Thirty courses designed to best meet your professional needs
Western Washington University College Credits
19.5 OSPI Clock Hours (CECHs)
Professional CE Hours Offered
Sponsored by Rehab Seminars
Concurrent Half-Day, Full-Day, and Two-Day Courses and Distinguished Faculty:
Day One: Wednesday March 4, 2015
1. The Common Sense Guide to the Common Core State Standards by Katherine McKnight, PhD, National Louis University, Chicago (8:00am-4:00pm)
2. Learning to Behave: Visual Thinking Strategies for Middle School, High School and Post High School Individuals with Autism Spectrum Disorder or Deaf and Hard of Hearing by Carole Kaulitz, MEd, CCC-SLP, Autism/DHH Consultant (8:00am-12:00pm)
3. Pro-Social Thinking: Using Visual Thinking/Language Strategies to Help Individuals with Autism Spectrum Disorder Avoid Bullying by Carole Kaulitz, MEd, CCC-SLP, Autism/DHH Consultant (1:00pm-4:00pm)
4. Using Five Instructional Routines to Support Comprehension and Word Awareness by Tina L. Heafner, PhD, University of North Carolina at Charlotte and Dixie M. Massey, PhD, University of Washington (8:00am-4:00pm)
5. Co-Teaching: Strategies for Fostering Professional Collaboration and Inclusion by Jason Naranjo, PhD, University of Washington (8:00am-12:00pm)
6. Person Centered Career Planning: How to Facilitate Plans and Connect them to the IEP and Post School Employment Goals by Marsha Threlkeld, BA, Washington Initiative for Supported Employment (1:00pm-4:00pm)
7. Learning Disabilities: Analyzing Strengths and Weaknesses by Vincent C. Alfonso, PhD, Gonzaga University (8:00am-12:00pm)
8. Learning Disabilities: Tailoring Interventions by Vincent C. Alfonso, PhD, Gonzaga University (1:00pm-4:00pm)
9. Transforming School Climate Through Caring by Dave Derpak, MA, District Principal, Vancouver, British Columbia School Board and Christopher Parker, MA, Vice-Principal, Vancouver, British Columbia School Board (8:00am-4:00pm)
10. Problem Behaviors and Anxiety in the Classroom: Strategies to Facilitate Learning by Bek Wiltbank, MOTR/L, Mosaic Center for Therapy Services (8:00am-12:00pm)
11. Effective Strategies to Empower Communication for AAC Users by Donna Cole Wilson, MS, CCC-SLP, Provail, Marci Revelli, MS, CCC-SLP, Seattle Children’s Hospital and Brenda Chappell, MA, CCC-SLP (1:00pm-4:00pm)
Day Two: Thursday March 5, 2015
12. Clinical Thinking in Assessment and Treatment of Pediatric Motor Speech Disorders by Edythe Strand, PhD, CCC-SLP, Mayo College of Medicine (8:00am-4:00pm)
13. Formative Assessment & Common Core State Standards: New Expectations, New Tools by Katherine McKnight, PhD, National Louis University, Chicago (8:00am-4:00pm)
14. Understanding Students' with Mental Health Problems and Delivering School-Based Mental Health Services by Clayton Cook, PhD, University of Washington (8:00am-4:00pm)
15. Using Short Texts to Engage and Support Readers in Disciplinary Content by Tina L. Heafner, PhD, University of North Carolina at Charlotte and Dixie M. Massey, PhD, University of Washington (8:00am-12:00pm)
16. When A Student Struggles: Visual Factors That Significantly Impact Learning by Nancy Torgerson, OD, FCOVD, Alderwood Vision Therapy Center (12:00pm-4:00pm)
17. Using iTechnology (iPads, iPods) to Meet the Learning and Behavioral Needs for Students with Autism Spectrum Disorder by Susan Stokes, MA, CCC-SLP (8:00am-12:00pm)
18. Extreme Make-over School Edition! Practical Strategies for Modifying the Educational Environment to Increase Understanding and Decrease Challenging Behaviors for Students with Autism Spectrum Disorder by Susan Stokes, MA, CCC-SLP, Educational Autism Consultant and Trainer (1:00pm-4:00pm)
19. Sensory Strategies for School Success: Simulations, Accommodations & Modifications, by Jenny L. Clark, OTR/L, BCP, Jenny’s Kids, Inc. (8:00am-4:00pm) Day one of this two day course
20. PREPaRE: Crisis Intervention and Recovery: The Roles of School Based Mental Health Professional by Annie Rueda-Brown, MEd, School Psychologist, Edmonds School District and Julie Busse, MEd, School Psychologist, Edmonds School District (8:00am-4:00pm) Day one of this two day course
Day Three: Friday March 6, 2015
21. An Ounce of Prevention: Strategies to Prevent Challenging Behaviors in Children with Disabilities by Nancy Rosenberg, PhD, University of Washington (8:00am-12:00pm)
22. “You can’t do that, but here’s what you CAN do-” Using Replacement Behaviors to Reduce Challenging Behaviors in Students with Disabilities by Nancy Rosenberg, PhD, University of Washington (1:00pm-4:00pm)
23. Common Core, Student Inquiry and Learning for 21st Century Teachers Grades 3-12 by Katherine McKnight, PhD, National Louis University, Chicago (8:00am-12:00pm)
24. Bloom was Right: Aligning Technology Integrated Lessons with Bloom’s Taxonomy, Grades 3-12 by Katherine McKnight, PhD, National Louis University, Chicago (12:00pm-4:00pm)
25. Unpacking the Common Core State Standards K–5 Number and Operations: Fractions Progression by Developing a Conceptual Understanding of Operations with Fractions by Virginia C. Stimpson, PhD, University of Washington (8:00am-12:00pm)
26. Developing Strategies for Helping Students Identify and Resolve Common Errors and Misconceptions Related to Expressions and Equations by Virginia C. Stimpson, PhD, University of Washington (1:00am-4:00pm)
27. Sensory Strategies for School Success: Implementing Sensorimotor Interventions for Learning, by Jenny L. Clark, OTR/L, BCP, Jenny’s Kids, Inc. (8:00am-4:00pm) Day two of this two day course
28.Unraveling the Mystery of Social Interaction Skills for Students with Autism Spectrum Disorder: Practical Uses of Technology for Assessment and Intervention by Susan Stokes, MA, CCC-SLP, Educational Autism Consultant and Trainer (8:00am-12:00pm)
29. It’s All About Independent Functioning! Using Technology to Develop Critical Life Skills for Students with Autism Spectrum Disorder by Susan Stokes, MA, CCC-SLP, Educational Autism Consultant and Trainer (1:00am-4:00pm)
30.Equity in School Discipline: Strategies for Preventing Suspensions and Keeping Students in School by Vicki Nishioka, PhD, Education Northwest (8:00am-4:00pm)
31. PREPaRE: Crisis Intervention and Recovery: The Roles of School Based Mental Health Professional by Annie Rueda-Brown, MEd, School Psychologist, Edmonds School District and Julie Busse, MEd, School Psychologist, Edmonds School District (8:00am-4:00pm) Day two of this two day course
2015 Distinguished Conference Faculty
Katherine McKnight, PhD, is an author, educator and consultant. Her career in education began as a high school English teacher in the Chicago Public School system more than 25 years ago. She received her B.A. degree from George Washington University, her M.Ed. from Northeastern Illinois University, and her Ph.D. from the University of Illinois at Chicago. She currently serves as a Distinguished Professor of Research at National Louis University. She travels worldwide as a professional development consultant and a sought after speaker in the fields of adolescent literacy, inclusive classrooms, Common Core State Standards, Interdisciplinary literacy, and integrating technology in the 21st century classroom.
She is passionate about creating curricula that engage all students in the regular education classroom. She is completely committed to the development, sharing, and promotion of ideas and strategies that develop literacy skills in adolescent students so that they can grow to be active, creative adults.
Dr. McKnight regularly publishes in professional journals and is the author of many books including Common Core Literacy for ELA, History/Social Studies, and the Humanities: Strategies to Deepen Content Knowledge, Grades 6-12, The Common Sense Guide to the Common Core, The Elementary Teacher's Big Book of Graphic Organizers, Grades K-5, and The Teacher’s Big Book of Graphic Organizers, Grades 5-12 (recipient of the 2013 Teachers’ Choice Award). She co-authored The Second City Guide to Improv in the Classroom, The English Teacher's Survival Guide, Methods of Teaching English in the Middle and Secondary Schools, and Teaching the Classics in the Inclusive Classroom, among others.
Carole Kaulitz, MEd, CCC-SLP, has been in the field of education for over 40 years and is currently self-employed as a Speech-Language Pathologist, Autism Consultant, and Deaf and Hard of Hearing Consultant in Vancouver, WA. Her program emphasis is on developing a collaborative/consultative communication model for educators and parents with individuals who have Autism Spectrum Disorders as well as individuals who are Deaf/Hard of Hearing, focusing on visual language strategies, social communication, and co-occurring disabilities. Carole has co-authored two publications through Autism Asperger Publishing Company; Learning With a Visual Brain in an Auditory World, March 2007, Visual Thinking Strategies for Individuals with Autism Spectrum Disorders: The Language of Pictures, July, 2009, and is working on a third publication "Learning to Behave: The Connection Between Thinking, Language and Behavior", expected October 2014. She also presents nationally on the topics of Autism Spectrum Disorders and topics of Deafness and Hearing Loss.
Tina L. Heafner, PhD is professor in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte where she directs the M.Ed. and the Minor in Secondary Education. Dr. Heafner is the senior social studies methods instructor, supervises master’s capstone research for the MEd, and works with doctoral students in the Urban Education PhD. She is also the director of the College of Education’s Prospect for Success freshman engagement and retention program. Dr Heafner's teaching and research focus on policy and curriculum issues in social studies, and on effective practices in social studies education (i.e. technology integration, online learning, content literacy development, motivation and self-regulation, and service learning). Dr. Heafner is a co-author and co-editor of seven books including recent titles: Seeds of Inquiry: Using short texts in social studies to enhance students' understanding of U.S. History and Targeted Vocabulary Instruction in Secondary Social Studies. She has numerous published articles in peer reviewed journals such as Teacher's College Record, Educational Researcher, Kappa Delta Phi, Theory and Research in Social Education, Journal of Technology and Teacher Education, Journal of Social Studies Education Research, Social Education, Middle Level Learner, Teacher Education and Practice, Journal of Digital Learning in Teacher Education and Social Studies Research and Practice.
Dixie D. Massey, PhD, is a senior lecturer at the University of Washington where she directs the Reading Endorsement program, as well as teaches literacy and action research courses within the Curriculum & Instruction and Master’s in Leadership programs. Dr. Massey’s research interests include comprehension instruction, struggling readers, and reading within the disciplines. She is the author of several articles published in such journals as The Reading Teacher, Literacy Research and Instruction, The Journal of Adolescent and Adult Literacy, The Journal of School Connections and The Journal of Literacy Research. She is author and co-author of numerous chapters, and the curriculum series, Comprehension strategies for World History and U.S. History in the Social Studies published byThe Social Studies Company, as well as Strategic Vocabulary Instruction in Social Studies. Disclosure: Financial-Dr. Massey is employed by the University of Washington and the University of North Carolina at Greensboro. She receives royalties from her publisher, The Social Studies School Service. Nonfinancial-There are no non-financial relationships to disclose.
Jason Naranjo, PhD, is an Assistant Professor in Special Education at the University of Washington-Bothell. Dr. Naranjo’s scholarship and teaching focus on school-to-community transition for youth with disabilities and teacher preparation in general and special education. Currently, Dr. Naranjo’s research addresses the role that self-determination plays in the process of career and academic development. He has worked extensively in schools with both classroom teachers and school leaders to enhance special education service provision at the secondary level. Dr. Naranjo has established personnel preparation programs in both secondary special education and integrated general and special education. He has published in Remedial and Special Education, and Career Development and Transition for Exceptional Individuals. Dr. Naranjo serves as an editorial viewer for Teaching Exceptional Children and Career Development and Transition for Exceptional Individuals.
Marsha Threlkeld, BA, works at Washington Initiative for Supported Employment (WISE) and as a Subject Matter Expert to the US Department of Labor, Office of Disability Employment Policy. She has been a trainer for Person Centered Planning for 24 years, working with educators throughout Washington State and nationally. Marsha also works with schools to create community based learning opportunities, trains para-educators on natural supports, and presents on handheld technology and apps to support students to be more independent, communicative, and engaged.
Vincent C. Alfonso, PhD, is former Professor in the Graduate School of Education at Fordham University, New York City. He is now the Dean of the School of Education at Gonzaga University in Spokane, Washington. He is also past president of Division 16 of the American Psychological Association, and fellow of Divisions 16, 5, 2 and 43 of the American Psychological Association. Dr. Alfonso was a certified school psychologist and licensed psychologist in New York State, where he provided psycho-educational services to children, adolescents, and young adults for more than 20 years. He is co-author of Essentials of Cross-Battery Assessment, Third Edition, co-editor of Essentials of Specific Learning Disability Identification, and co-editor of Essentials of Planning, Selecting, and Tailoring Interventions for the Unique Learner all published by Wiley.
David Derpak, MA, has spent more than 30 years as an educator. He is currently a District Principal within the Vancouver School Board (Canada) in International Education and a past Principal at Killarney Secondary School. Killarney is the largest high school in Vancouver with over 2100 students and 167 staff. David has a firm belief based on experience and detailed research that "school climate" and "caring" will impact the learning environment in any school. By combining innovative and creative ideas and actions, supporting staff and improving social responsibility within the student population, your school can be transformed. Publications include articles in "Principal Leadership", " Educational Leadership". Admifo (B.C. Publication) "Middle Ground" and "MYABC" (B.C. Middle School Publication). David was invited by the People's Republic of China to tour schools in 2012 and make presentations on current educational practices as well as learn about Chinese education systems. David has presented at numerous schools in both Canada and the United States. His innovative school work has been published in Canadian Living and most recently the Globe and Mail (National newspaper in Canada). In 2009 David was awarded the Principal of Music Award and in 2010 named as one of Canada's Outstanding Principals. In addition David was awarded an Eagle Feather for his work with Aboriginal students in Inner City Vancouver.
Chris Parker is a vice-principal and in his sixteenth year as and educator. He has served as a teacher of both low-performing alternative education students as well as International Baccalaureate students and found great commonality in how to approach them. He has received provincial funding for research on differentiated instruction and its impact on standardized testing results. Chris currently serves the Vancouver School Board (Canada) at Kitsilano Secondary.
Bek Wiltbank, MOTR/L, is a licensed Occupational Therapist specializing in pediatrics. She graduated with a Bachelor of Science degree in Psychology from Oregon State University and a Master of Occupational Therapy from the University of Washington. Bek has worked in early intervention, school districts, and private practice. Her passion is helping children find their strengths and joy through therapeutic play, sensory integration techniques, craniosacral therapy, and parent and teacher coaching. Her work in the school district has been focused on providing techniques and information for teachers to help all kids in their classrooms feel ready to learn and be successful. Bek has specific skills in teaming with teachers so they feel supported in teaching both kids with special needs and typically developing kids. Bek operates a private practice where she provides holistic therapy to families of kids with special gifts. She believes that all parts of an individual and family need to be supported and addressed in health care, including the body, heart, mind and spirit. She is also the Executive Director of Occupational Therapy for Mosaic Center for Therapy Services and she provides educational trainings throughout the United States.
Donna Cole Wilson, MS, CCC-SLP obtained her Masters Degree in Speech Language Pathology at the University of Washington and is a member of the American Speech-Language-Hearing Association. She has worked in a variety of clinical settings, including a community based brain injury programs, outpatient and sub-acute rehabilitation, and community clinical programs. She is currently the Director of Speech Pathology at PROVAIL where she specializes in augmentative and alternative communication and serves both children and adults with a variety of disabilities.
Marci Revelli, MS, CCC-SLPis a speech language pathologist who specializes in the area of Augmentative Alternative Communication. With over 20 years experience, Ms. Revelli has worked in private and public schools as well as in private practice in Seattle and in the Boston area. She currently runs the Augmentative Alternative Communication program at Seattle Children’s Hospital and provides AAC assessment, training and treatment for children of all ages. Ms. Revelli also runs Augmentative Alternative Communication Services (AACS), a program that provides school training, consultation and in-home AAC training and treatment. She has presented locally and nationally with a special interest in the use of mobile technology, curriculum modifications and inclusion programming for children with AAC needs.
Brenda Chappell, MA, CCC-SLP provides a whole-person approach to speech therapy services for individuals with disabilities. She is a member of the American Speech-Language Hearing Association and the International Society of Augmentative & Alternative Communication. Brenda specializes in program development and motivational strategies with a background in cerebral palsy research at Michigan State University. She is currently a speech-language pathologist at PROVAIL where she specializes in Augmentative & Alternative Communication.
Edythe Strand, PhD, is a consultant in Speech Pathology, Department of Neurology at the Mayo Clinic, and a Professor in the Mayo College of Medicine. Her research has focused on developmental, acquired and progressive apraxia of speech, and issues related to intelligibility and comprehensibility in degenerative dysarthria. Her clinical interests include assessment and treatment of children and adults with neurologic communicative disorders. Dr. Strand’s publications include many articles and book chapters related to motor speech disorders. She frequently gives lectures on the assessment and treatment of motor speech disorders in children and adults, management of communication disorders in degenerative neurologic disease, and neuroanatomy. She is the co-author of the books: Management of Speech and Swallowing in Degenerative Disease; Clinical Management of Motor Speech Disorders in Children and Adults; and is Co-editor of the book, Clinical Management of Motor Speech Disorders in Children. She is an ASHA fellow.
Clayton Cook, PhD, is an assistant professor at the University of Washington, School of Psychology Program and a licensed psychologist. His research interests primarily include response to intervention service delivery models and how these models can be used to prevent mental health problems and promote social, emotional, and academic wellbeing. Specifically, he is interested in school-based universal screening methods, interventions to prevent and address emotional and behavioral problems, and the translation of research to practice. He is the co-principal investigator for several grants and authored and co- authored multiple articles, book chapters and books including Transforming School Psychology in the RTI Era: A Guide for Administrators and School Psychologists, and the Handbook of Behavioral Interventions in Schools. Disclosure: Financial-Dr. Cook is employed by the University of Washington and receives consulting fees from numerous school districts and the Psychological Software Solutions. He receives royalties for his books from LRP Publications. He is on the advisory board at Psychological Software Solutions (non-financial). There are no additional financial or non-financial relationships to disclose.
Nancy Torgerson, OD, FCOVD is a graduate of Pacific University’s College of Optometry and is a Fellow and past President of the international College of Optometrists in Vision Development (COVD). She has been the chairman of the Washington State Board of Optometry and the Optometric Extension Program’s National Chairman of Regional Clinical Seminars. She has received numerous awards for her work, including COVD’s Presidents Award and Outstanding Young Woman in America Award. An adjunct professor at Pacific University College of Optometry and assistant professor at Western University College of Optometry Clinical in Pamona, CA, she is a frequent lecturer and consultant to educators, rehabilitation and therapy providers, sports teams and other eye care professionals.
Dr. Nancy Torgerson’s passion is to help those that struggle needlessly in school, work, sports and/or life because of visual difficulties. She works extensively with children and adults who have challenges in learning or vision information processing, special needs and/or brain injuries.
Susan L. Stokes, M.A., CCC-SLP, has specialized in the area of autism spectrum disorder as both a speech-language pathologist and autism consultant for over 30 years. Susan frequently provides trainings and support related to all aspects of Autism Spectrum Disorder to various groups and school districts across the country and Canada. Susan is the author of Autism: Interventions and Strategies for Success, a Wisconsin Department of Public Instruction publication including 6 articles regarding autism spectrum disorder available at: www.cesa7.k12.wi.us/sped/autism/index2.htm. Susan also provides Individual coaching and consultant coaching and training for school and district teams based on a coaching model utilizing evidence-based practices to develop sustainability in meeting the overall programming needs of students with Autism Spectrum Disorder.
Jenny L. Clark, OTR/L, BCP has been helping children for over 23 years as a licensed pediatric occupational therapist. She has worked as a school-based occupational therapist, independent contractor for early intervention services, private practitioner at her own clinic (Jenny’s Kids Inc.), speaker, consultant, author, and inventor. The author of the evidence-based curriculum material Learn to Move, Move to Learn, Jenny has traveled the world as a continuing education instructor. Jenny’s dynamic teaching style is sprinkled with humor and engages people to “think outside the box,” inspiring unlimited creative ideas. For more information about Jenny Clark, go to: www.SPDconnection.com
Annie Rueda-Brown, MEd, School Psychologist, has been practicing school psychology for over 15 years. She received her Master of Education in School Psychology from the University of Washington in 1997. She is currently working as a school psychologist in the Edmonds School District #15 and is responsible for school psychology, elementary counseling and behavioral specialist duties. Ms Rueda-Brown is a certified as trainers of the PREPaRE program by the National Association of School Psychologists (NASP).
Julie Busse, MEd, School Psychologist, received her Master of Education in School Psychology from the University of Washington in 1996. She worked as an educational consultant, school psychologist and counselor for over 10 years. She is a members of the Edmonds School District #15 PREPaRE team and is certified as a trainer of the PREPaRE program by the National Association of School Psychologists (NASP).
Nancy Rosenberg, PhD, BCBA-D is faculty in the Special Education department at the University of Washington where she currently directs the Applied Behavior Analysis Distance Education program. Dr. Rosenberg has particular interests in the areas of challenging behavior, Autism Spectrum Disorders, and applied behavior analysis. She has worked extensively with both schools and families in addressing challenging behaviors in children with disabilities and in employing best practices for educating students with Autism Spectrum Disorders. She directed a four year study in the public schools addressing social skills and reading problems in children with Autism Spectrum Disorders and has conducted research on video modeling and say-do correspondence. She has published articles in journals such as Young Exceptional Children, Education and Treatment of Children, and Education and Treatment of Children with Autism and other Developmental Disabilities. Dr. Rosenberg is also the parent of a 21-year-old young man with Autism Spectrum Disorders.
Virginia C. Stimpson, PhD, (Gini) is a nationally recognized mathematics educator who has served as a co-PI on NSF-funded and Eisenhower-funded professional development and research-focused grants during and following her 35 years as a high school math and physics teacher. From 2004-2007 she was the evaluator on the NSF-funded grant Lenses on Learning: Understanding Mathematics Instruction at the Secondary Level. She also served as the evaluator of the NSF Grant Facilitating Lenses on Learning: Developing Leadership to Support Excellent Teaching in Elementary Mathematics. She was a member of the Advisory Board for the development of the DMI seminars that focus on algebra, PFC and RAO, and has facilitated DMI seminars and prepared more than 400 teacher leaders to use those materials with their colleagues through both the University of Washington and Mount Holyoke College. Dr. Stimpson currently works through the Mathematics Education Project in the University of Washington College of Education and Teachers Development Group. In addition to work with the Studio model, Dr. Stimpson has been exploring what teachers need to learn in order to be prepared to address the Common Core State Practices. The Common Core State Practice work has varied from offering a three-day course for K-6 principals to working with K-6 teachers of mathematics within multiple school districts and 6-12 mathematics teachers in other districts. It is this later work that informs the courses that will be offered at this Conference.
Vicki Nishioka, PhD has extensive experience with research and professional development in the area of school discipline, alternatives to suspension/expulsion, Positive Behavior Interventions and Support (PBIS), equity, and special education. She authored and coauthored refereed articles, book chapters, and research reports particularly in the area of school aggression. This includes two IES reports, Suspension and Expulsion Patterns in Oregon Leadership Network Schools (under review) and Student-Reported Overt and Relational Aggression and Victimization in Grades 3–8. She also authored a chapter, Skills for Success: A Systems Approach to Delinquency Prevention and School Success, that was distributed at the National Leadership Summit on School-Justice Partnerships: Keeping Kids In School and Out of Courts. She has also organized and conducted webinars on school climate, bullying, and equity. In her current position, she serves as the Oregon state coordinator and is the lead for the Northwest Comprehensive Center’s school improvement projects in Oregon. Before joining Education Northwest, Dr. Nishioka was an assistant professor at the University of Oregon Institute on Violence and Destructive Behavior, taught undergraduate and graduate courses in classroom and behavior management. She also provided consultation and support to schools in a number of capacities, including using school discipline data to inform school improvement decisions. Vicki holds a Ph.D. in education.
More information coming soon!
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