDD fully integrate into a post COVID college life, make connections to campus resources, and develop the skills necessary for academic success. When creating a successful peer support model for students with IDD at a higher education institution there is no one-size-fits-all procedure. Nevertheless, it is critical to consider for special education professionals to recognize the relevant supporting research recommendations provided in this presentation for program structure, staffing, training, and ongoing assessment in order for students to have successful academic, mental health, and socialization supports post pandemic for the emerging reliance on online experiences. Speaker(s): Ashley Rodrigues, Bridgewater State University Conversation Session Technology Location: Rio Grande	Location: Rio Grande	2021110315:0015:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Supporting early career faculty: What do we need? Conversation Session Table 9 This presentation will begin with a discussion of what early career faculty need to feel supported in making progress towards tenure and promotion requirements as identified through the research and personal experiences of the presenters. The presenters will provide an opportunity for participants to share their experiences and needs as well. This is meant to be a conversation session in that participants will also be encouraged to share and validate the information presented. An action plan will then be presented to show how early career tenure-track faculty can ensure their needs are being met; plans can be individualized to meet the different tenure and promotions requirements of participant institutions. Speaker(s): Samantha Riggleman, Saint Joseph's University Kaitlin Moran, Saint Joseph's University Jaclyn Galbally, Saint Joseph's University Conversation Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110313:0013:50 001	WED, NOV 3	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Targeting Teacher Professional Growth through AIM Coaching Interactive Poster Session In this presentation, we describe the AIM Coaching model. First, we overview PACT practices and the research base that supports their effect on adolescents with and without disabilities. Second, we articulate the features of the coaching model that enable coaches to adapt support and tailor the intervention to best support their teachers’ acquisition of PACT. The coaching model is displayed in Figure 1. Figure 1. AIM Coaching In Stage 1, all teachers receive PD into PACT practices as well as “standardized protocol support” from coaches, which is designed to help teachers implement PACT practices with a high degree of fidelity. Support consists of a plan-support-reflect session: one plan session, one support session, one reflect session. There are also two check-ins where the coach gauges teachers’ engagement in PACT and AIM Coaching and can provide additional support as needed. At the end of Stage 1, the coach will conduct a formal fidelity check with each teacher and determines the teacher’s ability to teach a PACT lesson independently and with fidelity. The Progress Monitoring Stage provides the coach with time to consider each teacher’s data from the previous stage in order to determine how to provide teachers with differentiated support during the upcoming Stage 2. The coach uses two key tailoring variables in determining next steps: skill and will. Skill refers to teachers’ ability to implement PACT practices independently and with a high degree of fidelity. Will refers to teachers’ collaborative effort--how willing teachers are to receive coaching and how motivated they are to implement PACT. Coaches can also administer a “Diagnostic Coaching Tool” (DCT; modified from Kwakman, 2003) to gain additional insight into why a teacher may have low will. Using the information garnered in the Progress Monitoring Stage, the coach provides differentiated support for teachers based on their areas for improvement and growth. The coach first meets with each teacher to: ask clarifying questions regarding teachers’ responses to the DCT, brainstorm 1-2 Stage 2 activities that would be most appropriate for each teacher and that the teacher is willing to engage in, select Stage 2 activities. For example, a teacher with Low Skill + High Will may indicate on the DCT that their students’ behavior is not good enough to allow them to implement PACT. Based on this information, the coach might decide for this teacher to participate in a Professional Learning Community (PLC) focused on classroom management. These selected activities then form the coaching protocol for Stage 2. We have created a Stage 2 manual that coaches can use to select activities that best support each teacher’s individual needs. Stage 2 is iterative, where the coach and teacher attempt the selected activity, the coach monitors its effect, and revises activity as necessary. It is designed to support teachers but also to assist coaches in managing their time by encouraging them to prioritize activities for teachers identified as Low Skill + High Will. Speaker(s): Erin Hogan Rapp, University of Texas, Austin Blair Payne, The University of Texas at Austin Kristabel Stark, Boston University Interactive Poster Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110314:0014:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Teaching classroom management from a case study approach Conversation Session Table 9 In this session, I will discuss the curricular framework for an RTI-informed classroom management course with no affiliated field placement component. We will review a case study that was provided to students to assist them in making decisions for Tier I, II, and III interventions. Participants will have access to all relevant course content including course outline and case study materials. Speaker(s): Janet Josephson, Millersville University Conversation Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110314:0014:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Teaching in the Room and on Zoom: How do we Provide Flexible Practice-based Learning Opportunities to Pre-Service Teachers? Conversation Session Table 1 This conversation session will focus on how to implement a pre-service teacher education practice-based learning model. In this session, we will highlight Florida State’s special education program on how they incorporate the practice-based learning model into the combined bachelor's-master's special education teacher preparation program. Specifically, presenters will dissect, evaluate, and discuss the differences of practicum experiences in 2020 versus the experiences students had in 2021. Due to the Covid-19 Pandemic, all students from pre-k through higher education had a change in their educational platform, setting, and instruction. Specific to pre-service teachers, they had a huge change in their practicum teaching experience. They went from teaching in person in their practicum setting to not being allowed to work with their students at all. Therefore, pre-service teacher programs had to find and provide virtual options to their students that met university and licensure requirements. These programs also had to find a way to offer genuine opportunities for teaching so that their students could practice their skills, reflect on their work, and receive feedback from their instructors. In the summer of 2020, the university was able to provide a virtual practicum option at a summer transition program in Tallahassee, FL. This program allowed students to attend a range of observational opportunities, implement multiple transition assessments, and teach one lesson. They received feedback on their lesson design and implementation in the virtual classroom setting from the lead teacher and their university instructor. For the summer of 2021, the program is providing four different options to students: (a) teaching in person at the same summer transition program, (b) teaching virtually at the summer transition program, (c) teaching in person at a local night school, and (d) teaching with their current students (i.e., master’s only students who are already active classroom teachers). These options allow for students to receive practicum credit through the most appropriate avenue based on their needs (i.e., option B due to living location or health reasons related to Covid-19). In this session, presenters will emphasize how pre-service teacher education programs can give students valuable, high quality practicum learning opportunities by discussing the development of virtual practicum opportunities that are meaningful, significant learning opportunities. Presenters will facilitate conversations with participants on evaluating practicum learning experiences when students in the same course are engaged in different teaching modes. Additionally, presenters and participants will converse about the benefits of virtual practicum formats (e.g., ease of access, all in one location, ability to provide consistent feedback, group debriefing, etc.) alongside of in person practicum benefits (e.g., it is the traditional teaching setting). We aim for the conversation to allow for sharing of areas of difficulty with the virtual setting (e.g., is not the traditional teaching setting) and in person setting (e.g., , student placement across a range of schools, classrooms, etc.) Speaker(s): Jenny Root, Florida State University Deidre Gilley, Florida State University Erika Fundelius, Florida State Univeristy Conversation Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110313:0013:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Teaching K-12 Deaf Students in the Time of Coronavirus: Voices from the field Interactive Poster Session The literature review indicates that technology has become part of our education, including K-12 programs. To ensure classroom teachers and teacher education programs integrate technology effectively and ensure every student succeeds, understanding the situation is critical. Teachers and student teachers who worked mainly during the COVID-19 period can provide insights into what happened and continue to occur related to online learning, technology, and students who are D/HH. A situation analysis is the first step towards identifying, examining and supporting evidence-based practices that include the use of technology. Importantly noted in the review is the change of players and roles in online learning and how it affects students who are D/HH who may not share the same language and communication system with the parents/family. A university teacher preparation program offering a graduate degree in deaf education decided to conduct a study to examine the nature of online learning and the use of technology during the COVID-19 period. The study, which began in the spring immediately following the school shut-down, continued in the fall semester. The study participants included classroom teachers and student teachers enrolled in a practicum class online. The purpose of this presentation is to present findings of a qualitative case study on experiences of teachers and teacher trainees on online learning and use of technology and how it informs future distance education with students who are D/HH. The specific targets of the presentation will focus on the following: The goals of this session is to: 1. Identify and discuss classroom teachers' experiences with technology and distance learning with K-12 D/HH students. 2. Share the resources and technologies used to support K-12 D/HH students' learning. 3. Discuss student-teachers’ experiences on distance/online practicum. 4. Engage in dialogue with the audience on their own experiences with distance learning as teachers and teacher preparation faculty in special education. 5. Discuss tips, strategies, and the process on how to support students who are D/HH and their families during online/distance learning. Speaker(s): Millicent Musyoka, Lamar university Interactive Poster Session Technology Location: Rio Grande	Location: Rio Grande	2021110314:0014:50 001	WED, NOV 3	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Teaching Social/Emotional/Behavior HLPs in the Online Classroom Conversation Session Table 1 Research has proven the effectiveness of multi-tiered systems of support in improving behavior, thus university courses in classroom/behavior management need to be teaching these skills as a tiered system due. Additionally, with the increase of awareness on the importance of implementing HLPs into the college classroom, it only makes sense to combine the two into our current and future college courses. Further reasons for appropriately teaching these skills into the college classroom is that (a) IDEA requires the use of PBIS for students with disabilities, (b) we are seeing a push for schools to use PBIS, and (c) teachers need to be better equipped to handle classroom/behavior management issues that may arise. CEC and the CEEDAR center identified four high leverage practices focused on classroom/behavior management. These HLPs focus on (a) learning environments, (b) feedback, (c) social behaviors, and (d) functional behavior assessments and behavior support plans. PBIS occurs on three levels: primary, secondary, and tertiary. The first three HLPs focus on creating a positive learning environment, providing feedback, and teaching social behaviors. These are all aspects of a PBIS framework which instills a proactive and positive spin on teaching appropriate pro-social behaviors. The final HLP is about conducting quality functional behavioral assessments (FBAs) and using those to create effective behavior support plans (BSPs) which directly aligns with tier 3 of PBIS which focuses on those individuals who exhibit patterns of problem behaviors that appear resistant to primary and secondary prevention strategies. The use of these frameworks is supported with previous research indicating that teachers spend as much as 50% of their day managing behavior (Witt, VanDerHeyden, & Gilbertson, 2004). Behaviors commonly observed by teachers include (a) noncompliance, (b) physical aggression, (c) bullying, and (d) verbal aggression. Additionally, Special Educators are often asked to serve in a consulting role for General Education teachers who are planning classroom behavior management systems for their own classrooms; in fact, behavior consultation is the most commonly requested consultation service asked of Special Education teachers (Martens & DiGennaro, 2008). Recent research indicates that General Education teachers are more likely to successfully implement behavior interventions with fidelity when consultation is provided by another faculty member within the school (Hagermoser Sanetti, Chafouleas, Fallon, & Jaffrey, 2014), so Special Educators being prepared to serve in this role will have a benefit for the school. The purpose of this presentation is to share ways to incorporate classroom/behavior management into the online classroom. The presentation will identify each of the four social/emotional/behavioral HLPs and provide strategies on how to incorporate them into your online classroom. The presenters will begin by providing information on PBIS and the social/emotional/behavioral HLPs. We will then have a group discussion on activities that can be incorporated into the online classroom to meet the HLPs. Attendees will receive enough information to be able to take these activities back into their online classroom right away or adapt to meet their needs in a traditional classroom setting. Speaker(s): Kathy Boothe, Southeastern Oklahoma State University Marla Lohmann, Colorado Christian University Conversation Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110315:0015:50 001	WED, NOV 3	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Technology Bells vs. Whistles: Perceptions and Practices in Persuasive Writing Instruction Conversation Session Table 10 The presenters will begin the session with a brief overview of the current writing expectations for students as outlined by the CCSS, as well as the current writing performance of students with disabilities (SWD) compared to their typically achieving peers. Next, several research-based practices for writing instruction will be shared (Baker et al., 2003; Graham et al., 2016), as well as the ways that these practices can be addressed through the use of technology supports (e.g. video models, word prediction, speech recognition) that personalize learning (Hattie & Timperley, 2007), provide high-quality instruction (Basham et al., 2016), and carry the potential to improve the writing performance of all students (Evmenova et al., 2020). In order to provide additional context for technology integration into writing instruction, a current mixed methods study that investigates the use of a technology-based graphic organizer (TBGO) in inclusive classrooms during the COVID-19 pandemic will be discussed. The goal of this portion of the presentation will be to share our analysis of the qualitative data collected over 5 months of research while three teachers of inclusive classrooms integrated technology into their instruction, as well as the quantitative writing outcome data of their 4th, 5th, and 7th grade students. We will also provide the audience an opportunity to consider the authentic use of technology in writing instruction. Research questions to be explored include: (1) Which embedded TBGO instructional supports for students did teachers perceive to be the most helpful and why?, (2) Which embedded TBGO instructional supports did students actually use during independent use of the TBGO, as reflected within their TBGO usage data?, and (3) Were there discrepancies or similarities between teachers’ perceptions and students’ actual use of the embedded TBGO instructional supports? As previously mentioned, specific qualitative and quantitative data sources from the mixed methods study will be shared. First, qualitative findings from the post-implementation semi-structured interview transcript analyses from the three participating teachers will be explored, as well as any additional teacher perspectives shared during the video/audio recordings from the Professional Learning Community sessions facilitated by the researchers throughout the study. Secondly, quantitative data captured via the TBGO’s teacher dashboard (i.e., stores and records student usage of specific features when writing) will identify student use of the embedded instructional supports. Actual usage of TBGO features will be shared and examples of the specific data captured (e.g., videos viewed, audio comments, time spent on each page) will be provided. This analysis has the potential to lend rich insight into the exploration and discussion around whether or not students made use of the instructional supports or tools that teachers deemed to be the most supportive for student writing performance. Lastly, we would like to conclude the session by conducting an interactive question and answer session with the audience around the mixed methods data findings, as well as invite attendees to share their experiences in using and/or considering the use of technology-based instructional supports for writing with students. Speaker(s): Kelley Regan, George Mason University Anya Evmenova, George Mason University Conversation Session Research and Inquiry Location: Rio Grande	Location: Rio Grande	2021110310:0010:50 001	WED, NOV 3	A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Technology, Teacher Preparation, and Trade-off During the Pandemic: Steering the Ship or Sinking the Boat? Conversation Session Table 2 The pandemic and Covid-19 has provided a foundation for significant changes for instructional delivery in higher education. In order for students to continue learning, universities have been forced to offer remote learning opportunities to remain safe (Jasi, 2021). Most students in universities were forced to learn through hybrid learning models which consisted of some remote learning and some on-campus learning. Universities made adequate use of remote and hybrid learning since the beginning of the pandemic in order to keep students actively engaged. Although educators have successfully adapted to these new methods, there have been challenges. Some of the most significant ones related to issues with course structures and materials. Although the use of technology has become one of the most prerequisite skills for teacher success in recent years (Sangwan, Sangwan, & Punia, 2021), the move suddenly to online teaching was one of the most significant concerns. Other problems educators encountered during the pandemic related to issues with changes with instructional delivery, software, recording lectures, above normal workloads, the time involved to redesign courses, the lack of compensation for the extra work and demands, connectivity, and confusion regarding uncertainty with government regulations (Jasi, 2021). Often large scale plans were made at the university level with contingency plans which could change quickly before implementation. Although many universities have faced significant challenges, most university educators were committed to providing excellent support for their students and quality teaching. In fact, some educators felt that despite the issues they were able to provide full online experiences to their students (Jasi,2021). Assessment was another area that was forced to change in higher education due to the pandemic. Similar to issues related to technology, in-person assessment required changes and adaptations for students to be able to complete remotely (Jasi, 2021). Often assessments were adapted to be open-book and removed the factual recall to replace synthesis, analysis, or evaluative methods. New methods for assessments in higher education remote delivery included project based learning such as virtual presentations, group reports, and group projects. The current presentation will allow participants and presenters to discuss their experiences with instructional delivery in higher education during the pandemic caused by Covid-19. Participants and presenters will discuss methods used to adapt instructional delivery in higher education. The presenters will discuss preliminary research from faculty in a rural higher education preservice preparation program about their experiences. Presenters will use data collected from higher education faculty to discuss ways they adapted instructional delivery, barriers they encountered with instructional delivery, methods for adaptation related to assessment and accreditation, and whether they felt they were supported by their assessment office. This will begin a conversation among presenters and participants about the continued use of remote teaching and learning including hybrid models, how this influences assessment, and positive outcomes in remote learning among preservice teacher preparation programs. We will also discuss how these changes affect outcomes and influence programmatic delivery for students in teacher preparation programs. Speaker(s): Debra Lockwood, Marshall University College of Education and Professional Development Wendi Dunham, Marshall University Conversation Session Research and Inquiry Location: Rio Grande	Location: Rio Grande	2021110314:0014:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Text Book Writing 101 Conversation Session Table 3 Often colleges and universities prepare scholars to write and publish articles, however, there seems to less emphasis on writing and publishing textbooks. Unfortunately, the textbook process is quite different from writing and publishing an article and demands somewhat of a different skillset. Textbooks are different from journal articles in terms of levels of editorial support from publishers and expectations of the author. There are also different expectations for edited books versus sole or joint efforts as well as important considerations when working with a co-author (e.g., How well do you work with others? How much does the other person know about the subject? How well does the other person deal with deadlines?). This presentation will provide teacher educators with information regarding (a) developing ideas for textbooks, (b) writing textbook proposals, (c) convincing a publisher to commit substantial resources to the textbook, (d) developing and sticking to a realistic writing schedule, (e) writing the textbook and ancillary materials, and (f) dealing with reviews and editorial demands. We will also address marketing. Although marketing considerations are the primary responsibility of the publisher, the author can provide important assistance in these efforts too. The presenters, who have published over 20 textbooks, have extensive experience with book publishing and will share their experiences and advice with participants. Speaker(s): David Bateman, Shippensburg University Mitchell Yell, University of South Carolina Conversation Session Accountability Location: Rio Grande	Location: Rio Grande	2021110315:0015:50 001	WED, NOV 3	A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 7D29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	The feasibility of a school-based running program for adolescents with disabilities Interactive Poster Session Results of this study suggest it is feasible to implement a school-based running program for students with disabilities. Through the use of teacher perspective (qualitative data) and the results of attendance rates, session compliance, cardiovascular testing, and training logs researchers will share strategies for implementation. In addition, challenges of the implementation will be explored and suggestions will be made for remediation and for future research. Parents and families of students with disabilities often avoid community-based physical activities for the children due to lack of social skills. This study allows for families to explore a school-based option that allows students to engage in an activity with their same age peers. Running is also a life long activity that can be continued throughout the student's life to promote positive health. Speaker(s): Jennifer Kanupka, Lebanon Valley College Kathryn Oriel, Lebanon Valley College Interactive Poster Session Partnerships Location: Rio Grande	Location: Rio Grande	2021110314:0014:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	The Impact of Annotated Video-Analysis on the Student Teaching Experience. Conversation Session Table 1 This conversation will begin with an explanation of the Annotated Video Analysis (AVA) pilot project launched in the spring of 2020 in a small Mid Atlantic state university. Using data from the study, anecdotes from our experience, and the current literature on the use of AVA, participants will get a first hand account. Participants will be encouraged to share their interest in the topic and how they might see the AVA technology being used in their context. In a brainstorming session, the participants will work together to assist in trouble shooting and designing approaches that might best serve the unique setting/ situation of each participant. The discussants will also have an opportunity to work with the tool and recognize the ease with which the latest AVA technology loads, shares, and edits video. Speaker(s): Jason Davis, Millersville University Conversation Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110314:0014:50 001	WED, NOV 3	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	The Reality in Virtual Reality Implementation: Online Professional Development to Support Classroom Practice and Generalization of Social Skills Conversation Session Table 4 VOISS Advisor serves as the mechanism to guide teacher instruction as they facilitate the use of the interactive VR-based VOISS with students and equally important, to facilitate the application of the learned social skill within the social demands of the middle school classroom across a variety of settings. Implementing a technology-based intervention requires educators to have knowledge of the tool, as well as an understanding of how to support practice and generalization in a physical space. The developers of VOISS Advisor took on the challenge of asynchronous educator learning through an interactive, fillable template, with video models and implementation guides for practice and generalization strategies and tactics. Educators can use VOISS with their students because VOISS Advisor is there when they need it, to screen students for needed social skill development, monitor ongoing student progress in the system, recommend practice and implementation strategies, and guide successful implementation through video models, case studies, a robust set of lesson plans, specific to student social skill needs, and step-by-step supports. Through usability testing, educator interviews and focus groups, VOISS Advisor is a model for supporting asynchronous educator learning, online. For this presentation, we will share the design process our team used to develop, implement and test the products within VOISS Advisor. We will share our rationale for including the overview, models, guides and resources, as well as our screener, progress monitoring tools, lesson plan library and lesson plan builder tool. Participants will have the opportunity for guided exploration of VOISS and VOISS Advisor and will be encouraged to engage in the contextualization and brainstorming of our development to their own professional development efforts. For each component of VOISS Advisor, we will encourage participants to explore on their own device and then pause for discussion around their own efforts and how VOISS Advisor methods may support their own. Speaker(s): Amber Rowland, Universtiy of Kansas Sean Smith, University of Kansas Maggie Mosher, University of Kansas Adam Carreon, University of Kansas Conversation Session Technology Location: Rio Grande	Location: Rio Grande	2021110315:0015:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	The Role of IHEs in Facilitating Inclusive Post-Secondary Education Programs Conversation Session Table 8 This session will include a discussion of available inclusive postsecondary programs for individuals with IDD and an overview of legislation at the state level addressing creation of post-secondary programs for students with IDD. During the discussion, participants will share experiences at the institutional level about how they aided the IHE in creating programs. Additionally, participants will share experiences regarding collaboration with SPED TPPs to support students enrolled in the CTP. Speaker(s): Shari Hopkins, Western Oregon University Julia Snider, University of Illinois at Urbana Champaign Kimberly Patton, Illinois State University Conversation Session Policies and Practices Location: Rio Grande	Location: Rio Grande	2021110314:0014:50 001	WED, NOV 3	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Training pre-service teachers to support early childhood play using assistive technology tools Interactive Poster Session Over half of all preschoolers with disabilities are currently receiving instruction in the inclusive classroom (Odom, 2000; Odom, Buysse, & Soukakou, 2011). The current literature has identified the benefits of including young children with disabilities in the preschool classroom. These benefits include reductions in challenging behaviors (Odom, 2000), increased academic learning (Odom, 2000; Weiland, 2016), emotional competence (Weiland, 2016), communication skills (Odom et al., 2011), social gains for typically developing peers (Odom, 2000; Yu, Ostrosky, & Fowler, 2012), and a reduction in programming costs (Odom et al., 2001). In order to ensure that young children with disabilities receive the most benefit from inclusion, it is critical to provide instructional supports to meet their needs. Because play skills are a significant component of preschool instruction, early childhood special educators must be prepared to provide accommodations that assist young children in play. This article provides a brief overview of assistive technologies that can be used to support play for children with disabilities in the inclusive classroom. Due to the its importance in children’s development, the United Nations Commission on Human Rights has declared play as a basic human right for all children (Ginsburg, the Committee on Communications, & the Committee on Psychosocial Aspects of Child and Family Health, 2007). It is clear that play is critical for all children. However, for young children with disabilities, accessing play and social interactions can prove to be challenging (Fallon & MacCobb, 2013). In order to support preschoolers with disabilities in play, the authors recommend the use of assistive technologies (AT) for (a) communication, (b) mobility, and (c) independence). This article presents information about specific AT devices and supports in each of these three areas. Under the federal guidelines outlined in the Individuals with Disabilities Education Improvement Act (IDEIA; 2011), assistive technology is defined as “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.” The use of assistive technology aids children with disabilities in meeting the same outcomes as their typically developing peers (Puckett, 2005). An assistive technology tool is any item that increases the functional abilities of a child with a disability (Parette & Murdick, 1998). In the inclusive early childhood classroom, assistive technologies can be used to support a variety of skills, including play skills and interactions with peers. In this poster session, the presenters will share information about how play benefits all learners and how early childhood special educators can use assistive technology tools to help students access play in the inclusive classroom. Session participants will have 1:1 discussions with the presenters about AT for play and will be encouraged to create a plan for how they will support teacher candidates in using AT to provide access to play in their own classrooms. Speaker(s): Marla Lohmann, Colorado Christian University Katrina Hovey, Western Oregon University Interactive Poster Session Technology Location: Rio Grande	Location: Rio Grande	2021110509:0009:50 001	FRI, NOV 5	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Understanding Students’ Motivation to Pursue a Career in Special Education to Increase Enrollment in Teacher Preparation Programs Interactive Poster Session To further their understanding of how to create financial incentives and positive messaging campaigns to increase enrollment, NIC members will administer a network-wide student survey in the summer and fall of 2021. The survey will collect data on the factors that contribute to a teacher candidate’s interest in special education. NIC members will then use this data to refine their promising practices for recruiting more and diverse teacher candidates. NIC members will continue their iterative PDSA cycles in the spring of 2022 using the information from the teacher candidate survey to enhance the messaging they use to recruit candidates and how they support potential candidates in partnership with their local school district. This proposed poster presentation will share the initial findings from the student survey as well as the implications for recruitment into special education preparation programs. Speaker(s): Caitlin Wilson, American Association of Colleges for Teacher Education Interactive Poster Session Research and Inquiry Location: Rio Grande	Location: Rio Grande	2021110313:0013:50 001	WED, NOV 3	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Universal Design for Learning is Specially Designed Instruction for All Conversation Session The analogy used to explain universal design for learning (UDL) is architectural design (Michela). Designing a building to ensure access by individuals with disabilities will make access available for all since other individuals would be able to access the building using the same design. For instructional design, the idea is that any instruction students with disabilities can use would ensure all students are able to receive the same instruction. This approach understands universal to mean “one design for all.” In architecture one building is a positive, but this does not apply in education. Reflection on blind students and sighted students shows this understanding of what universal means does not always hold. The goal of creating instruction for as many students as possible is justified, but this requires understanding universal to mean “designing for all learners”, and UDL principles as a whole make sense for ensuring equitable access to learning for all students. Understanding the shifting meaning of universal leads to the conclusion that universal instruction is individualized instruction. Using the model of Multi-Tiered System of Support (MTSS), it is possible to see where the shift in the meaning of universal occurs and how UDL principles provide insights for designing specifically designed instruction (SDI). In MTSS, the initial design of instruction requires the identification of outcomes and the measures for achieving mastery as well as the creating of instruction and supporting materials for all learners. (Sailor, et al) This is “one design for all” since these elements, particularly outcomes and measurements of mastery, are common to all students. A shift takes place at the next tier of MTSS. With targeted or supplemental interventions, principles of UDL guide the modification of instruction to provide support for smaller groups. (IRIS Center) It is here that universal shifts meaning to “designing for all individuals.” These targeted interventions are research-based approaches aligned with students’ specific levels of engagement, ways of representing information, and means of expressing their knowledge as identified by UDL principles (CAST). This requires an individualization of instruction resulting in the shift from a single design of instruction to unique instruction. For special education students, MTSS requires specially designed instruction (SDI) at the highest tier (Ohio Department of Education). SDI requires adaptation of content, methodology, or delivery of instruction to meet a child’s unique needs while also ensuring access to the general curriculum (Section 300.39, IDEA). In order for individual students with disabilities to meet the learning goals, major elements of instruction need to be changed in order to meet the specific needs, abilities, backgrounds, and prior knowledge of the individual student. This focus on the individual learner may appear to leave the need for UDL behind, but it is important to recognize that this just a further shift to universal design as “designing for all individuals.” Universal design then is individualized instruction. This also forces one to recognize all learners as individuals and understand the universal nature of UDL as “designing for all learners” requires individualizing instruction for all learners. Speaker(s): Ed Teall, Mt. St. Mary College Dee Berlinghoff, Mount Saint Mary College Conversation Session Research and Inquiry Location: Rio Grande	Location: Rio Grande	2021110509:0009:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Urban Minority Special Education Teachers Implementing Intensive Interventions: Lessons Learned Interactive Poster Session This session describes the result of a 6-year OSEP grant-funded preparation project. Project SIAMESE, a personnel preparation grant funded by USDOE, Office of Special Education Programs, Final Evaluation was developed to gather information on the effectiveness of the project. The Project, funded from 2015 to 2020, aimed to prepare forty (40) scholars to receive a master’s in Exceptional Student Education with an endorsement in autism spectrum disorders. Three cohorts of scholars were recruited and at the end of the Project, 49 scholars had graduated. All scholars were prepared to implement intensive interventions in urban, high need school districts. The survey was sent electronically to all scholars who completed the program of study. Thirty-three scholars responded to the survey yielding a 67% response rate. Of the 33 respondents, 97% were from minority backgrounds and all worked in large, urban high need districts. The poster presentation will describe the impact of the project. A brief summary of the findings is provided. Impact of the Project: 1. Teaching Effectiveness- annual teaching evaluations since participating the Project, 71.88% (n = 23) reported that they received an evaluation of highly effective while 28.13% (n = 9) received an evaluation of effective. 2. Dissemination Activities- share their knowledge and skills with others through providing professional development in the area of intensive interventions to practicing teachers, other educators, and parents. Their responses showed that 82.14% (n = 23) had offered training in intensive interventions, while 17.86% (n = 5) had not. 3. Impact on K-12 Student Learning- 85.19% (n = 23) said that they would attribute their K-12 students’ gains to their participation in the Project, while 14.81% (n = 4) would not. 4. Impact on Scholars- the scholars was receiving awards, recognitions, or promotions while in the program or after completing the degree. Five respondents shared that they had been recognized for their outstanding accomplishments. The scholars were asked about the benefits they obtained by participating in the Project. Their responses were analyzed and generated three major themes that were enhanced teaching skills; expanded professional growth; and increased personal / economic growth. Enhanced teaching skills included new knowledge, skills, implementation of evidence-based practices /intensive interventions, and a greater understanding of data-driven instruction. Expanded professional growth focused on networking opportunities as well as opportunities to present and share knowledge and skills learned. Increased personal / economic growth was noted by increased confidence and desire to continue graduate studies; whereas economic growth referred to increase in salary and job offers as well as job security. Presenters will discuss how this project supported programmatic changes in current program offerings as well as supported additional degree offerings focused on advanced interventionist trainings. Discussions of needed supports for minority scholars will be emphasized. Speaker(s): Annamaria Jerome-Raja Tamar Riley, Florida Memorial University Denise Callwood-Brathwaite, Florida Memorial University - Miami Gardens, FL Interactive Poster Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110509:0009:50 001	FRI, NOV 5	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Using Educational Design Research for Achieving Balance between Authenticity and Complexity in a Practice-Based Mathematics Methods Course for Preservice Special Educators Interactive Poster Session This session presents a cycle of EDR conducted by a teacher education team. EDRs simultaneously pursue practical innovation and theory building (McKenney & Reeves, 2019). Accordingly, we worked toward the practical goal--crafting, organizing, and improving practice-based learning experiences in pre-SETs’ mathematics methods course while attempting to contribute to their theoretical understanding of the topic. The three EDR phases guided research activities as follows: (a) Analysis/exploration phase: we carried out a literature review on HLPs and practice-based approaches in both general and special education fields. Also, field-based investigation helped us understand the learner population in terms of their mathematics learning and teaching (i.e., learner profile at a public university’s teacher preparation program). (b) Design/construction phase: we created a product that embodied our design ideas including 1) reasonable authenticity given learner characteristics and infrastructure, and achievable but challenging cognitive demands in practice type, mathematics tasks to practice, and targeted HLPs. (c ) The designed pedagogy was implemented and data was analyzed to find a balance between authenticity and complexity in it. And, a skeleton design was created for the next cycle of EDR. Three focal instructional moves include: 1) active modeling, 2) teacher visual reporting student verbal reports, and 3) eliciting student thinking from misconceptions. Those focal points were constructed based on HLPs from both the general and special education fields. Building upon an understanding of the learner characteristics and course structure, we selected “rehearsal” as the practice type wherein pre-SETs acted out or role-played teaching moments while using given mathematics tasks. Brownell et al. (2019) evaluated rehearsal as less authentic and cognitively demanding than simulation and lesson study. Note that video analysis was not considered because it was embedded in lecture and forum activities prior to the practice. Since lesson study was the final project of the course, these rehearsals functioned as scaffolded practices before moving forward to the final practice, lesson study. The study used GoReact (https://get.goreact.com/ ), a web-based video recording and annotating application. Prior to the pre-SETs involvement in a rehearsal recording, the class lecture and discussion forum allowed pre-SETs to understand the mathematics content and instructional moves that shape HLP(s). Building upon that understanding, they practiced instructional moves along with well-designed mathematics tasks in GoReact. Four sessions included: 1) two solo recordings of active modeling, 2) one role-playing, 3) one-on-one interaction for teacher visual reporting student verbal reports, and 4) one role-playing small group discourse for eliciting student mathematical thinking. Afterward, annotation using the pre-determined markers inserted in the GoReact system (e.g., connecting, think-aloud, defining terms) and discussion activities allowed pre-SETs to reflect upon practiced teaching moments. In order to find a right balance between authenticity and cognitive demands, we analyzed videos and patterns in the pre-determined markers pre-SETs selected in annotating their own or peers’ videos. We concluded that pre-SETs could be more challenged by increased authenticity and complexity, leading to a skeleton design for a “simulation” practice opportunity by using the stimulus video recording feature in GoReact. Speaker(s): Jemma Kwon, California State University Sacramento Cynthia Griffin, University of Florida Interactive Poster Session Research and Inquiry Location: Rio Grande	Location: Rio Grande	2021110509:0009:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Using Former Student Data to “Steer” Curricular Redesign Decisions Conversation Session Table 5 As a way to hold up a mirror to examine programmatic strengths, weaknesses, gaps, and redundancies, in this presentation, a subset of our curriculum redesign team will share the process used to gather former students’ perceptions of preparedness across key knowledge and skill areas. This former student data analysis helped to anchor curriculum redesign efforts and inform curricular decision-making. Specifically, we will highlight the former students’ perceptions of preparedness data collection effort and component of the Program (Re)Design Model for Learner-Centered Curriculum (PRD; Fowler et al., 2015), including defining both the disciplinary purpose and the program purpose, defining the program’s ideal graduate, and the former students’ survey development. The PRD model offers a systematic approach useful for teacher preparation programs that aim to update, realign, and enhance their curricula to meet their current students’ needs, as well as the needs of Texas' public schools. Via this session, we aim to provide other teacher preparation programs with a model for how to obtain, access, and humbly interpret programmatic former student perception data. Presenters will walk participants through the process used to develop the stakeholder survey, including the questions asked on student surveys, the framework used to analyze student responses, and the integration of student perceptions in our specific undergraduate special education curriculum redesign. We will also offer suggestions for teacher preparation programs to align curriculum redesign efforts with alumni stakeholders. Presenters also seek to highlight the programmatic benefits of using former student perception data to inform curriculum redesign efforts and curricular decision-making, holding themselves accountable and remaining responsive to necessary changes. Speaker(s): Marcia Montague, Texas A&M University Samantha Shields, Texas A&M University Conversation Session Accountability Location: Rio Grande	Location: Rio Grande	2021110310:0010:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 7D29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Using Higher Order Thinking Routines in Teacher Education Courses Table 5 The aim of this session is to engage in a dialogue about the what, why, and how of Higher Order Thinking Routines. Specifically, examples of their use with undergraduate and graduate teacher candidates will be presented. Examples of implementation in coursework and fieldwork will be discussed. Speaker(s): Rebecca Shankland, Appalachian State University Dee Berlinghoff, Mount Saint Mary College Conversation Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110315:0015:50 001	WED, NOV 3	A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Using the Teacher Knowledge Quartet in Mathematics Methods Course for Special Education: A Stimulus for Pre-Service Teachers to Develop Their Pedagogical Content Knowledge Conversation Session Table 2 The present study aimed to uncover actionable insights into Pre-SETs' teacher knowledge in teaching elementary-level mathematics. For this presentation, the authors will first present the structure of the designed teacher learning tool. TTT is a graphic organizer in the format of a quadrant chart asking Pre-SETs to perform anticipatory research and analysis of given mathematics tasks based on the following prompts: (a) What is the fundamental mathematical idea the teacher should highlight?; (b) Include a sketch of visual representation(s) that might help make sense of a mathematical idea.; (c) Ask yourself, "How might my students solve this problem without using algorithms or well-known procedures?"; and (d) "What misconception(s) would emerge while solving the problem?" Almost every week, Pre-SETs explored mathematics tasks as independent and asynchronous learning activities before in-class discussions. It covered such mathematics content as early number sense, the meaning of the 4-operations, computations, place-value concepts, and fractions. Examples of given mathematics tasks are as follows: Example 1. You are a 1st-grade class teacher who will be teaching a lesson with the following activity: Show 5 Dixie cups and 24 beads to students (via a document camera) and say “Friends, if you must use these cups to count these many beads, how can you count them. We want to use cups because we now know that counting one by one is not a great idea or strategy when we have to count many things like beads we have now. Let’s count beads with different ideas. Ready?” The authors used purposive sampling and selected 6 out of 23 Pre-SETs who provided informed consent. These 6 participants were divided into three groups based on their responses to a survey conducted at the beginning of the semester. The first 2 participants perceived mathematics as one of their strength areas in their K-12 schooling (referred to as “Successful Learning Experience” teachers), another two candidates perceived themselves as successful at school mathematics but did not enjoy math (“Negative Disposition” teachers), and finally, two candidates who have a history of struggling with school mathematics and are unmotivated to learn mathematics (“Negative Learning Experience”). The authors rated the quality of Pre-SETs' interactions with the TTT learning tool in terms of the four aspects of teachers’ mathematics knowledge: 1) mathematics focal points, 2) visual representation, 3) cognitive challenges and reasoning, and 4) potential student misconceptions. Each rater judged the quality of work with a 1-3 rating scale and took justification notes about individual ratings. Raters discussed initial evaluations until they arrived at a consensus. Findings indicate a pattern of profoundly or superficially exploring the given mathematics task using TTT in all three groups Pre-SETs. In order to relate this difference in quality to their enacted PCK at the lesson planning phase (Hume et al., 2019), the authors underwent the same evaluation process as what was described above for Pre-SETs' lesson plan artifacts. Results suggest that interactions with TTT could help Pre-SETs’ incorporate a wide range of key lesson elements and instructional strategies. Speaker(s): Jemma Kwon, California State University Sacramento Lauren Wong, University of Florida Conversation Session Preparation, Certification, Induction Location: Rio Grande	Location: Rio Grande	2021110310:0010:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8729F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Using Visual Supports to Promote Compliance with Bedtime Routine in a Child with Autism Spectrum Disorder Interactive Poster Session Session Description: Literature Review and Aims Children with autism may demonstrate noncompliance and even engage in high rates of tantrum behavior when they are required to transition from one activity to another, such as transitioning to bedtime. However, these children also show higher rates of appropriate responding when presented with visual stimuli in contrast to auditory stimuli. Therefore, use of cueing systems emphasizing visual over auditory signals to elicit a behavior during transition periods are recommended (Hart, Wing, & Volkmar as cited in Schmit, et al.. 2000). Recent research on the use of visual supports and schedules for children with ASD inform the present study. Individuals with ASD require environmental and instructional support that will help them overcome challenges posed by difficulties in their ability to use and understand language (Rao & Gagie, 2006). Many students with ASD have difficulty understanding, recalling, and using verbal communication (Hodgdon, 2000). These students will often process visual support more easily than other modes of communication (Rao & Gagie, 2006). Use of visual supports is a common evidence-based practice that aids students in grasping concepts and ideas. Visual supports comprise concrete cues that provide information about an activity, routine, or expectation and/or support skill demonstration (Wong et al., 2014). Incorporating visuals and other concrete supports assists individuals with ASD (Marans, Rubin, & Laurent, 2005). These supports are beneficial to students with ASD because they provide cues to aid students when performing academic tasks (Wong et al., 2014). In addition, visual supports (a) attract and hold students’ attention, (b) enable students to focus on the message and reduce anxiety, (c) make abstract concepts more concrete for the student, and (d) help the student express his or her thoughts (Breitfelder, 2008). Furthermore, visual supports are identified by the National Autism Center (2011) as an effective evidenced-based strategy for individuals with ASD. In this study, a single-subject, ABAB reversal design was used to evaluate the effectiveness of the visual schedule intervention on a five-year old with ASD who was demonstrating high levels of noncompliance with his bedtime routine. An ABAB reversal design permits the confirmation of a treatment effect by showing that behavior changes systematically with conditions of No Treatment (baseline) and Treatment. The intervention suggested positive treatment effects, with a reduction in bedtime routine noncompliance during intervention and maintenance of positive effects over time. Visual display of data and effect size calculation will be reported during the presentation. Implications for enhancing current teacher preparation programs in order to more comprehensively address the needs of children and youth with autism will be described. Speaker(s): Juliet Barnett, Arizona State University Interactive Poster Session Research and Inquiry Location: Rio Grande	Location: Rio Grande	2021110313:0013:50 001	WED, NOV 3	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 10:00 AM - 11:50 AM CST	Research Mentorship Roundtables Join the TED Research Committee for the Research Mentorship Roundtable, an annual event at which early career scholars (i.e., advanced doctoral students & early career faculty) can receive feedback from colleagues and senior scholars on their research ideas. We plan to keep individuals who participated in the virtual roundtable sessions with the same mentors for face-to-face engagement! Speaker(s): Loretta Mason-Williams, Binghamton University Non-Business Meeting or Other Session Time be Reserved for a Caucus, SIG, or Committee Location: Rio Grande	Location: Rio Grande	2021110510:0011:50 001	FRI, NOV 5	CB070AD0-0193-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 12:30 PM CST	Small Special Education Programs Caucus Writing Retreat Speaker(s): June Robinson, Robinson Educational Consultants Non-Business Meeting or Other Session Time be Reserved for a Caucus, SIG, or Committee Location: Rio Grande	Location: Rio Grande	2021110410:0012:30 001	THU, NOV 4	CB070AD0-0193-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	Building the Bridge: Preparing General and Special Educators to Teach Math to Students With Significant Disabilities Presenters will share strategies to prepare both general and special educators to effectively teach mathematical skills to students with significant disabilities. These strategies include teaching all educators to use practices that have been found to be effective with students with significant disabilities, such as task analysis, use of math stories, and modified schema-based instruction (Spooner et al., 2017). Educators should be given examples of such practices and have the opportunity to practice and receive feedback on their efforts in the classroom. Special educators should also be required to become familiar with NCTM and state mathematical standards, while general educators should be taught how to use universal design for learning principles in their lesson planning. Lastly, special and general educators should be provided opportunities to collaborate together on sharing ideas and designing lesson plans to teach mathematical concepts to students with significant disabilities. As an example of how to use such strategies in teacher preparation program, results from a pilot project (Project Bridgebuilder) across two universities to improve preparation in math instruction will be shared. In this project, pre-service special education teachers in one university were matched with pre-service math education teachers in another university. Both sets of educators were taught to how to use evidence-based practices to teach mathematical concepts to students with significant disabilities and how those practices connected with either teaching students with significant disabilities (for the special educators) or with math instruction (for the general educators). To practice their new skills, general and special educators collaborated on an proportional reasoning activity that allows students to use the principles of Piet Mondrian to create their own artwork. Once created, the educators designed appropriate questions customized to the students’ performance level. After receiving feedback on this assignment, the educators deepened their thinking by creating lesson plans that could be taught to both students with and without significant disabilities. Observational data and results from a student survey will be shared with participants. Participants in the session will also have their own opportunity to create a mathematical product (such as the Mondrian activity) and discuss how they may use similar strategies to improve preparation of both general and special educators in providing mathematics instruction for students with significant disabilities. Speaker(s): Susannah Boyle, Millersville University Rebecca-Anne Dibbs Single Paper Session Partnerships Location: Live Oak 2	Location: Live Oak 2	2021110414:0014:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	Co-Teaching in Higher Education This presentation's primary focus is understanding the benefits of co-teaching at the higher education level. The co-teaching model was proposed to university hierarchy based on the presenters' beliefs that future educational leaders needed both a stronger understanding of all exceptional learners and the support needed for co-teachers. Co-teaching can be defined as two educators working together with the goal to benefit students (Bauwens, Hourcade & Friend, 1989; Chanmugam & Gelach, 2013; Cook & Friend, 1995; Friend & Cook, 2017). Co-teaching provides an increase in instructional options for students, better program continuity, and increased support for teachers (1995). This teaching practice offers varying levels of instruction to meet needs and promote learning growth. More states and individual school systems are emphasizing inclusion and co-teaching and administrators need to understand and be able to address the instructional challenges teachers of students with exceptional learning needs presented through IDEIA (Individuals with Disabilities Education Improvement Act 2004), ESSA (Every Student Succeeds Act of 2015) as well as ongoing school reform to divert the exodus of teachers leaving in the first three years because of limited administrative support (Hale, 2015). This presentation will share specifically how two professors individually holding expertise in gifted or special education, chose to co-teach in a series of graduate leadership classes on exceptional learners, the process of development, and how this impacted future leaders. Speaker(s): Donna Dugger Wadsworth, University of Louisiana at Lafayette Christine Briggs, University of Louisiana at Lafayette Single Paper Session Partnerships Location: Live Oak 2	Location: Live Oak 2	2021110416:0016:50 001	THU, NOV 4	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	Developing Intercultural Competence via Study Abroad: Lessons Our Students Taught Us This session describes the impact of a study abroad experience in central Mexico on the development of cultural competence among preservice and in-service teachers from diverse disciplines, including special education. Study abroad has emerged as a framework that taps into experiential learning by preparing students to understand and develop their own intercultural sensitivity, cultural responsiveness, and global competencies (Bloom & Miranda, 2015; Byker & Putman, 2019). Currently considered high-impact practices in higher education (McMahan, 2008), these experiences are defined as a temporary predefined educational sojourn (Hulstrand, 2009; Kingninger, 2009) for students who “physically leave their home countries to engage in college study, cultural interaction, and more in the host country” (McKeown, 2009, p. 12). Preparing educators to become culturally competent practitioners is a challenge faced in personnel preparation and is imperative given the increasingly diverse US population. Cultural competence is demonstrated by “developing certain personal and interpersonal awareness and sensitivities, understanding certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural… and culturally responsive teaching” (National Education Association, 2016, p. 6). According to Petrovich & Garcia (2015), our understanding of cultural competence includes not only what one feels or their level of awareness, but also an emphasis on our own actions and behaviors. Critical self-reflection is an important skill to cultivate early in the preparation of special education teachers (Schön, 1987) and is an essential disposition of culturally responsive practitioners that must be nurtured throughout preparation programs and beyond (Freese, 2006; Gelfuso & Dennis, 2014). Such reflection enables educators to make connections between university curricula and field experiences and to accommodate new knowledge and experiences by examining existing mental models of language, culture and disability (Senge et al., 2000). Three research questions guided analysis of reflective journals maintained by participants over two consecutive years: •How do participants describe the influence of a study abroad experience? •How do their journals reflect their evolving cultural sensitivity and competence? •How do their journals reflect study abroad influencing future practice? Analysis of the data was iterative (Corbin & Strauss, 2008) and drove our own process as we began to code and follow threads of awareness emerging from lived experiences (Saldaña, 2009). Multiple perspectives and understanding (Barden & Cashwell, 2014) were obtained from within shared spaces in which faculty, university students, and the study-abroad research center hosts gathered together to plan instruction, debrief, laugh, cry, and share stories of fear, accomplishments, and relationships. Viewpoints from colleagues who had participated in study abroad were included over time and contributed to the constant comparative approach (Glaser & Strauss, 1967). As faculty whose work is informed by a social justice perspective, we found study abroad to provide an important analytic lens to counter injustice and shape action (Harper, 2018), allowing us to carefully considered how the experience influenced participants’ understanding and perceptions of social privilege and social capital as we seek to recast the boundaries of a study abroad experience to include it as a high impact, transformative exercise for students. Speaker(s): Phyllis Robertson, Texas A&M University-Corpus Christi Lynn Hemmer, Texas A&M University-Corpus Christi Jana Sanders, Texas A&M University-Corpus Christi Single Paper Session Diversity Location: Live Oak 2	Location: Live Oak 2	2021110311:0011:50 001	WED, NOV 3	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Exploring Beginning General Education Teachers' Beliefs, Mindsets, and Efficacy for Teaching Students with Disabilities This session will begin with an overview of the early childhood through 6th (EC-6) grade teacher preparation program in Fort Worth, Texas which was the focus of the study. The EC-6 Program strives to achieve its mission of preparing exemplary leaders for diverse educational settings and related fields who are reflective, ethical, innovative, and committed to all learners through ongoing assessment, reflection, and revision. Students spend close to 140 hours engaged in fieldwork during their initial years in the program and complete another 490 hours during clinical (student) teaching. Utilizing a cohort model, the EC-6 Program provides every teacher candidate with specialized field experiences in which they have opportunities to observe and teach in culturally and linguistically diverse urban classrooms, including experiences working with children with disabilities at the university lab school and in area public and private schools, as well as in early literacy settings. Next, we will briefly discuss the problem/issue and rationale for the study, as explained in previous sections of this proposal, and describe the study purpose and design, research questions, as well as the methods and procedures for data collection/analysis. The purpose of the study was to investigate beginning teachers’ beliefs, mindsets, and efficacy for teaching diverse learners one year after graduating from a university teacher education program. The design is mixed-method, involving data collection via focus group discussions and an online survey with 11 recent program graduates (response rate of 20%). The research question for this study was: In what ways, if any, does a teacher education program have an effect on early career teachers’ beliefs, mindsets, and efficacy for teaching students with disabilities in PK-6th grade settings? Following this, we will review key findings relevant to the research questions. The final portion of the session will be interactive, whereby the presenters will lead a discussion of the value and timing of gathering various types of data from teacher education program completers to inform programmatic decisions. Participants will be invited to reflect on their own about ways faculty and staff in their program gather and use input and data from students/recent graduates to inform programmatic decisions. We will encourage participants to link their thinking about data use to the ways in which their program is organized, and to be specific about the methods used for data collection and analysis. Then, participants will discuss their reflections with a partner or in small groups. We will encourage groups to discuss pros/cons of various methods. Prior to concluding the session, we will invite pairs/small groups to share ideas with the large group. Speaker(s): Cynthia Savage, Texas Christian University - Fort Worth, TX Kathleen Kyzar, Texas Christian University Michelle Bauml, Texas Christian University - Fort Worth, TX Single Paper Session Preparation, Certification, Induction Location: Live Oak 2	Location: Live Oak 2	2021110415:0015:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 11:00 AM - 11:50 AM CST	Factors Associated with Special Education Teachers of Color Attrition and Retention Special education teacher attrition and retention is a problem in the field of education. Teachers of color are broadly underrepresented in schools, particularly in special education, while students of color are overrepresented in special education (Billingsley et al., 2019). Racial disparities are prevalent in special education, negatively affecting the identification, restrictive placements, and achievement of students of color (Skiba et al., 2008). A diverse teaching staff benefits students of all racial backgrounds but can be uniquely impactful to students of color. Having same-race teachers can result in higher expectations (Gershenson & Papageorge, 2016), increased student achievement (Egalite et al., 2015), and fewer instances of exclusionary discipline (Lindsay & Hart, 2017). Despite recruitment efforts, the turnover of teachers of color has continued to increase (Ingersoll & May, 2009). Some literature has identified factors that influence teacher retention and persistence. Still, no quantitative study has explored the factors associated with the persistence of special education teachers of color. The purpose of this session is to share outcomes of the first quantitative study of the factors associated with the persistence of special educators of color. The current study utilized a national survey of special education teachers (n=779) to examine factors that influence the persistence of SET of color compared to White SET. The data contain an overrepresentation of teachers of color, a positive aspect of this analysis considering teachers of color are underrepresented in the current literature (Billingsley & Bettini, 2019; Scott et. al., in press). The independent variables studied are SET race and SET location (e.g., urban, suburban, etc.). The dependent variables included various factors associated with leaving or staying (e.g., working conditions) such as mentoring supports, caseloads, and student characteristics. We used structural equation modeling techniques to analyze various SETs ratings of the dependent variables and their intent to stay or leave, with a particular focus on differences between SETs of color and white SETs. Our preliminary findings indicate SETs of color rated some factors for leaving or staying different from their white colleagues, indicating racial/ethnic differences in factors that influence SETs intent to stay or leave. This session will further highlight these findings and directions for future research and practice. Speaker(s): LaRon Scott, Home Rachel Bowman, Virginia Commonwealth University Nicholas Bell, Virginia Commonwealth University Meagan Dayton, Virginia Commonwealth University Imani Evans, Virginia Commonwealth University Christine Powell, Virginia Commonwealth University Monica Grillo, Virginia Commonwealth University Single Paper Session Preparation, Certification, Induction Location: Live Oak 2	Location: Live Oak 2	2021110411:0011:50 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Field Experiences in Special Education Teacher Preparation: What Do We Know? Preparing special education teachers is a complex task. Special education teacher candidates not only must gain knowledge of teaching practices, but they also must be able to enact skills in authentic P-12 settings in service of students with disabilities. In 2015, Leko and colleagues emphasized the need for special education personnel preparation to move toward a practice-based approach, in which teacher candidates have high-quality practice opportunities with feedback. A critical aspect of a practice-based approach is the alignment of supervised and scaffolded field experiences with coursework (Brownell et al., 2019; Leko et al., 2015; Maheady et al., 2014). Field experiences are defined by Nagro and deBettencourt (2017) as “any teacher preparation activities within authentic school-based settings that integrate coursework and require teacher candidates to work directly with students” (p. 8). Despite the importance of field experiences to special education teacher preparation, there is a paucity of research on how field experiences are used in special education teacher preparation and what field experience activities are critical for maximizing teacher candidate growth and success (e.g., Maheady et al., 2014). In an attempt to fill this gap, Nagro and deBettencourt (2017) conducted a literature review on special education teacher candidates’ field experiences to identify the common components of field experiences, as well as the importance of these components and their effects on candidate outcomes. Nagro and deBettencourt identified 36 peer-reviewed articles from 2000-2014 that met criteria, and they found that most (81%) publications were descriptive. The lack of experimental group design or single-case design studies precluded any conclusions about the evidence base of field experiences in special education teacher preparation. Since Nagro and deBettencourt’s (2017) review, Cook et al.’s (2015) standards for evidence-based practices in the field of special education emphasized the rigor in reporting research. Specifically for special education teacher preparation, this focus on standards has been accompanied by researchers making “strides since 2010 in identifying effective pedagogical practices aimed at improving teacher knowledge, instructional skill, and beliefs” (Brownell et al., 2020, p. 30). Given these changes in the field of special education teacher preparation research, it is critical to provide a current and thorough summary of the research base on special education field experiences. The purpose of our study was to update the work by Nagro and deBettencourt (2017) by systematically reviewing the literature on special education teacher field experiences from 2014-2020. The aim of this proposed session is to present preliminary findings from this literature review. In this session, we will present the methods of our literature review, features of the articles that were identified in our systematic search process, and preliminary conclusions about the extant research. We will discuss implications from our review for special education teacher preparation. We will promote participant interaction through (a) discussions that will include participants’ experiences with field experiences and link our findings to their research or practice and (b) live virtual polls during the session to obtain audience feedback and engagement. Speaker(s): Kristen O'Brien, George Mason University Single Paper Session Research and Inquiry Location: Live Oak 2	Location: Live Oak 2	2021110315:0015:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 10:00 AM - 10:50 AM CST	How to Create Low Cost Adapted Books for a Preschool Classroom Children’s interactions with books during preK and before enhance their social and neurological development. (Kuhl, 2011). Preliteracy and literacy skills are the foundation of reading and later success in school. Some children have difficulty interacting with books due to fine motor ability, lack of comprehension of concepts in the books, or lack of interest in traditional children’s books (Nelson, 2010; Silliman & Scott, 2009). Further many preK programs do not have the budget to buy expensively adapted children’s books and lack the knowledge to adapt or create such books. References Kuhl, PK (2011). Early language learning and literacy: Neuroscience implications for education. Mind, Brain, and Education 5(3). 128–142. Nelson, N. (2010). Language and Literacy Disorders: Infancy through Adolescence. New York: Allyn and Bacon. Silliman, E. R., & Scott, C. M. (2009). Research-based oral language intervention routes to the academic language of literacy: Finding the right road. In S. Rosenfield & V. Berninger (Eds.), Implementing evidence-based academic interventions in school settings (p. 107– 145). Oxford University Press. Scott C. M. (2014). One size does not fit all: Improving clinical practice in older children and adolescents with language and learning disorders. Language, Speech, and Hearing Services in Schools.45(2):145–152. Speaker(s): Cathy Galyon, East Tennessee State Unniversity Kim Floyd, West Virginia University Single Paper Session Technology Location: Live Oak 2	Location: Live Oak 2	2021110510:0010:50 001	FRI, NOV 5	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Introducing High-Leverage Practices Through Virtual Field Experiences Virtual field experiences (VFEs) that provide teaching models that include viewing, reflecting, and application of skills learned from the observation, have been shown to improve instructional skills and knowledge among teacher candidates (Nagro et al., 2017; Santagata et al., 2007). The current VFE was created within an online hybrid teacher preparation program and followed a six-part consistent design model inspired by Merrill’s (2002) instructional design principles. The VFE was designed in a way that required linear navigation of the candidates through the following phases of instruction: (1) Overview of HLP, (2) Activation of knowledge, (3) Demonstration/Application, (4) Integration, (5) Reflection, and (6) Conclusion of learning (see Figure 1). The asynchronous video modeling portion of the VFE occurred during the demonstration phase. These open-access videos of teaching were specifically designed to highlight one HLP that had been introduced more in-depth during the activation phase (2) of the model. The videos were specifically chosen because of the interleaved practices that were implemented, often simultaneously, while the HLP from the activation phase was highlighted. Teacher candidates in this study participated in three VFE’s, each highlighting a different HLP during the activation phase of learning. The primary purpose of this presentation is to share with participants findings from a within-subjects, exploratory, research design that examined the extent to which 34 teacher candidates noticed the implementation of high-leverage practices (HLPs) in special education within three virtual field experiences (VFEs). The study sought to determine the accuracy rate of identifying these practices when interleaved with other HLPs compared to expert teachers. A final purpose of this study was to examine the extent to which teacher candidates could accurately identify these skills across educational settings that embedded different instructional models (i.e. explicit teaching versus inquiry-based models). Overall findings indicated that teacher candidates consistently observed HLP 18: strategies to promote active engagement with high accuracy. HLP 14: Teach cognitive and metacognitive strategies to support learning and independence and HLP 15: Provide scaffolded supports consistently had low levels of observational accuracy. Furthermore, teacher candidates had the highest level of overall accuracy within explicit instructional settings. The secondary purpose of this presentation is to discuss the strengths and challenges of implementing virtual field experiences within teacher preparation coursework at both the graduate and undergraduate level. Additionally, the presenters will highlight the most efficient ways to format these learning experiences in fully online or hybrid courses. Participants in this session will also learn about open access video options when using prerecorded videos within VFEs. Speaker(s): Sarah Watt, Miami University Single Paper Session Preparation, Certification, Induction Location: Live Oak 2	Location: Live Oak 2	2021110310:0010:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Preparing Future Faculty in an IHE Partnership This presentation will describe a partnership between two institutions of higher education (IHEs) who received Office of Special Education funding to prepare and graduate special education faculty. The project, between the two major universities in one state, is predicated on the principle of building special education leadership capacity in urban and rural education. The partnership allows scholars to be grounded in both urban and rural settings while learning evidence-based and high-leverage practices specific to the needs of the IHEs partner districts (e.g., culturally responsive teaching; Aceves & Orosco, 2014; Ball & Forzani, 2011; McLeskey et al., 2017). The presenters will describe how the project has co-managed across the IHEs aspects of the partnership including recruiting, interviewing scholars, developing the curriculum, providing coursework, and networking across IHEs. The presenters also will describe how the project is taking advantage of the unique opportunities offered through the partnership including scholar-to-scholar interactions and scholar-to-faculty interactions within and across the IHEs. The scholars of this project will be present to describe internships they participated in an urban school districts in the state. The scholars in the project were matched with school districts who had identified needs of their school districts. They then developed internship projects to meet those needs. The majority of the internship projects were conducted by scholars working with other scholars from the partner IHE and were designed to meet the needs of urban districts. Internship projects prepared by the scholars and delivered to school districts, that will be described in the presentation include (a) Positive Behavioral Interventions and Supports, (b) Using Visual Supports in the Classroom, (c) Person-Centered Transition Services, (d) Collaborative Practices in Secondary Mathematics, and (e) IEP Development in Early Childhood Settings. The presenters will describe the evaluation data of the project including quantitative data on specific scholar outcomes (e.g., number of publications, presentations, professional development sessions delivered, courses taught); and qualitative data (e.g., scholar responses to qualitative surveys about their experiences). In addition, the presenters will discuss the challenges and solutions experienced in conducting the project activities as a result of the COVID-19 pandemic. Speaker(s): Melinda Ault, University of Kentucky Kera Ackerman Ginevra Courtade, University of Louisville Single Paper Session Preparation, Certification, Induction Location: Live Oak 2	Location: Live Oak 2	2021110313:0013:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	Preparing Special Educators to Deliver FAPE through Quality Online Teaching There is an emerging body of research related to the provision of FAPE following school-building closures caused by COVID-19. According to current research, many special educators struggle to provide key instructional variables such as individualized accommodations, specially designed instruction, and research-based interventions using online teaching formats. Given the likelihood that online instruction will continue as a service delivery option in the future, it seems imperative that teacher educators begin to consider ways in which we can better prepare teachers to deliver FAPE through online formats. The integration of High-Leverage Practices (HLP) and the National Standards for Quality Online Teaching (NSQOT) may provide a framework to guide teacher preparation. This session will review current research findings about online instruction as it relates to FAPE and provide an overview of the delivery of FAPE through online formats. Presenters will make connections to existing policies and standards related to teacher preparation for online teaching, and begin to explore the relationships between HLPs and the NSQOT. Participants will have an opportunity to discuss existing practices in their institutions and evaluate the NSQOT with a specific focus on special education teacher preparation. Speaker(s): Melissa Jenkins, University of Mary Washington Kevin Good, University Of Mary Washington Jennifer Walker, University of Mary Washington Single Paper Session Technology Location: Live Oak 2	Location: Live Oak 2	2021110410:0010:50 001	THU, NOV 4	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	Serving the Needs of Preschool Children with disabilities and Assistive Technology use. The session will explore the selection and use of appropriate AT devices by teachers as critical to tailoring assistive technology to serve the needs of early learners. Research findings (Ahmed, 2018) have indicated that AT provides children with a range of functional abilities to access everyday learning experiences with typically developing peers. However, other studies also indicated is of selection and implementation of AT for young children with disabilities in promoting child engagement. In order to increase the effectiveness of AT use, the focus must be on the individuals that use the technology. This positions the preschool teacher as a critical resource in the implementation of effective early intervention, where AT is often deployed (Mistrett, 2001). High quality, early intervention services that utilize AT is critical to the present and future school success of children with disabilities and yet research suggests young children with disabilities sometimes have limited access to meaningful and effective use of AT. Some of these have been attributed to the lack of teachers ‘knowledge and preparedness to use the AT resources effectively’ (Bouck & Long, 2020). Therefore, research is needed to gain insights into the ways the teacher designs environments, curricula content, learning activities, and materials to accommodate the needs of young children with disability using AT. The aim of the session is to contribute to current study in the field add to the body of knowledge as it points towards exploring the teachers’ use of AT to meet the needs of preschoolers with disabilities. Early intervention using assistive technologies, when teachers are knowledgeable in its use, offer a promising future to traditional practices that depend solely on expert-client sever models (NAEYC, 2010). However, there is limited evidence that teacher knowledge and use of assistive technology contributes to the efficacy of intervention (Morrison 2020). This study is significant because it will make a contribution to new knowledge in three main areas: theory, policy and practice. The results, through the use of observations and interviews, points toward the fact that AT increases engagement in learning for children with disabilities as their typically developing peers and also, suggests that AT use could be effective in reducing future socialization risks. The long-term implications are significant at a variety of levels; individually for children with disabilities, by identifying effective ways to use AT to increase their opportunities to enter the workforce as empowered, educated citizens, and socially challenge deficit views of disability. Speaker(s): Deborah Tamakloe Single Paper Session Technology Location: Live Oak 2	Location: Live Oak 2	2021110413:0013:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	Teaching through a person-centered lens: Humanizing pedagogy in higher education Higher education faculty are often trained to research and write as a large focus of their doctoral preparation. Although many programs provide doctoral students with experience teaching and assessing student learning, college-level pedagogy may not be a primary focus and explicit instruction in how to support students holistically is not always provided. Due to the gap in teaching and learning, it is easy to turn to traditional, compliance-based instructional strategies that are not mindful of students' lives outside of the classroom. As faculty emphasize the importance of seemingly trivial aspects of learning, such as assignment due dates or page limits, the learning process gets lost among students. With fear and anxiety about meeting deadlines, fluffing up papers to reach a word minimum, or finishing a course just to have an “A” on their record, students can lose sight of the content, how to apply it, and how to grow from it. On top of this, students face uncertainties and traumas outside of the classroom walls that create barriers to learning. With these external distractions and worries, it can feel impossible to make learning a priority. Furthermore, these practices prevent students from developing or practicing skills needed to be life-long academics, such as self-regulation, coping skills, time management, and more. National surveys of student engagement repeatedly indicate that faculty-student interaction ranks among the lowest of all student–engagement benchmarks (National Survey of Student Engagement 2000, 2006, 2014), despite proven positive impacts. With low rates of these interactions embedded in compliance-driven coursework, students often struggle to maximize their learning. Instead, instruction in higher education needs to move towards a more humanizing approach, utilizing interactions that value and honor students, their professional and personal lives, and their individual needs both in and out of the classroom. Research conducted on non-traditional pedagogical styles in higher education indicated that instructors who humanize their practices are identified as superb by students. Those who empathized with students and interacted with them on a personal level, such as expressing interest in the students as individuals, being highly sensitive to their needs and feelings, and acknowledging student perspectives about the course, were found to be more effective in their teaching and learning (Lowman, 1995). Similarly, instructors who validate students’ lived experiences and identities are more likely to create safer spaces and prevent the feeling of imposter syndrome in their courses, especially for minoritized or underrepresented populations (Rendon-Linares & Munoz, 2011; Jehangir, 2010). Although many nontraditional teaching strategies have yet to be studied, shared perspectives indicate that implementation of interactive, student-centered practices, such as mediated and collaborative office hours, mastery learning techniques, and ungrading policies have anecdotally proven to have positive impacts on student learning and well-being (Newton et al., 2020). At the end of the session, participants will: (1) understand the positive impact of nontraditional teaching strategies; (2) describe methods that humanize their pedagogy and focus on being student-centered; (3) identify potential barriers to humanizing their pedagogy; and (4) explain student-centered methods they will apply in their upcoming courses. Speaker(s): Danielle Feeney, Ohio University Single Paper Session Preparation, Certification, Induction Location: Live Oak 2	Location: Live Oak 2	2021110508:0008:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 8:00 AM - 8:50 AM CST	Tools for Teachers: Working with Paraeducators With continued emphasis on inclusive practices, paraeducators are increasingly relied upon as an integral part of instructional service delivery for students with disabilities. However, research consistently reveals that the effective use of paraeducators depends largely on the leadership and direction provided by the teacher. Incorporating paraeducators into the instructional planning and delivery process requires that several considerations be made. This session provides (1) guidance to teachers for designing lesson plans that paraeducators can effectively implement, (2) ideas for implementing a process for building the paraeducator’s knowledge and skills of instructional delivery, and (3) ways to improve facilitation of differentiated instruction through the use of a paraeducator as an instructional aid. Speaker(s): Peggy Yates, Alma College Single Paper Session Policies and Practices Location: Live Oak 2	Location: Live Oak 2	2021110408:0008:50 001	THU, NOV 4	A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 8:00 AM - 8:50 AM CST	Using Student-Created Tutorial Videos to Improve the Effectiveness of Read-Alouds in the Home First, this session will share the results of this pilot study which was implemented during the 2018-2019 school year. This study focused on using tutorial videos, created by pre-service teachers, to model effective read-aloud practices for parents. Epstein’s (2001) model of parent engagement emphasizes the role of parents as leaders. One of the major themes of this study was accessibility and ensuring that all parents have the knowledge and resources to feel confident in their role as their child's first teacher. While many child care centers, community organizations and school districts offer workshops to parents of preschool-age children, research supports that the most frequently cited reason for low parental participation and communication with schools was a lack of time, often due to demanding and inflexible work schedules (Zarate, 2007). Throughout this pilot study, parents were mailed texts that included both questions to ask their child while reading and a tutorial video (accessed via a link or QR code) which modeled effective read-aloud practices such as asking questions, de?ning new vocabulary, and introducing story components. At the conclusion of the study, 100% of participants who completed both the initial and final survey, indicated that not only did the quality of their read-alouds improve by asking better questions, engaging in more of a dialogue with their child, and discussing vocabulary words, but their confidence in their abilities to engage their child improved significantly. Early research results prove that both parents and children benefited from receiving texts and engaging in the discussions/activities provided with each text. As a result of the success of the pilot study, I work with students to create resources for families living in homeless shelters so they can have access to quality early learning materials as well as educate themselves as to activities they can engage with in the home to enhance early language and literacy skills. Furthermore, this session will highlight the benefit of using tutorial videos in the higher education classroom as a way for students to master content while teaching/helping others. All of the videos used in this pilot study and project were created by pre-service teachers in the education department. By creating the videos, students were mastering content in a way that never have before. The learning-by-teaching effect has been demonstrated in many studies. Students who spend time teaching what they’ve learned go on to show better understanding and knowledge retention than students who were simply just studying the material. In the case of this study, students had opportunities to learn and master critical early language and literacy skills and then create a video that teaches parents how to engage in these practices in the home. Speaker(s): Lindsay Koch, Lebanon Valley College Single Paper Session Research and Inquiry Location: Live Oak 2	Location: Live Oak 2	2021110308:0008:50 001	WED, NOV 3	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Candidate Cross-Teaching and Reflecting in a Virtual Environment Learning to teach is not easy and teacher reflection is a crucial skill that is not developed from reading books or studying about teaching. Teacher reflection has increasingly become a focal point of teacher candidate preparation programs and professional standards for in service teachers (CAEP, 2013; CEC, 2012). Quality teachers address reflection by evaluating the effects of their instructional choices, delivery, and assessment (Rich & Hannafin, 2009). Yet, becoming a reflective teacher is a difficult skill that needs to be developed over time and many teacher preparation programs attempt to address through teacher candidate supervision. Often, special education teacher preparation programs conceptualize clinical teaching experiences as opportunities for teacher candidates to practice their teaching, receive feedback, and reflect on their learning. While teacher candidates participate in clinical experiences, they often lack repeated well-structured opportunities to practice, receive limited feedback (Schaffer & Welsh, 2014), and have limited experiences (Heafner & Plaisance, 2012). Thus, teacher candidates require seamless experiences that allow them to employ metacognitive strategies and continually reflect upon their experience. Thus, teacher preparation programs need to find meaningful ways to support teacher candidates’ professional growth and reflection when working with students with disabilities. This includes providing cooperating teachers with professional development, teacher candidates with practice-based opportunities in their field experiences, and technology to facilitate teacher reflection (Billingsley & Scheuermann 2014). Cross-Teach provides timely direction for teacher preparation programs transitioning to remote learning and provides teacher candidates with opportunities to practice delivering interventions and reflecting on their instruction. The present study used this model as a framework to train preservice teachers how to implement a reading intervention using elements of high leverage practice. The findings suggest that teacher candidates were able to deliver an intervention and use general praise statements during the lesson. In addition, teacher candidates were able to use some high leverage practices and they were also able to identify their peers’ use of such practices while reflecting on their practice. Teacher candidates enjoyed the opportunity to collaborate and learn how to effectively deliver instruction. This work is intended to guide teacher education programs on the importance of providing a safe environment for teaching, practice, and reflection. Online learning environments allow for full immersion into a teaching simulation with the support of peers as well as provides opportunities for immediate feedback and reflection, which trigger change in the moment. The research team will provide practitioners with guidance how to develop online crafted field experiences that infuse technology, which can foster greater understanding, collaboration, confidence, and knowledge of teacher candidates’ practice (Archambault et al., 2014; Brecheisen, 2015). The research team will also share tools that were used to train candidates how video record themselves and complete a video analysis to promote reflection of their practice. In addition, the research team will discuss how to support preservice teachers use of an online learning environment and have meaningful dialogue about strategies, student learning, and classroom interactions. Speaker(s): Lisa Liberty, Northern Illinois University Lydia Gerzel-Short Single Paper Session Preparation, Certification, Induction Location: Sundance	Location: Sundance	2021110509:0009:50 001	FRI, NOV 5	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 11:00 AM - 11:50 AM CST	Teachers's use of praise characteristics and the effects of praise variety on student behaviors The main goal of the session is to present the findings of an observation study where general education and special education teachers' natural use of specific, contingent, and varied praise were measured. Based on findings that teachers' use of medium levels of contingent and varied praise (approximately 50% of the time), the next question to consider was: Would higher levels of contingent and varied praise affect student behaviors more positively than lower levels? To answer that research question, a second study was conducted to examine praise variety as an independent variable on student on-task behaviors (i.e., dependent variable). The preliminary results of that study will also be presented during the session. The session will unpack concepts around contingent and varied praise and how these characteristics of praise may be important components that teacher educators start emphasizing in classroom management strategies, in addition to emphasizing the benefits of behavior-specific praise over general praise. Given the novelty of this line of inquiry, teacher education researchers will benefit from learning about the observation tool that was developed to measure praise contingency and variety, as well as the methods of the first study to explore the effects of praise variety. It is the presenters' hope that this session promotes future research into the effects of praise contingency and variety. Speaker(s): Andrew Markelz, Ball State University Single Paper Session Research and Inquiry Location: Sundance	Location: Sundance	2021110511:0011:50 001	FRI, NOV 5	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	#PandemicPLC This session will describe model for a research-practice partnership that used virtual PLCs to support special education teachers in maintaining high-quality instruction during the 2020-2021 school year through the Covid-19 pandemic. This model used the UDL framework to provide multiple means of expression (how teachers practice skills), representation (how information was provided), and engagement (motivation aligned to needs-beliefs). The collective work used Bandura’s theory of self-efficacy to create a bidirectional pathway for its members through: (1) mastery experiences (setting a goal, persisting through challenges, observing results), (2) social modeling (e.g., witnessing demontratings of competence by people who are similar to them, and (3) social persuasion (e.g., encouragement). The professional development provided within monthly virtual meetings used the Tell-Show-Try-Apply framework (TSTA; Browder et al., 2012). An initial survey of the 65 special education teachers was used to identify the six topics for monthly professional development and form the smaller PLCs. Each PLC group was paired with two doctoral students funded on an OSEP leadership grant, who provided monthly professional development via zoom and ongoing virtual support through a PLC canvas website. A survey at the end of the year assessed the social validity and effect of the PLCs on teacher’s practice, indicating they found them beneficial to their professional practice and wished to engage in them in the future, even as it becomes safe to meet face to face again. Speaker(s): Jenny Root, Florida State University Denise Dennis, Florida State University Mary Mcconomy, Florida State University Deidre Gilley, Florida State University Emily Stover, Florida State University Alice Williams, Florida State University Single Paper Session Preparation, Certification, Induction Location: Sundance	Location: Sundance	2021110413:0013:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	A Comparative Analysis of Four, Practice-Based Teaching Pedagogies on Teacher Candidates' Skills for Communicating with Families The session will include a brief overview of the literature related to the problem the study was trying to address, which in sum that teacher candidates do not have equitable opportunities to interact with actual families in their placement settings and many feel unprepared when they enter the workforce. The session will introduce the four practice-based teaching pedagogies: 1) peer-to-peer role-play, 2) transcription of interactions, 3) simulation with technology (MursionTM scenario), and 4) role play with a live actor trained to play the part of the parent/caregiver. The presenter will also provide an overview of the study design used to make comparisons across each type of practice. Results will include analysis of data from video observations, pre-post-tests of teacher candidate knowledge of communicating assessment findings with families, and teacher candidate reflections on their perceived benefit and satisfaction from each experience. Finally, the presenters will discuss implications of the findings, including implications for practice and further research. Speaker(s): Sara Hooks, Towson University Single Paper Session Research and Inquiry Location: Sundance	Location: Sundance	2021110410:0010:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Aligning High Leverage Practices, State program standards, and Teaching Performance Expectations for Program Redesign This session will have three parts. First, we will explain the impetus for creating this alignment and resource tool. California has established new state standards & TPE’s that require teacher education programs to build credential candidates’ competencies in inclusive practices and effective instruction of students with disabilities. State workgroups, task forces, and open conversations with stakeholders throughout the state gave input. At issue was the question of the best way to define the “common trunk” of preparation for all teachers in order to create one coherent education system of effective instruction for all students. The new model relies on identifying critical components within the general education teaching standards that can be embedded within the special education preparation program through coursework and clinical practice. These cross-over standards, now called Universal Standards, include, for example: Standard 1.4 Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment. We will briefly present the universal standards. The second part will address the question, “Why do we need High Leverage Practices?” We will ask for input from the session participants, and then discuss how useful and recognizable they are to all teachers. HLP’s provide a bridge between general and special education teaching practices. They also promote the use of other inclusive practices, such as co-teaching. University and on-site supervisors can assess candidates’ progress in implementing them because they are observable and included in their lesson plans. Our special education teachers also have new competencies to work towards, including an increased emphasis on pedagogical knowledge across curriculum content areas. Having a grounding in high leverage practices that could be employed not only in literacy and math instruction, but also in social studies, science and other subjects was vital. The third part will be to show how the matrix is constructed and how it can be used to facilitate program and course design. A QR code on the screen and on a handout will open the matrix. Most of the resources are drawn from CEEDAR (https://ceedar.education.ufl.edu/) and IRIS (https://iris.peabody.vanderbilt.edu/). Our resource emphasizes exemplars, videos and analyses of HLPs in practice, so that supervisors and preservice/early service teachers can visualize them. We will use a polling feature such as Nearpod to decide which HLP resources to open and discuss. Following this, participants will begin the development of their own matrix, aligning program standards with resources. Aim of this session: The aim of this session is to show how teacher preparation state standards and TPE’s can be actualized and “taught” by aligning them with core practices and resources to demonstrate and explain them. A second aim is to explore how HLPs can be employed to further knowledge and skills in inclusive education. Speaker(s): Virginia Kennedy, California State University Northridge Anne Spillane, Brandman University Single Paper Session Preparation, Certification, Induction Location: Sundance	Location: Sundance	2021110415:0015:50 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 8:00 AM - 8:50 AM CST	Assessing student teacher perceptions of preparedness. Curriculum for teacher preparation strives to connect theory to practice and prepare future educators for teaching a diverse population of students. Teacher candidates must be provided with the knowledge, skills and dispositions that will allow them to best serve a population of students that include various disabilities ranging from mild to moderate. The method of preparing teacher candidates to meet the needs of students with disabilities in both the special education and general education environment is critical and can make the difference between teacher candidates that have content and dispositions which are positive and inclusive vs. those who focus on skill deficits. To add to the efficacy of our program, we would like to include a survey of our student teacher candidates to compile data on the strengths and needs of our program from a student perspective. The purpose of the survey is to gain knowledge of how prepared our students feel to teach students with disabilities. The survey information will inform faculty of the strengths of our program and areas we need to emphasize. At the heart of this presentation is a process designed to increase the quality of our special and general education teacher preparation program so as to meet the changing needs of the American educational system and its increasing emphasis on higher standards for students and accountability of teacher performance. Speaker(s): SHERNAVAZ VAKIL, Weber State University Melina Alexander, Weber State University Shirley Dawson, Weber State University Chapter Single Paper Session Accountability Location: Sundance	Location: Sundance	2021110308:0008:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 7D29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Bring a Device with Google Chrome and Explore How Teachers Can Use Data to Carefully Design Writing Instruction The presenters will begin the session with a brief overview of a mixed methods (MM) study conducted at one K-8 school on the east coast during the national COVID-19 crisis. The primary aim of this interactive presentation is to provide the audience an opportunity to consider how three teachers of inclusive classrooms provided persuasive writing instruction with the TBGO, monitored students’ writing progress using an analytic rubric, targeted a specific instructional skill(s), and identified an instructional decision(s) that matched the targeted writing needs of their students. Due to the pandemic, the professional development for teachers included fully online modules, ongoing virtual coaching, and virtual professional learning communities (PLCs) with participants and researchers. Over 5.5 months, we explored the application of the TBGOs teacher dashboard of data (as well as student outcomes), with a particular emphasis on answering the following research questions: While receiving professional development, how do teachers engage in data-driven decision making? How does use of data influence teacher instruction and student outcomes, specifically? Three teachers (4th, 5th, 7th) of inclusive classrooms with writing outcome data from 57 students with and without disabilities participated including students with ADHD, language processing deficits, and specific learning disabilities in reading and writing. In addition to the quantitative student writing outcome data (total written words, total number of transition words, and writing quality), the following qualitative data sources were used to answer the research questions: teacher deliverables from the PD modules, transcripts and field notes from the monthly PLC meetings, support emails from the research team, the completed rubrics and instructional decisions from the teacher dashboard, observations from teachers’ instructional sessions, and post study teacher interviews. Guided by Creswell and Plano-Clark (2010), researchers integrated the data analysis in a triangulation design. Results showed that professional learning communities and coaching moments were especially critical to guide how teachers approached the use of data when designing individualized writing instruction. The PLCs were opportunities to ask questions, share specific student writing outcomes, and share screens that showed completed student rubrics and the subsequent instructional decisions. In addition, we will share how students responded to teacher's use of data, as well. For example, increasing the number of words they wrote or seeing how many times they repeated a word stimulated them to revise and edit. Also, two of the three teachers shared rubric data with their students to encourage self-monitoring. The session will also include authentic teacher perspectives of the process (videos of teachers discussing the tool will be shared!) and how they made their instructional decisions. Examples will illustrate how the teachers used the maps, or decision trees in the Teacher Dashboard with menus of potential instructional actions to address student needs (e.g., video models). Finally, we want to conclude the session with an opportunity for questions around the MM study and for critical discussion as to how best to prepare teachers to effectively use data to make informed instructional decisions in the classroom. Speaker(s): Kelley Regan, George Mason University Anya Evmenova, George Mason University Reagan Mergen, George Mason University Reagan Murnan Single Paper Session Technology Location: Sundance	Location: Sundance	2021110315:0015:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	Change Can’t Wait: Taking Action Toward Culturally Responsive Teaching Despite the shift in student population with the number of CLD students rising steadily, and a growing body of literature on cultural awareness, cultural instruction, and multicultural issues, culturally and linguistically diverse students have maintained significantly lower academic outcomes and graduation rates and have remained overrepresented in special education for over a decade (NAEP, 2015; NCES, 2015). Therefore, it is critical that scholars and educators move beyond the conversation and the theoretical, and begin taking actionable, measurable steps toward culturally responsive teaching. Researchers and scholars have identified several reasons teachers struggle to implement culturally responsive teaching consistently and effectively. First, research has shown many teachers are inadequately prepared to address the needs of their CLD students (Au, 2009; Aceves & Orosco, 2014; Cummings, 2007; Gay, 2013). Second, educators are not always practiced at identifying cultural differences of their own and often have unaddressed cultural gaps with their students resulting in a limited ability to choose appropriate materials and instructional strategies (Gay, 2010; Ladson-Billings, 2009). Prospective and practice teachers should evaluate their own beliefs about CLD students and how that affects their instruction and perceptions or interpretations of students’ behaviors (Dray & Wisneski, 2011; Gay, 2013) Finally, educators are also not always provided and trained on specific evidence-based instructional strategies that support and engage all students. In this session, the presenters will describe specific steps educators can take toward becoming effective practitioners of culturally responsive teaching. Presenters will discuss similarities and differences between cultural awareness and culturally responsive teaching. Presenters will share the rationale and evidence base for practitioner reflection on their own experiences and interests and how that capital can be used as a foundation for instructional connections to enable student learning and development (Aceves & Orosco, 2014). Additionally, the presenters will discuss the importance of developing an understanding of students’ culture and specific ways to “get to know” their students. Expanding this understanding is paramount in order to begin to create environments and employ instructional methodologies that reflect and affirm students' experiences and identities. The presenters will the discuss how the knowledge acquired can then be used to develop or modify curricula to be reflective of their population. Finally, considering culturally responsive teaching involves strategically identifying instructional methods that support the learning of all students in the classroom, the presenters will provide participants with specific emerging and established evidence-based instructional methods and strategies that have been shown to positively impact CLD students’ development, engagement and academic success. Speaker(s): Sara Beth Hitt, East Tennessee State University Kimberly Bunch-Crump, North Carolina Agricultural and Technical State University Single Paper Session Diversity Location: Sundance	Location: Sundance	2021110311:0011:50 001	WED, NOV 3	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 8:00 AM - 8:50 AM CST	Coping Skills to Decrease Educator Stress Stress is not uncommon in the teaching profession, and early career teachers are particularly susceptible to stress (Harmsen et al., 2018). Stress reactions occur during experiences of actual or perceived demands (Ansley et al., 2016). Reactions to stress include increased cardiorespiratory arousal and heightened psychological focus. People have individualized reactions to stress, and these reactions can be positive or negative (Cleveland Clinic, 2021). Positive stress can be motivating, including increased energy and alertness required to adapt to situations such as a new place of employment, due dates, or studying for an upcoming exam. Stress is ok if a person has the capacities and resources to deal with it. However, long-term toxic stress can lead to adverse health consequences such as elevated blood pressure, inadequate immune responses, anxiety, and mental illness (Ansley et al., 2016). Long-term stress can negatively impact executive function skills, emotional regulation skills, and relationships between teachers and students (Cipriano & Brackett, 2020). CASEL (2021) provides guidelines and resources for school and district-wide social-emotional learning (SEL) and within these guidelines note the importance of adults caring for their own needs in order to best serve students. Through the provision of stress management education during pre-service teaching, students will learn invaluable skills while receiving guidance prior to entering the field of one of the most stressful occupations. This session will present techniques grounded in mindfulness to increase pre-service educators’ knowledge, beliefs, and affective responses to stressful events in the workplace to better prepare them for the field. This session will illuminate the impact of stress on educator’s lives both professionally and personally. In addition, coping skills taught through mindfulness will be addressed to help future educators build a tool kit for stress management to prevent burn-out, attrition rates, and improve student outcomes. Speaker(s): Kiera Anderson, UCF Lynn Scott, University of Central Florida Tahnee Wilder Lindsey Pike, University of Central Florida Single Paper Session Research and Inquiry Location: Sundance	Location: Sundance	2021110408:0008:50 001	THU, NOV 4	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Preservice Preparation Instruction and Curricula to Increase Family-Professional Collaboration for Special Educators: A Mixed-Methods Systematic Review This session will share the results from a mixed-methods systematic review and end with an interactive discussion. Using Preferred Reporting Systems for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, this mixed-methods systematic review identified and synthesized empirically based research regarding preservice instruction and curricula intended to prepare preservice special education teachers and early interventionists to collaborate with families. In this session, participants will: 1) describe their own family-professional collaboration experiences in whole group discussion; 2) discuss programs or curricula they have used in their higher education courses to successfully prepare preservice special educators to collaborate with families in small and whole groups; 3) identify programs or curricula they would like to try in an upcoming course; and 4) receive additional recommendations and strategies based on the literature review that attendees could implement in their coursework to prepare preservice special educators to collaborate with families. Faculty in higher education as well as researchers will leave this session with knowledge of instructional practices and curricula that they can use immediately to prepare preservice teachers to collaborate with families. Knowledge of the research behind these practices will support those faculty who wish to incorporate instruction and curricula into their courses that teach family-professional collaboration. Additionally, the Information presented will also be relevant to researchers interested in designing future studies in this area. The information provided in the session will align with the DEC Recommended Practices (DEC RPs) Family strand, the CEC Special Education Professional Preparation Standards in EI/ECSE and K-12 preparation programs, as well as the CEC High Leverage Practices on collaboration with families (McLeskey et al., 2017). Preliminary results of the systematic review suggest that the following examples of instructional practices and curricula may increase preservice teacher practices, knowledge, and beliefs about family-professional collaboration and will likely be included in the presentation: Family as Faculty, case studies, role playing, and simulated IEP meetings. Adult learning principles will be embedded throughout the session to facilitate presenting the content and guiding audience participation and application of content (Dunst et al., 2010). Specifically, the following adult learning features will guide presentation planning to emphasize active learner involvement: introduce the content, illustrate the applicability of the material, allow the learners to practice using/applying the material to their own practice, and allow learners to self-reflect on their acquisition of knowledge (Dunst & Trivette, 2009). All presentation slides and materials will be assessed for ADA compliance through the presenter’s host institution library. Speaker(s): Chelsea Pansé-Barone, Mississippi State University Annie George-Puskar, Fordham University Lisa Ziegler, Mississippi State University Single Paper Session Partnerships Location: Sundance	Location: Sundance	2021110313:0013:50 001	WED, NOV 3	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 11:00 AM - 11:50 AM CST	Special Education Undergraduate Program Development: A Process for Building Coherence It is well-known that the special education teacher shortage is an ongoing problem in the US (e.g., Billingsley & Bettini, 2019). In 2018, one state allowed initial licensure to be provided at the undergraduate level as one way to attempt to increase the pipeline of special education teachers and reduce the teacher shortage. Faculty members at one institution were tasked with developing a Special Education undergraduate program quickly to heed this call, resulting in a program that met state regulations but lacked coherence. Cavanna et al. (2021) describe program coherence as aligning a clear vision of teaching and learning across courses and field experiences, as well as across university- and school-based teacher educators. Importantly, programs with higher levels of coherence have shown greater outcomes for their teacher candidates that are aligned with the program vision, as well as increased teacher retention (Cavanna et al., 2021; Dack, 2019). Thus, in Spring 2020, faculty began the process of program development, with a goal of creating a coherent program. To guide this process, faculty used a systematic and data-based approach to program development. Specifically, we used the CEEDAR Center Roadmap for Educator Preparation Reform framework (CEEDAR Center, 2019) to direct the stages of our work. As part of this process, we also conducted a near replication of Sayeski and Higgins’ (2014) Q-sort procedure to identify what program stakeholders (e.g., faculty members, K-12 administrators, K-12 special educators, school division special education administrators) identified as prioritized knowledge and skills for graduates of the program. Using the data gathered from the Q-sort, we engaged in a series of activities to build program coherence. For example, using the Q-sort results of prioritized knowledge and skills, we created a curriculum map to identify how these skills would be scaffolded across coursework and practiced within program field experiences, culminating in mastery by the final internship. Additionally, we created course-specific materials to support instructors in maintaining program coherence within their courses, developed course materials to meet the unique needs of undergraduate students, and began faculty Professional Learning Community groups. Finally, as outlined in the CEEDAR Center Roadmap for Educator Preparation Reform framework (CEEDAR Center, 2019), we have engaged in a continuous improvement cycle to help sustain program development across time. The aim of this session is to describe the systematic, data-based process that we followed when developing coherence in the newly created Special Education undergraduate program. Specifically, we will (a) outline the CEEDAR Center Roadmap for Educator Preparation Reform framework (CEEDAR Center, 2019) that guided our process; (b) explain the Q-sort procedure we implemented, a near replication of Sayeski and Higgins (2014); (c) describe the resulting activities we conducted to build program coherence and how the Q-sort data guided these activities; (d) share barriers we encountered during our process and solutions we found; and (e) discuss implications for practice and research. Speaker(s): Kristen O'Brien, George Mason University Margaret Weiss, George Mason University Single Paper Session Research and Inquiry Location: Sundance	Location: Sundance	2021110411:0011:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Supporting Teacher Candidates in Writing High Quality IEPs The proposed session will focus on the topic of preparing future special educators for writing standards-based and legally defensible IEPs. Recent research indicates that IEPs often do not follow best practice (Kurth et al., 2019) and many do not meet the legal requirements outlined in IDEA. Specific areas of concern are the lack of connection between student needs and student placement decisions (Kurth et al., 2019), a lack of language supports for ELL students with disabilities (Hoover et al., 2018; Tran et al., 2018), insufficient parental input into IEP development decisions (Dodge, 2018), and basic procedural errors (IRIS, 2020). When IEPs are not written correctly, students with disabilities do not receive the education they need and school districts are subject to lawsuits. The presenters will open the session by sharing an overview of the research regarding IEPs in school, as well as reviewing the legal requirements for IEPs as outlined in IDEA. Session participants will be encouraged to share about IEPs they have seen and common IEP errors they encounter as they work with pre-service and in-service teachers. After this discussion, the presenters will share a variety of activities and resources they use in their own classrooms in order to prepare teacher candidates for writing IEPs. Resources to be shared will include IRIS Center modules, journal articles, and Content Acquisition podcasts. Additionally, an Open Educational Resource book of sample IEPs developed by the presenters will be shared. Session participants will be asked to share activities and resources they use in their courses regarding IEPs. Session participants will leave the presentation with ideas they can utilize in their own teacher preparation program for supporting candidates in writing IEPs. Speaker(s): Jennifer Fox, University of Colorado Denver Marla Lohmann, Colorado Christian University Tara Mason, Western Colorado University Single Paper Session Policies and Practices Location: Sundance	Location: Sundance	2021110310:0010:50 001	WED, NOV 3	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 10:00 AM - 10:50 AM CST	The Covid-19 disruption to student teaching: Understanding the implications for novice teachers and teacher retention In this session, we will share the purpose, methods, and results of a research study that investigated how the COVID-19 disruption to student teaching placements affected the preparedness of new teachers. Using quantitative research methods, we surveyed first year teachers (N=162) to learn how changes to student teaching placements (no change, moved to virtual, placement ended) affected teacher self-efficacy. Additionally, we looked at how current teaching modality (in-person, virtual, hybrid) affected teacher self-efficacy. Our survey consisted of demographic, program characteristic, and participant characteristic items. Participants also responded to one open-ended response item and 24 items from the Teacher Sense of Self-Efficacy Scale, which measure self-efficacy across three subscales: classroom management, instructional strategies, and student engagement (Tschannen-Moran & Woolfolk, 2001). Data were analyzed using a two-way MANOVA to determine how changes to student teaching placements affected overall teacher self-efficacy and within each subscale. Additionally, we looked for an interaction between the change to student teaching placement and the current teaching modality. Results from the two-way MANOVA show a significant interaction between current teaching modality and change in student teaching placement on teacher self-efficacy. Thematic analysis of the open-ended response item resulted in 11 themes sorted into positive, neutral, or negative impact categories with the greatest number of themes in the negative impact category. Overall, the results add to the knowledge base about the importance of student teaching to teacher self-efficacy. In an effort to support teacher retention, policymakers and school leaders can consider the results of this study when making decisions about how to effectively support early career teachers. The results also add to the knowledge base about the importance of student teaching as part of a high quality preparation program. To introduce the presentation, we will begin by getting to know the audience and introducing the content by asking audience members to discuss the their answers to the following discussion questions in small groups and share with the whole group: What is your role (e.g., faculty, administrator, state leader, etc.)? How did your teacher preparation program and/or state licensure requirements change during the COVID-19 pandemic? What made you choose this presentation today? This session will conclude with an additional discussion on implications specifically for the field of special education. Speaker(s): Janet VanLone, Bucknell University Chelsea Pansé-Barone, Mississippi State University Single Paper Session Preparation, Certification, Induction Location: Sundance	Location: Sundance	2021110510:0010:50 001	FRI, NOV 5	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	The Effects of Teacher Delivered eCoaching on Paraeducators and Students Both researchers and practitioners will find our presentation useful as we share findings from our single-case research study in which we the effects of special education teacher-delivered eCoaching with bug-in-ear technology (BIE) on paraeducators’ use of behavior specific praise (BSP) when teaching transition-age students with autism spectrum disorder (ASD). We begin our interactive presentation by sharing information and statistics on the number of paraeducators currently employed in the U.S. to support students who receive special education services. From there, we will seamlessly transition into the need to improve professional learning and development opportunities for these valuable school district employees. We highlight research findings wherein positive effects were reported as a result high quality paraeducator training (e.g., Brock & Anderson, 2020; Brock & Carter, 2013) before introducing the applicability of eCoaching. We include an overview of eCoaching procedures and explain required (low-cost) BIE technology with session attendees. We highlight research demonstrating the impact eCoaching has made in pre- and in-service teacher development (e.g., Horn et al., 2020; Ploessl & Rock, 2014; Rock et al., 2012; 2009; Scheeler et al., 2012; 2004) as well as preliminary findings supporting the efficacy of using eCoaching to train paraeducators (see Rosenberg et al., 2020; Scheeler et al., 2018). We discuss noteworthy similarities and differences between the two paraeducator-focused eCoaching investigations and explain our study’s purpose as well as how it extends the literature on paraeducator training and eCoaching. Specifically, we describe how BIE technology was faded as each paraeducator reached criterion. We also discuss noted differences in specific praise statements given by paraeducators and how variety in praise might affect the rate in which instructional staff give praise. Our study included student measures. That is, we analyzed changes in social responses (e.g., vocalizations/verbalizations, facial expressions, and eye contact) observed in student participants with ASD to evaluate the perceived impact BSP may have. The results of our investigation help establish BIE coaching as an evidence-based practice for paraeducators. In this session, our overarching aim is to educate session attendees on the literature and share our research. Further, we offer implications for future research and practical application of eCoaching procedures, including limitations. Finally, throughout this session, we invite interactive discussion with attendees. Speaker(s): Annemarie Horn, Old Dominion University Marcia Rock, UNCG Single Paper Session Research and Inquiry Location: Sundance	Location: Sundance	2021110508:0008:50 001	FRI, NOV 5	A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	THE GROUND IS STILL MOVING! DEVELOPING SUPPORTS FOR SPECIAL EDUCATION RESIDENCY TEACHER OF RECORD CANDIDATES As with many EPPs, our institution is currently adjusting to the reality that the program for RTOR candidates has been significantly condensed for the number of course hours as well as the fact that candidates can elect to complete their program in an abbreviated time frame. While the RTOR program may be appealing for its time commitment and cost, feedback and outcomes from candidates who completed our program provide mixed results. For our EPP, since fall 2019, we have supported 50 special education graduate certificate candidates with 23 of those being RTOR. RTOR SPED candidates outperform non-RTOR candidates for the average edTPA score with both groups at 100% pass rate in spring 2021. Exit survey data indicates mixed results with some RTOR candidates reporting that some requirements were unnecessary as they are classroom teachers, suggesting that the RTOR and non-RTOR should be separated into different sections as they have vastly different experiences, or that the content was not sufficient to meet needs, while others reported feeling well prepared, challenged, and supported. Data such as these are being used by our EPP to design or revise supports for RTOR candidates to address their needs within their program. We believe this work contributes to the profession by providing possible ways to avoid any differences in edTPA outcomes between RTOR or non-RTOR candidates and increase supports (differentiated if appropriate) implemented by faculty within the Residency model program. Through activities and discussion, participants will gain knowledge to share with their home institutions, which will be particularly beneficial for those EPPs where a RTOR program is employed, particularly one in which candidates can complete the program in one year. While most faculty can appreciate the need for changes that can directly improve their own programs, designing a program that increases the speed for potential completion and condenses the hours of the program is challenging. Additionally, designing more effective mentoring practices with P-12 partners in districts may also be an area of need. Presenters will discuss how the EPP used special education candidate edTPA performance data and data from two candidate surveys to evaluate the success of a newly implemented Residency program. Results from data analyses will be shared as will lessons learned from the flexible entry and rate of completion within the program which may inform policy. As many IHEs experience these same two issues regarding shortages and mandates, the presentation will likely apply to most attendees. Finally, these practices directly relate to continuous program improvement as well as providing documentation that may be used toward meeting CAEP Standard 5 (CAEP, 2013). Speaker(s): Shawnee Wakeman, UNC Charlotte Single Paper Session Preparation, Certification, Induction Location: Sundance	Location: Sundance	2021110314:0014:50 001	WED, NOV 3	A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	Small Special Education Programs Caucus General Business Meeting Speaker(s): Jennifer McKenzie, Southern Utah University Business Meeting Location: Sundance	Location: Sundance	2021110416:0016:50 001	THU, NOV 4	C7A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Analyze this! An intervention designed to help early career teachers develop positive, proactive classroom management skills. This presentation will highlight the preliminary results of an experimental study designed to improve early career teachers’ use of EBCM skills. Using an experimental, single-subject research design, researchers tested the effects of the “Classroom Practices Video Analysis Tool” (CPVAT) on early career teachers’ increased use of EBCM skills. Specifically, we asked the following research questions: (1) Does guided video analysis with peer coaching improve early career teachers’ use of evidence-based classroom management skills?; and (2) Is guided video analysis with peer coaching a socially valid (acceptable, usable, feasible) intervention for early career teachers working in rural school settings? The CPVAT uses video analysis and guided reflection to help teachers target and improve specific EBCM skills. Following a baseline phase, participants (N=6) received explicit instruction in EBCM skills and were introduced to the CPVAT. During the intervention phase, participants used the CPVAT in a peer coaching model. This involved meeting weekly with a peer to analyze videos of their own instruction, discuss guided reflection questions, and set goals for improving implementation of effective EBCM strategies. The preliminary results of this study are promising, and research participants indicated that the CPVAT intervention was socially valid. Although all results have been analyzed, we describe them here as preliminary because data collection ended earlier than anticipated due to the Covid-19 pandemic. This disruption led to an incomplete final phase of the study. A cautious examination of these preliminary results suggests that using the CPVAT can potentially improve early career teachers’ use of EBCM skills. In addition to learning about the preliminary results and implications of the research study, attendees will learn about the experiences of undergraduate student researchers who worked to analyze the project data. Four undergraduate students who were all working towards teacher certification coded over 100 videos of classroom instruction for specific EBCM skills and have shared their perceptions for how the data analysis contributed to their own professional development. Strategies for involving undergraduate students in research projects will be shared along with implications for the field of special education and students with disabilities. Speaker(s): Janet VanLone, Bucknell University Single Paper Session Preparation, Certification, Induction Location: Live Oak2	Location: Live Oak2	2021110314:0014:50 001	WED, NOV 3	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Special Education Law in Teacher Preparation During this session, we will discuss the influence and importance of statutory laws (e.g., IDEA), regulatory laws (e.g., Department of Education guidance during COVID-19), and case laws (e.g., Endrew F. v. Douglas County Schools) pertaining to special education services today. We will present previous research on special education teachers' knowledge of special education law topics and how limited knowledge may increase non-compliance leading to legal issues. Following this development of context, we will review our methods to measuring the nature and extent undergraduate preservice programs our teaching special education law. We will present our findings from extant data analysis of state legal requirements and university website information. To triangulate data, we also surveyed a sample of university faculty to measure their perceptions on the importance of special education law, how their program makes decisions around program planing, and their perceptions of students understanding of the law. Our study answered these three research questions: 1.To what extent to do states require knowledge in special education law for teaching licensure? 2. To what extent and nature are special education undergraduate programs teaching special education law? 3. What perceptions do teacher educators have about the level of importance for their preservice teachers’ knowledge and application of special education law and the connection their students have between special education law and being a successful educator? Our findings suggest universities are going above and beyond state requirements regarding the legal preparation of preservice teacher, however, there is variability in how programs interweave topics of special education law. Only 18% of included universities had a course dedicated to teaching special education law, while other universities interweave law topics into courses based on programatic, as well as, individual instructor decisions. A significant difference between perceptions suggest faculty report knowing "what" and "how" to apply special education law topics are important but preservice teachers struggle to understand "why" special education law is important. During this session, we will facilitate a discussion on participants' programmatic experiences with special education law within their universities. We will also discuss the implications of our findings and how teacher preparation programs can systematically teaching special education law so that preservice teachers gain a greater understanding of why special education law is imperative to their success as educators. Speaker(s): Andrew Markelz, Ball State University Single Paper Session Research and Inquiry Location: Elm Fork 1	Location: Elm Fork 1	2021110415:0015:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 8:00 AM - 8:50 AM CST	Creating practice-based learning opportunities for teacher candidates using IRIS open education resources and technology tools! Beginning with a brief review of the evidence base of practice-based learning, this session will then present multiple examples of practice-based learning opportunities appropriate for special education teacher preparation. The alignment between the IRIS Center resources for evidence-based teaching of students with disabilities and practice-based learning examples will be presented. Quality indicators for practice-based learning opportunities and challenges as identified by the CEEDAR center will be discussed. Participants will be given concrete examples and steps for planning during the session. A discussion of additional examples and resources will conclude the presentation. Speaker(s): Bethany Hamilton-Jones, University of Georgia Kristin Sayeski, University of Georgia Deborah Smith, Claremont Graduate University Single Paper Session Preparation, Certification, Induction Location: Elm Fork 1	Location: Elm Fork 1	2021110408:0008:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 8:00 AM - 8:50 AM CST	Diversity Among Special Education Teacher Preparation Programs in Virginia: A Secondary Data Analysis Teacher shortage has been a major concern for the United States for several years, including recruitment and retention of teachers of color. With the number of students with disabilities, especially students of color with disabilities, steadily increasing across the span of the past fifteen years, it is imperative to examine the data and how teacher shortage and increased identification of students is impacting the field of special education in Virginia. The study used secondary data from 2006 to 2018 to compare Virginia’s student to teacher ratio, focusing on special education program graduates of color and students of color with disabilities to the national numbers. Data was retrieved from several databases, including the United States Department of Education (USDOE), Integrated Postsecondary Education Data System (IPEDS), the State Council of Higher Education of Virginia (SCHEV) and the Virginia Department of Education (VDOE). Results showed that Virginia has a lower student to teacher ratio when compared to the national average and a higher percentage of special education program graduates of color than the national data. In Virginia, the percent change of students of color with disabilities showed mild fluctuation while the percentage change of special education program graduates of color displayed higher rates of change from year to year. Implications for policy and practice are discussed. Speaker(s): Ira Padhye, Virginia Deaf-Blind Project/Virginia Commonwealth University Christine Powell, Virginia Commonwealth University Ashley Morse, Virginia Commonwealth University, Dept. Of Special Ed And Disability Single Paper Session Preparation, Certification, Induction Location: Elm Fork 1	Location: Elm Fork 1	2021110308:0008:50 001	WED, NOV 3	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Explicit, Systematic, and Intensive Works for Teachers, Too: Teaching Teachers to Teach Reading This session will share information about a special education teacher preparation program that has experienced success in preparing candidates to teach reading by building pedagogical knowledge of assessment and instructional practices in literacy through carefully designed coursework and practicum experiences. Teacher candidates enrolled in this program complete a practicum in literacy assessment and intervention after completing literacy coursework designed to prepare them to address the needs of students with language- and literacy-related disabilities. The practicum experience allows candidates to apply their literacy intervention knowledge and skills in whole group and small group contexts, as well as during one-on-one tutoring using a structured intervention model that uses an explicit, systematic, and intensive approach. During the session, program instructors will share details about coursework content and assignments, as well as a description of the practicum. Research has found a relationship between feelings of preparedness and an increased sense of teaching efficacy (Darling-Hammond et al., 2002). Teachers' feelings of preparedness are impacted by teacher preparation program features (Kee, 2012), including participation in practicum experiences (Brown et al., 2015). Improved understanding of graduates’ feelings of preparedness after the completion of a program is also critical for teacher preparation program evaluation or development. This session will share results from two mixed-methods studies that measured teacher candidates' self-efficacy and graduates’ feelings of preparedness. Study 1 compared teacher candidates’ reading-specific efficacy before and after an intensive reading practicum. All participants (n=29) completed the Reading Teacher Sense of Efficacy Scale (RTSES), an adapted version of the Teacher Sense of Efficacy Scale (TSES), before the start of the practicum and upon its completion (Haverback & Parault, 2011). A paired sample t-test was used to compare this data. A follow-up questionnaire, including Likert and open-response items, was also administered. Teacher candidates’ mean self-efficacy ratings were statistically significantly higher after the practicum experience for all items. These findings reveal that participation in an intensive reading practicum, that included ongoing observation and feedback, increased teacher candidates’ self-efficacy. Specific themes identified through conventional content analysis of open-ended responses included (a) Knowledge & Resources, (b) Practice-Based Opportunities, (c) Feedback & Support, and (e) Feelings of Preparedness. In Study 2, we sought to (a) understand how graduates feel about their preparation in reading instruction, (b) identify specific program features attributed to increased feelings of preparedness, and (c) identify possible program areas in need of change based on graduate responses. This study used a mixed methods sequential (Quantitative>Qualitative) explanatory design (Onwuegbuzie & Teddlie, 2003) that began by collecting and analyzing quantitative survey data, followed by qualitative data analysis aimed at elaborating on the quantitative results generated by the first phase of the study (Ivankova et al., 2006). Seventy-nine percent of participants ranked their teacher preparation program as the most valuable source of knowledge and skills related to reading instruction. Higher feelings of preparedness scores were revealed in various areas including addressing the needs of students with reading difficulties. Through interview transcript analysis three themes emerged. Themes and graduates’ specific responses will be shared in the session. Speaker(s): Holly Lane, University of Florida Valentina Contesse, University of Florida Talia Campese Kristi Cheyney-Collante, Universirty of Florida Vivian Gonsalves Single Paper Session Preparation, Certification, Induction Location: Elm Fork 1	Location: Elm Fork 1	2021110315:0015:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	Increasing Pre-Service Teacher Engagement in University Instruction Using Pear Deck It has been suggested that using various technologies (e.g., Microsoft Teams, Pear Deck, etc.) has the potential to increase student engagement in course materials (Mehring, 2016; Twyman& Heward, 2018). In particular, during this time of increased online learning, there is a great need to discover which online tools have the potential or ability to increase student engagement, interaction, and ultimately academic achievement. Recently, findings from an international study (Javed & Odhabi, 2018) indicated that the use of adding Pear Deck to Google PowerPoint slide presentation significantly increased participants’ academic and engagement scores. However, there is a paucity of research into Pear Deck. As a result, we set-out to explore whether the popular Pear Deck application does increase pre-service teachers’ engagement and interaction with college course material. Recently, pre-service classes at three different universities took part in a Pear Deck lecture focused on teaching vocabulary to students with disabilities. In particular, researchers focused on the perceived usefulness of Pear Deck to help students to be engaged and interact within a college-setting PowerPoint-type lecture. There is a paucity of qualitative or quantitative research on this particular online format. The findings have the potential to impact future teaching strategies and formats, as well as provide more understanding of pre-service teachers’ perceptions regarding the use of this tool in their teacher education courses. Student survey data plus researchers own observations and takeaways will be shared. Additionally, participants will explore how Pear Deck can be utilized in their own classroom lectures, while learning about promising aspects and potential problems of using online engagement tools. Speaker(s): Kristina Randall, University of South Carolina Abigail Allen, Clemson University Simone Adams Single Paper Session Technology Location: Elm Fork 1	Location: Elm Fork 1	2021110413:0013:50 001	THU, NOV 4	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	Preparing preservice teachers to monitor their own mental health After a brief review of the importance of stress management, participants will self-assess their management practices and we will discuss some of the barriers to self-management of stress. Most of the presentation will focus on providing examples of and tools to embed into teacher preparation courses that will help our preservice teachers learn to safeguard their mental and emotional well-being. These draw from research on stress management, mindfulness, and self-care, and include formats such as assignments, providing resources for students, and class exercises. The aim of the presentation is for participants to walk away with tools they can integrate and use immediately, or next semester. Speaker(s): Elizabeth Potts, Missouri Western State University Jane Bogan, Wilmington College Melissa Jenkins, University of Mary Washington Single Paper Session Preparation, Certification, Induction Location: Elm Fork 1	Location: Elm Fork 1	2021110416:0016:50 001	THU, NOV 4	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	SLANT: A qualitative study exploring the implementation of a readiness strategy in online teacher education classes The aim of the session is to review the research study and facilitate a discussion. The study will be the foundation for the discussion on student engagement in undergraduate special education teacher preparation courses in the online setting. The presentation will begin with an introduction of the SLANT strategy. An introduction to the study will be presented that will include the statement of the problem and study context. The researcher’s inspiration for exploring the novel implementation of the SLANT strategy with undergraduate education students in special education classes in virtual classrooms will be explained. The participants and setting will be presented along with the methods used for implementing SLANT and data collection. Examples include students creating their own SLANT visuals and sharing on Flipgrid. Data from students’ experiences will be shared. New questions for exploration will be discussed. My hope is for an engaging and lively discussion to follow. Topics for discussion include modeling learning strategies in education courses, requiring students to have their cameras on during synchronous classes, scheduled breaks during instruction, and shared experiences supporting education students in virtual classrooms. The researcher could find no published research studies implementing SLANT in virtual classrooms. This study will be an important contribution to the body of knowledge on supporting student engagement in virtual classrooms. Future research could include the implementation of SLANT in K-12 online classrooms, in other online undergraduate teacher education courses, and online graduate courses. Speaker(s): Deanna Kay Rice, University Of Central Arkansas Interactive Poster Session Research and Inquiry Location: Elm Fork 1	Location: Elm Fork 1	2021110313:0013:50 001	WED, NOV 3	A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Teacher Educators' Perspectives on Classroom Management Instruction Members of the research team conducted 35 semi-structured interviews with teacher education faculty members from small, medium, and large size colleges and universities around the country. Participants were recruited as part of an IES/NCSER funded Innovation and Development grant focused on developing a new professional development process for supporting teacher candidates' implementation of key classroom management practices. In this first phase of the project, existing practices and pedagogies were sought as a way to inform forthcoming innovation. Key themes were few instructors use teacher reflection as a tool to consider effectiveness of various practices. However, many instructors use video to show exemplars of teachers modeling use of practices. A small percentage (~14%) linked behavior management coursework with a field experience. In the session a full accounting of the research methods will be provided and discussed. Speaker(s): Shanna Hirsch, Clemson University Single Paper Session Preparation, Certification, Induction Location: Elm Fork 1	Location: Elm Fork 1	2021110509:0009:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	Teaching While Learning: How Special Educators' Pandemic Pedagogy and Technology Preparedness Should Inform Teacher Education Since March 2020, the roles and responsibilities of a teacher have shifted. Much of this change has focused on the increased use of digital technology and technology platforms. Based on a national survey of over 600 teachers, only 25% of teachers surveyed have taken a course in their educator preparation on technology. Additionally, the majority of teachers (close to 70% in all categories) reported feeling unprepared or poorly prepared to design, implement, and assess instruction during remote teaching in March 2020 (Authors, 2021). This is a signal to educator preparation programs that coursework needs to shift to incorporate digital technologies and how to effectively integrate content, pedagogy, and technology. Through discussion of results from a national study, this session will focus on ways that special educator preparation programs can adapt their programs in response to the changing landscape of education and the changes in how technology is utilized. This session will discuss results from an explanatory sequential mixed methods national study. In phase 1, over 600 teachers nationwide completed a survey discussing their experiences teaching before, during and post-COVID 19. In phase 2, a subset of the participants completed interviews to further explain their teaching practices during these time periods. Finally, in phase three, the results from the previous two phases were combined and analyzed. Through this study, the perspectives and experiences of special education teachers during and post-COVID 19 are amplified. The degree to which special educators felt prepared for key instructional activities during and post-COVID-19 provides information on how well teacher education is preparing special education teachers for the new realities they are facing within the classroom. Therefore, by analyzing and discussing data directly related to special education teachers’ use of technology and implementation of technology in key instructional activities, educator preparation programs can identify aspects of programs that need to shift to reflect the changing realities. Incorporating technology throughout coursework in educator preparation programs needs to be done systematically, thoughtfully, and with awareness of the TPACK framework, with teachers’ voices and their emerging roles and responsibilities in the forefront. The session will highlight themes identified by the special education teacher participants on their technology use before, during, and post-COVID-19, the support and training they had in regards to technology use, and further areas that special educators reported needing support in. This session will also discuss the importance of implementing technology throughout special education teacher education programs, using methods identified by research as effective in changing teachers’ long-term practices related to technology. First, to effectively utilize technology, teachers need to be cognizant of the pedagogy, technology, and content and the TPACK framework (Koehler & Mishra, 2009). Additionally, teacher education programs must thoughtfully integrate technology progressively throughout the program, with explicit instruction, modeling, and mentoring on how to design and implement curriculum with technology. Finally, teacher candidates must have authentic experiences to practice integration of technology with support in settings with students (Admiral et al, 2017; Tondeur et al., 2019). Speaker(s): Rebekah Louis, Stonehill College Elizabeth Stringer Keefe, Stonehill College Single Paper Session Technology Location: Elm Fork 1	Location: Elm Fork 1	2021110311:0011:50 001	WED, NOV 3	A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 10:00 AM - 10:50 AM CST	Time Management Strategies That Work This session addresses a common concern in teacher preparation (and higher education in general): time management. We will explore what the current research on time management says, while connecting to real-life experiences. This session aims to ‘pull back the curtain’ and share research-based information on the skills involved in effective time management, as well as share practical tips and tools that have been shown to be effective for people from all walks of life and stages in their educational careers. We will share our successes and challenges as we’ve developed time management strategies that work. Most importantly, we will engage the session attendees in identifying both the skills and strategies/tools they need to increase their own successful time management. Speaker(s): Lisa Goran, University of Missouri David Bateman, Shippensburg University Single Paper Session Research and Inquiry Location: Elm Fork 1	Location: Elm Fork 1	2021110510:0010:50 001	FRI, NOV 5	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	Using concept maps to understand conceptual change in teacher preparation Given the critical need to retain special education teachers and the vital role that teacher professional identity plays in teacher retention, understanding how to measure and describe identity over time is important. The purpose of this session is to describe use of concept maps as a means to understand identity and its change during teacher preparation. We will review the literature on the types and uses of concept maps in teacher education and describe how our preparation program uses concept maps to (a) encourage preservice teachers to articulate their professional identity, (b) measure change in this thinking, and (c) identify areas for program improvement. Researchers have used concept maps in many contexts to assess student understanding and learning. Simple concept maps, resembling mind maps, have also been used to evaluate both practicing and preservice teacher’s conceptual understanding of their jobs, their thinking about teaching, and their content knowledge (e.g., Morine-Dershimer, 1993; Weiss et al., 2017). In this session, we will describe how one program uses a specific type of concept map, constructed in an online platform, to track the development of teacher identity and expertise in undergraduate preservice teachers. The use of these maps allows program personnel to identify areas of increased understanding and those of misconceptions in order to inform program improvement. Researchers have used concept mapping to assess understanding and conceptual change in special education teacher preparation in multiple ways. For example, Morine-Dershimer (1993) had 65 students in a year-long course complete a concept map about teacher planning on their first day of class and then on the last day of class to describe changes in understanding. Miller et al. (2009) used a similar procedure with concept maps to understand conceptual change related to instructional methods. Additionally, Weiss et al. (2017) examined the change in understanding of collaboration using concept maps. In all cases, researchers were able to describe change in specific knowledge areas in both qualitative and quantitative terms following coursework. Joseph Novak (2010), using the learning theory of David Ausubel, identified a systematic way to construct concept maps that provides a more thorough method of developing an external representation of internal knowledge structures. Novakian concept maps require a focus question; concepts are included and related to one another in propositions (concept-linking phrase-concept). Background knowledge can be assessed with a preliminary concept map and change is indicated by structure, concepts, and linking of concepts. These changes can be described both qualitatively and quantitatively within an individual and in comparison to others (Novak, 2010). Given the ability of concept maps to provide evidence of change in conceptual understanding across time, they may be an effective way for researchers, practitioners, and teacher candidates themselves to articulate, reflect on, and understand growth in knowledge but also in professional identity with the focus question, “Who am I as a special educator?” We will describe our preliminary findings of candidate growth using simple concept maps and our current use of online Novakian concept maps with candidates, beginning, and experienced special educators. Speaker(s): Nora McKenney, George Mason University Margaret Weiss, George Mason University Katherine Szocik, George Mason University Jenna Basile, George Mason University Single Paper Session Research and Inquiry Location: Elm Fork 1	Location: Elm Fork 1	2021110508:0008:50 001	FRI, NOV 5	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 11:50 AM CST	The 2021 Diversity Caucus Symposium The 2021 Diversity Caucus Symposium will provide an opportunity to reflect on the ways that the multiple pandemics of 2019 and 2020 have made plain persistent, pervasive inequities that plague American educational systems. This two-hour session will begin with a research presentation describing the state of American education as situated in our learning from the COVID-19 pandemic. Following this brief presentation, a panel of teacher education researchers will share their perspectives on the next steps for the field to address these longstanding and systemic educational inequities through research, policy, and practice. Following a short break, in the second hour of the session, we will divide into break-out groups with our panelists to further explore what we have learned and to generate ideas for transformative work in the field of special education teacher education. Speaker(s): Ambra Green, University of Texas at Arlington Hannah Mathews, University of Florida Erica McCray, University Of Florida Elizabeth Bettini LaRon Scott, Home Dia Jackson, American Institutes for Research Symposium/Special Presentation/Spotlight Session/Special Event request Location: Elm Fork 1	Location: Elm Fork 1	2021110410:0011:50 001	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	The New Early Intervention/Early Childhood Special Education Standards: Applications and Resources In July 2020, CEC approved the first stand-alone set of EI/ECSE Professional Standards. This session focuses on how to use these standards to advocate for changes to state licensure policy, to develop educator preparation curriculum, to develop professional development opportunities, and to prepare for CAEP SPA program review submission. Speaker(s): Eva Horn, University of Kansas Vicki Stayton Margaret Crutchfield, Retired Marla Lohmann, Colorado Christian University Peggy Kemp, Division for Early Childhood Symposium/Special Presentation/Spotlight Session/Special Event request Location: Elm Fork 1	Location: Elm Fork 1	2021110414:0014:50 001	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 8:00 AM - 8:50 AM CST	The Participation of Children with Multiple Disabilities in the Florida State Alternate Assessment: Parent Perspectives The perspectives of parents of children with multiple disabilities regarding their understanding and involvement in their child’s participation in the Florida State Alternate Assessment (FSAA) Performance Task and Datafolio are explored in this study. In the United States, federal policies require all students to participate in state-wide formal assessments, including students with multiple disabilities. Current research literature examines the perspectives of teachers and other education professionals regarding the many facets of formalized assessment. However, the perspective of parents of children with multiple disabilities and their child’s participation in formal alternate assessment is scant. Throughout this study, the reflections of six parents of children with multiple disabilities in formal assessment participation and the Individual Education Plan (IEP) meeting are examined. In this qualitative inquiry, data were collected through semi-structured interviews and an online focus group, then analyzed through the method of constant comparison coding with reflections captured in an ongoing research journal. According to their responses, the parents in this study had minimal knowledge of the FSAA and limited understanding of the criteria for assessment participation. Most parents had negative perceptions of the FSAA as they felt it did not measure knowledge on their children’s ability and level of learning. Speaker(s): Lori Reese, Southwest Minnesota State University - Marshall, MN Single Paper Session Partnerships Location: Live Oak 3	Location: Live Oak 3	2021110408:0008:50 001	THU, NOV 4	A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	The Social Justice Teaching Collaborative: A Collective Turn Towards Critical Teacher Education Efforts at merging general education and special education teacher preparation programs are often minimal due to demands on time, curriculum protectiveness, and lack of knowledge about the educational experiences of students with disabilities (Llasidou, 2011; Harry & Klingner, 2014). In this presentation, we will present our work “The Social Justice Teaching Collaborative: A Critical Turn Towards Critical Teacher Education” published in 2020 in the Journal of Curriculum Studies Research. Specifically, we will share the collaborative curricular work of an interdisciplinary Social Justice Teaching Collaborative (SJTC) between faculty members in special education and general education teacher preparation programs in our mid-sized predominantly white institution (PWI) in the Midwest. Members of the SJTC worked strategically to center social justice across required courses pre-service teachers are required to take: Introduction to Education, Sociocultural Studies in Education, and Inclusive Education. We will share our conceptualization of social justice and guiding theoretical frameworks that brought our team together as teacher educators from both special education and general education programs in ways that have positively shaped our pedagogy and curriculum. Through the SJTC, we revised our curriculum and engaged in critical introspection of our teaching. Instead of adding a single course on social justice, our interdisciplinary work provided us with an opportunity to redefine the content and pedagogy across a sequence of required courses to map a curricular trajectory for teacher candidates (PSTs) to learn about justice in education and practice the use of critical perspectives. In this presentation, we will highlight particular critical theories that inform our curriculum and pedagogy with PSTs. We then connect these theories into practice by re-imagining teacher education courses through a social justice lens. In providing a rich exploration of our practice in preparing “PSTs to engage with student diversity in socially just ways” (Mills & Ballantyne, 2016, p. 263), we address a gap in literature about what justice-orientated teacher education looks like in practice, particularly from a collaborative standpoint. These frameworks include critical special education, critical disability studies, critical race theory, critical whiteness studies, and feminist and intersectionality theory. We will share an overview of the specific curricular changes made across teacher preparation courses including examples of readings and assignments. Finally, we will conclude by offering reflections, challenges, and lessons learned for collaborative work within special education and general education teacher preparation. Speaker(s): Ashley Johnson, Miami University Molly Kelly-Elliott, Miami University-Oxford Single Paper Session Partnerships Location: Live Oak 3	Location: Live Oak 3	2021110414:0014:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	Behavior Management Strategies and Preservice Teacher Professional Development: A Mixed Methods Study The purpose of the mixed methods study (Greene, 2007) was to first identify the perceptions of preservice elementary general education teachers related to their knowledge of, experiences with, and needs for using behavior management strategies to address students’ challenging behavior, and then use that information to develop and implement a behavior management PD geared towards newly graduated elementary education teachers during the summer before their first year teaching. The session will be broken into four main parts: (a) introduction, (b) methods, (c) findings, and (d) discussion. During the introduction, participants will be provided a preview of the problem. This included how frequently elementary education teachers report challenging behavior in the classroom (Alter et al., 2013; Owens et al., 2018; Westling, 2010) and its effects on both students and teachers. The effects challenging behavior has on students includes its impact on students’ academic, social-emotional, and behavioral progress in school (Algozzine et al., 2011), and the exclusionary discipline practices students who engage in challenging behavior are subjected to (Loson & Gillespie, 2012; Meek et al., 2020; Skiba et al., 2014). Teachers also report high levels of stress due to the challenging behavior in their classroom (Herman et al., 2018; Stormont & Young-Walker, 2017). Then the session will discuss the methods. The study is a mixed methods study that was conducted in two phases (Greene, 2007). Phase One consisted of focus group interviews from across the state of Illinois. Focus group interviews were analyzed using thematic analysis (Braun & Clarke, 2006, 2020; Terry et al., 2017). The PD was based on applied behavior analysis principles (Cooper et al., 2020; O’Neill et al., 2014), previously developed online modules, and data from the focus group interviews. Phase Two consisted of the implementation of the online PD modules with participants across the Midwest (data collection is scheduled to end in June 2021). Data from the online PD will be analyzed using MANOVA to indicate if there is a statistically significant main effect of the PD on the outcome variables. Finally, data will be analyzed across both phases to identify if the PD outcomes met the needs identified by the Phase One participants. The session will then discuss the findings from the study. Findings will be presented based on the findings from each phase individually and together, along with social validity data of the online PD. The session will end with a discussion of the findings and implications of the study. The hope is that the findings from Phase Two will be statistically significant, which will show the importance of such a PD for preservice teachers. A recent review of the research indicated preservice elementary education teachers receive limited PD related to overall classroom management and no studies could be found related to PD focused on behavior management strategies (McGuire et al., under review). As such, the findings from this study could help to fill a gap in the literature and provide preservice teachers with the support they need as they continue into their future career. Speaker(s): Stacy McGuire, University of Illinois-Urbana-Champaign Single Paper Session Research and Inquiry Location: Live Oak 3	Location: Live Oak 3	2021110413:0013:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 11:00 AM - 11:50 AM CST	Building Pre-Service Teacher's Self-Efficacy in Providing Reading Remediation: Impact of Pandemic on Perceived Self- Efficacy. This session seeks to engage participants in a discussion about what we can learn from the Covid-19 pandemic that will enable us to better support the development of our pre-service teachers' self-efficacy. The context for the discussion is a study conducted during a field experience in reading remediation completed by two cohorts of undergraduate pre-service teachers, one before the Covid-19 pandemic and one during the Covid-19 pandemic, and report on the findings of the research, exploring changes in the two cohorts' reported development of teacher self-efficacy in the two conditions. Relevant theories of self-efficacy development will be explored, as well as strategies to support its development and to mitigate against barriers to the development of teacher self-efficacy -- particularly in the context of the pandemic. Quantitative and qualitative data from the study of the cohorts will be examined for similarities and differences in their developmental trajectories, given the pre-service teachers' demographic and curricular similarities, and for ways that college faculty might structure and support field experiences to support the development of teacher self-efficacy in particularly stressful times. This presentation is novel because while many studies of the self-efficacy of health professionals impacted by the pandemic have been conducted, very few involving teacher self-efficacy during the same time period are yet available. Speaker(s): Philip Kanfush, Saint Vincent College Single Paper Session Research and Inquiry Location: Live Oak 3	Location: Live Oak 3	2021110411:0011:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Collaboration in Special Education: Does mixed reality simulation practice for teacher candidates translate to the field? As the past year has shown, education is in the midst of change. The role of a teacher has shifted throughout this year, as well as the types of technology that are used and how they are used. As these shifts occur, teacher education must adapt to the changes in order to ensure candidates are fully prepared to assume the role of a teacher. By further investigating how teacher education can better prepare teachers to effectively collaborate with families and service providers and how the use of technology can support this work, educator preparation programs can adapt their methods to more effectively prepare teacher candidates who are able to communicate with families and service providers in any method necessary. Effective collaboration in special education helps to support students’ achievement in the classroom (McLeskey et al., 2017). Providing teacher candidates with ample opportunities to practice these skills can be challenging, though, due to the often limited access in assuming lead roles in collaboration during student teaching. Virtual reality simulations provide a method for teacher candidates to practice collaborating and playing lead roles in these collaborative experiences -- all in low-stakes settings (Dieker et al., 2014). Utilizing mixed reality simulations to practice specific aspects of educator preparation, including various collaborative scenarios, can support candidates in having multiple opportunities to practice key skills, reflect upon their experiences, and engage in collaborative scenarios that have recently emerged during this past year, such as virtual IEP meetings, virtual parent conferences, and virtual consultations with service providers. This presentation is based on a study which used qualitative methods with a multiple case study design. During phase 1 of the study, participants in early field experiences completed three one-hour simulations focused on collaboration, participating in simulations and observing other students engaging in simulations. They were interviewed before the use of simulations and again after the completion of three simulations. During phrase 2, participants participated in interviews a year after their original simulation practice and after completing their student teaching experiences. This presentation will highlight the results from phase 2 of this study and perceptions of participants on how simulations impacted their feelings of preparedness to collaborate with diverse families in special education and how this practice transferred to their student teaching experiences. Through the use of video clips from the simulation, teacher candidates’ quotes, the session will explore how the simulations translated to candidates’ practice during student teaching and how COVID-19 impacted how candidates collaborated with families and service providers. The second part of the session will be a structured discussion focused on looking at how we can better prepare our teacher candidates to collaborate with families and other service providers. We will discuss how to ensure teacher candidates have the necessary lead experiences in collaboration, how COVID-19 has impacted what collaboration looks like for teachers, and how mixed reality simulations can support preparation of teachers in these areas. Speaker(s): Rebekah Louis, Stonehill College Single Paper Session Partnerships Location: Live Oak 3	Location: Live Oak 3	2021110310:0010:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Feedback – backward design with the adult in mind This session provides special education teacher preparation instructors opportunity to learn the value of considering the adult as they deliver feedback in their courses. By understanding the intersection of feedback and adult learning theory (Elford, et al., 2021) coupled with backward design, instructors may develop a clearer intention for the timing and purpose of the feedback they give in teacher preparation programs. The stages of backward design (Wiggins & McTighe, 1998) include: 1) identify desired results; 2) determine acceptable evidence; 3) plan learning experiences and instruction. We suggest that feedback in teacher preparation programs should produce transformational results (Mezirow, 1997) – the desired results (Stage 1). Stage 2, acceptable evidence is measured by the way the teacher candidate responds to and incorporates the feedback they receive. Stage 3, planning learning experiences and instruction determines the means by which we achieve the desired results. In order to understand what it means to give feedback, we first must define what feedback is. Drawing from the work of Winnie and Butler (1994), we define feedback as any information that recipients receive that informs their understanding or restructures their thinking or beliefs, related to their performance, knowledge, or skills. For instructors in special education teacher preparation, this means that we can provide information on teacher candidates’ performance, and/or knowledge and/or skills (Elford, Smith, & James, 2021). This definition requires instructors who are giving feedback to teacher candidates to place the recipient of the feedback at the center and tailor their feedback to the individual recipient. Instructional content and methods of feedback are learner-focused, thus promoting trust and enhancing self-awareness of the teacher candidate (Chan, 2010; Forrest & Peterson, 2006). “Trust is of great relevance to feedback because of the relational, affective, and emotional sides of feedback” (Carless, 2012, p.100-113). Learner-focused feedback that affirms the principles of adult learning theory, minimizes the threat of judgment, and builds trust fosters professional growth (desired results) in teacher candidates. Evidence that feedback is transforming the learner (stage two) and producing professional growth can be measured by how teacher candidates interpret and respond to the feedback they are given. This evidence can be witnessed in reflective journals, in multi-phased assignments where iterative revisions are required, and in teaching observations either in person or video-based. The way teacher candidates can articulate and justify their instructional decisions and incorporate evidence-based practices provides additional evidence. Instructors face the challenge of intentionally planning learning experiences (stage three) that incorporate learner-centered feedback. In a midwestern university, the entire MSE special education program is built with courses that have multi-phased assignments that intentionally include learner-focused feedback. Teacher candidates understand from the beginning, that applying feedback from the instructor is an essential requirement. Teacher candidates are required to demonstrate application of instructor feedback throughout the courses – both in written assignments and in the practical classroom application. This session will offer participants an opportunity to unpack ways to intentionally integrate feedback into every course by incorporating backward design, including the principles of andragogy, and capitalizing on effective feedback. Speaker(s): Martha D. Elford, University Of Kansas Heather Smith, Trinity University Susanne James, Southern Illinois University Edwardsville Single Paper Session Research and Inquiry Location: Live Oak 3	Location: Live Oak 3	2021110415:0015:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 10:00 AM - 10:50 AM CST	Interdisciplinary Collaboration in Teacher Preparation Knowledgeable educators are essential to maximize the potential benefits for students within a Multi-Tiered System of Supports (MTSS) framework, especially with diverse populations of students with high-intensity needs (HIN). Special educators and related service providers (e.g., school psychologists, speech-language pathologists) working with students with HIN must receive advanced preparation to collaboratively design and support focused instruction and intensive individualized interventions (Fuchs et al., 2014; Browder et al., 2014). Each educator is in a unique position to use their specialized skill set and knowledge base to collaboratively develop, implement, and evaluate specialized plans that are data-based and individualized to improve student outcomes. Research indicates classroom-based services in which the special educator and related service providers collaborate are most effective in addressing students’ individual needs (e.g., ASHA, 2016; Cirrin et al., 2010). To this end, students require personnel who possess the research-validated knowledge, skills, and competencies to collaboratively design and support targeted instruction and intensive interventions (Castillo et al, 2015). However, an organizational separation persists during the preparation of special educators and related service personnel despite the continued need for collaborative delivery of services in school settings within an integrated framework. The emphasis on collaboration across disciplines necessitates the restructuring of preparation programs to facilitate the interdisciplinary preparation educators. Collaboration at the preparation level is critical as school districts work to improve outcomes for over 2 million students who require intensive academic and behavior interventions (Billingsley et al, 2009). In order to develop special educators and related service providers with the abilities to work together to meet the diverse learning needs of students, personnel preparation programs must adopt interdisciplinary approaches including shared internship and practica experiences in school settings (Archibald, 2017; Ocampo et al, 2019; Rosa-Lugo et al., 2017). Often, however, there is a lack of preparation in shared coursework that offers formalized, collaborative, interdisciplinary, and interprofessional training focused on evidence-based practices designed to address the HIN of students (Archibald, 2017). To address this gap in preparation, an innovative, interdisciplinary program at a large university in the Southeast re-envisioned and co-constructed a collaborative program to recruit, develop, and sustain special educators and related service personnel. In two separate programs, the traditional graduate programs in Exceptional Student Education and School Psychology or Communication Sciences and Disorders were enhanced to incorporate interdisciplinary, graduate certificates focused on shared coursework and coordinated, applied experiences in both clinical and community settings. Each of these programs draw on a variety of critical components to collaboratively prepare special educators and related service personnel: (a) Model Demonstration Sites which provide immediate and ongoing support; (b) a structured cohort model that pairs scholars from each graduate program to complete shared coursework; and (c) school and clinic implementation of evidence-based practices and intensive interventions. During this presentation, interdisciplinary performance tasks will be shared within the context of course, internship, and practicum experiences with partner high-need schools. Results investigating the impact of collaborative preparation and student perceptions of interdisciplinary preparation resulting from a mixed methods study will be shared. Speaker(s): Mary Little, UCF-CEDHP Dena Slanda, University of Central Florida Single Paper Session Preparation, Certification, Induction Location: Live Oak 3	Location: Live Oak 3	2021110510:0010:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	Preparing Educators to Implement Intensive Interventions in Online Settings: What has the Pandemic Taught Us? As required by federal legislation (e.g., Individuals with Disabilities Education Act, 1997, 2004; Every Student Succeeds Act, 2015), school districts across the nation implemented MTSS frameworks to support students with high-intensity needs. A problem-solving approach, MTSS utilizes evidence-based practices, data-based decision-making, and progress monitoring to deliver effective intervention to support students (Lane et al., 2019; Sailor et al., 2020). The three-tiered framework provides students with immediate supports with intensifying frequency and duration that is responsive to student need. The flexibility and responsiveness of the MTSS framework can be difficult to replicate in a virtual setting. Specifically, Woolf (2020) identified four key areas where challenges arise: (a) ability to connect with students to understand academic, social, and emotional needs, (b) adaptation of in-person interventions for virtual delivery, (c) ability and opportunity for educator collaboration to provide a holistic approach to intervention and support, and (d) equitable access student access. Although adapting MTSS for a virtual setting can be complicated, these challenges can be overcome when educators receive targeted professional learning focused on assessment, data-based decision making, and tiered instruction, as well as resources related to technical assistance and support created for virtual settings (Alexander, et. al, 2020). To ensure educators receive targeted professional learning, teacher preparation programs must reconceptualize programming and provide guidance on effective ways to implement MTSS with fidelity in online learning environments utilizing technology-based applications. Technology-based applications can be used in innovative ways to implement MTSS in a virtual setting to address the challenges presented by Woolf (2020). Just like in traditional settings, educators knowledgeable in intensive interventions are equipped to impact and influence the implementation and evaluation of MTSS frameworks through the selection of evidence-based instruction, interventions, and assessment practices (Brownell et al. 2010). To address this need, an OSEP-funded personnel preparation program leading to a Master’s in Exceptional Student Education and a Graduate Certificate as an Interdisciplinary Language and Literacy Intervention Specialist was enhanced to address the implementation of MTSS in virtual settings. This program leveraged national centers such as the National Center on Intensive Intervention and state sites such the Florida Problem Solving/Response to Intervention Project which issued webinars, guidance, or other resources to support educators in the implementation of MTSS in virtual platforms. The complexity of multiple variables within the curriculum, students, teachers, and classroom settings necessitates ongoing evaluation of school-based decisions impacting the implementation of intensive interventions within online environments. The continually evolving landscape of the K-12 educational system must be addressed within teacher education to ensure educators have the knowledge and skills necessary to enhance their practice in online settings. As K-12 students continue to choose to learn online, teacher education needs to continue to build educator capacity to address challenges of implanting interventions through targeted and relevant professional learning opportunities. Utilizing digital applications extends the ability of educators to implement an MTSS framework within a virtual environment to address academic, behavioral, and social-emotional needs of their students. Speaker(s): Dena Slanda, University of Central Florida Mary Little, UCF-CEDHP Single Paper Session Technology Location: Live Oak 3	Location: Live Oak 3	2021110311:0011:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	Relationship-building strategies and their impact among students with Emotional and Behavioral Disorders The United States Department of Education (2020) reports 5% of the students in schools who have an identified disability under the Individuals with Disabilities and Education Act (1994) have an Emotional and Behavioral Disorder (EBD). Students with EBD also average 80% of their time in schools in general education classrooms (United States Department of Education, 2020). While attending classes, students with EBD tend to feel uncomfortable and isolated in the classrooms that leads to conflict and disruptions (Lago, Delello, 1998; Montague & Rinaldi, 2001). This is an issue that tends to go unchecked as the students get older. By high school, the relationships between the teachers and the students can be poor in nature, resulting in the students with EBD having poor social and academic outcomes (Murray & Greenberg, 2001; Murray & Zvoch, 2011; Murray & Murray, 2004). The United States Department of Education (2018) reports students with disabilities are 3.5 times more likely to drop out of school compared to students without disabilities, with students with EBD being 4.5 times more likely to drop out compared to students without EBD. Positive student-teacher relationships are a critical component in the school success among students with EBD. Current research supports the belief that student-teacher relationships are transactional associations between students and teachers in the classroom (Sutherland & Morgan, 2003; Sutherland & Oswald, 2005). In this relationship dynamic, both students with EBD and general education teachers must actively contribute to developing the relationship over time (Sutherland & Morgan, 2003; Sutherland & Oswald, 2005). Extant research suggests that evidenced-based strategies may be utilized to bolster positive student-teacher relationships among students with EBD and general education teachers (Kincaid, et al., 2020). Extant research further suggests that students with EBD perform better in environments that are engaging, supportive, and uplifting (Sutherland, et al., 2008). Previous research primarily focused on positive student-teacher relationships from the student perspective. To date, a paucity of research has examined positive student-teacher relationships from the perspective of the teacher. This study will address the following issues: (a) relationship development from the perspective of the teacher, (b) teacher knowledge of evidence-based strategies that can improve relationships, and (c) teacher perceptions to use the strategies with the goal being better relationships between teachers and students with EBD. Student-teacher relationships (STR) are a key component towards a student achieving positive social, emotional, and academic outcomes (Decker, et al., 2007). In order for one to fully understand the dynamics associated with STR, it is important to understand the contextual framework and hot it applies to students with EBD. STR take time to develop and can be seen as dynamic in nature (Hambre & Pianta, 2001; Murray & Pianta, 2007). Speaker(s): William Woods, University of Nevada Las Vegas Single Paper Session Policies and Practices Location: Live Oak 3	Location: Live Oak 3	2021110508:0008:50 001	FRI, NOV 5	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	Special Education Law and Advocacy: Laugh and learn! Parents, educators, and even attorneys want what is “in the best interest of the child.” Unfortunately, the subjectivity involved in determining “best interest” can result in litigious and adversarial situations, despite the best of intentions. Knowing the current and critical laws and policies related to special education can help school personnel and families stay out of the courtroom and work collaboratively and proactively to meet students’ needs. However, learning special education law can seem daunting and the frequent changes and updates can be intimidating. Administrators may be relying on their teachers for this information. This can result in inadvertent, but costly, procedural or substantive errors. Teacher educators need to know where to access updated information quickly, how to interpret laws and their application, and even learn effective ways to teach their students to advocate for changes to laws that will impact their daily lives. “Knowing the goals and requirements of law and policy provides a special educator with the knowledge to act, to raise questions, to partner in dialogue with colleagues and policy makers, and to get involved… The history of disability rights and Special Education is replete with examples of how one act of advocacy can change the law and the course of history” (West, 2021, p.xx). Not all teacher educators are comfortable with law and advocacy, nor do many know creative ways to make these topics engaging. This session will help address both issues. Practitioners need to feel more comfortable with law, policy, and advocacy, but so do teacher educators. By presenting these topics in an upbeat, engaging, and even humorous manner, the presenters will help attendees realize the importance of staying current and recognize that it is not difficult to do so. The presenters will share updated laws and break them down so practitioners will recognize their relevance. Case studies and advocacy tips will be provided to demonstrate how law and policy may play out in the school or classroom to make positive change for individuals with disabilities and their families. These examples can be used by teacher educators in their own teachings. When students with disabilities do not have their needs met, it is not because educators do not care. However, many of those needs could have been met if educators were more savvy to how the law works and what families’ rights are. Knowing more about law and policy can help our school personnel do an even better job of working collaboratively with families and advocating for more inclusive, supportive environments. Merely knowing the law is not enough; in order to truly make positive change in the field of special education, individuals need to understand the policy making process and engage in active advocacy (McLaughlin et al., 2016; West, 2021). Speaker(s): Jacqueline Rodriguez, American Association of Colleges for Teacher Education Wendy Murawski, CSUN Center for Teaching & Learning Single Paper Session Policies and Practices Location: Live Oak 3	Location: Live Oak 3	2021110416:0016:50 001	THU, NOV 4	A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	SPED 101: Preparing General Education Teachers to Include Students with Extensive Support Needs Across the United States, most general education majors have only one class, "SPED 101," where they learn about students with disabilities. As we continue to advocate for inclusive placements for our students with disabilities, we also need to ensure we are preparing our general education teachers to support these students, especially those students with extensive support needs. In this session, we present the results of our survey of "SPED 101" instructors and the degree to which they cover content related to the instruction and inclusion of students with extensive support needs. We will recruit feedback from attendees regarding their own programs, as well as ideas to advocate for additional coursework related to the instruction of students with ESN for general education majors. Speaker(s): Amy Clausen, University of North Carolina At Charlotte Single Paper Session Preparation, Certification, Induction Location: Live Oak 3	Location: Live Oak 3	2021110314:0014:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	The TIES Center-Supporting Resources to Design Inclusive Coursework within IHE Programs As with many EPPs, institutions are needing to prepare general educators to be the teacher of record for all students. Coursework is necessary to provide them with sufficient knowledge and skills to be an effective teacher or co-teacher serving students with disabilities, including students with ESN in the general education classroom. The resources developed at the TIES Center (with one important resource built with the IRIS Center at Vanderbilt) are created to support the design of course content specifically targeting building capacity of general education teachers to effectively design and implement instruction for students with ESN. Resources include- TIES Inclusive Practice series (TIPs); TIPs in Action series; IRIS module “Designing Inclusive Education for ALL Students”; 5-15-45 Tool for Collaborative Planning; Reports including “Instructional Practices for Students with Significant Cognitive Disabilities in Inclusive Settings”; and Briefs including “Designing IEPS that Support Inclusive Education for Students with Significant Cognitive Disabilities”. Designed using feedback from an expert and practitioner panel as well as two states with participating districts, these resources contribute to the profession by providing guidance and support aligned with CAEP and InTASC standards for use within EPP coursework. These resources are designed to support both general and special education candidates to implement best practice within inclusive education. This proposal relates to sharing of resources specifically designed to support the inclusion of students with significant cognitive disabilities (SwSCD) in general education classrooms. As every EPP is expected to address diversity, equity and inclusion, these resources are designed to better equip programs that support general education pre-service and in-service teachers to provide effective instruction in an inclusion setting. Through activities and discussion, participants will gain knowledge to share with their home institutions, which will be particularly beneficial for those EPPs who have identified diversity and inclusion as an area for continuous improvement. While most faculty can appreciate the need for changes that can directly improve their own programs to more effectively prepare candidates and practicing teachers, identifying resources and activities that address diversity standards for students with disabilities and support that change can be more challenging. Using data and research to establish the need for changes and then engaging with resources that specifically address the deficits may increase general education EPP faculty and programs’ comfort to address these needs. ith specific links made for how programs can use these resources within coursework to address diversity and evidence-based practice standards which may provide documentation that may be used toward meeting CAEP Standard 1(addressing InTASC standard 2) and CAEP Diversity standards (CAEP, 2013).he items shared and modeled in this presentation (including co-planning within the 5-15-45 tool, the content and activities within the IRIS module, and content within the TIPs, TIPs in Action, and briefs) will demonstrate how existing resources can support programs to provide content and experiences in the preparation of all teachers for effective inclusive instruction. Speaker(s): Shawnee Wakeman, UNC Charlotte Amy Clausen, University of North Carolina At Charlotte Single Paper Session Research and Inquiry Location: Live Oak 3	Location: Live Oak 3	2021110410:0010:50 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 11:00 AM - 11:50 AM CST	Utilizing Alternative Field Work to Prepare Special Education Teachers Research on teacher preparation notes that field experiences are fundamental components of a pre-service teacher’s education (AACTE, 2010; Abernathy, Beck & Taylor, 2014). Field experiences allow pre-service teacher candidates to participate in real classrooms during their teacher preparation program. While many agree that these experiences add depth and understanding to the preparation of future educators, the details of what makes a strong field experience have not been clearly defined. For example, the number of hours a student spends in a classroom, whether the field experience is supervised vs. unsupervised, or how the field experience is structured have all been questioned. However, the aspects about field experiences we recognize as important are a) they have a strong connection to the student’s coursework, b) the field experiences should include diverse settings and varying grade levels, and c) they should include consistent feedback from mentors to support the development of the pre-service teacher (Abernathy, Beck & Taylor, 2014) Success and well-planned field experiences are essential. However, during the fall 2020 and spring 2021 semesters at a University in Denver, Colorado, the closure of schools due to the COVID-19 pandemic challenged us to explore new methods for field experiences without physically working in a classroom with students. Pre-pandemic, reduced budgets paired with increased pressures on school district administrators lead to challenges in securing high quality field placements and developing close clinical partnerships between higher education and P-12 institutions (Dee, 2012). Research supports the use of acquiring and practicing ways to teach within courses through the use of microteaching, case-study instruction, University constructed teaching situations, and video analysis (Robinson, Nemr, Nicoll-Senft, Spear-Swerling, & Tralli, 2017). These evidence-based practice strategies supported by research were utilized as the best available options for alternative field placement work. Robinson, Nemr, Nicoll-Senft, Spear-Swerling, and Tralli (2017) recommend using a beginning, middle, and end framework for designing a trajectory of field experiences, with the beginning field experience consisting of controlled, carefully scaffolded, and connected developmental activities within classes that are paired with or separated from in-school field placements. Audience members in this presentation will learn how the authors applied these research-supported alternatives to in-class field experiences in a special education literacy course. Determining valuable alternative field experiences to augment in-person field experiences may help move the field forward by providing the much-needed teaching practice without overburdening P-12 schools. As the field develops these types of field experience, it is crucial to maintain a focus on the research to ensure evidence-based practices are implemented. Speaker(s): Rebecca Canges, Metropolitan State University Of Denver Lisa Altemueller, Metropolitan State University of Denver Single Paper Session Preparation, Certification, Induction Location: Live Oak 3	Location: Live Oak 3	2021110511:0011:50 001	FRI, NOV 5	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Tuesday, Nov 02, 2021	Tuesday, Nov 02, 2021 8:00 AM - 4:00 PM CST	CEC Program Reviewer/Developer Workshop Location: West Fork 1	Location: West Fork 1	2021110208:0016:00 000	TUE, NOV 2
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	#SCRDChat: Using Twitter to Build Connection and Content Knowledge around Single-Case Research Designs To build a community of scholars around the topic of single-case designs we considered multiple social media options. We opted to use Twitter because of the frequency in use by academics and organizations associated with special education and the ease of use. Multiple groups use Twitter to engage in synchronous chats (see @talkreadsing which categorizes all synchronous chats in the field of education) to build community and knowledge. To increase initial participation I consulted with three faculty members teaching a graduate level course on single-case designs. We identified topics for each week of the semester that aligned with our course sequences. Next, we created a structure for participation (i.e., same slide deck, same directions, created a hashtag) to make the ease of participation simple. Then, we recruited faculty members with expertise in single-case designs to lead chats for each topics of their choosing. We provided numerous reminders via social media prior to each week’s chat. As part of our course sequences we gave students the option to participate in the chat of complete an alternative assignment to engage with assigned reading and course materials. Our reflection on the experience was that it was tremendously successful. The resource sharing along with content expertise from single-case design researchers across universities in different fields of study was helpful at furthering knowledge. Furthermore, Twitter users are still using the hashtag (#SCRDChat) to share materials and resources on Twitter after the chats for the semester have ended. Faculty members identified they used questions posed as part of the synchronous chats for conversation in their course. An area for further consideration is when to assign the chats (i.e., before class session on the topic or after class session on the topic). Students stated pros to both options, chats before class allowed them to bring ideas and thoughts to our courses to discuss with faculty. However, occasionally they were hesitant to engage in the Twitterchat because their knowledge on the topic was limited to their own reading and engaging with course material. Graduate Student Reflections #SCRDchat provided the students in my class an opportunity to learn from other professors and experts in the field. During Covid often students felt more limited in our interactions with other students and experts since we did not attend conferences in person. #SCRDchat helped to fill that void by providing opportunities to learn with and from other students, and gave us opportunities to connect with others surrounding a focused, specific, topic that is important in our field as future teacher educators. Speaker(s): Corey Peltier, University of Oklahoma Denise Dennis, Florida State University Sarah Heiniger, University of Oklahoma Fanee Webster, University of Oklahoma Alice Williams, Florida State University Single Paper Session Research and Inquiry Location: West Fork 1	Location: West Fork 1	2021110416:0016:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Conceptualizing the purpose and structure of self-contained programs for students with EBD: Special educators’ perspectives This presentation highlights a study exploring how five SETs conceptualize the purpose and structure of self-contained programs for students with EBD. Our work is informed by sensemaking theory (Weick, 1995). From this perspective, an individual’s decisions are shaped by their own beliefs/experiences, others’ beliefs/experiences, and available resources. Understanding SETs’ beliefs about purpose and structure is important in special education, where local interpretation shapes policy enactment (Bettini et al., 2021; Weatherly & Lipsky, 1977). Methods We conducted three interviews with six SETs leading public, elementary, self-contained programs for students with EBD. Using constructivist grounded theory (Charmaz, 2014), we open-coded transcripts, wrote analytic memos; collaboratively developed focused codes, synthesizing and re-organizing initial codes; and used peer debriefing to generate alternative interpretations as we developed theoretical codes and core themes. Findings All participants discussed the importance of developing social/emotional skills and behavioral supports, but prioritized these purposes differently. Betty described her program’s primary goal as “building tolerance for general [education],” so she focused on “catching [student] up… to where their classmates are,” building self-confidence, eliminating triggers, and developing self-regulation strategies. In contrast, Iris prioritized safety: “Safety is number one… they’re in this program for a reason… to learn social-emotional skills and regulation… then academics… follow.” Participants varied in how their programs (and jobs) were structured, associated with material and social resource allocation in their school context. Because Betty saw her primary role as supporting students in general education, she focused her time on consulting with general educators and instructing students in general education content when behavior prevented them from attending general education classes. She had no scheduled time for academic intervention. In contrast, Eve conceptualized her role as both supporting inclusion and providing intensive intervention; thus, she scheduled 1:1 intervention and tried to meet weekly with general educators to also support general education instruction. SETs often reported lack of clarity or consensus regarding core program structures from administrators, such as entry/exit criteria. Gretta said, “We have no entry or exit criteria, it's basically when the administration says ‘Ok, we have enough.’” She expressed concern about a student being exited without fading supports, and about another who she felt needed support but had not been able to access it; in each case, she noted a lack of clarity regarding who made decisions and decision-making criteria. Hannah felt she should “push [students] out [to general education classes] when they’re ready,” but a general educator disagreed; her principal ignored IEP team decisions to exit students, deferring to the general educator. Discussion Our findings highlight a need to clarify the purpose and structure of self-contained programs for students with EBD, a process which attends not only to the individual teachers’ beliefs but also to the ways in which influential others in their school environment support self-contained programs for students with EBD. This has implications for policy-makers (providing guidance and allocating resources), for school leaders (establishing school climate surrounding EBD programs), and for teachers (working to align the programs they are charged with leading with best practice). Speaker(s): Hannah Mathews, University of Florida Elizabeth Bettini Single Paper Session Policies and Practices Location: West Fork 1	Location: West Fork 1	2021110314:0014:50 001	WED, NOV 3	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Considering High-Leverage Practices as the Purposeful “How” to Enhance Classroom Rigor This session will provide descriptions of HLP, EBP, and RBP with an explanation of why these are interrelated. Pre-service teachers need opportunities to learn about HLP with EBP/RBP and practice implementation with feedback. Pre-service teachers must develop an understanding of how to use HLP to implement EBP/RBP. With this, they need to identify the characteristics of their students' needs and identify the best intervention to meet those needs. This session will provide teacher educators with explanations and examples of how to prepare pre-service teachers to use HLP with effectively identifying and implementing EBP/RBP with fidelity. This will help to ensure high-quality special educators are prepared for meeting the diverse needs of their students with disabilities. Speaker(s): Ruby Owiny, Trinity International University Kyena Cornelius, Minnesota State Univ Mankato Single Paper Session Preparation, Certification, Induction Location: West Fork 1	Location: West Fork 1	2021110313:0013:50 001	WED, NOV 3	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	COVID-19 and Special Education: Identifying the Online Learning Needs of Special Education Professionals This presentation will share the results from qualitative research to determine challenges and concerns related to remote instruction faced by special education professionals. We have examined the CEC public forum and used qualitative inductive analysis to summarize the data based on both challenges and resources described for use during remote/online learning. As circumstances change almost daily during the early phase of remote teaching, special education professionals lean on each other to find resources, understand software, and boost morale across the country (Tugend, 2020). Since the CEC waived its annual membership fee to join the organization in March of 2020, about 20,000 new educational professionals signed on in the first couple of weeks to access information and share questions and fears through member forums (Tugend, 2020). The aim of this study was to create a portrait of the experiences of special education professionals by determining the most frequently occurring concerns/challenges facing special education professionals and what resources they used to navigate this unprecedented time of remote learning by analyzing CEC member forums. The research questions for this study are: • What are the most frequently occurring concerns/challenges facing special education professionals during this unprecedented time of remote learning? • What resources are special education professionals using to meet the needs of their students during remote/virtual learning? Purposeful sampling was used to target the CEC public forums from March 7 through April 21, 2020 (Merriam & Tisdell, 2016). March 7th was the first time that any topic related to remote teaching appeared on the platform. During that timeframe, 426 individuals voluntarily participated in the CEC public forum. A total of 638 entries from the CEC all-member forum were collected and analyzed. Within this total, 213 entries shared their concerns and/or challenges with regard to remote teaching and learning, while 395 entries responded to these concerns or challenges and shared their advice and/or how they dealt with similar situations in their class or school district. Analysis of the CEC member forums revealed that meeting the needs of students with disabilities in an online environment was challenging. Although this research depicted a variety of challenges and concerns special education professionals experienced during the first six weeks of school closures, there are five main points that appeared significant: (a) challenges with using instructional technologies (IT) appropriately to meet students needs, (b) challenges with engaging students with special needs remotely, (c) importance of collaboration with families, (d) aggravated structural inequity, and (e) needs for clear guidance for emergency situations. We plan to use these results to develop a policy paper that provides a consensus from special education professionals across the US to support practitioners in future remote/online instruction for individuals with disabilities. Speaker(s): Ai Kamei, Monmouth University Chapter Stacy Lauderdale Littin, Monmouth University Carol McArthur-Amedeo, Monmouth University Mary Haspel, Monmouth University Single Paper Session Technology Location: West Fork 1	Location: West Fork 1	2021110315:0015:50 001	WED, NOV 3	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 11:00 AM - 11:50 AM CST	Data Driven Instruction for Behavior and Academic Skills: Usefulness in Reducing Bias in Education The purpose of the presentation is to discuss strategies that we use throughout our undergraduate special education courses to teach students to use data driven instruction. Data driven instructional strategies can be used by schools and teachers to help reduce bias in special education and increase the equitable treatment of students with disabilities by analyzing data and using data to make educational decisions. Archer (2007) found that when teachers used data to inform instruction they identified weaknesses sooner and were able to implement strategic strategies/services. In addition, data driven instruction can help teachers adapt instruction to the needs of the students. In order to adapt instruction each students data needs to be monitored and the district/teacher/parent should take responsibility for changing instruction when data shows the student is not making sufficient progress to annual goals and short-term objectives (Zigmond, 2001). In this session we will discuss basics of data collection. We will discuss the advantages and disadvantages of various data collection methods. We will discuss the interpretation of data and the students response or lack of response to instruction/intervention. Participants will learn about strategies that schools, teachers and parents can use to reduce bias in special education and increase the equitable treatment of students with disabilities by analyzing data and using data to make educational decisions. Speaker(s): Summer Koltonski, Stephen F. Austin State University Single Paper Session Policies and Practices Location: West Fork 1	Location: West Fork 1	2021110511:0011:50 001	FRI, NOV 5	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 11:00 AM - 11:50 AM CST	Data Teams in Special Education Teacher Preparation Programs: Building Capacity for DBI to Support Students With or At-Risk for Reading Disability Teachers who use student progress data to inform their instructional decision-making effect greater achievement for students with or at-risk for RD than teachers who do not (e.g., Fuchs et al., 2021). Effective implementation of DBI requires that teachers read and interpret CBM graphs to determine whether an intervention is effective for an individual student. If the data reveal that an intervention is not effective, then teachers must adapt or adjust their instruction. While DBI is grounded in the assumption that teachers can accurately interpret CBM progress graphs and respond to the data with instructional adjustments, there is emerging evidence that this assumption is unfounded (cf. Toste & Espin, 2021). While special education teachers are often introduced to CBM in their training programs, there is lack of attention devoted to the decision-making process in DBI training. For example, in a review of DBI training materials, Espin et al. (2021) found that little emphasis was placed on the decision-making aspects of progress monitoring—that is, how to accurately interpret data and respond with appropriate instructional adjustments. This finding is of genuine concern. If DBI is to lead to improved student performance, teachers must effectively use progress data to inform their instruction (Stecker et al., 2005). Data teams are used in many schools to foster collaboration around use of data (Means et al., 2011). Opportunities for teachers to talk about their data, interpret and understand it, and reflect on how instruction might be changed are key features of programs that enhance teachers’ use of data for instruction (Diamond & Cooper, 2007; Marsh, 2012; Halverson et al., 2005; Wayman & Stringfield, 2006; Young, 2006). While past research has shown that professional learning communities centered around data use practices can improve capacity for data-based instructional decisions (Schildkamp & Poortman, 2015), the use of data teams is often limited. To facilitate effective DBI to meet the needs of students with persistent and severe reading challenges, there is a need for special education teachers to receive training related to (a) decision-making aspects of progress monitoring, as well as (b) participation in school-based data teams. In the proposed session, we discuss the potential for introducing data teams within special education teacher preparation programs to increase proficiency with interpretation and use of individual student-level data to intensify reading interventions. We present an overview of how simulated data teams were structured and implemented within the context of a special education reading methods course. Data team meetings took place across six weeks for the first 30-45 minutes of each class period. Each meeting began with a brief professional development session focused on knowledge and skills related to data literacy, review of real student data, and collaboration around a structured set of questions. These activities led to a culminating assignment wherein pre-service teachers analyzed student data and reflected on the barriers to effective DBI. Finally, we share considerations for improving these practices in teacher preparation and a planning guide can be used to implement data teams in other teacher preparation courses. Speaker(s): Jessica Toste, The University of Texas at Austin Marissa Filderman Christine Espin Single Paper Session Research and Inquiry Location: West Fork 1	Location: West Fork 1	2021110411:0011:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 8:00 AM - 8:50 AM CST	Special Education Student Teacher Engagement with High Leverage Practices This session will present an (unpublished as of this date) original study. The study is centered around the 22 High Leverage Practices (HLPs) for special education teachers (McLesksey et al., 2017). The purpose of this exploratory study was to gain a deeper understanding of the student teaching experiences of newly licensed special educators and the opportunities they had to practice HLPs. Forty-one first year special educators from a large midwestern state completed an online survey to examine the following questions:(a) To what extent do newly licensed special education teachers report having the opportunity to engage in High Leverage Practices (HLPs) during their final student teaching experience, (b) How prepared do newly licensed special education teachers feel to use HLPs in their current teaching role?, (c) What opportunities or experiences around the four categories of HLPs do these teachers identify as being highly valuable in preparing them for their current teaching positions, and (d) What opportunities or experiences do these teachers identify as missing from their student teaching, that would have better prepared them for their current teaching positions? Both quantitative and qualitative results indicated first-year special educators felt prepared for their first year of teaching, but opportunities to practice HLPs during student teaching varied among the participants. Opportunities to practice HLPs and experiences that were identified as valuable to the participants was largely incidental and happenstance. The results have implications for special education teacher preparation programs and their efforts at crafting an optimal student teaching experience, as preparing highly qualified special educators has the potential to increase retention rates, to improve student achievement, and reduce attrition. Ideally, the presentation will include discuss and questions for the participants. Because this study included a very small number of respondents, it will be important to include discussion from licensure programs across a variety of institutions to discuss how HLPs are embedded in their clinical experiences. Additionally, it will be important for participants to share and discuss ideas about how to purposefully and skillfully ensure HLPs are practiced. Lastly, ideas about further research and gaps in research will be discussed. Speaker(s): Laurie Andrews, University of Illinois Dept of Special Ed Single Paper Session Preparation, Certification, Induction Location: West Fork 1	Location: West Fork 1	2021110308:0008:50 001	WED, NOV 3	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	Using Project Based Learning Strategies to Teach Applied Behavior Analysis To Pre-Service Teachers: A Pilot Study There is evidence that the use of Applied Behavior Analysis (ABA) has improved student’s communication and language skills, social interactions and academic skills (Smith, 1999). ABA emphasizes individualized methods of assessment and interventions that are achievable and can be implemented by relevant stakeholders (Trump, et al., 2018). Training programs for pre-service teachers and teachers have been effective in increasing ABA knowledge and skills (Skinner and Hales, 1992; Grey et al., 2005). However, widespread use of ABA strategies may be hindered by misconceptions and there is a lack of research on teaching ABA strategies (Trump et al., 2018). One approach to teaching new skills and concepts is PjBL. Advantages of PjBL include: Enhanced student motivation, learning of various skills, good preparation for a professional career, suitability for a wide range of students and learning styles, suitability for the information age, changes in the roles of lecturers and students, collaborative work, and utilization of various evaluation (Shpeizer, 2019). Research indicates PjBL has been an effective teaching methods in higher education (Wurdinger & Qureshi, 2015; Tiot, et al., 2016). The purpose of this session is to describe how we implemented PjBL to teach ABA knowledge and skills through a Behavior Change Project. Participants completed a pre- and post-survey to access familiarity with ABA, Behavior Intervention Plans (BIPs), Functional Behavior Assessments (FBAs), classroom management, and data collection procedures. Participants completed a sixteen week online undergraduate course. Students were required to read selected materials, completed assignments, complete discussions, attend a lecture or listen to the recorded lecture, complete quizzes, and complete a Behavior Change Project. The Behavior Change Project consisted of: a description of the subject and setting, a behavioral objective, an operational definition of the behavior, the recording method, a sample of the recording chart, a graph of baseline data, a description of baseline data, a description of the intervention, a description of reinforcers used, an intervention graph, a narrative of the intervention data, a description of changes made throughout the project, a proposed method for self-management or generalization, summaries of research articles that related to the project, and a self-evaluation or reflection. Throughout the semester students completed parts of their Behavior Change Project through interaction with the professor. Students submitted their ideas, asked questions, and stated problems. The students received feedback and questions from the professor. In this session we will review the pre- and post-survey results and individual student reflections. We will examine limitations and ideas for future research. Speaker(s): Summer Koltonski, Stephen F. Austin State University TingTing Xu, Stephen F. Austin State University Single Paper Session Research and Inquiry Location: West Fork 1	Location: West Fork 1	2021110508:0008:50 001	FRI, NOV 5	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 8:00 AM - 8:50 AM CST	What online resources do teachers use to teach foundational reading skills? Teaching students to read is a complex task and effective reading instruction requires teachers to have knowledge of our language structure, as well as language and reading development (Moats & Foorman, 2003). Much is known regarding the science of reading and the importance of early intervention (NICHD, 2000). However, little is known about what resources teachers are using to teach students in early elementary how to read. The purpose of this study was to learn where teachers are going to access reading materials to teach students how to read. This study aimed to answer the research questions 1) What online sources are teachers primarily using to find strategies to teach foundational reading strategies? 2) How did the COVID-19 pandemic change the way teachers teach foundation reading skills? A survey was distributed via social media (Facebook, Twitter, and Instagram) following Dillman et al.’s (2014) recommendations. Two hundred and twenty-one participants completed the survey from across the United States. The vast majority, 98%, reported using supplemental resources to help teaching some of their students. As with previous research, we found teachers prioritize utilizing colleagues (Landrum et al., 2002), first place they go for resources with professional development resources and social media identified as the second and third most utilized resource. Although not identified as the first option, many internet resources are utilized frequently. We found that 80% of teacher used research-based websites to identify resources at least once a month, with 22% using those sites every day or two, 76% of teacher used social media to identify resources at least once a month, with 26% indicating that they use social media every day or two, 68% of teachers used search engines, such as Bing, Google, or Yahoo, at least once a month, with 18% indicating that they use them every one to two days. In line with previous research teacher sharing websites were used frequently with 61% of teachers using teacher sharing websites to identify resources at least once a month, with 8% using those sites every day or two. 57% of teacher used online instruction resources to identify resources at least once a month, with 7% using those sites every day or two. We found that 54% of teacher used online print materials to identify resources at least once a month, with 7% using those sites every day or two. In a seeming decrease from previous research only 30% of teachers used Pinterest to identify resources at least once a month, with only 2% using Pinterest every day or so. Approximately 84% of teachers said that COVID-19 pandemic changed how you utilize the internet to find ways to teach child foundational reading skills. We will present findings from a qualitative analysis narrative responses. We will provide recommendations regarding the use of research-based websites to find materials for teaching foundational reading skills. Additionally, we will provide teachers with a list of research-based websites and the materials and strategies they can find on those websites. Speaker(s): Holly Lane, University of Florida Single Paper Session Research and Inquiry Location: West Fork 1	Location: West Fork 1	2021110408:0008:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	Transforming Teacher Preparation with Lab Schools for Students with Disabilities: TCU’s Starpoint and Kinderfrogs School Partnership Speaker(s): Endia Lindo, Texas Christian University Kimberly Payne, TCU-Lab Schools Damian Patterson Location: West Fork 1	Location: West Fork 1	2021110413:0013:50 000	THU, NOV 4
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	“We’re not walking schools...”: The Weariness and Advocacy of Mothers of Children with Disabilities Amidst Global Crisis In this session we report on a qualitative study of mothers of CWD navigating global crisis, using a small sample but an information-rich data pool (Gentles et al, 2015). In order to unpack familial experiences amidst the complex landscape described in the previous section, we employed participant-driven qualitative methodology (Koro-Ljungberg et al., 2015) and integrated narrative data collection and analysis procedures (Gilligan et al, 2003) to explore the lived experiences of five mothers of CWD. Credibility measures (Brantlinger et al., 2006) that buttressed the trustworthiness of our findings included triangulation of three data sources (i.e., individual interviews, mother/child interviews, and published school and district information; Mertens, 2014), member checking, peer debriefing (Lincoln & Guba, 1985), collaborative analysis (Cornish et al., 2014), and transparency of researchers’ positionality (Koro-Ljungberg, 2008). Analysis revealed contrastive stories of diverse family experiences, but also many similarities across contexts. Across transcripts we identified two themes or “voices”. The term “voice” (Gilligan et al, 2003) refers to the participant’s inner speech, as well as “the participant’s unique standpoint or expressed experience,” (Author, 2018, p. 2160). These voices were: The voice of weariness (operationally defined as pervasive mental and physical exhaustion or depletion) and the voice of advocacy (operationally defined as the participant’s intent and action to secure good outcomes for their child; to intercede; to champion). The session will provide vivid examples from participants' interview transcripts. Their stories paint a picture of how mothers of CWD must navigate both socio-structural and emotional burdens in the absence of the usual, though sometimes inadequate, support provided through the public education system. Where school-based resources have been minimized or eliminated in COVID-19 plans, these mothers have marshaled their own internal reserves to ensure their children’s needs are addressed, and in some cases have rallied support for other mothers with children in similar circumstances. Future research is needed to study the ongoing impacts of the COVID-19 pandemic on children and families, and the lingering effects for CWD and their mothers. The landscape of mothering CWDs in the time of global crises is highly complex. However, taking a deep dive into the experiences of a small group of mothers allowed us to contribute to the fields’ understanding of women’s “multiple identities” as well as the larger socio-cultural burdens that contribute to their subjugation (Damant et al., 2008). This study contributes to the literature on schooling and parenting in the midst of the COVID-19 pandemic by elucidating the nuanced experiences of diverse mothers of CWD, and broadens our understanding of its current and lingering impacts. Findings from this study also underscore the importance of including mothers of CWD in discussions and decision making, and to listen closely to their voices amidst the noise of a traumatized world. Speaker(s): Kristi Cheyney-Collante, Universirty of Florida Single Paper Session Partnerships Location: Live Oak 4	Location: Live Oak 4	2021110311:0011:50 001	WED, NOV 3	A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Are we preparing our future special education teachers appropriately?: Virtual learning environments within inclusive teacher preparation programs Learning to teach is complex. Today’s world expects teacher preparation programs to develop a teacher candidate’s basic aptitudeness for delivering strategic and effective instruction for students with and without labeled exceptional needs in a variety of learning environments. As a result of Covid-19, teacher preparation institutions continue to scramble to mobilize face-to-face coursework to be delivered remotely via various online approaches (e.g., synchronous, asynchronous). In addition, regardless of how long this pandemic will last, many of these programs may choose to remain in this virtual space indefinitely. Teacher educators have been tasked with substantiating their own confidence, readiness and preparation for teaching remotely or fully online. However, were these institutions prepared to provide authentic experiences that appropriately prepare our teacher candidates? As teacher-educators, it is essential to ensure learning provides the opportunity to internalize the material in order to eventually translate this knowledge into their own practice. Practice-based opportunities are intentionally designed experiences that allow candidates to apply, or enact, knowledge acquired in coursework. These practices are sequenced in a continuum from least to most authentic (Brownell et al., 2019) to provide teacher educators a range of examples of practice-based opportunities that can be integrated within and across online coursework in a manner that is flexible based on the resources and opportunities available. This form of deliberate practice in learning to teach is critical because it requires the candidate to meet frequently with a teacher educator to receive feedback and refine their approach (Moxley et al., 2017). But how might this be structured when the spaces for teaching and learning that were once used to learn to teach are no longer accessible? Existing research literature reveals that adult learners/students have varied (positive and negative) perceptions of online learning strategies, such as asynchronous online discussions (Ke, 2010). According to Kumar, Martin, Budhrani and Ritzhaupt (2019), data analysis revealed that there are five main areas within award-winning faculty online teaching practices. These include: “(a) authentic and relevant course materials that connect to practice, (b) the use of multimedia resources, (c) student creation of digital content individually and collaboratively, (d) students’ reflection on learning, and (e) the instructor’s explanation of the purpose of activities, technologies, and assessments in the online course”(p.166 ). Downing & Dyment (2013), found the majority of teacher-educators reported lacking confidence or competence with new technological advances along with the pedagogical skills required to transform their face-to-face courses into virtual teaching experiences. Literature revealed online educators need to be able to comfortably work on an online platform. Teacher-educators need to have appropriate online teaching experience and support while continuing to learn how to use a wide range of strategies and tools, use data and analytics programs, and engage in continuous improvement of their approach to interacting with students (Dunlap & Lowenthai, 2018, Kumar, et al., 2019). This information correlates with the need to ensure that our teacher-candidates are learner ready. We are surviving a World Pandemic, chronic teacher shortages and dwindling enrollment in teacher-education programs, teacher-preparation programs need to innovate. Speaker(s): Amy Papacek, Arizona State University Germaine Koziarski, Arizona State University Wendy Rodgers, University of Nevada, Las Vegas Robby Robinson, University of Nevada Las Vegas Single Paper Session Preparation, Certification, Induction Location: Live Oak 4	Location: Live Oak 4	2021110509:0009:50 001	FRI, NOV 5	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Building Relationships with Evidence-based Behavioral Interventions: Guidelines for Teacher Educators In this session we propose to address the following aims. We will: 1. provide a brief overview of several evidence-based behavioral interventions or instructional approaches that are both low-intensity (i.e., relatively easy to implement), and are primarily antecedent in nature; 2. describe emerging research that supports that (a) teacher-student relationships matter, and (b) teacher-student relationships can be actively enhanced; and 3. demonstrate how the low intensity strategies we describe are both compatible with, and indeed may enhance, the establishment and maintenance of positive teacher-student relationships. We note that we will describe each strategy only briefly, but point participants to several published and online resources where they can find practical, useful information to share with preservice and practicing teachers. The specific strategies we discuss include: a. instructional choice b. behavioral momentum (high-p sequences) c. increased OTRs d. behavior specific praise Importantly, for each strategy, we quickly outline the basic steps in the intervention, but then engage participants in dialog about how these contribute to relationship-building. For example, in using behavioral momentum, the teacher might introduce a series of high-probability requests (e.g., “Carl, will you pass out these papers for me?” or “Can you erase the board before we begin?” before giving the low-probability request (e.g., “Everyone take out your math workbooks and open to page 47”). What we highlight for participants is the need to ensure compliance by offering only those high-probability requests we are confident the student will engage in. Speaker(s): Timothy Landrum, University of Louisville Dana Page, University of Louisville Caroline Fitchett, University of Louisville Single Paper Session Research and Inquiry Location: Live Oak 4	Location: Live Oak 4	2021110315:0015:50 001	WED, NOV 3	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 11:00 AM - 11:50 AM CST	Developing a Classroom Observation Protocol for General and Special Education Teachers The purpose of this presentation is to provide the development and validation process of a researcher-developed observation tool. Project Coordinate (PC) is a professional development (PD) innovation to improve 4th grade general and special educators’ knowledge and instructional practice in reading instruction in the MTSS framework. To measure the impact of this comprehensive PD program, a Project Coordinate observation protocol (PC-OP) was developed to capture change in teachers’ use of instructional practice. The PC-OP measures the quantity of EBPs a teacher uses (e.g., morphological awareness, word solving, and comprehension), and the quantity of explicit systematic instruction (ESI) moves a teacher uses (e.g., modeling, practice opportunity), and academic feedback. PC-OP also assesses teachers’ implementation of ESI, and responsiveness to student learning (e.g., feedback, support for student learning). The PC–OP consists of an interval rating section and a Likert rating section. The interval scale was designed to record the occurrence and frequency of the use of ESI, academic feedback, and EBPs during one occasion (i.e., a single reading lesson). Binary code (either 0 or 1) is used to rate the quantity of behavior occurrence. The Likert rating section was developed to measure the quality of lesson, in terms of the (a) explicit and systematic instruction in EBPs and (b) responsiveness to individual student learning. Each of these scales are comprised of three items rated on a 7-point scale. Using the two sections of this instrument, researchers can monitor whether the teachers’ instructional practice improved as they received the PC-PD intervention. In this presentation, we will demonstrate the development and validation process of the PC-OP to address these research questions derived from Kane’s Validity Framework: ? Can raters reliably apply PC-OP scores? ? Do scores on the PC-OP reliably distinguish teachers’ performance? ? Do scores on PC-OP change as a result of intervention? We have conducted a MFRM analysis with preliminary data from the treatment group. Results showed that teacher 6 with a logit value of 3.77 was the most proficient teacher, and teacher 4 with a logit value of -0.82 was the least proficient teacher. The reliability index (0.97, p < 0.001) and separation index (5.69) indicate that the different level of teacher proficiency was reliably discriminated. Also, in terms of the item facet, ESI2 (Models/describes/explains concepts, strategies, and skills effectively) with a logit value of 1.53 was the most difficult item, and CM2 (Establishes organized classroom environment) and CM4 (Creates positive classroom climate) with the same logit values of -0.78 were the easiest items. The reliability index (0.89, p < 0.001) and separation index (2.84) indicate that the item difficulty was reliably discriminated with a total of 12 items. This preliminary analysis of data suggests that the PC-OP can be used in research to assess the effectiveness of a professional development innovation, and to determine where teachers might need the most assistance. It can also be used in schools to provide performance feedback to teachers educating struggling readers within MTSS. Speaker(s): Hyojong Sohn, University of Florida Mary Brownell, University Of Florida Dept Of Sp Ed Jessica Williams, University of Florida Single Paper Session Research and Inquiry Location: Live Oak 4	Location: Live Oak 4	2021110411:0011:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 11:00 AM - 11:50 AM CST	Double Trouble: An Overview of the Successes and Challenges of a Co-Teaching Professional Development This presentation will focus on the results of a co-teaching professional development presentation. This session will start with an overview of a partnership development between a local elementary school and university, which will also include an overview of a co-teaching professional development. The presenters will address the growing need for professional development for general education and special education teachers (Shaffer & Thomas-Brown, 2015). The presentation will include a detailed description of the professional development that was designed along with the results of the implementation of this professional development. The presenters will review the challenges encountered. There will also be a discussion of the results of a post professional development survey and a follow-up survey. The presentation will reflect on the successes and challenges the encounters with administration and teachers. Through the challenges of building this professional development the presenters will discuss next steps. The hope is this presentation will be interactive in nature and lead to discussion among participants. Speaker(s): Catherine Howerter, Georgia Southern University Courtney Toledo, Georgia Southern University Kitty Crawford, Georgia Southern University Single Paper Session Preparation, Certification, Induction Location: Live Oak 4	Location: Live Oak 4	2021110511:0011:50 001	FRI, NOV 5	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Effects of eCoaching During Mursion™ Simulations on the Occurrence and Variety of Behavior Specific Praise In our presentation, we will share findings from a single-case research study in which we measured the effects of an eCoach’s in-ear feedback, delivered in real time as students enrolled in a masters-level special education behavioral course engaged in Mursion™ simulations. We will describe the specific classroom simulation used throughout the study, which consisted of a middle school inclusion class that included one student with autism spectrum disorder (ASD) who engaged in challenging, off-task behaviors (e.g., calling out, refusing to participate, saying “that’s stupid”). Pictures from the simulated environment will be shared and session attendees will be encouraged to ask questions throughout the presentation. We will describe benefits of Mursion™, as outlined in the literature, and introduce the concept of adding the eCoaching component to improve the experience by adding the immediate feedback component. Our investigation included four study participants, all of whom were either pre- or in-service teachers enrolled in an urban university where they were pursuing an MSEd in special education. Findings revealed a functional relationship between eCoaching and the occurrence of behavior specific praise (BSP) in all four participants as they engaged in Mursion™ simulations. That is, during baseline conditions, little-to-no transfer of BSP observed as participants engaged in simulations. However, once participants received in-ear performance feedback, the occurrence and rate in which BSP was given to student avatars increased significantly. Additionally, all participants gave increased rates of BSP to Nate, the avatar with ASD, and consequently, his engagement improved. We also evaluated the variety of praise given to determine if there were differences in the levels of praise variety used across participants and also if student avatars received comparable levels of praise variety. Finally, participants completed a social validity survey at the conclusion of the study, and their responses were consistent with other eCoaching reports describing the initial adjustment that occurs when one receives coaching before establishing a level of ease and comfort (Horn et al., 2020; Rock et al., 2009). After sharing study findings, we will discuss some technology-related obstacles faced when conducting our research and give recommendations for overcoming them. Last, we will offer implications for future research and practical application in special education teacher preparation programs. We will invite interactive discussion with attendees throughout. Speaker(s): Annemarie Horn, Old Dominion University Marcia Rock, UNCG Single Paper Session Technology Location: Live Oak 4	Location: Live Oak 4	2021110310:0010:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 10:00 AM - 10:50 AM CST	Grabbing the Data by the Horns: Steering Your Program towards HLPs The primary investigator utilized Department Completer Survey data required for Accreditation to identify High Leverage Practices in Special Education in the IHE's MSED- Students with Disabilities program. Results indicate missing or decreased focus on HLPs in all four Aspects of Practice. Subsequent Programmatic Revisions and resources will be discussed. Much research focus has been given to the integration of HLPs in Teacher Preparation programs (Billingsley, Bettini, & Jones, 2019; Markelz, Riden, & Maheady, 2021). Evaluation of this process and its outcomes is strongly encouraged by experts in the field (Brownell et al., 2019; Maheady, Patti, Rafferty, Budin, & del Pardo Hill, 2019). Teacher preparation programs have used multiple tools, such as the edTPA exam and student assessment data from Student teaching, to evaluate program success in other areas of Education such as working with ELLS and Differentiation, (Gottfried et al., 2019; Lavery et al., 2019). However, the process of evaluating the integration of HLPs has yet to be explored. The aim of this session is to explain the process a Small Program went through to align to HLPs and evaluate the effectiveness of our work with HLPs utilizing Completer Survey data. Audience members will participate in a Brainstorming session to identify appropriate assessment tools at their own IHEs.Much research focus has been given to the integration of HLPs in Teacher Preparation programs (Markelz, Riden, & Maheady, 2021). Evaluation of this process is strongly encouraged by experts in the field (Maheady, Patti, Rafferty, Budin, & del Pardo Hill, 2019). However, the process of evaluating the integration has yet to be explored. Speaker(s): Colleen Wilkinson, Medaille College Denise Stappenbeck, Medaille College Caitlin Riegel, Medaille College Single Paper Session Accountability Location: Live Oak 4	Location: Live Oak 4	2021110510:0010:50 001	FRI, NOV 5	A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 7D29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	How Teachers Negotiate Instructional Roles in Co-Taught Classes The data for this study were collected through observations and interviews of 10 high school co-teaching teams. Observations were conducted in teachers’ solo- and co-taught classes. Interview data shed light on what was discovered through observation of classroom instruction. This presentation will elaborate on the instructional roles that teachers adopted in their classes, in addition to the factors that influenced the decisions for how to split responsibilities. Across the 10 teams, most co-teaching pairs instructed in the same manner whether in a solo- or co-taught setting. In addition, 6 of the teams were led by the general education teacher. Factors such as number of years paired together and common planning time contributed to this split. However, 2 of the teams made the decision to split their instruction evenly in the collaborative setting. Additionally, 2 teams were led primarily by the special education teacher, this time influenced by years of experience and caseload duties. While we will provide details of the findings of how current collaborative teams divide their instructional responsibilities, we will also lead participants in conversation around what special education teachers should be doing in the co-taught setting. The findings from this study highlighted the lack of guidance that special educators receive regarding their roles and responsibilities in the inclusive setting. Many teachers are aware of co-teaching models, yet they reported they do not always know how to implement them in their content area or context. The implications of this finding further illuminate the importance of explicitly preparing special education teachers for the responsibilities of co-teaching. Speaker(s): Germaine Koziarski, Arizona State University Wendy Rodgers, University of Nevada, Las Vegas Single Paper Session Partnerships Location: Live Oak 4	Location: Live Oak 4	2021110313:0013:50 001	WED, NOV 3	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	Parent Pandemic Perspectives Special educators across the country had to quickly move special education services online and/or homebased as the Covid-19 pandemic began in Spring 2020. Both instruction and related services were moved online and/or homebased resulting in parents having to oversee their children’s instruction. In our state, all services were provided online and/or homebased until the end of the 2019-2020 academic year. As the 2020-2021 school year began, special education services have been provided through fully online, hybrid, and fully face-to-face formats. Often, the format changed throughout the fall semester. This has made providing services a challenge for both educators and parents. Research on the challenges faced by schools related to the pandemic have found delays in educational testing (Stifel et al., 2020), concerns with students not receiving all needed services (Lee, 2020), and the need for collaboration between families and educators in providing home instruction equitably to all students (Parmigiani et al., 2020). This study was designed to gather the experiences of parents or caregivers of students with individualized education programs (IEPS) provided home educational supports by their child’s school district during this pandemic. Qualitative and quantitative analysis was completed using the responses from parents or caregivers. The results have found parents sharing similar concerns found in previous research In this session, the presenters will share the survey results in order to provide educators with parent experiences and perceptions during this challenging time. It is the presenters' goal that these results will assist educators in understanding the challenges parents faced and use these challenges and suggestions provided as they modify and make plans for providing home-based and/or online instruction for students with IEPs. The presenters will also ask participants to share and discuss their own experiences as they have worked with parents to provide special education services to students throughout the pandemic. Speaker(s): Carol Hoyle, Lander University Single Paper Session Partnerships Location: Live Oak 4	Location: Live Oak 4	2021110508:0008:50 001	FRI, NOV 5	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Preparing educators to implement paraprofessional facilitation in inclusive classrooms Paraprofessionals—also known as paraeducators or teacher assistants—play a critical role in supporting elementary and middle school students with significant cognitive disabilities. Under the supervision of special or general educators, paraprofessionals provide support, deliver instruction, and collect data on academic, social, communication, behavioral, and daily living outcomes across school environments. Moreover, they often provide support in inclusive settings, which offer numerous opportunities for students to learn alongside and interact with their peers without disabilities. This places paraprofessionals in a unique and impactful position to facilitate inclusion, advance learning, foster relationships, and promote a sense of belonging for students with developmental disabilities. Paraprofessional facilitation involves arranging environments and activities or delivering strategies and prompts to a student, a peer, or other school staff in ways that improve outcomes for students with disabilities (Brock & Anderson, 2021). It should be noted that paraprofessional facilitation is different from having a paraprofessional provide intensive direct support to a student with a disability with unnecessary close proximity and excessive physical and verbal assistance, which can interfere peer interaction and class participation (Giangreco, 2021). When used correctly, paraprofessional facilitation has been shown to improve outcomes across school environments, related to behavior, peer interaction, social communication, and academic engagement. Based on prior research and our work, we will present a process that the educational teams can used to implement paraprofessional facilitation, from collaborating, planning, implementing, to evaluating outcomes. First, we will discuss team collaboration. A student’s entire educational team members should be involved in planning for inclusion and informing paraprofessional facilitation strategies. The special educator usually leads collaborations with paraprofessionals and other team members (Brock & Carter, 2015). Second, when planning paraprofessional facilitation, the team should consider the classes students attend, their learning goals in each class, the peers they are learning alongside, and the skills of the paraprofessional. We will share a planning sheet that the team can use to gather information and brainstorm ideas (Chung & Carter, 2013). For example, an ecological assessment can be a helpful approach for identifying times during each class when paraprofessional facilitation may be especially needed (Kurth et al., 2020). Third, we will discuss the main steps for implementing paraprofessional facilitation. The best way to prepare paraprofessionals to successfully implement evidence-based strategies is by combining initial training with coaching (Brock & Carter, 2015). We will share our training materials, including a self-minoring sheet that can be used by the paraprofessional (Chung & Douglas, 2015). Fourth, we will describe ways to evaluate outcomes for students, peers, paraprofessionals, and educators. Finally, we will discuss considerations for sustaining and expanding paraprofessional facilitation, as well as implementing paraprofessional facilitation across ages and grades and for students with culturally linguistically diverse backgrounds. Speaker(s): Yun-Ching Chung, Illinois State University Karen Douglas, Radford University Single Paper Session Partnerships Location: Live Oak 4	Location: Live Oak 4	2021110314:0014:50 001	WED, NOV 3	A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	Preservice Teachers' Perceptions Regarding their use of High Leverage Practices in a Virtual Reality classroom Teaching Demonstration. Teacher preparation programs (TPPs) rely on real-life teaching experiences; currently, pre-service teachers (PSTs) most practice teaching by interacting in real-life situations naturally occurring within variable school-based practicums (Legder & Fischetti, 2020). While the authentic school setting is ideal for practicum experiences, especially for teacher-candidates who are in their last year of training, these are not ideal contexts for preservice teachers particularly in their formative years in that, they place them in situations with real students before demonstrating capability, and can therefore be daunting ( Ledger& Fischetti). For these students, it is beneficial to provide them opportunities to practice their teaching skills and receive feedback in low-stakes environments before placing them with real students in classrooms. To this end, virtual reality (VR) technology offers promise in enriching learning opportunities in teacher education programs ( Billingsley, Smith, Smith & Meritt, 2019). The COVID19 pandemic and the eventual closure of schools significantly reduced access to schools and real-life classroom experiences, inadvertently forcing teacher preparation programs to take a look at VR and an alternative way to provide teacher preservice teachers with opportunities to engage in and practice their teaching skills (Roche & Roland, 2020; Sasaki et al. 2021). While the use of VR classrooms was born out of necessity, teacher preparation programs are now realizing the benefits of using this technology and many are reviewing how to incorporate and blend this technology within their programs (Duffek et al., 2021; Zolfaghari, Austin, Kosko & Ferdig, 2020). In this presentation, the authors discuss a collaborative effort between two programs that enabled 40 preservice teachers to participate in teaching demonstrations with coaching and feedback using Mursion, a virtual reality teaching program. The presenters will also discuss the perceptions of the preservice teachers regarding the effectiveness of the virtual reality program in allowing them to engage in high leverage practices (HLPs) for teaching. The authors analyzed preservice teachers' reflections to identify recurring themes regarding their perceptions of the merits and shortcomings of VR as a tool for helping them build their teaching skills specific to providing equitable discussions during a brief reading comprehension lesson. Recommendations for teacher preparation programs will be shared. Speaker(s): ROBAI WERUNGA, University of Massachussetts Single Paper Session Technology Location: Live Oak 4	Location: Live Oak 4	2021110416:0016:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Promoting inclusive practices using the 3 Cs - culture, collaboration, and coaching Inclusion continues to be a priority and area for improvement for many schools across the United States and world. As more individuals with disabilities especially those with developmental disabilities are being included in general education classrooms, educators need to be prepared to work collaboratively to implement evidence-based practices to advance the academic and social communication outcomes for students with disabilities. In addition, changing the classroom and school culture to accept and value all students no matter their cultural background or abilities is a necessary first step. During our session, we will share results from a two-year initiative to enhance the inclusive practices of two diverse school districts (one rural and one urban) across elementary and secondary levels using the 3 Cs approach. In the first year, each school used a collaborative team process to assess current practices that support inclusion and then developed an inclusive action plan with measurable goals. Goals related to further developing a positive, inclusive school culture, co-teaching practices, and inclusive instructional strategies. Each school-based inclusion team included administrators, general and special educators, family members, and students. The second year included implementation of the action plans. Cognitive coaches in each school were trained to assist in teachers in problem solving inclusive issues and share resources. Furthermore, the presentation will include examples of assessments, specific evidence-based academic and social communication strategies, and sample school inclusion plans along with our successes and challenges throughout the process. Speaker(s): Karen Douglas, Radford University Elizabeth Altieri, Radford University Darren Minarik, Radford University Single Paper Session Partnerships Location: Live Oak 4	Location: Live Oak 4	2021110415:0015:50 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	Relationship Building: A Missing Skill in Teacher Preparation Programs An essential part of effective instruction is the ability to manage challenging student behavior. Despite the importance of behavior management, many teachers receive minimal training in this area (Moore et al., 2017; Freeman et al., 2014). Unlike academic area methods courses, the content of behavior management coursework varies greatly by program (Freeman et al., 2019; Beam & Mueller, 2017). Teachers who have difficulty managing student behavior have higher rates of attrition than teachers who do not (Cancio et al., 2014). Students with disabilities are significantly more likely to be restrained or secluded than students without disabilities (Gage et al., 2020). Notably, the trend toward restraint and seclusion is increasing (Gage et al., 2020). Additionally, students who exhibit high levels of problem behavior experience worse outcomes than their peers (Davis & Cumming, 2019), including higher dropout rates and poor postsecondary outcomes (Mitchell et al., 2019). The ability to effectively manage behavior leads to better student outcomes, increased teacher retention and overall improvements to the field of education. Research has found that building and maintaining an authentic and positive student-teacher relationship is an effective strategy to increase academic engagement for students with challenging behavior (Mihalas, 2009; Van Loan & Garwood, 2020; Zolkoski, 2019). A caring teacher has shown to be a protective factor for students with challenging behaviors (Zolkoski, 2019). Strong student-teacher relationships form the foundation for effective behavioral supports; however, relationship skills are rarely included in pre-service teacher preparation courses (Hoffman et al., 2015). Teacher preparation programs play a crucial role in training pre-service teachers to manage behavior. A current gap exists between the limited content and opportunities for behavioral training in teacher preparation programs and the behavior skills required of in-service teachers. This session will address the lack of behavior based training on relationship skills for pre-service educators. Participants will be provided with specific strategies to build positive student-teacher relationships that can be easily embedded into math and language arts content area methods courses. During this presentation, participants will be provided with strategies for embedding the instruction of simple and effective relationship-building skills into content area methods coursework. The presentation will include hypothetical case study vignettes based on actual classroom scenarios to support participants with embedding relationship building skills into teacher preparation courses. While content methods courses typically focus on academic instruction, simple rapport building strategies can be incorporated into instructional planning to help build and maintain positive relationships. We will discuss academic and social benefits of relationship building skills so teacher candidates understand the importance of building relationships with their students. Strategies to be discussed will focus on building and maintaining positive relationships and be presented in a way that is meaningful and relevant to teacher candidates. Rapport building strategies will include intentional genuine interactions with students through daily check-ins and individual conferences. Strategies to maintain and reinforce relationships will include active supervision, behavior specific praise, and providing choice. Specific connections will be made between these strategies and their inclusion in content area methods coursework. Speaker(s): Chrissa Mitchell, University of Northern Colorado Kristy Hynes, University of Northern Colorado Jason Robinson, University Of Northern Colorado Tracy Gershwin, University of Northern Colorado Single Paper Session Preparation, Certification, Induction Location: Live Oak 4	Location: Live Oak 4	2021110410:0010:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	Supporting Doctoral Students: Lessons from an Online Peer Mentoring Group Informal and formal peer mentoring groups have helped professionals build community among colleagues. In the past, peer-mentoring has been used in the teacher education field to support pre-service and early career teachers (Forbes, 2007; Le Cornu, 2007). In higher education peer mentoring has been used to support early career female researchers (Schmidt & Faber, 2016), and first year undergraduate students (Cornelius et al., 2016). With the increased use of social media and web conferencing systems to create and strengthen professional relationships, in particular during the COVID-19 pandemic, the transition to online peer mentoring groups (e.g., writing, psychological, social) have become more commonplace. In this session we will provide participants with an introduction to peer mentoring groups. We will discuss how they compare to traditional mentoring relationships, and how both type of mentoring groups may complement one another. The presenters will then describe their founding of a doctoral student peer mentoring group and compare it with the components of a successful online peer mentoring group for graduate students as presented by Faber and colleagues (2017). Finally, we will discuss the lessons learned as a result of this experience, provide examples of what did an did not work, and will discuss future directions for the expansion of online peer mentoring groups. Our aim for this session is to provide graduate students and faculty members at different stages of their career with a roadmap to establishing and maintaining successful peer mentoring groups. Participants will leave with the skills and knowledge necessary to create their own online peer mentoring groups in order to improve their practice. Speaker(s): Naima Bhana, Penn State University Single Paper Session Preparation, Certification, Induction Location: Live Oak 4	Location: Live Oak 4	2021110414:0014:50 001	THU, NOV 4	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	Using mixed reality simulation to model how to conduct an FBA in an online environment. With the integration of the CEEDAR initiative, professors are encouraged to take a deeper look at the instructional methods that we are using to reach our students and to take a hard look at their ability to implement evidence-based and high-leverage practices. Technology is a key component that we must look at to broaden the scope of our teaching methods. Teachers in k-12 schools are required to utilize dynamic technology to not only provide their students with the information that they are required to learn, but to personalize that learning for the student’s individual strengths, needs, and interests. As teacher educators, it is imperative that we look beyond a lecture-style or collaborative grouping approach to incorporate the technological components that we know our preservice teachers are going to be required to use on a daily basis. The TLE TeachLive technology aligns not only with the CEEDAR initiative, yet also with the university mission of “providing a quality education” to our college students. Darling-Hammond (2014) reported that a strong, well-designed clinical preparation in teacher education is a strong predictor of success amongst its graduates. The university program has a well-designed and revered program that provides all junior and seniors within the program with rich field experiences within the Professional Development Community (PDC) model. Students are immersed within the applied K-5 elementary school setting for three full days a week for two full years experiencing both general and special education settings. However, although our graduates come out of our program with much knowledge and experience within the applied setting, it is still apparent that preservice teachers need to practice newly acquired skill sets to move them from acquisition to mastery. Implementing an innovative program like TLE TeachLive will bridge this gap to provide students with opportunities to practice and gain immediate feedback on their performance without undue risk to young students in a K-5 classroom. During the CoVid-19 pandemic, universities were encouraged to look deeper into their programs and develop ways to continue to provide rich programming that is evidence based and relevant. Through the use of a Presidential grant, the professors embedded into a current Introduction to Applied Behavior Analysis a multi-step process where students practiced skills required to complete an FBA through mixed-reality simulation and then in turn, took the skills and practiced them within the classroom environment when possible. Previously, students would complete this task after receiving lectures from professors and reading text. The prior results were that students did not feel prepared to complete the FBA and were lacking in the skills. However, after implementing the Mursion/UWGLive model in Zoom classes, students were more prepared, had a frame of reference, and were able to implement the FBA with better success. This session will review the outcomes of using the mixed-reality simulation in addition to providing participants with the tools to implement this program in their own universities. Speaker(s): Jennifer Sears, Georgia CEC Brooks Peters, University of North Georgia Single Paper Session Preparation, Certification, Induction Location: Live Oak 4	Location: Live Oak 4	2021110413:0013:50 001	THU, NOV 4	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Collaborative best practices for the co-development and co-teaching of a fully online special education master’s course Brandman University’s Master of Arts in Special Education is a fully-online program consisting of six required core courses, along with a four-six course emphasis area chosen by each student. A full-time faculty member and an adjunct professor from Brandman University will share the collaborative process they used to co-develop and co-teach a core course in this program. The course, Advanced Assessment and Program Evaluation in Special Education, is mandatory for all students, and is third in core sequence. Initially, the program did not require weekly, synchronous class sessions for the core courses, but over time, faculty felt meeting with students each week was important. The process for implementing synchronous class meetings will be discussed. With the shift to synchronous class meetings, program faculty decided that these sessions would be co-taught by the faculty/adjunct pair assigned to teach each term, as two sections of the course were offered. This resulted in new challenges as the assigned instructors had to coordinate how they would teach each combined class session. For the Advanced Assessment and Program Evaluation course, initial collaboration consisted of simply deciding who would be “in charge” of instruction each week with minimal coordination of instruction or content. After the first term using this approach, the two instructors decided to implement a more purposeful and meaningful approach to the co-teaching process. The following year, the instructors met well in advance of the course start date and discussed ways to improve both the weekly synchronous meetings and course content/evaluation, which will be shared in the session. The next year, the instructors met again and made substantive changes to weekly synchronous session materials and activities. The work of the two instructors was based on best practices in collaboration and co-teaching. While a long held practice in many K-12 institutions, co-teaching is not equally promoted in institutions of higher education (Johnson, 2015). A comprehensive review of the literature revealed an apparent gap in current research surrounding co-teaching at the graduate level. An additional concern is that the act of teaching has been described as lonely, singular, and competitive (Boreen & Niday, 2000; Jamal & Baba, 2001; Lindenfeld, 1992), and this is particularly true in higher education and co-teaching is one approach that benefits both professor and student interest, motivation, and learning (Anderson & Speck, 1998). Faculty in this session will share best practices, experiences, and recommendations from their experience of co-teaching over the last three academic years. A secondary goal will be to fill the gap in the current body of literature surrounding co-teaching in higher education through engaging participants in discourse and practical applications. The session will end with a question and answer period during which participants can discuss best practices and challenges they have encountered during the co-development and/or co-teaching of teacher preparation, masters, and doctoral courses. Speaker(s): Lynn Larsen, Brandman University Michael Vallejo, Brandman University Single Paper Session Preparation, Certification, Induction Location: Live Oak 1	Location: Live Oak 1	2021110415:0015:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	Steering Your Educator Preparation Program Into the Future: A Data-Driven and Collaborative Curriculum Redesign Process Teacher quality serves as one of the most important factors for improving student learning (Adoniou, 2013) and substantially influences student academic and behavior outcomes (Baumert & Kunter, 2013; McConney et al., 2012). Consequently, effective special education EPPs have the potential to positively impact both the quality of the workforce and outcomes for students with disabilities. The Program (Re)Design Model for Learner-Centered Curriculum (PRD; Fowler et al., 2015) is a systematic approach to curriculum development that may benefit EPP programs as they seek to design rigorous curricula capable of producing high-quality teachers that thrive and remain in the field. Aim of the Session: The session’s goals are to introduce the PRD process (Fowler et al., 2015) as it relates to special education teacher preparation curriculum development. Presenters will highlight the steps they took to update their curriculum at the programmatic level to align with current standards while sharing examples of the data collected and insights from the challenges and opportunities faced when applying the model. EPPs have a challenging and overwhelming responsibility to produce teachers ready to handle the demands of the future classroom. This presentation highlights how one program used an explicit and systematic approach to wrangle the BULL (e.g., standards, certification issues, performance assessments) in order to “steer in the future” and ensure the long-term success of the program’s pre-service teachers. Presentation Session Description: The presentation will begin with a brief overview of the PRD process to provide session attendees with a research-based rationale for this learner-centered curriculum model. Next, presenters will walk through each step of the process, providing specific examples from their own experiences using the model for a comprehensive curriculum redesign of an undergraduate special education EPP. Session attendees will learn how the program collected data from relevant stakeholders (e.g., current students, past students, mentor teachers, school administrators, faculty) and see examples of how they used the results to inform curricular decisions. Further, presenters will explain how they integrated insights from the unique program data collected with current guidance (e.g., state, CEC Initial K-12 Standards, high-leverage practices, edTPA rubrics, university standards) to develop a rigorous preparation program. Key components of the PRD process will be discussed, including facilitating a motivated team with a shared vision, the process of defining and agreeing on the program’s core fundamentals, and establishing a willingness to address the challenges within it. Following the main section of the session, the presenters will lead an interactive activity focused on how the session attendees can implement the process within their program. This will include reflection on the current needs, brainstorming each step as it relates to their program, and a list of action items to get started. Speaker(s): Mary Rose Sallese, Texas A&M University Melissa Fogarty, Texas A&M University Samantha Shields, Texas A&M University Single Paper Session Preparation, Certification, Induction Location: Live Oak 1	Location: Live Oak 1	2021110410:0010:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Supporting Inclusive Education in Private Schools As more private Christian schools offer inclusive education programs for students with significant cognitive disabilities (SCD), it is crucial that teachers have access to quality professional development (PD). Even though Christian schools are not required by law to admit students with disabilities, more schools are recognizing the benefit of inclusive education and opening their doors to students with SCD. However, many Christian schools have limited access to qualified special educators, funding, and appropriate training for general education teachers. A number of studies have looked at the barriers to inclusive education in Christian schools, but none have evaluated the types of training general education teachers need in order to educate all students in an inclusive classroom. We surveyed teachers at three Christian schools (two elementary and one middle) that admit students with SCD to learn more about general education teacher attitudes, beliefs, perceived barriers, and reported PD needs regarding inclusive education in private Christian schools. At the time of this proposal, our survey is ongoing. The survey will end June 7th and data will be analyzed by the end of July. At this time, we have collected data from 36 respondents. HLPs most frequently requested for additional PD include: promoting comprehension; promoting active student engagement; teaching complex concepts; scaffolding instruction; managing challenging behaviors; checking for understanding through progress monitoring; and locating new resources to support the inclusion of all students. Speaker(s): Amy Clausen, University of North Carolina At Charlotte Shawnee Wakeman, UNC Charlotte Single Paper Session Preparation, Certification, Induction Location: Live Oak 1	Location: Live Oak 1	2021110509:0009:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Surviving and Striving: Happiness and Mental Health Strategies for Special Educators A recent study (Zhang et al, 2020) of special education teachers found that their perception of their own abilities and resilience played a significant role in their mental health. Happy people are more productive (Oswald, Proto & Sgroi, 2010) and can handle more adversity in situations, leading to greater persistence. 2020 and 2021 were bellwether years for mental health. Special educators are in particularly precarious emotional states because of the challenges of trying to implement IEPs and the difficulties of providing services through virtual environments and the lack of services. A study of 172 individuals with significant mental health issues found that hope was a greater predictor of overall well-being than assessment of actual needs (Werner, 2012). “Therefore, mental health services should focus on hope-building.”- p. 214. Building a positivistic perspective, however, can be challenging, especially in teacher preparation programs. Using Seligman’s three types of happiness (Seligman, 2009) as the positive psychological framework and cultural relevance as a lens, this session will describe teacher preparation strategies that can increase a person’s persistence and coping ability by focusing on the WHAT, WHO and WHY of teaching. The first level of WHAT can be defined as “Experience” interventions designed to help improve mental health and resilience. Exercise, getting a good night’s sleep, or even going on vacation are all forms of happiness based in sensory happiness. Even “motivators” like money or candy are based in sensory experiences. Unfortunately, these types of interventions do not last very long and must be repeated often. The second level are “Engaged” interventions, or WHO you are working with. This is the form of sustainable resilience that comes from connecting with and helping other people. Seeing each student as an individual, making friends with fellow teachers and bonding as a school, a team, or a grade level can sustain you in your life. These connections can eventually get lost in the daily demands of changing standards, requirements and staff and these relationships have been affected dramatically during the pandemic. The third level of teacher mental health is the “Enduring” form of resilience. This the WHY you became a teacher. The Purpose form of happiness is where you are working to “make a difference in the world”. Teaching matters, not just to the people with whom you come in contact, but to the community and to the future. This mental health involves creativity and demonstrable results in teachers work to make a difference. This level is also dependent on systemic supports to develop their autonomy and creativity. This session will be particularly relevant to teacher preparation faculty seeking to build resilient teachers from their professional preparation programs onward and administrators seeking to retain qualified special education professionals. It is particularly important to retain teachers from diverse backgrounds, and this session will share strategies that can be used to help develop what is so sorely lacking in schools today- hope and resilience. Speaker(s): Claire Hughes, College Of Coastal Georgia Single Paper Session Policies and Practices Location: Live Oak 1	Location: Live Oak 1	2021110314:0014:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	The Hidden Gift of Redesign: How One University Tackled the New CEC Standards, Tight Timelines, and Changing State Regulations This session will begin with a description of the context and statement of the problem. Then, the vast majority of the session will focus on the process two faculty members used to redesign their undergraduate special education program. The presenters were given a short timeframe to redesign a program with a dwindling faculty, increased accountability and requirements from the state, and a host of standards from various professional organizations. They deviated from the typical redesign process that includes all faculty, or a committee over a long period of time and decided to do the majority of the work as a duo drafting the standards alignment/crosswalks, curriculum design, and course/content development in a short period of time. The process will be described in a way that invites participants to consider similarities and differences with their own program redesign, guiding questions to support their redesign, and a possible path forward. The steps of this process included: data collection in the form of surveys from stakeholders (PK-12 administrators and teachers, current and former students, and faculty), regular meetings to align and crosswalk standards (CEC, IPTS, HLPs, CRTL, edTPA, CPAST, EDA), determine critical content and removing outdated content, and multiple opportunities for faculty to provide input (at the beginning of the process, after a draft program was developed, and at the end when revisions were made based on feedback). While many of the standards required by the presenters’ state licensure are common to other programs, there will be a brief description of the “alphabet soup” of all the standards that were integrated into the revised program. In addition to describing the process, this session will provide participants with guiding questions and recommendations that can support their efforts in redesigning existing programs or developing new programs. This portion of the session will also include addressing roadblock or challenges. Participants will be encouraged to reflect on how these solutions may apply to their context. At the end of this session, presenters will leave time for question/answer and discussion. This is an invaluable portion of the presentation where participants can problem-solve, share information, network, and create action steps beyond the session. Presenters will facilitate discussion, answer questions, and provide additional information based on questions and comments generated in this session. Single Paper Session Preparation, Certification, Induction Location: Live Oak 1	Location: Live Oak 1	2021110310:0010:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	The State of Dyslexia: New Legislation, Teachers’ Perceptions of Major Challenges and Professional Development Needs The aim of this interactive session is to provide the results of a qualitative study on a professional development workshop about dyslexia. The session will begin with introductions, a review of the agenda, and the learning objectives which are: Participants will describe the knowledge and skills necessary to serve students with dyslexia. Participants will know if a dyslexia law has been passed in their state. Participants will discuss the challenges of educating students with dyslexia. Participants will identify the professional development needs related to teaching students with dyslexia. Next, participants will participate in an interactive activity where they will write answers on poster paper taped around the room with the following 3 questions on each of them: Name 3 skills teachers need to serve students with dyslexia. Name 2 challenges teachers have when educating students with dyslexia. List 2 ideas for professional development teachers need to educate students with dyslexia. After the activity, the presenters will review the literature on dyslexia to include: The definition of dyslexia, signs of dyslexia, the prevalence of dyslexia in the United States, how dyslexia relates to IDEA categories, government involvement in educating students with dyslexia, challenges faced by general education teachers, professional development needs of teachers, and the current state laws about dyslexia. After the literature review, we will ask participants to complete the pre-workshop questionnaire to ascertain their professional development needs. Next, we will provide an overview of the methods of our study to include participants, data analysis, and data collection procedures. We will then provide a brief overview of the professional development provided to the participants provided by the state department of education. Lastly, we will share the results of the study. After the results are shared, we will ask participants to discuss in small groups the major challenges special educators stated in the study, the professional learning opportunities they stated they needed, and the next steps that the researchers should take. Each group will be given a poster paper and asked to present their discussion topics to the rest of the participants. Before ending the session, a summary will be provided. The presenters will also revisit the learning objectives and ask participants if they felt the objectives were met. Lastly, 10-15 minutes will be reserved for questions and answers. Speaker(s): Karin Fisher, Georgia Southern University Nai-Cheng Kuo, Augusta University Single Paper Session Preparation, Certification, Induction Location: Live Oak 1	Location: Live Oak 1	2021110414:0014:50 001	THU, NOV 4	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	What’s fun about data collection for higher education accreditation? Institutions of higher education require ongoing data collection to apply and maintain accreditations. Timely data collection across courses in a program can be challenging. Much of the literature on knowledge sharing is confined to a corporate environment and doesn't translate easily to academic institutions. Academic institutions, particularly schools of education, need to utilize wider and enhanced data management to better inform institutional decision-making to retain/attract students as well as improve the experience of the academic experience. Speaker(s): Jaclyn Galbally, Saint Joseph's University Samantha Riggleman, Saint Joseph's University Single Paper Session Accountability Location: Live Oak 1	Location: Live Oak 1	2021110311:0011:50 001	WED, NOV 3	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 7D29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 4:00 PM CST	Early Childhood Personnel Center (ECPC) Updates and Resources to Support Your Work ECPC facilitates the development of Comprehensive Systems of Personnel Development to support the early childhood intervention workforce. Join this interactive session to review materials and learn about involving families in personnel preparation, aligning your preservice and in-service curriculum to EI/ECSE Professional Standards, supporting state leadership to design personnel systems. Location: Elm Fork 2	Location: Elm Fork 2	2021110314:0016:00 000	WED, NOV 3
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	Assessing Graph Manipulations: Pre-Service Teachers’ Accuracy in Evaluating Progress Monitoring Data In this session, we will present our study that measured the impact of graph manipulations on pre-service teachers’ accuracy in evaluating progress monitoring data. We will discuss the importance of accuracy in evaluating progress monitoring data, the challenges teacher face in interpreting this data, and the previous research that informed our work. The importance of this work is emphasized in the teacher preparation standards put forth by the Council for Exceptional Children and the Interstate Teacher Assessment and Support Consortium. Therefore, our work extends previous literature by focusing on pre-service teachers. We will present our research questions and describe our participants. We will explain the data sets and graphs we created with each graph manipulation present (i.e., presence of aimline and three DPPXYR). We will share the survey instrument used to collect participant responses. Audience members will have the opportunity to evaluate graphs as our participants did and assess their accuracy with an answer key and discussion from the presenters. We will outline how we analyzed our results including the regression analyses used to determine which graph manipulations led to increased accuracy across participants. Finally, we will present our findings and implications they have for future research and practice. Audience members will have the opportunity to engage in a discussion with the presenters how this work can inform practice and instruction for teachers as well as other factors of progress monitoring data that impede its use in effective decision making. Speaker(s): Corey Peltier, University of Oklahoma Single Paper Session Research and Inquiry Location: Elm Fork 2	Location: Elm Fork 2	2021110410:0010:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Building Equitable, Trusting Relationships Between Families and Educators in Elementary Settings: Findings from a Pilot Study In this session, we will provide a rationale for family-school partnership programming, and identify the barriers. Next we will briefly describe the Building Equitable, Trusting Relationships (BETR) Family-School Partnership Model. The goal of BETR is to infuse 5 research-based family-school partnership principles within family member-educator meetings and other aspects of the school culture to enhance student learning. These principles are: (1) Families and educators treat each other as equals and advocate for one another; (2) Families and educators interact in a bi-directional way; (3) Families and educators know how to prevent and resolve conflicts; (4) Families and educators recognize and build on each other’s strengths; and (5) Families and educators trust each other. BETR is set in motion at the school level by the BETR leadership team, consisting of five members (two parents, two teachers, and one administrator) who are trained in the BETR process and are responsible for designing the BETR implementation and evaluation plan for the school. All team members have an equal voice. The BETR plan is tested by a BETR implementation team, composed of a representative sample of teachers and family members at the school, and subsequently refined based on stakeholder feedback. BETR utilizes two approaches to help ensure that educators and families have access to current family-school partnership research: (a) train-the-trainer approach and (b) ongoing technical assistance. Participating schools have access to BETR resources that help to ensure feasibility and sustainability of the model, as well as data-informed decision making. The BETR Model is guided by the implementation science model (Fixsen et al., 2009), with the understanding that school-wide change requires a school-wide vision, knowledge and skills, incentives, supportive resources necessary to achieve schoolwide change, and an action plan. Next, we will review key findings from the pilot of BETR with four schools (two early childhood centers, one lower school within a private school setting, and one primary university laboratory school) in Texas and Colorado. This pilot was informed by the initial field study with three public elementary schools in Iowa carried out in the 2019-2020 school year (Authors, 2020). The research was conducted under limited-efficacy testing such that it utilized a small sample, immediate rather than final outcomes, shorter follow-up periods, and limited statistical power (Bowen et al., 2009). The research question was: What features of the BETR process are required to ensure that it is usable in elementary school settings? We defined usability as acceptable, practical, and desirable within school contexts, and that the BETR project can be fully implemented as planned and proposed. We will emphasize implications for inservice and preservice professional development, and the relevance for re-examining family-school partnership programming in light of the COVID-19 pandemic. The final portion of the session will be interactive in which participants will discuss the value and timing of teacher pre- and in-service preparation for family-educator collaboration, and advocacy for robust school-wide family-school partnership initiatives in pursuit of enhanced student learning. Speaker(s): Kathleen Kyzar, Texas Christian University Tracy Gershwin, University of Northern Colorado Robin O'Shea, Key2Ed Single Paper Session Partnerships Location: Elm Fork 2	Location: Elm Fork 2	2021110310:0010:50 001	WED, NOV 3	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	Coteaching in High Schools Can Work! The purpose of the presentation is to offer high school coteachers practical strategies, aligned with current research and first-hand experiences, to apply to their practice. In this presentation, coteaching is defined as a certified general and special educator sharing responsibilities for at least one group of students in a single classroom setting for at least one instructional period (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010). Coteaching in high school classrooms has the potential to offer students with disabilities equitable access to content-specific pedagogical practices and the necessary specialized instruction to be successful. Conditions in high school settings can be conducive to effective coteaching practices. For example, block scheduling gives coteachers an opportunity to implement a variety of coteaching approaches in one instructional period to maximize student engagement and learning, time to co-reflect on student learning and engagement, and the chance to “fine-tune” lessons from one period to the next. Likewise, preparation programs for secondary content certification allows general education teachers to develop depth in their content knowledge and pedagogical practices to teach the content, known as pedagogical content knowledge (PCK; Gitomer & Zisk, 2015). Discussing PCK with their special education coteacher enhances student learning and focuses the specialized instruction for success in the course. Special educators also share ideas to promote student learning, such as techniques for differentiation and accommodations. Exchanging ideas in this way leads to professional growth in ways that may not be possible without coteaching. This unique opportunity to develop shared PCK (Willard, 2019) facilities the professional development of both teachers. In addition to establishing a firm understanding of the conditions in high schools that lend themselves to successful coteaching practices, the presenter will share practical tools and tips for secondary coteachers, gathered from current research and first-hand experiences. Suggestions will include strategies for: (a) selecting coteaching approaches aligned with lesson objectives and advantages and disadvantages of each approach; (b) unit and lesson co-planning templates; (c) conducting efficient co-planning meetings; and (d) resolving conflict with your partner. Audience members will leave the presentation with a solid understanding of high school conditions that are conducive to coteaching and several practical suggestions for applying current research to their coteaching practices. A handout (digital or paper) will be available for interested audience members. Speaker(s): Carol Willard, SUNY Oswego Single Paper Session Preparation, Certification, Induction Location: Elm Fork 2	Location: Elm Fork 2	2021110508:0008:50 001	FRI, NOV 5	A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	Educators’ Utilization of Special Education High Leverage Practices: Implications for Practice The current study explored the use of the HLPs by teachers in both special and general education working alongside students with disabilities. Specifically, the following study explores teacher utilization and understanding of the HLPs to support students with disabilities in inclusive settings. Engaging both special and general education teachers in a Q-sort survey and interviews will provide insight into how teachers perceive and utilize high-leverage practices as part of their daily instruction. Results provide insight into the practices used most often and much needed to prepare general and special education teachers to implement them. Both special (n=30) and general education teachers (n=30) participated in a Q-sort activity followed by open-ended questions to provide insight into how they perceive HLP part of their daily instruction. The Q-sort methodology requires participants to order presented items in equally distributed categories from most to least depending on the presented question prompt. For this study, participants were asked to rank the high-leverage practices regarding utilization within their classroom practices. Q-sort data was analyzed using a software package for statistical analysis (SPSS). Each item, 1 to 22, received a score corresponding with the anchor statement where it was placed. Both special (n=30) and general education teachers (n=30) participated in a Q-sort activity followed by open-ended questions to provide insight into how they perceive HLP part of their daily instruction. When examining the collective sample (n=60), three factors emerged that provide insights into how teachers perceive the utilization of HLP. When looking specifically at special education and general education teachers’ Q-sort responses, three-factor also emerged for each respective participant group. Special education factors focused on teacher groups that prioritized collaboration, individualized student instruction, and long-term planning elements. While general education teacher factors demonstrated respective views that prioritized instruction or social-emotional practices. Many HLPs rated lowest by general educators were identified as a practice they “lacked knowledge” of, had “limited opportunities” to implement, or task they did not see as part of their job (e.g., functional behavior assessment). Results indicated that many general and special educators do not have background knowledge of HLP (56%). Educators also demonstrated a mixed understanding of the criteria for the determination of a practice as a high-leverage support for students with disabilities. Special education providers were the most common response across groups when asked who they would seek to learn more about HLPs. However, less than half (47%) of participating special educators indicated knowledge of the high-leverage practices themselves. Implications for future research on HLPs utilization and preparing school personnel to successfully deploy the HLPs based on teacher responses. The following study provides insights into the current utilization of HLPs and where educators may require more support. The following research uncovered discrepancies related to assessment and collaboration HLP practices. Additionally, as special educators are seen as leaders in utilizing HLPs, personnel preparation programs and professional learning opportunities can provide greater support in preparing special educators to promote HLPs with general educators and their school communities. Speaker(s): Amanda Passmore, University of Illinois Chicago Marie Tejero Hughes, University of Illinois at Chicago Courtney Barcus, University of Illinois at Chicago Single Paper Session Research and Inquiry Location: Elm Fork 2	Location: Elm Fork 2	2021110311:0011:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 8:00 AM - 8:50 AM CST	Evaluating Teacher Candidates’ Goal-Setting through Residency Practicum During a Yearlong Experience For more than 100 years, this regional, rural, moderately-selective, midwest university has had a strong reputation for preparing teachers, as it originated as a Normal School in 1905. The School of Education (SOE) serves approximately 800 undergraduate students with a large majority having elementary education or special education as their major. During the 2014-2015 academic year, the curriculum was transformed in a redesign that impacted all coursework completed by these 2 majors, as well as those of all other education majors. A hallmark of the new curriculum for elementary and special education majors is what was originally called “year out” student teaching (ST). This evolved into a semester called Residency Practicum (RP) and a semester deemed as student teaching. A chief difference between the former curriculum and the new is this yearlong experience is completed at one school district, giving candidates (TCs) beginning of the year and end of year experiences in a classroom setting, therefore in theory, better preparing TCs for their first year of teaching. Theory into practice (Merriam & Bierema, 2014) is a statement often used to convey the bridging of information for TCs as they prepare to step away from the doors of academia into the real world of teaching. As adult learners, TCs have distinctive learning needs (Reynolds, Stevens, & West, 2013) which are important to recognize in order to assist these TCs in understanding learning theory and its application (Izmirli & Yurkdakul, 2014; Reynolds et al., 2013). Data gathered will be used to further evaluate the effectiveness of the yearlong experience and the redesigned curriculum. This information has relevance to the future TCs who enter this EPP, as well as provide information to other EPPs considering a yearlong experience. During the fall of 2020, there were 512 TCs in the School of Education's elementary and special education programs. Of those 512, in the fall of 2020 there were 85 TCs who were deployed out into their Residency Practicum placements in more than 30 school districts. These TCs just completed their student teaching (Spring 2021). Research is being conducted with a focus on TC’s experiences identifying and reflecting upon their goals for the RP during the fall of 2020. The purpose of the study is to gain the TC’s perspectives on which competencies they identify the most as setting goals for improvement throughout the course of the RP. In addition, surveys that have been completed by TCs, University Supervisors, and Cooperating Teachers are being analyzed. A survey, focus groups, and interviews are currently being conducted with the overarching research question guiding this study as, “How does goal setting and experiences as a teacher candidate in an undergraduate teacher preparation program impact later teaching experiences as a residency practicum and student teacher?” Speaker(s): Shantel Farnan, Northwest Missouri State University Sue Wood Vicki Seeger Single Paper Session Preparation, Certification, Induction Location: Elm Fork 2	Location: Elm Fork 2	2021110408:0008:50 001	THU, NOV 4	A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Preparing school leaders to address difficult situations in inclusive settings: Practice makes perfect! When it comes to the topic of inclusive education, administrators need quick thinking and strong communication skills. School leaders are expected to establish “the expectations and tone of a school’s approach to equity, curriculum, and inclusion” (Weber & Young, yr, p.18). Unfortunately, however, administrators are often unprepared for the unique challenges that inclusion may present them (Dieker, 2007). “Principals who expect teachers to take risks in learning and practicing new behaviors should demonstrate their openness to change” (Zimmerman, 2011, p. 107). Collaboration is a high-leverage practice; HLP 1 relates to collaborating with school professionals and HLP 3 recognizes the importance of collaborating with families (McLeskey et al., 2017). These skills do not come easily and yet,“significant change in an organization begins with significant change in what leaders think, say, and do” (Sparks, 2007, p. 3). In this highly interactive workshop, the presenter will engage participants in a discussion of the strategies involved in addressing difficult situations in general (e.g., ways to build in processing time, use of active listening, key phrases to use and avoid). They will also identify key issues that frequently arise specific to inclusive education that leaders may face (e.g., LRE, FAPE, accessibility). Then, participants will take on the role of a school principal who is faced with an upset teacher who has an included student with a disability, followed by interactions with the student, students’ peers, student’s irate parent, and a legal advocate. As these avatars challenge participants, the presenter will facilitate, pausing the session to allow for active discussion around what the school leader should and should not do or say. The use of simulation has been found to be more impactful than simple roleplay (Spencer et al., 2019) and it will allow for on-the-spot dialogue and practice by participants. Discussion will be encouraged regarding how the use of simulation can support school administrators and teacher leaders in educator preparation programs. Though there is no “one right answer,” this session will help participants consider the use of simulation to help their students better interact around difficult situations as they improve inclusive practices, communication skills, and overall collaboration with others, which in turn will better support diverse learners. Speaker(s): Wendy Murawski, CSUN Center for Teaching & Learning Single Paper Session Preparation, Certification, Induction Location: Elm Fork 2	Location: Elm Fork 2	2021110313:0013:50 001	WED, NOV 3	A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Teach, Guide, Give: Authentic Lessons in Self-Advocacy Self-advocacy skills should be a part of Individualized Education Program goals. However, teachers and parents often struggle with how to include them along with all the academic requirements. It is often simpler to make choices for students rather than teach the students how to participate in their own decision making (Burdette, Greer, & Woods, 2013). This presentation will look at practical ways that self-advocacy training can be incorporated into daily classroom instruction as well as activities for home and the community. Participants will leave with sample statements that can be adjusted to meet the goals of individual students and used in their Individual Education Programs. Additionally, participants will be given a variety of activities that can be used and altered for a variety of ages and abilities which will support development of self-advocacy skills and self-determination. This presentation will provide applicable ways to engage even the youngest voices in conversations that exhibit self-advocacy. Speaker(s): Lindsey Massengale, University of the People Cindy Camp, DCMP Single Paper Session Research and Inquiry Location: Elm Fork 2	Location: Elm Fork 2	2021110509:0009:50 001	FRI, NOV 5	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 8:00 AM - 8:50 AM CST	Through Multiple Voices: COVID-19’s Impact on Students with Disabilities and Those Who Serve Them Voices from child, teacher, parent, student-teacher, teacher trainer, and educational researcher perspectives may reveal the true effect of the pandemic on the education of children with disabilities by exploring different layers of these children’s environments. That is, we realized that, together, we could share both emic perspectives (through writing our own lived experiences as students and educators) and etic perspectives (through theorizing and conceptualizing about different levels of the disrupted educational system) regarding how the education of students with disabilities has been and will be affected in the years to come. Our piece is rooted in experiential knowledge we have gained as students, parents, and educators over the last year during the pandemic, while simultaneously continuing our practices as learners and teachers in multiple educational settings that affect students with disabilities. The voices are synthesized and discussed through the lens of Bronfenbrenner’s ecological systems theory (1976) and Vygotsky’s Zone of Proximal Development (ZPD) theory (1978). Vygotsky viewed the learning process as relying on the presence of a more knowledgeable other (such as a teacher); social interactions that allow for observation and practice of skills, and through scaffolding that supports the learner-- all processes that were limited by remote teaching/learning practices during the pandemic. Critical examinations of the education of students with disabilities are essential given the current pandemic. Not only was the education of students with disabilities disproportionately affected by the pandemic, the educational system surrounding students with disabilities was disproportionately affected. Although limited, there is available literature on the impact of the pandemic on children with disabilities. Our piece offers an expanded view by including educational systems. We not only center on the voice of a child with a disability but also go beyond the individual and school experience by linking to the higher education perspective. Collectively, our stories highlight the disorder encountered across people and across settings, yet also reveals surprising benefits that challenge us to expand our thinking on the impact of COVID. For example, the child demonstrated resilience and flexibility. Additionally, the advantages of online learning to this child (e.g., distance from bullies, fewer distractions) amplify that in typical times, there continue to be inequities in the educational experience of children with disabilities. In using a layered perspective, we acknowledge that as we emerge from the pandemic, any movement forward needs to consider the full educational context. The implications of the COVID-19 Pandemic on the education and outcomes of individuals with disabilities are varied. Training for future teachers will continue to be adapted to serve students not only in a face-to-face setting but also in remote online learning environments. The quality of such online programming for students with disabilities, including equity in accessibility for diverse learners, will remain at the forefront, as the educational landscape will forever change with increased flexibility for instructional settings. Speaker(s): Marcia Montague, Texas A&M University Patricia Lynch, Texas A&M University Single Paper Session Research and Inquiry Location: Elm Fork 2	Location: Elm Fork 2	2021110308:0008:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	Using Innovation Configurations (ICs) to Align Course Content to the Science of Reading and Structured Literacy According to Moats (2020), “Surveys of teacher preparation programs in English language arts and reading have exposed an unfortunate misalignment between what is typically taught to prospective teachers and what is consistent with research” (p. 10). In addition, “Most teachers report that they do not feel prepared to teach struggling readers” (Stollar et al., 2020, p, 40). Over the last few years, however, there has been major momentum for change brought on by what Vaites (2019) coined a “literacy tsunami” which has resulted in an important national conversation about how we teach reading and advanced evidence-based reading training requirements (i.e., Right to Read Acts) which often include requirements for teacher preparation programs. This presentation will highlight tools and resources that faculty can use to engage in continuous improvement, or the collaborative process by which programs review, reflect, revise and refine their content to benefit teachers within the program (NCII, 2020). The focus of this presentation is continuous improvement related to literacy. The use of Innovation Configurations (ICs) over the course of three continuous improvement cycles spanning the last five years (2017-2022) will be shared. The focus of this work was and is to better align course content across a dual certification program in Elementary and Elementary Special Education to the Science of Reading and Structured Literacy. The process of using an IC is self-driven and designed to look across a program, not at a particular course (NCII, 2020). In this presentation, we will share how utilizing ICs jumpstarted our collaborative, continuous improvement journey related to literacy across the Elementary Education and Special Education Departments. In addition, we will share about our past, present, and future use of ICs with specific information about the following ICs: • Evidence-Based Reading Instruction: K-5 (CEEDAR) • Evidence-Based Practice for Writing Instruction (CEEDAR) • Literacy/Dyslexia Crosswalk (newly developed by subcommittee of one state’s CEEDAR team and piloted by this session’s presenters). This matrix was based on a synthesis of information from the following resources: o Evidence-Based Reading Instruction: K-5 (CEEDAR) o Mount St. Joseph’s: Science of Reading in Teacher Preparation o International Dyslexia Association (IDA) Knowledge and Practice Standards In conclusion, we will reflect on and discuss the role and responsibilities of teacher preparation programs in improving literacy proficiency for all students. Seidenberg (2017) notes, “The barriers between education training programs and the related science – psychology, neuroscience, cognitive science - are especially entrenched. These barriers could be overcome, and…the benefit could be substantial” (p. 249). A major outcome of this presentation will be to help other IHEs interested in embarking on and/or continuing with their own continuous improvement efforts related to literacy in general and the Science of Reading and Structured Literacy in particular. Similar to the sentiment expressed by Stollar et al. (2020), “We would like to increase this movement by joining forces with others on the same mission” (p. 44). Speaker(s): Cara McDermott, Rhode Island College Carolyn Obel-Omia, Rhode Island College Natasha Feinberg, Rhode Island College Single Paper Session Preparation, Certification, Induction Location: Elm Fork 2	Location: Elm Fork 2	2021110416:0016:50 001	THU, NOV 4	A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Cultural Frameworks Book Club Follow-up The Professional Development Committee and the Diversity Caucus will hold a working group as a space for follow-up discussion inspired by their Spring 2021 book study of Chavez and Longerbeam’s (2016) Teaching Across Cultural Strengths: A Guide to Balancing Integrated and Individuated Cultural Frameworks in College Teaching. We will begin with a brief overview of the book and then break into small discussion groups to reflect on learning in the context of the book study groups and the ways — big and small — that participants have applied their learning to their teaching in Summer and Fall 2021 courses. Even if you did not attend the book study or read the book, all are invited to join this brainstorming session. At the session, attendees will discuss options for upcoming book or film studies as well. Speaker(s): Wendy Rodgers, University of Nevada, Las Vegas Working Group Session Location: Elm Fork 2	Location: Elm Fork 2	2021110415:0015:50 001	THU, NOV 4	C9A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	An Examination of the Use of IRIS OERs and TeachLivE on Student Teachers’ Use of Behavior-Specific Praise For this presentation, we will present the findings from a study in which we examined the effect of engagement with IRIS open-educational resources and the TeachLivE virtual-reality classroom simulation on special education student teachers’ implementation of behavior-specific praise. Data from a two-phase, multiple-baseline across participants (n = 3) design will be presented. For the first phase, participants completed IRIS activities on the use of behavior-specific praise. For the second phase, participants engaged in four, ten-minute TeachLivE simulations that took place across two days of training. After the first phase, negligible change in teaching behavior—the use of behavior-specific praise was demonstrated. Thus, as noted by other researchers, the gap between familiarity with an evidence-based practice and the capacity to implement that behavior was demonstrated. For phase 2, participants engaged in forty minutes of practice divided into ten-minute teaching sessions. Between each teaching session, participants received coaching on the use of behavior-specific praise. Following the TeachLiveE intervention, an immediate change in participant behavior was demonstrated for all three participants; specifically, participants’ use of behavior-specific praise increased. After the initial burst, participant use of behavior-specific praise dropped and was highly variable. During this session, we will discuss the benefits and limitations of both of these teacher preparation tools—IRIS and TeachLivE. We will also discuss how these tools or variations of these tools could be integrated within teacher preparation to strengthen candidate outcomes. Speaker(s): Kristin Sayeski, University of Georgia Jill Thoele, University of Georgia Bethany Hamilton-Jones, University of Georgia Single Paper Session Research and Inquiry Location: West Fork 2	Location: West Fork 2	2021110410:0010:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Bridging the coursework to fieldwork gap; a clear and systematic approach The Inside Out Lesson Design was developed during the COVID19 Pandemic due to limited access to elementary classrooms for field work . Consequently, it is a versatile model for teacher education, being applicable to in-person and distance learning. Preservice teachers who used this model in a field work course overwhelmingly recommended to continue its use as a coaching and instructional method . It integrates flexibility, high leverage coaching practices, and an intensive reflective methodology. The flexibility and tools for implementation will be included, but high leverage practices and reflective methodology will be the focus. High leverage practices include decreasing levels of support to increase successful experiences, meaningful discourse between mentor and mentees throughout, and utilization of adult learning theory including collaboration between instructor and students (mentor and mentees) throughout the process. Artifacts and video will be included to provide an understanding of the model from start to finish. There will be a focus on student benefits including increased investment in the lesson planning process, enhanced reflective practices, and improved feelings of efficacy upon completion. The design: Preservice teachers are assigned a “partner classroom.” In weeks leading up to the lesson they will write, students observe the licensed teacher of the class (“host teacher”), review descriptions of the class climate and culture provided by the teacher, learn curricular tools being used, review grade level standards, and collaborate with the host teacher regarding upcoming curricular needs. Students develop a lesson plan for their partner classroom . At this stage they are familiar with the students, the curriculum and the climate. Content and standards to address are discussed during collaborations with the host teacher. A pre-delivery meeting between students and educator who will be teaching the lesson (in this case, field work instructor) is held approximately one week prior to delivery. Students and instructor (or coach, mentor) walk through the lesson together and adjust if needed. Outcomes for preservice teachers include skilled lesson refinement, seeing lessons through a critical lens, articulation of why and how lesson components are included, and more. Experienced educator delivers lesson, written by students. The lesson is observed by students who wrote the lesson either directly or through video. Students observe pacing, changes made to the lesson during delivery, verbal and nonverbal communication, pedagogical techniques, and what went as planned or was unexpected. They identify successes of the lesson and possibilities for refinement for future use, make connections between student and teacher behaviors, learn classroom management strategies, and experience the pride in seeing a lesson they created be successfully delivered. Students and experienced educator reflect collaboratively, at which time high impact coaching and high-quality questioning occurs. The above observations by students are discussed. They explain why they believe any changes were made. Changes only occur as necessary based on incidental occurrences. The experienced educator is not trying to test students, rather the intention of pointing out what did not go as planned is to reflect on the adaptations made in the moment of delivery. Speaker(s): Lindsey Batavia, University of Nevada, Reno Single Paper Session Preparation, Certification, Induction Location: West Fork 2	Location: West Fork 2	2021110310:0010:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	Building Skills for Teacher Leadership: Special Educators Experiences This study explored special educators’ experiences with teacher leadership roles, their perspectives on what constitutes a teacher leader, and the various barriers and supports that they have experiences related to taking on leadership roles. Special educators across their career span engaged in one-on-one interviews to share their experiences. Results from the study support the need to build awareness of skills aligned with leadership and provide insight into both the barriers that special educators experience and the supports that allowed them to achieve. Implications for teacher education programs will be provided. This study interviewed special educators (n = 45) across various stages of their career path: early career (1-5 years), middle career (6-10 years), and late-career (11+ years) with an equal number of teachers in each group (n=15). Through qualitative analysis, trends were revealed within and across groups. In general, special educators defined leaders as those who maintain the roles and responsibilities of a teacher of record while simultaneously taking on additional responsibilities outside the classroom. They noted that these educators are agents of influence who possess experience and expertise with qualifications to back it up. And finally, leaders are approachable and committed to being high-quality educators who maintain a focus on students. Additionally, special educators reported on the supports they see as necessary for developing leadership and the various barriers that can be detrimental to its development. Participants in this study will explore the prior research on teacher leadership to ground the necessity for beginning to build these skills in preservice programs. Then the presenters will share the results of the study through the presentation of trends, key ideas, and highlighting participant quotes. Participants will then engage in a brainstorming activity regarding the skills, barriers, and benefits presented. Finally, implications will be provided for teacher educators to actively structure leadership-building opportunities into preservice programs. Speaker(s): Courtney Barcus, University of Illinois at Chicago Kary Zarate, UNIVERSITY OF ILLINOIS AT CHICAGO Amanda Passmore, University of Illinois Chicago Single Paper Session Research and Inquiry Location: West Fork 2	Location: West Fork 2	2021110416:0016:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Differentiated Means of Action and Expression in Higher Education Courses Higher education classrooms are diverse learning environments and as such it is incumbent upon the instructor to meet the needs of all learners in the classroom. There is an extensive body of research that describes the benefits of implementing Universal Design for Learning (UDL) principles in higher education. In addition, the Initial Practice-Based Professional Preparation Standards for Special Educators, standard two requires that special educators are able to understand and address the individual developmental and learning needs of each student. In addition, standard five requires that special educators are able to employ learning strategies to promote active engagement and increased motivation. The provision of choice in the learning process has been found to be effective in enhancing motivation, persistence, and performance (Patall, Cooper, & Robinson, 2008). An important learning strategy is modeling of skills to be performed by learners. If the expectation is for special educators to be proficient in addressing the learning needs of each student, then it is essential that pre-service training programs for special educators model practices that have been shown to promote accessibility to learning opportunities through the implementation of UDL principles. Several studies have found that students with disabilities taking courses in college do not self-disclose regarding their disability for a variety of reasons. In addition, higher education classrooms are culturally diverse learning environments. As such, higher education faculty must meet the learning needs of all students in their courses. This presentation is designed to demonstrate how the provision of multiple means of engagement and actions can be incorporated in pre-service special education training programs to model an effective practice that is designed to promote active engagement and motivation for a diverse group of learners. The presentation will present evidence of the impact on the development of critical thinking skills in a course designed utilizing the principles of UDL specifically multiple means of engagement and actions with the incorporation of student choice. A comparison will be made between two identical courses, one designed incorporating multiple means of engagement and action and the other designed with the instructor informing students as to how course assignments were to be completed. Student perspectives will be shared from both courses. Students address course satisfaction, self-reflection regarding mastery of the course content, and the development of critical thinking skills. The presentation is designed to share planning and implementation processes, sample differentiated course assignments, tools utilized to promote critical thinking skills including rubrics and specific mastery-oriented feedback using multiple means of delivery and allow for an opportunity for participants to share their experiences designing and delivering courses based on UDL practices. Patall, E., Cooper, H. & Robinson, J. (2008). The effects of choice on intrinsic motivation and related outcomes: a meta-analysis of research findings. Psychological Bulletin, 134(2), 270-300. https://selfdeterminationtheory.org/wp-content/uploads/2019/10/2008_PatallCooperRobinson_PsychBulletin.pdf Speaker(s): Kim Muschaweck, Georgia College & State University Single Paper Session Research and Inquiry Location: West Fork 2	Location: West Fork 2	2021110415:0015:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Effects of Role Play v. Mixed-Reality Simulations on Pre-Service Teachers Use of High Leverage Practices. This session will discuss a study that examined the effects of role-playing versus mixed-reality simulations on the development of pre-service teachers’ provision of opportunities for students to respond and feedback. Role-play microteaching is often “business as usual” in many preservice teacher education courses. Role-play microteaching is when the preservice teacher plans a lesson and teaches it to peers who serve as P-12 learners. The instructor provides coaching and feedback during instruction which the pre-service teacher uses to reflect on their instructional practice. Mixed reality simulations (MRS) allow pre-service teachers the opportunity to practice pedagogy in a unique format during these microteaching opportunities. The MRS format is a virtual classroom with avatar students controlled by a trained actor (Dieker et al., 2014). Pre-designed sessions serve as microteaching opportunities and allow the pre-service teacher to practice in a safe environment. The extraneous variables that occur during microteaching with peers and in clinical field placements are controlled during simulations providing consistency across opportunities. Each participant practices the same teacher behaviors in the same setting with the same students who respond in the same manner. Specifically, the presentation will discuss the findings of two research questions: 1. Does MRS lead to more rapid development of pre-service teachers’ provision of opportunities for students to respond and feedback when compared to role-playing? 2. To what degree were pre-service teachers’ beliefs (e.g., excitement, benefits, anxiety, worries, and relevance) different before and after both the MRS and role-playing? Twenty-five pre-service students across three universities were randomly assigned to either the MRS group or the role-playing group. Each group was given a scenario the week before the micro-teaching experience and asked to prepare a 5-minute lesson that incorporated multiple opportunities to respond (OTR) and providing immediate feedback. Each lesson was recorded and coded to determine the number of OTRs and specific feedback statements. Prior to and after each session, pre-service teachers completed an electronic survey (adapted from Larson et al., 2020) on google forms. They were asked to report (a) their level of anxiety/nervousness, (b) how beneficial they thought the activity would be to them and about their excitement about being doing the activity, and (c) their perceived relevance and utility of the activity, all on a 4-point Likert-type scale where 1 strongly disagree, 2 disagree, 3 agree, and 4 strongly agree. All pre-service teachers were then asked to teach a lesson to a group of 3-5 students in grades k-12 via video conferencing software (e.g., Zoom, Microsoft Teams). Prior and after each session, they completed an electronic survey (adapted from Larson et al., 2020) on google forms. Five minutes of the lesson was coded to determine the number of OTRs and specific feedback statements. The presentation will conclude with recommendations for using mixed-reality simulations in pre-service programs including making adjustments to reduce student stress and performance anxiety. Speaker(s): Jeremy Whitney, University of Louisville Kera Ackerman Christina Noel, Western Kentucky University Allie Rhodes, Asbury University Susan Keesey, Western Kentucky University Single Paper Session Research and Inquiry Location: West Fork 2	Location: West Fork 2	2021110314:0014:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 8:00 AM - 8:50 AM CST	Embedding Innovative Practice Opportunities: A Tale of Two Teacher Preparation Programs In response to the COVID-19 pandemic, institutions of higher education were required to re-evaluate and find ways to improve instructional delivery by developing innovative solutions to fill voids where an educational loss was experienced. Teacher placements were impacted because K-12 schools also made the move to digital. Many important field placement assignments that we know are vital in improving teacher practices were disrupted. The purpose of this presentation is to explain how faculty members were able to systematically embed numerous mixed reality scenarios that enabled preservice teachers to deliberately practice high leverage practices while receiving feedback in order to develop effective and essential classroom practices. Understanding the efficacy and utility of virtual simulations in teacher education is still emerging (Zimmer et al., 2020). This work is relevant both because of its applicability in teacher preparation and because of its potential to serve as an example of successful practice. The use of student and adult avatars in the virtual simulation platform will be discussed, particularly in relation to preparing pre-service teachers to implement high-leverage practices. In addition, we will detail for participants the process undertaken to develop capacity in faculty members as they utilized mixed-reality simulations to develop teacher candidate competencies. Detailing the process—both what worked and what didn’t—provides others with a framework for similar initiatives within their own institutions and may lead to collaborative partnerships. Speaker(s): Katherine Zimmer, Kennesaw State University Kathleen Bennett, Kennesaw State University Melissa Driver, Kennesaw State University Single Paper Session Policies and Practices Location: West Fork 2	Location: West Fork 2	2021110308:0008:50 001	WED, NOV 3	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 8:00 AM - 8:50 AM CST	Help Wanted? Unpacking Distributional Challenges in the Supply of Special Educators This session will share findings from Project Confluence, a nested case study underway in partnership with nine local school districts in the Southern Tier of New York State. Interviews with local administrators and rich data collection permitted investigation of the confluence of the two most urgent challenges: recruitment and retention. Interviews with district administrators provided an opportunity to (a) explore the context of SET supply and demand, as it is experienced regionally; (b) analyze data on current supply, reserve pool, and recent leavers; and (c) identify root causes for persistent vacancies and uneven distribution. Initial feedback from district administrators suggested no difficulties with recruiting and retaining special educators. However, follow-up questions revealed a number of short-term fixes to meet workforce needs. This included “shifting” of special educators in response to openings due to certification changes, often taking advantage of more experienced individuals who maintain a certification that extends across all grade levels (i.e., grades 1-12). Additionally, although administrators contend they are happy with the individuals hired, they admitted the talent pool (i.e., number of applicants) was limited. Last, similar to national estimates, administrators from high poverty schools and specialized school settings for students with more significant learning and behavioral challenges indicated a considerable reliance on individuals without certification in special education to meet workforce needs. Unlike other analyses that took advantage of large, national and statewide datasets, Project Confluence attempts to unpack the complexity of decisions and relationships among actors and systems to understand more deeply the systemic issues that contribute to workforce challenges. In doing so, members attempt to model the system overall, investigating the interrelated challenge of both recruitment and retention and the role of individual agents within a larger, multilevel structure to develop a complex modeling framework to better understand the challenge. This complex systems approach considers SETs as individual agents who bring a variety of characteristics and preparation to their role and the school setting. As individuals, the SETs must interact with colleagues (i.e., parallelism) who may promote a sense of collegiality, collaboration, and support (Mital, Moore, & Llewellyn, 2014). If a SET does not feel supported by colleagues, they may elect to leave the special education or teaching entirely (of course they can leave for a host of other reasons, as well). Leaving behavior may also be mitigated by a variety of other personal characteristics (e.g., demographics or personality characteristics), as well as preparation and job “fit,” all of which may evolve over time. Speaker(s): Loretta Mason-Williams, Binghamton University Single Paper Session Preparation, Certification, Induction Location: West Fork 2	Location: West Fork 2	2021110408:0008:50 001	THU, NOV 4	A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	How do Special Education Teachers Access and Use Practitioner Journal Articles? This session will provide an opportunity for teacher educators and researchers to consider the current and potential impact of practitioner journals. Results from a nationwide survey of current special education teachers on the awareness, access and use of research articles in journals geared toward practitioners will be presented. This descriptive research study was designed to gain a better understanding of the extent to which special education teachers value current research and why and how they do or do not access such research. Our specific research questions include: (1) Do special educators access practitioner journals? (2) How do special educators access practitioner journals? (3) What are barriers to access of practitioner journals? (4) What are motivating factors for accessing practitioner journals? (5) For what purposes do special educators access practitioner journals? (6) What other resources do special educators access to learn about evidence-based practices and why? To answer these research questions, survey items were developed by the researchers and reviewed by a panel of experts to inform refinement. The survey was distributed via social media over the course of a month, with respondents from all across the United States. Within this presentation, the results of the survey will be shared as well as the implications of the information for researchers and recommendations for practical application of the information in teacher education. Single Paper Session Research and Inquiry Location: West Fork 2	Location: West Fork 2	2021110508:0008:50 001	FRI, NOV 5	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	iCoaching Behavior Specific Praise in the Rural Classroom Educators cite several benefits of working in rural schools including teacher autonomy, relationships with families in the community, and small class sizes (Berry & Gravelle, 2013). Despite the reported benefits, research on rural education demonstrates that teachers in rural settings often experience unique challenges, including a degree of isolation due to location, being the only teacher serving a subject area, and available supports. These challenges often affect rural educators’ working conditions and job satisfaction, along with teacher retention (Billingsley, 2004). This is especially clear in special education, where isolation in rural classrooms and minimal access to professional development or coaching supports is directly related to retention and attrition. To ameliorate these challenges, rural schools need to be creative with resources. One way to help bridge the gap is a university-rural school partnership, where each brings together and shares the assets they possess (Sanzo et al., 2011). Partnerships benefit the university by providing an opportunity for research in the implementation of evidence-based practices (EBPs), whereby researchers provide professional development to enhance teaching practices, and school districts provide student participants for research and field placements for preservice teachers. Schools benefit by gaining services they might not have access to without the university partner, including technology and materials that connect in-service teachers with EBPs and professional development. Previous studies (e.g., Kretlow & Bartholomew, 2010) demonstrated that coaching was a useful addition to bridge the gap between professional development and strategy implementation. Bridging the gap between professional development and implementation provides a knowledge base for the EBP, while supporting implementation in the classroom (Randolph et al., 2020; Joyce & Showers, 1982). iCoaching addresses the implementation gap with the provision of short, professional development on an EBP, and provides the teacher with live, remote coaching while they implement the practice in their classroom. Remote observation and coaching have a rich history of research (e.g., Scheeler & Lee, 2002; Scheeler et al., 2006; Rock et al., 2009) that provides an unobtrusive way to coach a teacher in their own classroom. iCoaching (Randolph et al., 2020) is a type of BIE (Scheeler et al., 2012) coaching that utilizes commonly available, current technology (i.e., Apple© products) and a simple Bluetooth© earpiece to provide a teacher with coaching comments which prompt the teacher to engage in a specific EBP (e.g., behavior specific praise). iCoaching utilizes a short, focused, professional development combined with live, remote coaching. The purpose of this study was to evaluate the efficacy of using iCoaching to improve teacher and paraprofessional delivery of BSP in a rural classroom. This study sought to answer the following research questions: 1. Does iCoaching increase delivery of BSP in a rural classroom? 2. Do participants maintain the rate of BSP delivery after the iCoaching intervention is withdrawn in a rural classroom? This session will review the outcomes of this study and provide a framework for iCoaching studies in schools to support teacher implementation of EBPs in traditionally underresourced settings. Speaker(s): Kathleen Randolph, University of Colorado Colorado Springs Single Paper Session Research and Inquiry Location: West Fork 2	Location: West Fork 2	2021110313:0013:50 001	WED, NOV 3	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Meaningful Inclusion, Collaboration, and Instruction: Let's Talk About Co-teaching with Significant Needs This session aims to address the gap in the literature surrounding providing meaningful instruction in an inclusive environment per a co-teaching framework for students with significant support needs (SSN). This includes discussing findings from three general and special education co-teaching dyads, extending to practices that could assist in the facilitation of this strategy into schools, and emphasizing the importance of teachers collaboration for all educators including special education teachers. Questions that will be explored throughout this session include: What are the experiences of educator dyads (general education teachers and special education teachers) who co-teach with students who have significant support needs (SSN)? What are co-teachers’ (general education teachers and special education teachers) perceptions of elements they believe to be critical in supporting inclusive education for students with significant support needs? What are co-teachers’ (general education teachers and special education teachers) perceptions of the challenges to the co-teaching process with students who have significant support needs? What are co-teachers’ (general education teachers and special education teachers) perceptions of the benefits to the co-teaching process with students who have significant support needs? The research discussed within this session aims to inspire increased collaborative skills, expand perceptions of inclusion, and rethink the benefits of providing meaningful instruction for students with significant disabilities within the general education classroom by using a co-teaching model. Speaker(s): Katrine Gosselin, University of Northern Colorado Aimee Massafra, University of Northern Colorado Single Paper Session Research and Inquiry Location: West Fork 2	Location: West Fork 2	2021110509:0009:50 001	FRI, NOV 5	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 11:00 AM - 11:50 AM CST	Paraeducator to Teacher Pathways: Navigating the Challenges Paraeducators who become teachers meet the demands of today's schools in multiple ways. Because they are more diverse than the current licensed teaching workforce, paraeducators are more likely to teach in high-diversity educational settings. In this session, we present several recommendations for paraeducator-to-teacher pathway programs and the districts in which programs operate based on a review of the relevant literature,para-to-teacher program profiles, and interviews with paraeducators. The evidence suggests that effective programs should commit to: (a) support linguistically diverse students, (b) support first generation students; (c) offer courses at night, late afternoon, or online; (d) employ responsive teacher education faculty; (e) secure financial supports for participants; and (f) involve families. In regard to school districts, the evidence suggests that effective partnerships between pathway programs and districts rely on: (a) a flexible work schedule for paraeducators and early dismissal as needed; (b) substitute coverage for paraeducators when there is a need to attend a college class or other activity during the school day; (c) mentor teachers at paraeducators’ schools of employment, who are designated to provide guidance and support; and (d) opportunities for observations of teaching from school-based leader. Incorporating the aforementioned supports within collaborative teacher education and school district partnerships may help a paraeducator to become a licensed teacher. Speaker(s): Peggy Yates, Alma College Single Paper Session Research and Inquiry Location: West Fork 2	Location: West Fork 2	2021110511:0011:50 001	FRI, NOV 5	A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	Project RAISE: Elementary Students with Autism Learning Social Emotional Learning through Robotics and Avatars This project and session is developed to increase understanding of students with autism and supporting and strengthening their abilities in social emotional learning (SEL) and STEM skills. Part of career and life skills for students is also interacting and collaborating with others; an area of deficit for students with autism but opportunity for growth when using STEM, technology, and robotics (Miller & Bugnariu, 2016; Taylor, 2018). This session will focus on the Year 1 of Project RAISE. The session will include background information of the project and purpose (i.e., literature review, proposal), methods used for case studies in Year 1, and initial findings. Case studies will include participants' results, use of language, communication tendencies, 'teacher' (or avatar) talk, and participant understanding of robotics/STEM. The purpose of the session is to disseminate information about Project RAISE and how the project is working with school systems and students with autism and other disabilities. The audience will be provided with opportunities to engage with the project by acting as "participants" (they will not be actual study participants), including learning basic coding, working with an avatar, and teaching a friend/colleague. The audience will have the opportunity to discuss what was learned, ask questions about the project, and learn about next steps of Project RAISE. Speaker(s): Matthew Taylor, TED Missy Glavey Single Paper Session Technology Location: West Fork 2	Location: West Fork 2	2021110413:0013:50 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 11:00 AM - 11:50 AM CST	Teacher Perceptions of Young Children’s Challenging Behaviors and the Feasibility of a Mindfulness Approach: An Exploratory Study The focus of this presentation is to present study findings which explored EC teacher beliefs about challenging behaviors, management of these behaviors, and the feasibility of using MBI in an EC program. Focus on teachers’ beliefs and perceptions is highlighted as they are the potential users of these strategies in their classrooms. Teachers who perceive innovative practices as fitting within the everyday demands of their job, feel confident in their ability to implement the practices based on their knowledge, and believe they have the needed resources are more likely to utilize the practices in their classrooms (Boyd et al., 2016). The research questions that guided this exploratory study are: 1. What are EC teachers’ beliefs about the causes and outcomes of challenging behaviors exhibited by young children? 2. What strategies are EC teachers’ utilizing to manage the challenging behavior of young children and how effective do the teachers think the strategies are? 3. What are EC teachers’ perceptions of the feasibility and the effectiveness of MBI as a behavior management strategy to address challenging behaviors of young children? Participants included ten early childhood teachers. Two teachers were from Midwest schools, one from a West coast school, and seven from Southeast schools. Each met the criteria of currently (a) teaching preschool through second grade students, (b) teaching a student population that included students who exhibit challenging behaviors, and (c) holding a teaching certificate in the subject area taught. Participants were assigned pseudonyms for privacy. All participants were female 29 to 66 years old. Teaching experience ranged from five to 43 years with a mean of 20.6 years. A semi-structured interview was used to gather qualitative data pertaining to teachers’ perceptions of MBI for decreasing challenging behaviors exhibited by students. A semi-structured interview includes a set of open-ended questions that allow for spontaneous and in-depth responses (Ryan et al., 2009). Additionally, a survey was used to gather quantitative data about teachers’ perceptions of challenging behaviors, as well as participant demographic data. The survey used was the Questionnaire about Teachers and Challenging Behaviors (QATCB) (Westling, 2009). Five themes were found among the interviews and survey. Theme 1: Teachers Attribute Challenging Behaviors to a Variety of Factors. Theme 2: Teachers Recognize the Wide-ranging Impact of Challenging Behavior. Theme 3: Teachers Use a Variety of Positive Behavior Management Strategies for Dealing with Student Challenging Behaviors. Theme 4: Teachers Acknowledged They Would Use MBI and Materials Because of the Potential Benefits for Students Who Exhibit Challenging Behaviors. Theme 5: Teachers Recognize the Need to Customize Mindfulness Based Interventions Based on Classroom and Student Needs. Speaker(s): Jennifer Weatherly, Florida State University Single Paper Session Research and Inquiry Location: West Fork 2	Location: West Fork 2	2021110411:0011:50 001	THU, NOV 4	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	Utilizing High Leverage Practices Within a Residency Program to Support Preservice Teachers A rural university implemented a graduate residency program in order to provide support throughout the first year of teaching. Graduate students obtained a job as a special education teacher and their graduate year was treated as a supported first year of teaching. These students took courses focusing on high leverage practices, including one on collaboration, one on assessment, one on behavior management, and several on instruction. Courses included instruction on the different HLP practices and the opportunity to practice them in a safe context (i.e., the higher ed classroom) through activities such as role play, case studies, and small group work. The graduate students received feedback from teachers and peers before trying the skill out with their students in their K-12 classroom. Courses also included assignments to be implemented in K-12 classrooms and the residency program included feedback, support, and coaching from professors. In addition, the graduate students have support from their cohort and the ability to communicate about challenges and share ideas/resources during class time and over Slack. This session will present information about the program, implementing high leverage practices, and lessons learned. There will be a discussion about the structure of the program, working with local school divisions, and supporting the graduate students as they serve as novice teachers. The literature describes the need to align field work with course experiences, as well as the need to practice skills and receive feedback. This session will review how the residency program approaches each of these areas to meet the needs of the students in their graduate classes, as well as in their classrooms. Data will be presented that summarizes feedback from graduate students and faculty, as well as recommendations for the future. This will include information about the residency program as a whole, coursework, implementing high leverage practices, and support from professors. In addition, implications for teacher preparation programs will be discussed. Time will be given for participants to ask questions and discuss ideas in small groups. Speaker(s): Kat Alves, Longwood University Single Paper Session Preparation, Certification, Induction Location: West Fork 2	Location: West Fork 2	2021110414:0014:50 001	THU, NOV 4	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	SSEPC Symposium : Covid-19 and teacher candidate supervision: How small programs are creating high-quality supervision in spite of a pandemic The changing nature of teacher preparation has necessitated thoughtful considerations of how to reach candidates in a variety of settings. Participants will learn innovative and supportive strategies for supervising and coaching candidates in virtual environments in this symposium, including tangible and actionable tips and relevant lessons learned from colleagues in small programs, connections evidenced-based practices, and opportunities to ask questions and exchange ideas. Speaker(s): Jesse Rueter, University of Texas Tyler Shantel Farnan, Northwest Missouri State University Tamara Lynn, NWMSU Lydia Gerzel-Short Symposium/Special Presentation/Spotlight Session/Special Event request Location: West Fork 2	Location: West Fork 2	2021110311:0011:50 001	WED, NOV 3	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	A DisCrit Discourse Policy Analysis of IDEA: Implications for Teacher Preparation Findings from a study that utilized critical policy discourse analytic methods to identify the ways in which ambiguous language used in IDEA (2004) perpetuates differential reinforcement and implementation of substandard special education programs for low-income students of color with dis/abilities will be summarized in this presentation. In addition to the policy discourse analysis, and with the intent of privileging voices of those who are constituents of the United States public education system, a brief survey was also administered via social media outlets asking individuals to respond to two primary open-ended items, including: (1) How would you describe an “appropriate” education?; and (2) What would you consider to be “meaningful” progress in school? Findings from survey respondents who comprised both youth and adults will also be shared with session attendants. Furthermore, the specific language used in IDEA (2004) regarding the preparation of teachers who serve students with dis/abilities from marginalized backgrounds and the implications of such for teacher preparation programs will be discussed in greater depth. Finally, to promote active participation of session attendants, we hope to engage in a rich discussion around ideas for remedying the issues summarized, including proposed solutions from presenters and sessions attendants. Speaker(s): Lindsay Carlisle, University of Virginia Single Paper Session Policies and Practices Location: Live Oak 5	Location: Live Oak 5	2021110311:0011:50 001	WED, NOV 3	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 11:00 AM - 11:50 AM CST	An Interdisciplinary University-Based Reading Clinic Pivots to Online Instruction: Promises, Pitfalls, and Lessons Learned How did you “pivot?” This key question is particularly crucial to teacher educators. Not only were teachers and students forced to rapidly and unexpectedly pivot from face-to-face to remote instruction, preparation programs had to reconfigure courses to enable candidates to engage in meaningful remote field experiences (Carillo & Flores, 2020; Mutton, 2020). University faculty were suddenly left to largely “fend for themselves” in developing alternative opportunities for candidates to participate in the practical experiences necessary to develop the knowledge, skills, and dispositions required of competent teachers (Quezeda et al., 2020, p. 472). This session describes one such unexpected pivot, the conversion of a face-to-face reading clinic to one implemented fully online. Two faculty members, one in special education and one in reading, worked collaboratively with a local elementary principal to transition the program to the new format. This involved rethinking ways to prepare candidates to conduct assessments, plan and implement engaging instruction, and monitor progress in a virtual environment. This session will describe our model along with the changes necessitated by the pivot, logistical and pedagogical decisions made, and results of program implementation. While it is critically important to prepare teachers to participate in implementation of MTSS (Blackburn & Witzel, 2018; Coyne et al., 2018), research to date indicates that they are inadequately prepared to do so (Fowler et al., 2019; Hurlbut & Tunks, 2016) due in part to their lack of authentic classroom experiences (Barrio & Combes, 2015). Prasse et al. (2012) recommend that candidates have opportunities to develop expertise in a variety of domains, including: multi-tiered models, data-based decision making, problem-solving processes, curriculum and instruction, classroom environment, and collaboration, along with the necessary professional attitudes and beliefs. Reading is the most commonly experienced academic concern (Morrow, 2019). University-based reading clinics have traditionally provided opportunities for candidates to develop competencies related to effective reading intervention. That said, clinics are typically tied to one course and supervised by a single instructor limiting opportunities for meaningful interdisciplinary collaboration (Pletcher et al., 2019). While collaboration and shared-decision making have been consistently identified as key to the success of MTSS (Blackburn & Witzel, 2018; Leonard, 2019) few programs provide the explicit instruction and experiences needed to develop the skills necessary to appropriately serve students needing more intensive intervention (Weiss et al., 2017). In an attempt to address these limitations in teacher preparation, candidates seeking certification in special education were paired with peers in general education and assigned a tutee needing reading support. Their work mirrored professional practice with pairs sharing responsibility for assessing their tutee, developing and implementing intervention, and monitoring progress. Virtual tutoring sessions were held twice weekly, with each tutor leading one 30-minute session while the other observed. Sessions were recorded which enabled candidates, their tutoring partners, and faculty to observe recorded lessons (Vokatis, 2018) thus increasing opportunities for reflection and thoughtful feedback (Sharma & Pang, 2015). In addition to gaining skills related to reading intervention, candidates acquired competencies to support their delivery of virtual instruction critical to future success. Speaker(s): Phyllis Robertson, Texas A&M University-Corpus Christi Bethanie Pletcher Single Paper Session Partnerships Location: Live Oak 5	Location: Live Oak 5	2021110411:0011:50 001	THU, NOV 4	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 11:00 AM - 11:50 AM CST	Building Bridges Between Schools and Teacher Preparation Programs: Action-Based Professional Development In the model described we established collaborative relationships between a teacher preparation program and 2 elementary school settings to support 24 educators (general and special education teachers, paraeducators, administrators, and educational staff associates (ESAs)) to engage in meaningful, action based professional development that influences student outcomes and cultivates inclusive mindsets and practices. This presentation will present a model of self-directed professional development on inclusive practices for elementary educators (general and special education teachers, paraeducators, administrators, and educational staff associates (ESAs)) in partnership with higher education faculty. This model was intended to foster learning environments that emulate culturally responsive and inclusive practices taught in teacher preparation curriculum. Providing educators with professional development on culturally responsive and inclusive pedagogy helps ensure quality instruction and improved outcomes for students who have historically been marginalized from inclusive settings and general education curriculum. This model included the implementation of professional growth plans (PGPs) through action based professional development. In the context of professional learning communities, university faculty led 24 educators in a study of High Leverage Practices (McLeskey et al., 2018), and mentored them in setting individual goals, action plans and collection of data to determine growth toward goals and/or impact on student outcomes. This took place in the context of Professional Learning Communities that met four times. This process mirrors the cyclical process of action research increasingly used in school settings to create positive outcomes for students (Mertler, 2017; Mills, 2011). Examples of practitioner evidence of student outcomes (pre-post data, CBMs, rubrics, etc.) will be provided. Qualitative data collected by university faculty through surveys on educators' perceived benefits of this process will be shared. Speaker(s): Cyndi Caniglia, Whitworth University Single Paper Session Preparation, Certification, Induction Location: Live Oak 5	Location: Live Oak 5	2021110511:0011:50 001	FRI, NOV 5	A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	Impact of a Community-Based Worksite Program for Students with Significant Disabilities Understanding the dire need to positively increase the employment outcomes of SWSD, we suggest enacting change at the transition programming level. This is in accordance with Test et al. (2009) finding that program structures and community-based instruction are positive predictors of post-school success for students with disabilities. Rowe et al. (2015) furthered this by operationally defining a transition program as preparation in which students “move from secondary settings ... to adult life, utilizing comprehensive transition planning and education that creates individualized opportunities, services, and supports to help students achieve their post-school goals in education/training, employment, and independent living” (p. 123). Among the characteristics of a transition program are: instruction and training in natural environments supported by classroom instruction, interagency collaboration to provide coordinated transition services, regularly monitoring/assessing student progress, using strengths-based assessments, and evaluating the effectiveness of transition programs. These listed characteristics are key components of the Choiseul-Praslin and McConnell (2019) six-step model for transition worksite programming to increase SWSD work skills and hiring potential. To increase employment preparedness and hiring potential of SWSD in one northeast, urban school district, we implemented Choiseul-Praslin & McConnell’s (2019) six-step model in one an 18–21-year-old public school transition program. Once the model was in place, we assessed student work performance in three areas (a) resource management, (b) interpersonal, and (c) work-specific skills, prior, during, and after receiving a targeted community-based employment experience. Results gathered from pre-, mid- and post-data showed SWSD participating in the program made significant improvements across all three areas assessed: resource management, employment, and interpersonal skills. Increases in these areas correlate to an increase in hiring potential. About one-third of the students in this program secured employment one-year after leaving high school, marking a much faster pace than the eight-year employment projection for individuals with an ID or autism (Newman et al., 2010). Full- and part-time employment rates were 29.4% for those one-year past participating in the community worksite program whereas employment rates for the tri-state area for individuals with similar disabilities was 19.8% (DisabilityStatistics.org, 2018). This indicates those who participated in the community worksite program had higher rates of employment than did those in neighboring areas. Recommendations for schools: Districts looking to implement this model (or components of the model) in their schools should focus on collaborating with outside agencies and providing targeted employment training on resource management, interpersonal, and work specific skills (Gresham & MacMillan, 1997; Holmes & Fillary, 2000; Migliore et al., 2008; Park et al., 2020) to increase SWSD hiring potential. Schools that collaborate with outside agencies and community partners may be able to provide comprehensive transition services that build the resource management, employment and interpersonal skills of SWSD. The presenters will share collaboration techniques that were successful for the study’s school as well as research-recommended methods for interagency and community collaboration. Single Paper Session Partnerships Location: Live Oak 5	Location: Live Oak 5	2021110508:0008:50 001	FRI, NOV 5	9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Integrating Flourishing in Teacher preparation and Special Education Coursework The session will begin with an overview of factors contributing to special education teachers’ stress, burnout, and languishing. Next, presenters will provide an overview of flourishing/overall wellbeing research from a variety of disciplines (e.g., public health, psychology, and philosophy). Finally, presenters will present on how two universities are translating research on flourishing into practice by integrating the theory and practice of flourishing into special education teacher preparation programs, including coursework and field experiences. Specifically, presenters will demonstrate how knowledge and skills critical to individual flourishing are introduced, developed, reinforced, and achieved across programs by special education teacher candidates. Speaker(s): Amrita Chaturvedi, Saint Louis University Kristine Larson, Notre Dame of Maryland University Single Paper Session Preparation, Certification, Induction Location: Live Oak 5	Location: Live Oak 5	2021110415:0015:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Pivoting Preparation: Practicing HLPs using Mixed Reality Simulation in a Fully Online Environment In the Spring 2020, university faculty embedded MRS into a fully online, asynchronous course for special educators to apply their learning on HLPs. In this course, teachers analyzed the general and special education HLPs, aligned each set with the state evaluation system and observation tool, and each selected one HLP from each of the four domains to develop a personalized professional growth plan. After COVID-related school closures began, the final MRS session of the course was adapted to more directly align with current circumstances. Faculty designed a scenario about an avatar’s parent/guardian who was concerned about the impact of the loss of instructional time on their child, and what that might mean for their educational progress. The avatar parent was also overwhelmed with providing instruction for their child, and had limited technological devices at home. Teachers planned a meeting agenda as part of their coursework to check in on overall well-being, emotional and social concerns, identify any technology concerns or needs, share specifics on their plan for instruction, and answer any questions the avatar parent might have. After watching their simulation recordings and scoring themselves on a communication rubric, teachers then chose one of their real students to reach out and arrange a similar parent/guardian meeting with. This session will include findings from pre- and post-efficacy survey data, analysis of recorded video samples, and preservice teacher work samples. Reflections from teachers were overwhelmingly positive and reinforced the potential of MRS as a practical resource to support teachers using a fully online platform for complex contexts. Examples of feedback include, “I enjoyed my conversation with Ava’s [avatar] mother via Zoom. I am so thankful of the MRS experience this semester; it was so coincidentally timely and applicable to my practice. Without having knowledge of Zoom and feeling comfortable enough having Zoom meetings, I would have had a lot of ground to cover regarding my own students, parents, and colleagues…” and “… I believe my conversation with Ava’s [avatar] mother went well, and it was good practice for the conversation I had with [actual student] and her mother later in the week. I enjoyed watching the recording the video, because I am able to see Ava’s mother’s perspective, rather than just my perspective.” MRS is both innovative and practical for the field of special education, particularly in the area of teacher preparation and development. The remote utility of MRS has been especially salient given the current educational landscape. Findings from this study have implications for teacher preparation programs and in-service professional learning opportunities, particularly in the context of fully remote learning environments. In addition to sharing findings from the study with participants, practical suggestions and strategies will be shared during the session. Sample MRS scenarios used in the study will be provided as a resource. Speaker(s): Melissa Driver, Kennesaw State University Katherine Zimmer, Kennesaw State University Kathleen Bennett, Kennesaw State University Single Paper Session Preparation, Certification, Induction Location: Live Oak 5	Location: Live Oak 5	2021110313:0013:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Preparing Paraprofessionals from Non-dominant Backgrounds: An Investigation of Experiences in Graduate School The field is committed to diversifying the teaching force (e.g., U.S. Department of Education, 2016) and there are programs and initiatives to support this effort at the school under study, but there is evidence that teacher candidates who identify as BIPOC face barriers and racism in their teacher preparation programs (Patton, Williams, Floyd, & Cobb, 2003; Scott, 2018). This mixed-methods case study examines the perceptions of graduate students who self-identify as Black, Latinx, Asian or Pacific Islander, or American Indian or Alaska Native on their application to a Master’s and certification program at a medium-sized, urban university in a large metropolitan area in the Midwest. The university is designated as an HSI and there are programs in place to recruit and retain undergraduate and graduate students who identify as Black, Indigenous, or people of color (BIPOC). Thirty-three percent of our graduate students identify as BIPOC and the majority of them (92% of respondents) are working as paraprofessionals with students with disabilities. In this presentation, we will present results and implications from a comprehensive survey of the reasons behind students’ decisions to return to school to earn a teaching credential and Master’s degree and experiences in their teacher preparation program. We investigated the relationship between teacher candidates’ racial identity and the decision to pursue a special education teaching license, including the interactions among racial identity and opinions about race in the classroom to inform how special education teacher preparation programs can recruit, support, and graduate special education teacher who identify as BIPOC. We will also discuss changes we can make to increase a sense of belonging for our students and remove barriers, such as having more peer collaboration opportunities and a more comprehensive orientation. Some students also reported incidents when they felt excluded or judged based on race, so this presentation is an opportunity to share ideas for how teacher preparation programs can celebrate racial diversity, build on funds of knowledge that candidates from diverse backgrounds bring to their practice, and develop strong allies among students from dominant backgrounds. Speaker(s): Jody Siker, Northeastern Illinois Univ Wendy Gonzales, Northeastern Illinois University Single Paper Session Diversity Location: Live Oak 5	Location: Live Oak 5	2021110314:0014:50 001	WED, NOV 3	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Principals’ Conceptions of High-Quality Teaching for Students with Disabilities In this study, we explore school administrators’ instructional leadership specific to the needs of students with disabilities, in the context of teacher evaluation. We posit that in the absence of formal training in special education (Angelle & Bilton, 2009; Bettini et al., 2019; Wakeman et al., 2006), principals’ decisions regarding instruction for students with disabilities are shaped by subjective experiences of students and teachers within particular organizations and contexts, rather than by evidence aggregated by researchers regarding the experiences of special educators across school settings. To evaluate special educators’ instruction, administrators draw on their working knowledge (e.g. their experiences, beliefs/values, and goals) (Kennedy, 1983). Working knowledge is comprised of the various sources of information that administrators sift through, “spontaneously and routinely in the context of their work” (Kennedy, 1983, p. 7). Working knowledge includes formal evidence and experiences (e.g., research, training, certification), as well as individuals’ values, goals, and beliefs surrounding pedagogy, learning and development, and the efficacy of certain programs or personnel (Coburn, 2001; Kennedy, 1983; Spillane et al., 2002). Thus, in the context of special educator evaluation and development, principals’ working knowledge aids them in separating what they deem the “signal from the noise” (Weick, 1995, p. 56) and determining which evidence – in a sea of information (Coburn & Talbert, 2006) – is valid, relevant, and meaningful for achieving specific ends. Thus, understanding how principals draw on their working knowledge in the context of teacher evaluation has important implications for principals, teachers, and students. In this study, we specifically explore principals’ working knowledge in the context of teacher evaluation. We present three ways in which school leaders might conceptualize high-quality instruction for students with disabilities, and discuss the implications for the ways teachers teach, students learn, and higher education faculty might support principals in fulfilling their role as instructional leaders for all students. We conducted two interviews with ten principals in one North Eastern State that uses FFT for teacher evaluation and development purposes. In the first interview, we targeted their beliefs about teaching and learning in special education. In the second, the observed a lesson and scored it using FFT. We found that participants’ conceptions of teaching quality in special education reflected more than a list of atomized practices divorced from their beliefs about SWDs and the purpose of special education. Instead, how they conceived of high-quality instruction appeared to be driven by their beliefs about SWDs’ specific needs (i.e., those that they believed differentiated SWD from other students), their beliefs about the overall purpose or long-term goal of special education, and the instructional processes and roles special educators should take up in service of that long term goal. These coalesced around one of three core beliefs about the outcome or long-term goal of instruction: a.) instruction for SWD should focus on providing access to the general education curriculum, b.) instruction for SWD should emphasize rigorous and challenging content, or c.) instruction for SWD should target their individual needs with specialized instruction. Speaker(s): Kristabel Stark, Boston University Hannah Mathews, University of Florida Nathan Jones, Boston University Single Paper Session Accountability Location: Live Oak 5	Location: Live Oak 5	2021110310:0010:50 001	WED, NOV 3	A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 7D29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 10:00 AM - 10:50 AM CST	Rural Native American Students with Disabilities during COVID 19: Challenges and Recommendations for Teachers and Teacher Educators INTRODUCTION During COVID 19, rural Native American students with disabilities could have missed their instructional services entirely during school closures. When schools closed, another barrier that special education staff encountered was the lack of resources such as internet and computers. Roughly 30% of families of children with IEPs did not have internet access. Some parents also did not log their children on for teletherapy causing the child to miss therapy for that week. DESCRIPTION OF CHALLENGES Presenters will describe the challenges, solutions, and recommendations for teachers and teacher educators in preparing special educators to serve Native American students with disabilities in rural areas. Presenters will share “Scenarios” about real situations of attempts to continue special education during COVID 19 for rural Native American students. Participants will then be able to discuss the solutions they would have tried and hear ideas from the presenters. Below is an example of a challenging situation. SCENARIOS Scenario 1 Billy’s general and special education teachers called and spoke to Billy’s grandparents about the school closure. In this conversation, his teachers discovered that Billy’s family not only does not have a computer nor internet access, but the family has no running water nor electricity. Moreover, it was difficult for both parties to hear and understand what the other was saying due to the poor cell signal strength available where Billy lives. The teachers wanted to provide Billy with a computer which he could use to connect to the internet hotspot at the community library parking lot that is located 40 miles from Billy’s home including 15 mile of dirt roads that are impassable when muddy. The computer could provide Billy access to speech therapy online and connect to the internet for Google Classroom and his classwork. However, since Billy’s home has no electricity, his teachers realized Billy would not be able to recharge the computer. The teachers arranged to have educational packets mailed to the family’s post office box. When Billy’s grandparents first received the weekly packets, they sat down with Billy to work on the worksheets. These sessions ended up being frustrating for both Billy and his grandparents, because Billy’s grandparents did not completely understand the directions that were written only in English. Eventually these sessions stopped all together. Presenters will then share other Scenarios with more positive results. SOLUTIONS AND RECOMMENDATIONS COVID 19 caused teachers to come up with creative ways to provide services. Some of the ideas worked, and some did not. The more resourceful the teachers were, the more possibilities for success they created. Although schools may not have been able to address all barriers encountered in Native American communities, providing educational packets seemed the most effective and reliable means to engage the greatest number of students and maintain communication with families. For kindergarten-12th grade students, teachers can then make personal contact that focuses on guided practice while checking for understanding. Short sessions of 10-15 min could be developed to ensure the student is able to complete the work. Speaker(s): Patricia Peterson, Northern Arizona University Candi Running Bear, Northern Arizona University William Terrill, Northern Arizona University Adriana Frates, Northern Arizona University Single Paper Session Diversity Location: Live Oak 5	Location: Live Oak 5	2021110510:0010:50 001	FRI, NOV 5	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Rural Technology During the COVID-19 Pandemic: Perceptions of Educational Leaders This interactive session will provide participants an opportunity to gain a deeper understanding of the issues that have confronted rural schools during the current pandemic. Opportunities for discussion, comments, and feedback will be available during the presentation. The session will describe the results of a recent study of over 600 rural special education leaders in the Western U.S. regarding their perceptions of the internet technologies available. A technology gap, or “digital divide,” between non-rural and rural schools and communities in the United States has persisted for decades and has been particularly highlighted during school campus closures during the COVID-19 pandemic (Jameson et al., 2020). Recent studies have found that in rural communities, 24% of adults reported having a major problem accessing the internet, with another 34% reporting at least minor difficulties, suggesting that over half of individuals in rural communities have some difficulty accessing the internet (Parker et al., 2018). While 63% of homes in rural areas have broadband internet (Pew Research Center, 2019), this still leaves a large percentage of homes without access to online distance learning (Pew Research Center, 2020). While rural students have somewhat less access to laptops or desktops at home, almost twice as many rural students compared with non-rural students indicate that their home internet access is unpredictable. Students’ limited access to quality internet combined with teachers’ attempt to teach in a new format present barriers to distance instruction in rural areas (Croft & Moore, 2019). In some cases, rural areas lack broadband coverage, making the use of digital devices for students such as tablets and smart phones more difficult (Howley et al., 2012). Efforts to support students during pandemic was made difficult by students' limited access to technology, lack of reliable internet access (Hayes et al., 2021). Reliance on local businesses and access to Wi-Fi hotspots to provide internet during the pandemic (Peterson et al., 2020) were ways that educators attempted to support their students. Speaker(s): Todd Sundeen, University of Northern Colorado Michelle Kalos Single Paper Session Research and Inquiry Location: Live Oak 5	Location: Live Oak 5	2021110315:0015:50 001	WED, NOV 3	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Teacher Self-Efficacy as a Lens for Special Education Teacher Candidates’ Development of Practice This session will draw on theories of opportunities to learn (OTL; Schmidt et al., 2011) and teacher self efficacy (TSE; Tschannen-Moran & Woolfolk Hoy, 2001) to explore how TSE might shape candidates' learning and their entry into the field. Participants will hear the results of a multi-site mixed methods study and then engage in discussion about how their program might consider and respond to candidates TSE and other salient personal qualities to improve their readiness for practice. Research Questions In this study, we explored the following research questions: How does special education teacher candidates’ TSE shape their perceptions of OTL? How do candidates with different levels of TSE describe OTL? Research Design We collected survey (N = 90) and interview (N = 20) data across six special education programs. The survey explored the extent of candidates’ OTL and their TSE (Tschannen-Moran & Woolfolk Hoy, 2001). From the survey, we grouped respondents by TSE and assessed differences in candidates’ perceptions of OTL by group. Next, we interviewed a sub-sample of 20 SETCs with varying levels of TSE to understand how this characteristic shapes their experiences of OTL. We coded data deductively, then used constant comparison to explore similarities/differences within/across groups. Our collaborative analysis was enhanced by triangulation, and disconfirming evidence checks (Brantlinger et al., 2005). Findings The survey revealed significant differences regarding how OTL related to instruction, collaboration, cooperating teachers, and university supervision between low and moderate, and low and high TSE groups, but not between moderate and high groups. For OTL explicit instruction, we found differences between low and high groups. Qualitative analysis revealed candidates across TSE groups connected OTL to developing TSE. However, there were some differences, especially between low and high TSE groups. Those with low TSE interpreted OTL as targeting specific, isolated skills (e.g., teaching division). Candidates with high TSE believed OTL saw individual OTL as building toward a larger framework for enacting effective teaching. Second, candidates with low TSE believed the purpose of feedback within OTL was to correct errors, and consistently experienced judgement. Those with high TSE believed feedback within OTL was a chance to grow and a motivation to plan for and improve practice. Finally, candidates with low TSE anticipated professional struggle; this loomed over their OTL, as they discussed mentally preparing for conflict-ridden advocacy. Though candidates with high TSE noted their work would be challenging, they did not experience this discordance. Instead, they framed their work as being enhanced by collaborative advocacy. Discussion and Implications Extending prior research by homing in on one characteristic (Leko & Brownell, 2011) and by looking across preparation programs (Zeichner, 2005), this study suggests candidates may differently experience OTL with regard to their TSE. Findings also suggest an important connection between TSE and the agentic belief that individuals learn and advocate across school settings, a crucial part of special educators’ work (Li & Ruppar, 2015). This has implications for how we plan and enact supports in special education teacher preparation. Speaker(s): Hannah Mathews, University of Florida Anna Myers, University of Virginia Single Paper Session Preparation, Certification, Induction Location: Live Oak 5	Location: Live Oak 5	2021110509:0009:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 8:00 AM - 8:50 AM CST	Understanding the State of Technology and the Potential Impact on Teacher Preparation and Student Learning Understanding the state of teacher and student learning using emerging technology is an untapped venue in education. Unlike in medicine where numerous biometric and neurophysiological data are used to diagnosis health and well-being, this type of data is just emerging in our field in looking at both teacher and student learning. Master teachers can tell you they have “the look” down pat, but what it is they know to do intuitively is something that could potentially be taught to a novice teacher if these phenomena were better understood. Although nonverbal communication comprises the majority of conversational exchanges, preparing teachers or even giving them practice in these behaviors is rarely addressed in professional development as what is occurring is not fully understood. With advances in neurological and physiological data collection, the possibility exists to better understand the behaviors of the expert teacher. Expert teachers have intuitive decision making; they approach a situation with experience, and they are completely involved as a person in resolving problems which arise in their classrooms. These phenomena are at the core of this presentation. Yet, looking at these skills with state-of-the-art, low cost tools has yet to occur in the field of education either directly or indirectly. To explore this work requires a return to a very basic concepts not currently measured in the classroom daily, nonverbal behaviors. While advanced technologies such as those proposed in this session are used in military, aviation, and medical fields to measure and understand the underlying concepts presented from biometric and multi-modal data, the level of understanding of master teachers and/or struggling and expert learners has been primarily through a qualitative lens or based upon expert opinions in supervision of teaching internships. With the ready availability of low-cost, non- or minimally-invasive devices, this team will share tools to impact patterns in teachers’ and students learning and social emotional states in the classroom. The central research question is to understand the neurophysiological and biophysiological patterns of expert teachers and creating an innovative foundation for novice teachers along with understanding how these tools might impact student learning. Understanding the behavior, body language, and stress management of expert teachers and the relationship to student learning requires creative use of neuro and biophysical technologies. This session will provide participants with a chance to learn about a plethora of tools and to discuss how these emerging tools might help us better prepare teachers and to understand student learning as we look in and to the future in teacher preparation with specific results from two NSF and OSEP funded projects providing examples of how this work impacts teacher preparation and student learning. Speaker(s): Lisa Dieker, University of Central Florida Rebecca Hines, University of Central Florida Single Paper Session Technology Location: Live Oak 5	Location: Live Oak 5	2021110308:0008:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	What do students think about online courses? The researchers all teach courses online. Based on feedback from students in their courses, they wanted to see how students truly felt about taking courses in an online format. Did the students feel online courses were meaningful? Did the presentation method really make a difference to them? This study was conducted before the recent pandemic and gives a brief look at student perceptions of online courses before the entire world began teaching online. The researchers looked at reasons for taking online courses, presentation preferences (online vs. face-to-face vs. hybrid), interaction with other students as well as the instructor of the course, pacing, and much more. The researchers goals were to see what these students thought of online courses and to see what they felt made the classes successful or not. This study was conducted at a medium sized Midwestern university. The goal of the presentation is give others who teach online a small glimpse of what the students at this university feel makes an online course successful, and provide a list of ideas or tools which will help enhance their current courses as well. Speaker(s): Carlos Flores, Angelo State University Leah Carruth, Angelo State University Kimberly Dickerson, Angelo State University Single Paper Session Preparation, Certification, Induction Location: Live Oak 5	Location: Live Oak 5	2021110413:0013:50 001	THU, NOV 4	A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	An examination of pre-service teachers' knowledge and beliefs regarding effective reading instruction This presentation will share findings from a recent study that analyzed pre-service special educators’ knowledge and beliefs of effective reading instruction. The study took place during the first reading methods course in a special education teacher preparation program. As part of their course assignments, candidates were asked to create concept maps with a focus question: “What does effective reading instruction look like for K-5 struggling readers?” Researchers will share their process, highlight sample concept maps, findings, and discuss implications for the field. Pre-service teachers in their first reading methods course were asked to create concept maps to illustrate their understanding and beliefs of best practices in reading instruction. At the beginning of the semester, students created concept maps based exclusively on their prior knowledge. They then shared their maps with a small group of peers and revised the concept map after the discussion. At the midpoint of the semester, candidates were asked to further develop their concept map to demonstrate new learning and changes to prior knowledge. The small group sharing and revision process was repeated. At the end of the semester candidates revised their concept map one last time to illustrate their understanding and beliefs regarding teaching reading to struggling readers. The concept maps were analyzed using quantitative and qualitative methods. Size, structural complexity, and interlinkage was quantified by counting the number of nodes at various levels and links in and between node hierarchies (deRies, Schaap, van Loon, Kral & Meijer, 2021). To evaluate the level of content completeness on the maps, the researchers identified essential categories and counted the number of categories represented on each map. Descriptive statistics and paired sample t-tests were used to examine concept map changes over time. An inductive qualitative approach based in grounded theory was used to identify further codes and themes that emerge from the concept maps. Preliminary findings indicate candidates increase knowledge of effective reading instruction over time but lack in-depth knowledge of how concepts are interrelated. Furthermore, findings indicate concept maps can serve as valuable assessment and practice tools within teacher education programs. Speaker(s): Dana Wagner, Minnesota State University Mankato Kyena Cornelius, Minnesota State Univ Mankato Melinda Leko, University of Wisconsin Single Paper Session Research and Inquiry Location: Worthington	Location: Worthington	2021110310:0010:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	Data-Based Performance Feedback to Support Preservice Special Education Teachers’ Use of Evidence-Based Practices Performance feedback (PF) literature reviews have established characteristics of effective PF (Scheeler et al., 2004) and various uses of PF for teacher learning (Schles & Robertson, 2019; Solomon et al., 2012). The purpose of this single-case design (SCD) study was to examine the impact of observation-generated PF, delivered through a videoconferencing platform, on preservice teachers’ use of evidence-based practices (EBPs), including opportunities to respond (OTR), behavior-specific praise (BSP), corrective feedback, and pre-corrections. The following research questions were addressed: (1) Is there a functional relation between the use of observation-generated PF and preservice teachers’ use of EBPs, including OTR, BSP, corrective feedback, and pre-corrections? (3) What are preservice teachers’ perspectives of the coaching process? The study used a single-case multiple baseline design across behaviors (Kratochwill et al., 2010) to examine the effects of a PF intervention on six preservice teachers’ increased use of EBPs during a clinical experience targeting reading instruction. The PF intervention was provided for each of the four behaviors, while simultaneously collecting data for all four teacher behaviors. This staggered introduction allowed for the demonstration of experimental control by showing whether the change in frequency of each target behavior was functionally related to the PF intervention delivery, rather than to other variables. Video observations were used to repeatedly measure the four dependent variables. Research assistants conducted 15-minute observations using video recorded sessions. This observation time frame has been commonly used in previous PF research studies with preservice teachers as participants (Barton & Wolery, 2007; McLeod et al., 2019; Scheeler et al., 2012). Research assistants used the Lily application within the Multi-Option Observation System for Experimental Studies (MOOSES; Tapp et al., 1995) software program, during video observations. Throughout the study, interobserver agreement (IOA) was computed using the point-by-point method (Gast & Ledford, 2014) for each behavior code using a 5-s agreement window with the timestamped event recording. The PF intervention included various components, including a training session on the specific EBP, modeling and video examples, discussion of video clips of preservice teachers’ instruction, discussion of graphs displaying teachers’ observation-generated data, and goal setting. Visual analysis (Ledford & Gast, 2018) was used to determine whether there was a functional relation between the implementation of the PF intervention and preservice teachers’ increased use of EBPs. Individual teachers’ results were evaluated in terms of level, trend, and variability, using visual inspection of at least three data points. SCD effect sizes were also calculated to support findings from the visual analysis (Maggin et al., 2019). The results of the SCD study indicated that the PF intervention, using observation-generated data generated from 15-minute video observations, had a positive impact on the rate of all four EBPs measured. EBP levels remained above baseline levels after the intervention was withdrawn. The results demonstrated that preservice special education teacher’s use of EBPs increased due to the presentation of the PF intervention during a clinical experience. Results from this study support the use of targeted observations and PF during supervisory experiences to increase and maintain teachers’ EBP use. Speaker(s): Valentina Contesse, University of Florida Holly Lane, University of Florida Single Paper Session Research and Inquiry Location: Worthington	Location: Worthington	2021110311:0011:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 8:00 AM - 8:50 AM CST	Exploring the Affective Experiences of Teachers Serving Students with Emotional Disabilities: An Experience Sampling Study In this study, we documented and analyzed teachers’ momentary affective experiences in order to inform the design of future intervention research supporting teachers of students with EBD as they navigate the emotional aspects of their work. Specifically, our analysis was guided by the following research questions: 1) How do teachers of students with EBD describe their momentary affective experiences? 2) Do teachers’ perceptions of their overall stress or emotional exhaustion predict their momentary affective experiences? 3) Is there a relationship between a teachers’ momentary emotions and the activity in which they are engaged, or their appraisals of how it is going? Drawing on the appraisal theory of emotions (Scherer et al., 2001), in which emotions are considered the result of our perceptions and judgements of stimuli in our environments, we used the experience sampling method to examine the intensity, frequency, and valence of teachers’ momentary emotions. We collected over 700 surveys from 14 teachers, over the course of multiple days of school, and used both descriptive analysis and multi-level models to examine teachers’ momentary emotions in the context of particular professional activities. We found that these teachers perceived their work as stressful and emotionally exhausting; yet despite these experiences, their momentary affective experiences were overwhelmingly positive. Teachers reported experiencing negatively valenced emotions very infrequently whereas they reported experiencing positively valenced emotions more intensely and frequently. In addition, most teachers experienced high levels of emotional arousal during their work, signifying that on a momentary basis, they are highly engaged in their profession. We found that teachers felt most positive during instructional activities, and activities in which they appraised themselves as successful. Further, we found that overall emotional exhaustion did not predict teachers’ momentary affective experiences; overall stress did not predict decreased feelings of positive affect. Taken together, these findings suggest that emotional exhaustion may not be a function of experiencing negative emotions, but of the overall intensity of experiencing intense and varied emotions on a daily basis. Our findings suggest that reducing teachers’ experiences of negative emotions may not actually be the most direct pathway to reducing burnout, as teachers are already experiencing relatively low levels of negatively valenced emotion and higher levels of positively valenced emotions overall. Instead, given the myriad variables at play within classrooms, interventions might focus on how teachers handle the variability in their emotional experiences; e.g. focus interventions on improving teachers’ psychological flexibility (Kashdan et al., 2010) and expressive flexibility (Westphal et al., 2010). In addition, given the frequency of positive emotion, research from cognitive scientists regarding the regulation of positive emotions (Du Pont et al., 2016) suggests that interventions aimed at helping teachers recognize, make sense of, and appropriately express the positive emotions they experience at work may also have important benefits for teachers. Speaker(s): Kristabel Stark, Boston University Elizabeth Bettini Single Paper Session Preparation, Certification, Induction Location: Worthington	Location: Worthington	2021110308:0008:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	Teacher Ed Media Blitz This session is open to everyone. Educators can come and share a piece of media or a technology tool that they are using as teacher educators. Attemdees will leave with a list of resources and tools to try! Speaker(s): Stephanie Morano, University of Virginia Symposium/Special Presentation/Spotlight Session/Special Event request Location: Worthington	Location: Worthington	2021110410:0010:50 001	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 12:00 PM - 1:00 PM CST	TED Past Presidents' Luncheon Speaker(s): Dee Berlinghoff, Mount Saint Mary College Non-Business Meeting or Other Session Time be Reserved for a Caucus, SIG, or Committee Location: Worthington	Location: Worthington	2021110412:0013:00 001	THU, NOV 4	CB070AD0-0193-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Caucuses and Special Interest Groups Chairs Meeting with Liaison Speaker(s): Shantel Farnan, Northwest Missouri State University Meeting Time for Caucus, SIG or Committee Location: Treaty Boardroom	Location: Treaty Boardroom	2021110310:0010:50 001	WED, NOV 3	C8A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C3A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 12:00 PM - 2:00 PM CST	Conference Advisory Committee Speaker(s): Brannan Meyers, CEC-TED Dee Berlinghoff, Mount Saint Mary College Ed Teall, Mt. St. Mary College Meeting Time for Caucus, SIG or Committee Location: Treaty Boardroom	Location: Treaty Boardroom	2021110512:0014:00 001	FRI, NOV 5	C8A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	Early Career Faculty SIG Business Meeting Business meeting for the TED Early Career Faculty Special Interest Group (SIG). We will discuss the challenges and successes specific to participants in their doctoral programs, transitioning into academia, and obtaining tenure. Speaker(s): Karin Fisher, Georgia Southern University Business Meeting Location: Treaty Boardroom	Location: Treaty Boardroom	2021110416:0016:50 001	THU, NOV 4	C7A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C3A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	TED Research Committee Meeting Please join the TED Research Committee to discuss goals and activities for the next year- all are welcome to join! Speaker(s): Loretta Mason-Williams, Binghamton University Meeting Time for Caucus, SIG or Committee Location: Treaty Boardroom	Location: Treaty Boardroom	2021110315:0015:50 001	WED, NOV 3	C8A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Student Advisors Meeting Speaker(s): Brannan Meyers, CEC-TED Shirley Dawson, Weber State University Chapter Symposium/Special Presentation/Spotlight Session/Special Event request Location: Treaty Boardroom	Location: Treaty Boardroom	2021110313:0013:50 001	WED, NOV 3	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C3A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 8:00 AM - 8:50 AM CST	Diversity Caucus General Business Meeting This meeting is for all members of the Diversity Caucus and others wishing to learn more about the Caucus or get more involved. This will act as the Diversity Caucus’ general business meeting; we will consider our progress and plan for the next year. Speaker(s): Dia Jackson, American Institutes for Research David Peyton Hannah Mathews, University of Florida Wendy Rodgers, University of Nevada, Las Vegas Meeting Time for Caucus, SIG or Committee Location: Treaty Boardroom	Location: Treaty Boardroom	2021110408:0008:50 001	THU, NOV 4	C8A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C3A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 8:00 AM - 8:50 AM CST	Diversity Caucus Executive Board Meeting This meeting is for the executive board of the Diversity Caucus to meet in order to discuss caucus business. Speaker(s): Hannah Mathews, University of Florida Business Meeting Location: Treaty Boardroom	Location: Treaty Boardroom	2021110308:0008:50 001	WED, NOV 3	C7A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	TED Early Childhood SIG Annual Business Meeting This is the annual TED business meeting for the Early Childhood SIG, a special interest group for early childhood special education teacher educators. Speaker(s): Marla Lohmann, Colorado Christian University Katherine Zimmer, Kennesaw State University Business Meeting Location: Treaty Boardroom	Location: Treaty Boardroom	2021110415:0015:50 001	THU, NOV 4	C7A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C3A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 11:00 AM - 11:50 AM CST	TESE Editorial Board Meeting Speaker(s): Melinda Leko, University of Wisconsin Meeting Time for Caucus, SIG or Committee Location: Treaty Boardroom	Location: Treaty Boardroom	2021110411:0011:50 001	THU, NOV 4	C8A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C3A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 8:00 AM - 2:00 PM CST	Small Special Education Programs Caucus Silent Auction Speaker(s): Jennifer McKenzie, Southern Utah University Symposium/Special Presentation/Spotlight Session/Special Event request Location: Mezzanine Foyer	Location: Mezzanine Foyer	2021110408:0014:00 001	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	JOSEP Board Meeting Speaker(s): Andrew Markelz, Ball State University Symposium/Special Presentation/Spotlight Session/Special Event request Location: Charter Boardroom	Location: Charter Boardroom	2021110413:0013:50 000	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 12:00 PM CST	University of Wisconsin- Whitewater Faculty Advertisement Come learn more about The University of Wisconsin-Whitewater College of Education, Assistant Professors of Special Education, Tenure Track job opening. Check the mobile app or the binder by registration/ at kaleidoscope for details on the job opening. Symposium/Special Presentation/Spotlight Session/Special Event request Location: Charter Boardroom	Location: Charter Boardroom	2021110410:0012:00 000	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Professional Development and Knowledge and Skills Business Meeting The business meeting will be used to conduct committee business. Speaker(s): Stephanie Morano, University of Virginia Business Meeting Location: Charter Boardroom	Location: Charter Boardroom	2021110310:0010:50 001	WED, NOV 3	C7A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C3A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Small Special Education Programs Caucus Executive Board Meeting Speaker(s): Jennifer McKenzie, Southern Utah University Meeting Time for Caucus, SIG or Committee Location: Charter Boardroom	Location: Charter Boardroom	2021110315:0015:50 001	WED, NOV 3	C8A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Small Special Education Programs Caucus Past Chairs Meeting Speaker(s): Jennifer McKenzie, Southern Utah University Meeting Time for Caucus, SIG or Committee Location: Charter Boardroom	Location: Charter Boardroom	2021110313:0013:50 001	WED, NOV 3	C8A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	VA State Subdivision Business Meeting This is the business meeting for the VA State Subdivision of TED. Speaker(s): Kat Alves, Longwood University Business Meeting Location: Charter Boardroom	Location: Charter Boardroom	2021110311:0011:50 001	WED, NOV 3	C7A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C3A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	Interactive Panel: Surviving the First Three Years of the Tenure Track This interactive panel, sponsored by the Early Career Faculty SIG and the Knowledge and Skills and Professional Development Committee, will focus on sharing strategies on surviving the first three years of the tenure track. The panel includes two members who have been in academia for almost 15 years and 2 members who were recently tenured. The panelists will provide advice and answer questions about the hidden curriculum of academia. Speaker(s): Karin Fisher, Georgia Southern University Jennifer Sears, Georgia CEC David Hoppey, University of North Florida Ginevra Courtade, University of Louisville Symposium/Special Presentation/Spotlight Session/Special Event request Location: West Fork I	Location: West Fork I	2021110410:0010:50 001	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 3:50 PM CST	Research Spotlight Session Drs. Pugach, Gomez-Najarro, and Matewos present: Our review of 25 years of social justice research in teacher education suggests that connections among social markers of identity, especially as regards ability/disability, are exceedingly tenuous, signaling the need for more robust, imaginative efforts across expertise in the teacher education community to address needs arising from students’ complex social identities Speaker(s): Loretta Mason-Williams, Binghamton University Marleen Pugach Joyce Gomez-Najarro Ananya Matewos Symposium/Special Presentation/Spotlight Session/Special Event request Location: West Fork I	Location: West Fork I	2021110414:0015:50 001	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
		Transforming Teacher Preparation with Lab Schools for Students with Disabilities: TCU’s Starpoint and Kinderfrogs School Partnership Location:	Location:	000